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NATIONAL  EDUCATIONAL  ASSOCIATION 


Fiftieth 
Anniversary  Volume 

i85'7-i9o6 


j^ 


t»ubU0bc&  b^  tbc  Bfl0oc(atlon 

secretary's    oniCK,   WINONA,   MINN. 


Printed  By 
The  University  of  Chicago  Press 
Chicago,  Illinois,  U.  S.  A. 


13 


B  ;i  ^  u  > 


UNIVERSITY  OF  CALIFORNIA 
SANTA  BARBARA  COLLEGE  LIBRARY 


CONTENTS 


Constitution 

By-Laws 

Calendar  of  Meetings 

Officers  1905-6  and  1906-7 

Report  of  Treasurer 

Report  of  Board  of  Trustees 

Memorandum  Concerning  Reincorporation 

Act  to  Incorporate  National  Education  Association 

Proposed  By-Laws  ..... 

DEPARTMENT   OF  SUPERINTENDENCE 
(Louisville  Meeting) 
Secretary's  Minutes         ........... 

Means  Afforded  by  the  Public  Schools  for  Moral  and  Religious  Training — Molt    . 
Effect  of  Moral  Education  in  the  Public  Schools  upon  the  Civic  Life  of  the  Com- 
munity— Thompson       ...... 

Woman's  Part  in  Public  Education — Mrs.  Hyre 

What  Kind  of  Education  Is  Best  Suited  to  Boys  ? — Halleck 

What  Kind  of  Education  Is  Best  Suited  for  Girls? — Hamilton 

What  Kind  of  Language-Study  Aids  in  the  Mastery  of  Natural  Scient  e  ? — Harris 

The  Superintendent's  Authority  and  the  Teacher's  Freedom — Corson 

The  Teaching  of  Arithmetic — Newcomb  ..... 

Suggestions  for  the  Improvement  of  the  Study  Period — McMurry 

Means  of  Improving  the  Efficiency  of  the  Grammar  School — Brumbaugh 

How  Can  the  Supervising  Influence  of  Grammar-School  Principals  Be  Improved  ? — 

Jones  ............ 

ROUND   TABLES 

A.  Round  Table  of  City  Superintendents  of  Larger  Cities — 

Interrelation  of  Functions  in  a  City-School  System: 

Influence  of  the  Supervisor — Miss  Harris     ...... 

Influence  of  the  City  Normal  School  or  Train  in  g-School — Mrs.  Young 

B.  Round  Table  of  Superintendents  of  Smaller  Cities — 

The  Local  Training-School  as  an  Agency  for  the  Preparation  of  Teachers 
— Gordy  .......... 

The  Best  Means  and  Methods  of  Improving  Teachers  Already  in  the  Ser- 
vice— Vance     .......... 

C.  R(jund  Tabic  of  State  and  County  Superintendents — 

Teachers'  Salaries  and  How  Affected  by  the  Operation  of  the  Minimum- 
Salary  Law — Cotton  ........ 

Rural-School  Architecture — Olscn         ....... 

1).    Round-Table  Conference  on  Simplified  Spelling — 

Simjiler  Spelling:  What  Can  Be  Most  Wisely  Done  to  Hasten  It  ? — Andrews 

What  Can  Most  Wisely  Be  Done  to  Hasten  Simpler  Spelling  ? — Crddcs    . 
The  Incorrigible  Child — Miss  Richman    ........ 

The  Examination  of  the  Eyes  oi  School  ChiUhcn- -Eberhardt       .... 

What  Should  Be  the  Basis  for  the  Promotion  of  Teachers  and  the  Iru  rcasr  of 
Teachers' Salaries  ? — Van  Sickle    ........ 


IS 
19 
21 

24 


29 

35 

42 
51 
58 
65 
73 
80 
86 

ID 
108 


"7 


124 


132 
141 

148 
'53 
158 
173 

'77 


IV 


NATIONAL  EDUCATIONAL  ASSOCIATION 


The  Next  Step  in  the  Salary  Campaign — Felmley       .         .         .  .  .  .183 

The  New  Phonetic  Alphabet — Hem  pi       .  .  .  .  .  .         .  .192 

What  Form  of  Industrial  Training  Is  Most  Practical  and  Best  Suited  to  the  Country 

ChM?—Kern 198 

Forms  of  Industrial  Education  Best  Adapted  to  City  Children — Keyes  .  .       203 

Art  as  Related  to  Manual  Training — Addicott    .......        207 

Report  of  Joint  Committee  on  Instruction  in  Library  Administration — Miss  Baldwin       215 

I.   School  Libraries       .  .  .  .  •  ■  .  •  •  .221 

II.  The  Public  Library  and  the  Public  School  .....        224 

III.  How  to  Use  a  Library       .........       228 

IV.  The  School  Library  Room 234 

V.  Selecting  and  Ordering  Books   ........        239 

VI.  Children's  Reading  .........        244 

VII.  Incoming  Books       ..........       249 

VIII.  Cataloging  and  Classification     .  .  .  .  .  .  .  .251 

IX.  Call  Numbers,  Shelf-List,  Loan  System      ......       261 

X.  Binding ■       .       266 

XL  Library  Associations         .  .  .  .  .  .  .  .  .271 

Appendix        .  .  .  .  .  .  .  .  .  .  .275 

Memorial  Addresses — 

,   John  Eaton — Jackson       .         .         .         .         .  .         .  ■  .  .283 

William  Rainey  Harper — Judson        ........        293 

Mrs.  Mary  H.  Hunt — Winship 296 

Albert  Grannis  Lane — Cook      .  .  .  .         .        _.  .  .  .       297 

Charles  Duncan  Mclver — Alderman  .  .  .  .  .  .  .311 

Thomas  Blanchard  Stockwell — Hoyt  .  .         .  .  .  .  .318 

Albert  Prescott  Marble — Meleney       .  .  .  .  .  .  .  .322 


ANNIVERSARY   PAPERS 

Fifty  Years  of  American  Education — Brown      .  .  .  .  .  .  .327 

How  the  Superintendent  May  Correct  Defective  Classwork — Harris    .  .  .341 

Recent  International  Congress  at  Liege — Monroe       .  .  .  .  .  -351 

The  Teacher  and  the  Librarian — Schaeffer        .  .  .  .  .  ...       355 

The  Educational  Awakening  in  England — Sadler       .  .  .  .  .  .361 

The  Teaching  of  Modern  Languages  in  England — Brereton  ....       366 

Secondary  Education  of  Girls  during  the  Past  Fifty  Years  in  England — Miss  Beale      377 
The  Secondary  Education  of  Girls  in  France — See         .....       386 

The  Modern  System  of  Higher  Education  for  Women  in  Prussia — Paulsen  .  .       395 

On  the  Developments  and  Changes  in  Primary  Teaching  in  France   during   the 

Third  Republic — Levasseur  .........       408 

What  France  Owes  to  America  in  the  Matter  of  Education — Compayre         .  .417 

The  Rehabilitation  of  Philosophy  in  Germany — Schwartz  .....       420 

The  Past  and  Future  of  German  Education — Paulsen         .....       430 

Agricultural  Instruction  in  the  Kingdom  of  Hungary — De  Tormay        .  .  .       445 

HISTORICAL   CHAPTER 

I.    Educational  Associations — 

Origin  of  Free  Schools  in  the  American  Colonies — Bar^iard  .  .       453 

Home  and  School  Training  in  New  England  in  the  Colonial  Period — 

Brainerd      ..........       454 

Home  and  School  Training  in  the  South  During  the  Colonial  Period — 

Wertenbaker  .........       455 


CONTENTS 


II.   The  Earliest  Educational  Associations  in  the  United  States — 
The  American  Institute  of  Instruction — Winship 
Western   Literary  Institute  and   College  of  Professional  Teachers- 
Monroe        ......... 

American  Lyceum  Association — Monroe  .*.... 

School  Teachers  and  Superintendents — Mann   .... 

American  Association  for  the  Advancement  of  Education — Monroe 

III.  Other  Educational  Associations — 

The  American  Association  for  the  Advancement  of  Science — Hou<ard 
American  Library  Association — Dewey     ..... 

General  Education  Board — Bultrick  ..... 

The  Southern  Education  Board — Murphy         .... 

The  Southern  Educational  Association — Tighe 

The  Carnegie  Association  for  the  Advancement  of  Teaching — PritcheU 

Educational  Journalism — Bardeen    ...... 

State  Teachers'  Associations  Organized  Before  1857 — Monroe 

IV.  The  National  Teachers'  Association — Russell  .... 
V.   The  National  Educational  Association — Hagar,  Hancock,  Harris 

VI.   The  Constitution  ......... 

VII .   List  of  Executive  Officers  with  Calendar  of  Meetings 

VIII.    Board  of  Trustees 

IX.    List  of  Vice-Presidents  with  Terms  of  Service  from  1857  to  1907 
X.    List  of  State  Directors  by  Election,  1857  to  1907      .... 
XI.    List  of  Perpetual  Directors,  Life  Directors,  and  Life  Members 


457 

463 
465 
467 

471 

475 
479 
490 

495 
499 
504 
506 

514 
516 
521 
534 
541 
543 
544 
547 
558 


TITLES  OF  PAPERS  AND  DISCUSSIONS  FROM  1857  TO  1906, 

BY  YEARS  AND  DEPARTMENTS 
General  Sessions    .... 
Department  of  School  Superintendence 
Department  of  Normal  Schools 
Department  of  Higher  Education 
Department  of  Elementary  Education 
Department  of  Manual  Training 
The  National  Council  of  Education 
Department  of  Art  Education 
Department  of  Kindergarten  Educaliun 
Department  of  Music  Education 
Department  of  Secondary  Education 
Department  oi  Business  Education 
Department  of  Child-Study     . 
Department  of  Physical  Training     .' 
Department  of  Science  Instruction  . 
Department  of  School  Administration 
Library  Department 
Department  of  Special  Efiucation 
Department  of  Indian  Education 


Titles  of  Papers  Read  before  tlu    Inh  rii;i 

J893 

BIHLIOGRAI'ilN'  OF    1 
'I'able  f)f  Classification    . 

I.    Agricultural  Eduralion 


ARRANGED 


561 
576 
589 
595 
599 
603 
607 
623 
626 
630 

637 
f>39 
641 

fM3 
(J45 
640 
f..,S 
050 


ioiial  Con^^ressi-s  of  I''.ilii(  atioii,  Chicago, 


OI'ICS   IRO.M    1S57  TO   1906 


f'5^ 


VI 


NATIONAL  EDUCATIONAL  ASSOCIATION 


3- 
4- 

S- 
6. 

7- 
8. 

9- 

lO. 

II. 

12. 

13- 
14. 

15- 
16. 

17- 
18. 
19. 
20. 
21. 
22. 

23- 
24. 

25- 
26. 

27. 
28. 
29. 
30- 
31- 
32- 
33- 
34- 
35- 
36. 
37- 
38. 

39- 

40. 
41. 
42. 

43- 
44. 

45- 
46, 

47- 

48. 

49. 

so- 
51- 
52- 
53- 


American  Public  Education 

Architecture 

Art  Education 

Biography 

Biological  Sciences    . 

Education  of  the  Blind 

Child-Study      . 

City-School  Systems 

Classical  Education  . 

Coeducation 

College-Entrance  Requirements 

Commercial  Education 

Compulsory  Education 

Curriculum 

Defectives  and  Delinquents  (Other  than  Blind),  Educat 

Educational  Literature 

Education:  Theory,  Philosophy,  Nature,  and  Meaning 

Elective  Studies 

Elementary  Education 

English  Language  and  Literature  as  Subjects  of  Study 

Examinations    . 

Exhibitions  and  Museums 

Finances  and  Taxation 

Geography  as  a  Subject  of  Study 

Government  and  Discipline  of  Schools 

Higher  Education — Colleges  and  Universitie 

History  of  Education 

History  Teaching 

Indian  Education  and  Other  Minor  Alien  Races 

Industrial  Education 

Kindergarten    ..... 

Library  and  School    .... 

Manual  Training 

Mathematics  as  a  Subject  of  Study 

Music  in  Schools        .... 

Nature-Study   ..... 

Negro  Education        .... 

Normal  Schools  and  Training  of  Teachers 

Pensions  for  Teachers 

Physical  Education    .... 

Physical  Sciences       .... 

Psychology  and  Education 
Religious  and  Moral  Educ  ation 
Rural  Schools   ..... 

Salaries  of  Teachers 

School  Hygiene  .... 

School  Laws     ..... 

Science  Teaching       .... 

Secondary  Education — High  Schools    . 
Spelling   ...... 

State  and  Education 

Supervision,  Organization,  and  Administration 


661 
663 
664 
666 
667 
668 
668 
670 
671 
672 
672 

673 
674 

67s 
677 
678 
679 
680 
681 
682 
684 
685 
686 
686 
687 
687 
69c 
692 
693 
695 
696 
699 
700 
703 
703 
706 
706 
707 
711 
711 
713 
713 
715 
716 
717 
718 
719 
719 
720 
721 
722 
723 


CONTENTS 


Vll 


54.  Teachers  ...... 

55.  Teaching — Principles  and  Methods 

56.  Technical  Education  .... 

57.  Textbooks         ...... 

58.  Woman's  Education  and  Work  . 

59.  Writing    ....... 

Review  of  Secretary's  Report,  1S93  to  1906 

Necrology  List,  January  i,  1906  to  May  i,  1907 

Active  Membership  List  and  Inde.x 

Educational  Institutions  and  Libraries  Enrolled  as  Active  Members 

Statistical  Table  of  Active  Members  for  1906    . 

Statistical  Table  of  Active  Members,  1895  to  1906  inclusive 

StutLstical  Table  of  Attendance  from  1857  to  1906 

Chart  of  Total  Attendance  for  Fifty  Years 

Price  List  of  Publications         ..... 

Index  ......... 


726 
727 
727 
729 
729 
730 
731 
741 
743 
925 
930 
931 
932 
934 
936 
939 


CONSTITUTION 

OF   THE 

NATIONAL    KDUCATIONAL    ASSOCIATION 


PREAMBLE 


To  elevate  the  character  and  advance  the  interests  of  the  profession  of 
teaching,  and  to  promote  the  cause  of  popular  education  in  the  United  States, 
we,  whose  names  are  subjoined,  agree  to  adopt  the  following  ■ 

CONSTITUTION 

ARTICLE  I— NAME 
This  Association  shall  be  styled  the  National  Educational  Association. 

ARTICLE  II— DEPARTMENTS 

Section  i.  It  shall  consist  of  eighteen  departments:  first,  of  School  Superinten- 
dence; second,  of  Normal  Schools;  third,  of  Elementary  Schools;  fourth,  of  Higher 
Education;  fifth,  of  Manual  Training;  sixth,  of  Art  Education;  seventh,  of  Kinder- 
garten Education;  eighth,  of  Music  Education;  ninth,  of  Secondary  Education;  tenth, 
of  Business  Education;  eleventh,  of  Child  Study;  twelfth,  of  Physical  Education; 
thirteenth,  of  Natural  Science  Instruction;  fourteenth,  of  School  Administration;  fifteenth, 
the  Library  Department;  sixteenth,  of  Special  Education;  seventeenth,  of  Indian  Edu- 
cation;  and  eighteenth,  a  National  Council  of  Education. 

Sec.  2.  Other  departments  may  be  organized  in  the  manner  prescribed  in  this 
constitution. 

ARTICLE  III— MEMBERSHIP 

Section  i.  There  shall  be  three  classes  of  members,  namely,  active,  associate,  and 
corresponding. 

.Sec  2.  Teachers  and  all  who  arc  actively  associated  with  the  management  of  edu- 
cational institutions,  including  libraries  and  periodicals,  may  become  active  members.  All 
fjthers  who  pay  an  annual  membership  fee  of  two  dollars  may  become  as.sociate  members. 

Eminent  educators  not  residing  in  America  may  be  elected  by  the  Directory  to  be 
corresponding  members.     The  number  of  corresponding  members  shall  at  no  time  exceed 

f'fiy. 

.Sec  3.  Any  person  eligible  may  become  an  active  mcnibcr  upon  application  indorsed 
by  two  active  memlnrrs,  and  the  jiayment  of  an  enrollment  fee  of  two  dollars  and  the 
annual  dues  for  the  ( urrent  year. 

Active  nuinb<;rs  only  have  the  right  to  vote  and  to  hold  oITk c  in  the  gineral  Associa- 
tion or  in  the  several  departments 

All  active  mcml>cr3  must  pay  annual  clues  of  two  dollars,  and  will  1)C  entitled  to  the 
volume  of  Proceedings  without  "coupon"  or  other  conditions.  The  annual  active  mem- 
InTship  fee  shall  l*c  i)ayablc  at  the  time  of  the  annual  convention,  or  by  remittance  to  the 

I 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Secretary  before  September  i  of  each  year.  Any  active  member  may  discontinue  mem- 
bership by  giving  written  notice  to  the  Secretary  before  September  i,  and  may  restore 
the  same  only  on  payment  of  the  enrollment  fee  and  the  annual  dues  for  the  current  year. 

All  life  members  and  life  directors  shall  be  denominated  active  members,  and  shall 
enjoy  all  the  powers  and  privileges  of  such  members  without  the  payment  of  annual  dues. 

Associate  members  may  receive  the  volume  of  Proceedings  in  accordance  with  the 
usual  "coupon"  conditions,  as  printed  on  the  membership  certificate. 

Corresponding  members  will  be  entitled  to  the  volume  of  Proceedings  without  the 
payment  of  fees  or  other  conditions. 

Sec.  4.  The  names  of  active  and  corresponding  members  only  will  be  printed  in  the 
volume  of  Proceedings,  with  their  respective  educational  titles,  offices,  and  addresses,  to 
be  revised  annually  by  the  Secretary  of  the  Association. 

ARTICLE  IV— OFFICERS 

Section  i.  The  officers  of  this  Association  shall  consist  of  a  President,  twelve  Vice- 
Presidents,  a  Secretary,  a  Treasurer,  a  Board  of  Directors,  a  Board  of  Trustees,  and  an 
Executive  Committee,   as  hereinafter  provided. 

Sec.  2.  The  Board  of  Directors  shall  consist  of  the  President  of  the  National  Edu- 
cational Association,  First  Vice-President,  Secretary,  Treasurer,  chairman  of  the  Board 
of  Trustees,  and  one  additional  member  from  each  state,  territory,  or  district,  to  be  elected 
by  the  Association  for  the  term  of  one  year,  or  until  their  successors  are  chosen,  and  of 
such  life  directors  as  are  now  (July  10,  1895)  in  office. 

All  past  Presidents  of  the  Association  now  living  (July  10,  1895),  and  all  future 
Presidents  at  the  close  of  their  respective  terms  of  office,  and  the  United  States  Commis- 
sioner of  Education,  shall  be  life  directors  of  the  Association. 

The  President  of  the  National  Educational  Association,  First  Vice-President,  Treas- 
urer, chairman  of  the  Board  of  Trustees,  and  a  member  of  the  Association  to  be  chosen 
annually  by  the  Board  of  Directors,  which  member  shall  hold  office  for  one  year,  shall 
constitute  the  Executive  Committee. 

Sec.  3.  The  elective  officers  of  the  Association,  with  the  exception  of  the  Secretary) 
shall  be  chosen  by  the  active  members  of  the  Association  by  ballot,  unless  otherwise 
ordered,  on  the  third  day  of  each  annual  session,  a  majority  of  the  votes  cast  being 
necessary  for  a  choice.  The  officers  so  chosen  shall  continue  in  office  until  the  close 
of  the  annual  session  subsequent  to  their  election,  and  until  their  successors  are  chosen, 
except  as  hereinafter  provided. 

Sec.  4.  Each  department  shall  be  administered  by  a  president,  vice-president' 
secretary,  and  such  other  officers  as  it  shall  deem  necessary  to  conduct  its  affairs;  but 
no  person  shall  be  elected  to  any  office  or  of  any  department  of  the  Association,  who  is 
not,  at  the  time  of  election,  an  active  member  of  the  Association. 

Sec.  5.  The  President  shall  preside  at  all  meetings  of  the  Association  and  of  the 
Board  of  Directors,  and  shall  perform  the  duties  usually  devolving  upon  a  presiding 
officer.  In  his  absence,  the  First  Vice-President  in  order,  who  is  present,  shall  preside; 
and  in  the  absence  of  all  Vice-Presidents,  a  pro4empore  chairman  shall  be  appointed  on 
nomination,  the  Secretary  putting  the  question. 

Sec.  6.  The  Secretary  shall  keep  a  full  and  accurate  report  of  the  proceedings  of 
the  general  meetings  of  the  Association  and  all  meetings  of  the  Board  of  Directors,  and 
shall  conduct  such  correspondence  as  the  directors  may  assign,  and  shall  have  his  records 
present  at  all  meetings  of  the  Association  and  of  the  Board  of  Directors.  The  secretary 
of  each  department  shall,  in  addition  to  performing  the  duties  usually  pertaining  to  his 
office,  keep  a  list  of  the  members  of  his  department. 

Sec.  7.  The  Treasurer  shall  receive,  and  under  the  direction  of  the  Board  of  Trustees 
hold  in  safe-keeping,  all  moneys  paid  to  the  Association;    shall  expend  the  same  only< 


CONSTITUTION 


upon  the  order  of  said  board;  shall  keep  an  exact  account  of  his  receipts  and  expendi- 
tures, with  vouchers  for  the  latter,  which  accounts,  ending  the  first  day  of  July  each  year, 
he  shall  render  to  the  Board  of  Trustees  and,  when  approved  by  said  board,  he  shall 
report  the  same  to  the  Board  of  Directors.  The  Treasurer  shall  give  such  bond  for  the 
faithful  discharge  of  his  duties  as  may  be  required  by  the  Board  of  Trustees;  and  he 
shall  continue  in  office  until  the  first  meeting  of  the  Board  of  Directors  held  prior  to  the 
annual  meeting  of  the  Association  next  succeeding  that  for  which  he  is  elected. 

Sec.  8.  The  Board  of  Directors  shall  have  power  to  fill  all  vacancies  in  their  own 
body;  shall  have  in  charge  the  general  interests  of  the  Association,  excepting  those  herein 
intrusted  to  the  Board  of  Trustees;  shall  make  all  necessary  arrangements  for  its  meet- 
ings, and  shall  do  all  in  its  power  to  make  it  a  useful  and  honorable  institution.  Upon 
the  written  application  of  twenty  active  members  of  the  Association  for  permission  to 
establish  a  new  department,  it  may  grant  such  permission.  Such  new  department  shall 
in  all  respects  be  entitled  to  the  same  rights  and  privileges  as  the  others.  The  formation 
of  such  department  shall  in  effect  be  a  sufl&cient  amendment  to  this  constitution  for 
the  insertion  of  its  name  in  Art.  II,  and  the  Secretary  shall  make  the  necessary 
alterations. 

Sec.  9.  The  Board  of  Trustees  shall  consist  of  four  members,  elected  by  the  Board 
of  Directors  for  the  term  of  four  years,  and  the  President  of  the  Association,  who  shall  be 
a  member  ex  officio  during  his  term  of  oflice.  At  the  election  of  the  trustees  in  1886,  one 
trustee  shall  be  elected  for  one  year,  one  for  two  years,  one  for  three  years,  and  one  for 
four  years;  and  annually  thereafter,  at  the  first  meeting  of  the  Board  of  Directors  held 
prior  to  the  annual  meeting  of  the  Association,  one  trustee  shall  be  elected  for  the  term 
of  four  years.  All  vacancies  occurring  in  said  Board  of  Trustees,  whether  by  resignation 
or  otherwise,  shall  be  filled  by  the  Board  of  Directors  for  the  unexpired  term;  and  the 
absence  of  a  trustee  from  two  successive  annual  meetings  of  the  board  shall  forfeit  his 
membership  therein.  The  Board  of  Trustees  thus  elected  shall  constitute  the  body 
corporate  of  the  Association,  as  provided  in  the  certificate  of  incorporation  under  the  pro- 
visions of  the  Act  of  General  Incorporation,  Class  Third,  of  the  Revised  Statutes  of  the 
District  of  Columbia,  dated  the  24th  day  of  February,  1886,  at  Washington,  D.  C,  and 
recorded  in  Liber  No.  4,  "Acts  of  Incorporation  for  the  District  of  Columbia." 

Sec.  10.  It  shall  be  the  duty  of  the  Board  of  Trustees  to  provide  for  safe-keeping 
and  investment  of  all  funds  which  the  Association  may  receive  from  donations;  and 
the  income  of  such  invested  funds  shall  be  used  exclusively  in  paying  the  cost  of  pub- 
lishing the  annual  volume  of  Proceedings  of  the  Association,  excepting  when  donors  shall 
specify  otherwise.  It  shall  also  be  the  duty  of  the  board  to  issue  orders  on  the  Treasurer 
for  the  payment  of  all  bills  approved  by  the  Board  of  Directors,  or  by  the  President  and 
Secretary  of  the  Association  ac  ling  under  the  authority  of  the  Board  of  Directors;  andi 
when  practicable,  the  trustees  shall  invest  all  surjjlus  funds  exceeding  one  hundred  dollars 
that  shall  remain  in  the  hands  of  the  Treasurer  after  paying  the  expenses  of  the  Association 
for  the  previous  year. 

Sec.  II.  The  Board  of  Trustees  shall  elect  the  Secretary  of  the  Association,  wlio 
shall  also  Ix;  secretary  of  the  Executive  Committee,  and  shall  fix  his  (oniiuMisalion  and 
his  term  of  office  for  a  period  not  to  exceed  four  years. 

ARTICLE  V— MEETINGS 

Section  i.  The  annual  meeting  of  the  Association  shall  Ik-  held  al  su<  li  lime  and 
place  as  shall  be  determined  by  the  Board  of  Directors. 

Sec.  2.  Spffial  meetings  may  be  called  by  the  President  at  the  r((iiusl  of  five 
direttf>rs. 

Sec.  3.  Any  department  of  the  Assoc  iation  may  hold  a  si)ecial  meeting  at  siu  li  time 
and  pla(e  as  by  its  f>wn  regulations  it  shall  a|>i>oiiit. 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Sec.  4.  The  Board  of  Directors  shall  hold  its  regular  meetings  at  the  place  and 
not  less  than  two  hours  before  the  assembling  of  the  Association. 

Sec.  5.  Special  meetings  may  be  held  at  such  other  times  and  places  as  the  board 
or  the  President  shall  determine. 

Sec.  6.  Each  new  board  shall  organize  at  the  session  of  its  election.  At  its  first 
meeting  a  committee  on  publication  shall  be  appointed,  which  shall  consist  of  the  Presi- 
dent and  the  Secretary  of  the  Association  for  the  previous  year,  and  one  member  from 
each  department. 

ARTICLE  VI— BY-LAWS 
By-laws  not  inconsistent  with  this  constitution  may  be  adopted  by  a  two-thirds  vote 
of  the  Association. 

ARTICLE  VII— AMENDMENTS 
This  constitution  may  be  altered  or  amended  at  a  regular  meeting  by  the  unanimous 
vote  of  the  members  present;  or  by  a  two-thirds  vote  of  the  members  present,  provided 
that  the  alteration  or  amendment  has  been  substantially  proposed  in  writing  at  a  previous 
meeting. 

BY-LAWS 

1.  At  the  first  session  of  each  annual  meeting  of  the  Association  there  shall  be 
appointed  by  the  President  a  committee  on  resolutions;  and  at  the  third  session  of  such 
meeting  there  shall  be  appointed  a  committee  on  nominations,  consisting  of  one  member 
from  each  state  and  territory  represented,  the  same  to  be  appointed  by  the  President  on 
the  nomination  of  a  majority  of  the  active  members  from  such  state  or  territory  present 
at  the  meeting  called  for  the  purpose  of  making  such  nomination;  provided,  however, 
that  such  appointment  shall  be  made  by  the  President  without  such  nomination,  when  the 
active  members  in  attendance  from  any  state  or  territory  shall  fail  to  make  a  nomination. 

The  meetings  of  active  members  to  nominate  members  of  the  nominating  committee 
shall  be  held  at  5:30  p.  m.  on  the  first  day  of  the  annual  meeting  of  the  Association,  at 
such  places  as  shall  be  announced  in  the  general  program. 

2.  The  President  and  Secretary  shall  certify  to  the  Board  of  Trustees  all  bills 
approved  by  the  Board  of  Directors. 

3.  Each  paying  member  of  the  Association  shall  be  entitled  to  a  copy  of  its  Pro- 


4.  No  paper,  lecture,  or  address  shall  be  read  before  the  Association  or  any  of  its 
departments  in  the  absence  of  its  author,  nor  shall  any  such  paper,  lecture,  or  address 
be  published  in  the  volume  of  Proceedings,  without  the  consent  of  the  Association,  upon 
approval  of  the  Executive  Committee. 

5.  It  shall  be  the  duty  of  the  President,  Secretary,  and  Treasurer  of  the  Association 
to  appoint  annually  some  competent  person  to  examine  the  securities  of  the  Permanent 
Fund  held  by  the  Board  of  Trustees,  and  his  certificate,  showing  the  condition  of  the 
said  fund,  shall  be  attached  to  the  report  of  the  Board  of  Trustees. 


ACT  OF  INCORPORATION 

At  a  meeting  of  the  Board  of  Directors  of  the  National  Educational  Asso- 
ciation, held  at  Saratoga  Springs,  N.  Y.,  July  14,  1885,  the  following  reso- 
lution was  passed. 

Resolved,  That  a  committee  of  three  be  appointed  to  secure  articles  of  incorporation 
for  the  National  Educational  Association,  under  United  States  or  state  laws,  as  speedily 
as  may  be. 


ACT  OF  INCORPORATION 


N.  A.  Calkins,  of  New  York;  Thomas  W.  Bicknell,  of  Massachusetts, 
and  EH  T.  Tappan,  of  Ohio,  were  appointed  such  committee. 

Under  the  authority  of  the  resolution  quoted  above,  and  with  the  approval 
of  the  committee,  and  by  competent  legal  advice,  the  chairman  obtained  a 

CERTIFICATE  OF  INCORPORATION 

We,  the  undersigned,  Norman  A.  Calkins,  John  Eaton,  and  Zalmon  Richards,  citizens 
of  the  United  States,  and  two  of  them  citizens  of  the  District  of  Columbia,  do  hereby 
associate  ourselves  together,  pursuant  to  the  provisions  of  the  Act  of  General  Incorpora- 
tion, Class  Third,  of  the  Revised  Statutes  of  the  District  of  Columbia,  under  the  name  of 
the  "National  Educational  Association,"  for  the  full  period  of  twenty  years,  the  purpose 
and  objects  of  which  are  to  elevate  the  character  and  advance  the  interests  of  the  profes- 
sion of  teaching  and  to  promote  the  cause  of  popular  education  in  the  United  States 

To  secure  the  full  benefit  of  said  act  we  do  here  execute  this  our  certificate  of  incorporation 
as  said  act  provides. 

In  witness  whereof,  we  severally  set  our  hands  and  seals  this  24th  day  of  February, 
1886,  at  Washington,  D.  C. 

Norman  A.  Calkins.       [l.  s.] 
John  Eaton.  [l.  s.] 

Zalmon  Richards.  [l.  s.] 

Duly  acknowledged  before  Michael  P.  Callan,  Notary  Public  in  and  for  the  District 
of  Columbia,  and  recorded  in  Liber  No.  4,  Acts  of  Incorporation  for  the  District  of 
Columbia. 

CERTIFICATE  OF  EXTENSION 

Office  of  the  Recorder  of  Deeds 

Washington,  D.  C. 
To  All  Whom  It  May  Concern: 

This  is  to  certify  that  February  21,  1906,  there  wsls  filed  for  record  in  this  office 
a  certificate  of  extension  and  of  the  corporate  existence  of  the  National  Educational  Asso- 
ciation, incorporated  in  the  District  of  Columbia,  February  24,  1886,  for  a  term  of  twenty 
(20)  years,  said  extension  being  for  a  period  of  two  (2)  years  from  and  including  the 
24th  day  of  February,  1906. 

In  testimony  whereof,  I  have  hereunto  set  my  hand  and  afTi.xcd  the  seal  of  this  office 
this  2ist  day  of  February,  A.  D.  1906. 

(Signed)   '  R.  W.  Dutton, 
Deputy  Recorder  oj  Deeds,  D.  C, 
(Seal) 


CALENDAR   OF  MEETINGS 


NATIONAL  TEACHERS'  ASSOCIATION 
i8s7— PHILADELPHIA,  PA.  (Organized.) 1864— OGDENSBURG,  N.  Y. 


James  L.  Enos,  Chairman. 
W.  E.  Sheldon,  Secretary. 

1858— CINCINNATI,  OHIO. 

Z.  Richards,  President. 

J.  W.  BuLKLE'x,  Secretary. 

A.  J.  RiCKOFF,  Treasurer 
i8s9— WASHINGTON,  D.  C. 

A.  J.  RiCKOFF,  President. 

J.  W.  Buckley,  Secretary. 

C.  S.  Pennell,  Treasurer. 

i860— BUFFALO,  N.  Y. 

J.  W.  Bulkley,  President. 

Z.  Richards,  Secretary. 

O.  C.  Wight,  Treasurer. 
1861,  1862 — No  session. 
1863— CHICAGO,  ILL. 

John  D.  Philbrick,  President. 

James  Cruikshank,  Secretary. 

O.  C.  Wight,  Treasurer. 

i87c^CLEVELAND, 


W.  H.  Wells,  President. 
David  N.  Camp,  Secretary. 
Z.  Richards,  Treasurer. 
186s— HARRISBURG,  PA. 

S.  S.  Greene,  President., 
W.  E.  Sheldon,  Secretary. 
Z.  Richards,  Treasurer. 

1866— INDIANAPOLIS,  IND. 

J.  P.  Wickersham,  President. 

S.  H.  White,  Secretary. 

S.  P.  Bates,  Treasurer. 
1867 — No  session. 
1868— NASHVILLE,  TENN. 

J.  M.  Gregory,  President. 

L.  Van  Bokkelen,  Secretary 

James  Cruikshank,  Treasurer. 
1869— TRENTON,  N.  J. 

L.  Van  Bokkelen,  President 

W.  E.  Crosby,  Secretary. 

A.  L.  Barber,  Treasurer. 
OHIO. 


Daniel  B.  Hagar,  President. 
A.  P.  Marble,  Secretary. 
W.  E.  Crosby,  Treasurer. 


NAME   CHANGED   TO 

NATIONAL  EDUCATIONAL  ASSOCIATION 


1871— ST.  LOUIS,  MO. 

J.  L.  Pickard,  President. 

W.  E.  Crosby,  Secretary. 

John  Hancock,  Treasurer. 
1872— BOSTON,  MASS. 

E.  E.  White,  President. 

S.  H.  White,  Secretary. 

John  Hancock,  Treasurer. 
1873— ELMIRA,  N.  Y. 

B.  G.  Northrop,  President. 

S.  H.  White,  Secretary. 

John  Hancock,  Treasurer. 

1874— DETROIT,  MICH. 

S.  H.  White,  President. 

A.  P.  Marble,  Secretary. 

John  Hancock,  Treasurer. 
1875— MINNEAPOLIS,  MINN. 

W.  T.  Harris,  President. 

M.  R.  Abbott,  Secretary. 

A.  P.  Marble,  Treasurer. 

1876— BALTIMORE,  MD. 

W.  F.  Phelps,  President. 
W.  D.  Henkle,  Secretary. 
A.  P.  Marble,  Treasurer. 


1877— LOUISVILLE,  KY. 

M.  A.  Newell,  President. 
W.  D.  Henkle,  Secretary. 
J.  Ormond  Wilson   Treasurer. 

1878 — No  session. 


1879— PHILADELPHIA,  PA. 

John  Hancock,  President. 

W.  D.  Henkle,  Secretary. 

J.  Ormond  Wilson,  Treasurer. 
1880— CHAUTAUQUA,  N.  Y. 

J.  Ormond  Wilson,  President. 

W.  D.  Henkle,  Secretary. 

E.  T.  Tappan,  Treasurer. 
1881— ATLANTA,  GA. 

James  H.  Smart,  President. 

W.  D.  Henkle,  Secretary. 

E.  T.  Tappan,  Treasurer. 
1882— SARATOGA  SPRINGS,  N.  Y 

G.  J.  Orr,  President. 

W.  E.  Sheldon,  Secretary. 

H.  S.  Tarbell,  Treasurer. 


CALENDAR  OF  MEETINGS 


1883— SARATOGA  SPRINGS,  N.  Y. 

E.  T.  Tappan,  President. 
W.  E.  Sheldon,  Secretary. 
N.  A.  Calkins,  Treasurer. 

1884— MADISON,  WIS. 

Thomas  W.  Bicknell,  President. 

H.  S.  Tarbell,  Secretary. 

N.  A.  Calkins,  Treasurer. 
188s— SARATOGA  SPRINGS,  N.  Y. 

F.  Louis  Soldan,  President. 
W.  E.  Sheldon,  Secretary. 
N.  A.  Calkins,  Treasurer. 

1886— TOPEKA,  K.\NS. 

N.  A.  Calklns,  President. 

W.  E.  Sheldon,  Secretary. 

E.  C.  Hewett,  Treasurer. 
1887— CHICAGO,  ILL. 

W.  E.  Sheldon,  President. 

J.  H.  Canfleld,  Secretary. 

E.  C.  Hewett,  Treasurer. 
1888— SAN  FR.\NCISCO,  CAL. 

Aaron  Gove,  President. 

J.  H.  Canfield,  Secretary. 

E.  C.  Hewett,  Treasurer. 
1889— NASHVILLE,  TENN. 

Albert  P.  Marble,  President. 

J.  H.  Canfield,  Secretary. 

E.  C.  Hewett,  Treasurer. 
1890— ST.  PAUL,  MINN. 

J.  H.  Canfield,  President. 

W.  R.  Garrett,  Secretary. 

E.  C.  Hewett,  Treasurer. 
189 1— TORONTO,  ONT. 

W.  R.  Garrett,  President. 

E.  H.  Cook,  Secretary. 

J.  M.  Greenwood,  Treasurer. 
1892— SARATOGA  SPRINGS,  N.  Y. 

E.  H.  Cook,  President. 

R.  W.  Stevenson,  Secretary. 

J.  M.  Greenwood,  Treasurer. 
1893— CHICAGO,  ILL. 

(IntematioQal  Congress  of  Education.) 

Albert  G.  Lane,  President. 

Irwin  Shepard,  Secretary. 

J.  M.  Greenwood,  Treasurer. 

190S— ASBURY  PARK  AND  OCEAN  GROVE.  N.  J. 
William  H.  Maxwell,  President. 
Irwin  Shepard,  Secretary. 
James  W.  Crabtree,  Treasurer. 
1906 — No  session 


1894— ASBURY  PARK,  N.  J. 

Albert  G.  Lane,  President. 

Irwin  Shepard,  Secretary. 

J.  M.  Greenwood,  Treasurer. 
189s— DENVER,  COLO. 

Nicholas  Mdrray  Butler,  President. 

Irwin  Shepard,  Secretary. 

I.  C.  McNeill,  Treasurer. 

1896— BUFFALO.  N.  Y. 

Newton  C.  Dougherty,  President. 

Irwin  Shepard,  Secretary. 

I.  C.  McNeill,  Treasurer. 
1897— MILWAUKEE,  WIS. 

Charles  R.  Skinner,  President. 

Irwin  Shepard,  Secretary. 

I.  C.  McNeill,  Treasurer. 
1898— WASHINGTON,  D.  C. 

J.  M.  Greenwood,  President. 

Irwin  Shepard,  Secretary. 

I.  C.  McNeill,  Treasurer. 
1899— LOS  ANGELES,  CAL. 

E.  Oram  Lyte,  President. 

Irwln  Shepard,  Secretary. 

I.  C.  McNeill,  Treasurer. 
1900— CHARLESTON,  S.  C. 

Oscar  T.  Corson,  President. 

Irwin  Shepard,  Secretary. 

Carroll  G.  Pearse,  Trc;isurcr. 
1901— DETROIT,  MICH. 

James  M.  Green,  President. 

Irwin  Shepard,  Secretary. 

L.  C.  Greenlee,  Treasurer. 
1902— MINNEAPOLIS,  MINN. 

William  M.  Beardshear,  President. 

Irwin  Shepard,  Secretary. 

Charles  H.  Keyes,  Treasurer. 
1903— BOSTON,  MASS. 

Charles  W.  Eliot,  President. 

Irwin  Shepard,  Secretary. 

W.  M.  Davidson,  Treasurer. 
1904— ST.  LOUIS,  MO. 

John  W.  Cook,  President. 

Irwin  Shepard,  Secretary. 

McHenry  Rhoads,  Treasurer. 


NATIONAL  EDUCATIONAL  ASSOCIATION 


OFFICERS  FOR  1905-1906 

ALSO  FOR   1906-1907 


GENERAL   ASSOCIATION 

NATHAN  C.  SCHAEFFER President Harrisburg,  Pa. 

IRWIN  SHEPARD Secretary Winona,  Minn. 

JASPER  N.  WILKINSON Treasurer Emporia,  Kans. 

VICE-PRESIDENTS 

William  H.  Maxwell,  New  York,  N.  Y.  D.  B.  Johnson,  Rock  Hill,  S.  C. 

Miss  N.  Cropsey,  Indianapolis,  Ind.  J.  A.  Shawan,  Columbus,  Ohio. 

J.  H.  HiNEMON,  Little  Rock,  Ark.  H.  O.  Wheeler,  BurKngton,  Vt. 

Ed.  S.  Vaught,  Oklahoma  City,  Okla.  J.  Y.  Joyner,  Raleigh,  N.  C. 

John  F.  Riggs,  Des  Moines,  Iowa.  John  W.  Spindler,  Winfield,  Kans. 

Joseph  O'Connor,  San  Francisco,  Cal.  J.  Stanley  Brown,  Joliet,  111. 

BOARD   OF  TRUSTEES 
(See  Art.  IV,  sec.  q,  of  the  Constitution.) 

Nicholas  Murray  Butler,  Cltairman —   New  York,  N.  Y Term  expires  July,  1906 

♦Albert  G.  Lane Chicago,  111 Term  expires  July,  1907 

James  M.  Greenwood Kansas  City,  Mo Term  expires  July,  1909 

Nathan  C.  Schaeffer Harrisburg,  Pa Ex  officio 

EXECUTIVE  COMMITTEE 
(See  Art.  IV,  sees.  2  and  Ji,  0/  the  Constitution.) 

Nathan  C.  Schaeffer President Harrisburg,  Pa. 

WiLLLAM  H.  Maxwell First  Vice-President New  York,  N.  Y. 

Jasper  N.  Wilkinson Treasurer \ Emporia,  Kans. 

♦Albert  G.  Lane Chairman  of  Board  of  Trustees Chicago,  lU. 

Nicholas  Murray  Bdtler Chairman  of  Trustees  from  Oct.  8,  igo6. .  New  York  City 

W.  T.  Harris Member  by  election Washington,  D.  C. 


Irwin  Shepard Secretary Winona,  Minn. 

BOARD   OF  DIRECTORS 
Directors  ex  officio 
(See  Art.  IV,  sec.  2,  of  the  Constitution.) 
Nathan  C.  Schaeffer,  Harrisburg,  Pa.  Jasper  N   Wilkinson,  Emporia,  Kans. 

William  H.  Maxwell,  New  York,  N.  Y.  *Albert  G.  Lane,  Chicago,  111. 

Nicholas  Murray  Butler,  New  York,  N.  Y.  Irwin  Shepard,  Winona,  Minn. 

Life  Directors 
(See  Art.  IV.  sec.  2,  of  the  Constitution.) 
BiCKNELL,  Thomas  W.,  Providence,  R.l.  *Lane,  Albert  G.,  Chicago,  111. 

Board  of  Education,  Nashville,  Tenn.  Lyte,  Eliphalet  Oram,  Millersville,  Pa. 

Butler,  Nicholas  Murray,  New  York,  N.  Y.  IMarble,  Albert  P.,  New  York,  N.  Y. 

Canfield,  James  H.,  New  York,  N.  Y.  Marshall,  T.  Marcellus,  Stouts  Mills,  W.  Va. 

Cook,  E.  H.,  Philadelphia,  Pa.  Maxwell,  William  H.,  New  York,  N.  Y. 

Cook,  John  W.,  DeKalb,  111.  Parker,  Charles  L,  Chicago,  111. 

Corson,  Oscar  T.,  Columbus,  Ohio.  Phelps,  W.  F.,  St.  Paul,  Minn. 

Eliot,  Charles  W.,  Cambridge,  Mass.  Pickard,  Josiah,  L.,  Cupertino,  Cal. 

Gove,  Aaron,  Denver,  Colo.  Pike,  Joshua,  Jerseyville,  111. 

Graham,  H.  A.,  Mt.  Pleasant,  Mich.  Skinner,  Charles  R.,  Watertown,  N.  Y. 

♦Died  August  22,  1896  tDied  March  25,  1906 


DIRECTORS 


Life  Directors — ccntinued 


Green,  J.  M..  Trenton,  N.  J. 
Greenwood.  J,  M.,  Kansas  City,  Mo. 
Harris,  \V.  T.,  W.ishington,  D.  C. 
*HuNT.  Mrs.  Mary  H..  Boston,  Mass. 
Jeweit,  a.  v.,  Abilene,  Kans, 
SoLD.«<,  F.  Louis,  St.  Louis.  Mo. 


Stratton,  C.  C,  St,  Johns,  Oregon. 
Taylor,  A.  R.,  Decatur,  111. 
Teachers'  Institute.  Philadelphia.  Pa. 
White,  Charles  G..  Lake  Linden,  Mich. 
Wilson,  J.  Ormond,  Washington,  D,  C. 


Maine 

New  Hampshire. 

Vermont 

Massachusetts. . . 
Rhode  Island . . . 

Connecticut 

New  York 

New  Jersey 

Pennsylvania . . . . 


Delaware 

Maryland 

District  of  Columbia. 
Virginia 


Directors  by  Election 

North  Atlantic  DvAsio>i 

John  S.  Locke Saco 

James  E.  Klock Plymouth 

Isaac  Thomas Burlington 

Henry  T.  Bailey North  Scituate 

Walter  Ballou  Jacobs Providence 

Charles  H.  Keyes Hartford 

James  C.  Byrnes New  York 

John  Enright Freehold 

John  W.  Lansinger Millers\ille 

South  Atlantic  Diinsion 

George  W.  Twitmyer Wilmington 

M.  Bates  Stephens Annapolis 

Alexander  T.  Stuart Washington 

Joseph  L.  Jarman Farmville 


West  \irginia Miss  LucY  Roblnson Wheeling 

North  Carolina J.  I.  Foust Greensboro 

South  Carolina Robert  P.  Pell Spartanburg 

Georgia William  M,  Slaton Atlanta 

Florida Miss  Clem  Hampton Tallahassee 

South  Central  Division 

Kentucky W.  H.  Bartholomew Louisville 

Tennessee Eugene  F.  Turner Nashville 

Alabama Isaac  W.  Hill Montgomery 

Mississippi Robert  B.  Fulton  (for  1005-6) University 

E.  F.  Bass   (for  1906-7) Greenville 

Louisana Warren  Easton New  Orleans 

Texas L.  E.  Wolfe San  Antonio 

Arkan.sas George  B.  Cook Hot  Springs 

Oklahoma Andrew  R.  Hickam  (for  1905-6) Oklahoma  City 

Richard  V.  Temming   (for  1906-7) F.dmond 

Indian  Territory John  D.  Benedict Muskogee 

North  Central  Division 

Ohio Wells  L.  Griswold Young.stown 

Indi.'ina T.  A.  Mott Richmond 

Illinois J.  A,  Mercer Peoria 

Michigan William  H.  Elson  (for  1905-6) Grand  Rapids 

Wales  C.  Martindale  (for  1906-7)  ...  Detroit 

Wisconsin L.  D.  Harvey Menomonic 

Iowa A.  V.  Storm Iowa  City 

Minnesota John  A.  Cranston  (for  1905-6) St.  Cloud 

A,  W.  Rankin  (for  1906-7) Minneapolis 

.MLssfjuri W.  J.  Hawkins Warn-nsburg 

North  Dakota P.  G.  Knowlton Fargo 

.South  Dakota M.  A.  Lange Millbank 

Nebr.-uska George  L.  Towne Lincoln 

Kansas  ...  L.  D.  WiiiriKMORK Toix-ka 

Western  Division 

.Montana Oscar  J.  Craig MLs-soula 

Wyoming T.  T.  Tynan ('hcyenne 

Colorado L.  C.  Greenlee Denver 

New  Mexico C.  M.  Light Silver  City 

•.Died  April  26,  1906. 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Directors  by  KlecXion— continued 

Arizona A.  J.  Matthews Tempe 

Utah D.  H.  Christenson Salt  Lake  City 

Nevada J.  E.  Stubbs Reno 

Idaho A.  G.  Sears Idaho  Falls 

Washington EdwARD  T.  Mathes Bellingham 

Oregon E.  D.  Ressi.er Monmouth 

California Arthur  H.  Chamberlain Pasadena 

Dependencies 

Alaska Miss  Cassia  Patton Sitka 

Porto  Rico Frank  H.  Ball San  Juan 

Hawaii Arthur  F.  Griffiths Honolulu 

Philippine  Islands E.  A.  Coddington Capiz,  Panay 


DEPARTMENT  OFFICERS 

National  Council 

ELMER  E.  BROWN President Washington.  D.  C. 

AUGUSTUS  E.  DOWNING Vice-President Albany,  N.  Y  . 

J.  W.  CARR Secretary Dayton,  Ohio 

Miss  ANNA  TOLMAN  SMITH Executive  Committee Washington,  D.  C. 

HOWARD  J.  ROGERS Executive  Committee Albany,  N.  Y. 

JAMES  M.  GREENWOOD Executive  Committee Kansas  City,  Mo. 

Kindergarten 

Miss  MARY  C.  MAY President Salt  Lake  City,  Utah 

ELMER  E.  BROWN Vice-President Washington,  D.  C. 

Miss  MAY  E.  MURRAY Secretary Springfield,  Mass. 

Elementary 

Mrs.  ALICE  WOOD  WORTH  COOLEY  President Grand  Forks,  N.  D. 

CLARENCE  F.  CARROLL Vice-President Rochester,  N.  Y. 

Mrs.  JOSEPHINE  HEERMANS Secretary Kansas  City,  Mo. 

Secondary 

EUGENE  W.  LYTTLE President Albany,  N.  Y. 

WILSON  FARRAND First  Vice-President Newark,  N.  J. 

EDWIN  TWITMYER Second  Vice-President Bellingham,  Wash. 

PHILO  M.  BUCK Secretary St.  Louis,  Mo. 

Higher 

WM.  L.  BRYAN President Bloomington.  Ind. 

C.  ALPHONSO  SMITH Vice-President Chapel  Hill,  N.  C. 

OSCAR  J,  CRAIG Secretary Missoula,  Mont. 

Normal 

JOHN  R.  KIRK President Kirksville,  Mo. 

D.  B.  JOHNSON     Vice-President Rock  Hill,  S.  C. 

Miss  MARY  ALICE  WHITNEY Secretary Emporia.  Kans. 

Superintendence 

W.  W.  STETSON President Augusta,  Maine. 

H.  H.  SEERLEY First  Vice-President Cedar  Falls,  Iowa 

R.  J.  TIGHE Second  Vice-President Asheville,  N.  C. 

J.  H.  HARRIS Secretary Minneapolis,  Mina 

Manual 

FRANK  M.  LEAVITT President Roxbury,  Mass. 

CHARLES  R.  BATES Vice-President Port  Deposit,  Md. 

OSCAR  L.  McMURRY Secretary Chicago,  111. 

Art 

EUGENE  C.  COLBY President Albany,  N,  Y. 

Miss  CLARA  A.  WILSON Vice-President Davenport.  Iowa 

Miss  HELEN  E.  LUCAS Secretary Rochester,  N.  Y. 


DEPARTMENT  OFFICERS 


Music 

HAMLIN  E.  COGSWELL President Indiana,  Pa. 

Mrs.  FRANCES  E.  CLARK Vice-President Milwaukee,  Wis. 

P.  C.  HAVDEN Secretary Keokuk,  Iowa 

Business 

H.  M.  ROWE President Baltimore,  Md. 

JAMES  T.  YOUNG First  Vice-President Philadelphia,  Pa. 

HORACE  G.  HEALEY Secretary Brookl>-n,  N.  Y. 

Child  Study 

EDWIN  G.  DEXTER PresidnU Urbana,  111. 

HENRY  G.  GODDARD Vice-President Vineland,  N.  J. 

CHARLES  W.  WADDLE Secretary Greeley,  Colo. 

Science 

H.  .\.  SENTER President Omaha.  Neb. 

IRVING  O.  PALMER Vice-President Newtonnlle,  Mass. 

E.  R.  WHITNEY Secretary Binghamton,  N.  Y. 

Physical 

E.  HERMANN  ARNOLD President New  Haven,  Conn. 

Mtss  REBECCA  STONTROAD Vice-President Washington,  D.  C. 

Miss  MAY  G.  LONG Secretary Mason  City,  Iowa 

School  Administration 

THOS.  J.  KIRK President Sacramento,  Cal. 

GRAFTO.N  D.  GUSHING Vice-President Boston,  Mass. 

WILLIA.M  GEORGE  BRUCE Secretary Milwaukee,  Wis. 

HARLAN  P.   FRENCH Chairman,  Executive  Committee Albany,  N.  Y. 

Library 

J.  N.  WILKINSON President Emporia,  Kans. 

EDWIN  WHITE  GAILLARD Vice-President New  York,  N.  Y. 

Miss  GRACE  SALISBURY Secretary Whitewater.  Wis. 

Special  Education 

Miss  ANNA  E.  SCHAFFER President Madison.  Wis. 

S.  M.  GREEN Vice-President St.  Louis,  Mo. 

E.  R.  JOHNSTONE Secretary Vineland.  N.  J. 

Indian  Education 

HARWOOD    HALL President. Riverside,  Cal. 

H.  F.  LISTON Vice-President Tacoma.  Wa.sh. 

.Miss  ESTELLE  REEL Secretary Washington.  D.  C. 


TREASURER'S  REPORT 


NATIONAL  EDUCATIONAL  ASSOCIATION 

July  i,  1905,  to  June  30,  1906, 
MEETING  AT  ASBURY  PARK,  N.  J.,   1905 


J.  N.  "Wilkinson,  Treasurer,  in  Account  with  the  National  Educational  Association 


BALANCE  ON  HAND  JULY  i,  1905 

Cash  received  from  Treasurer  J.  W.  Crabtree,  as  per  last  annual 
report 

RECEIPTS 
From  transportation  lines: 

Account  of  Boston  meeting: 

New  York  Central   &  Hudson  River  Railroad $  62.00 

Boston  &  Maine  Railroad 3700 

New  York,  New  Haven  &  Hartford  Railroad 26.00 

Merchants  &  Miners  Transportation  Co 22.00 

Eastern  Steamship  Co 122.00 

Account  of  Asbury  Park  and  Ocean  Grc^e  meeting: 

Clyde  Steamship  Co $      25.00 

New  York,  New  Haven  &  Hartford  Railroad 170.00 

New  England  Navigation  Co 8. 00 

Ocean  Steamship  Co 238.00 

Pennsylvania  Railroad  Co 7,823.00 

Delaware.  Lackawanna  &  Western  Railroad 844. 00 

New  York  Central  &  Hudson  River  Railroad 7,527.00 

Erie  Railroad 585.00 

Central  Railroad  of  New  Jersey 2,645.00 

Lehigh  Valley  Railroad i  .501 .  00 

Total  from  transportation  lines 

From  Board  of  Trustees: 

Interest  on  Permanent  Fund 

From  annual  meeting  at  Asbury  Park  and  Ocean  Grove: 

Advance  associate  memberships.  New  York  City $12,724.00 

Advance  associate  memberships.  New  Jersey  i  904.00 

Advance  associate  memberships,  Philadelphia 230.00 

Registration  bureau: 

Former  active  memberships 666.00 

New  active  memberships i  .256 .  00 

Associate  memberships 1.878.00 

$3  800 . 00 
Less:    Refunds  for  duplicate  payments 68.00 

Total  from  annual  meeting 

From  memberships,  Louisville  meeting,  Department  of  Superinten- 
dence  

From  Secretary's  office  during  the  year: 

Memberships $6  634.00 

Enrollments 556.00 

Exchange 13 -35 

Sale  of  back  volumes 661 .30 

Sale  of  special  reports 313-07 

Miscellaneous 6.51 

From  royalty,  sale  of  reports  of  Committees  of  Ten  and  Fifteen 

From  interest  on  deposits  in  First  National  Bank  of  Chicago 

Refund  from  C.  A.  Murdock  &  Co 

Total  receipts  for  the  year 


$3.493- 72 


$269 . 00 


$21,366.00 


821.635.00 
6,552-44 


$14,858.00 


$3,732.00 


$18  590.00 
839.00 


1,184.20 

58.46 

270.70 

22-53 

1,646.05 


12 


TREASURER'S  REPORT  13 


DISBURSEMENTS 
Board  of  Trustees: 

For  investment $10,250.00 

For  expenses 390 .  72 

S10640.72 

Ejtecutive  Committee  expenses: 

President 1385.52 

First  Vice-President 45.00 

Treiisurer 244 .  i  s 

Chairman  Board  of  Trustees 109. 36 

Member  by  election 18.85 

$802.88 

General  Secretary's  oflSce:  , 

Salary  of  Secretary $4,000.00 

Postage 1.523.25 

Telegrams 97-34 

Freight  and  express 47. 88 

Clerical  services 1.738.23 

Exchange 11.60 

Stationery  and  office  supplies 129.65 

Traveling 398.45 

Rent 600 . 00 

Miscellaneous  (refunds,  etc.) 35  00 

$8,581.40 

Printing:  • 

Volumes  of  Proceedings  (11 ,500  volumes) $6.977 . 83 

Yearbooks  (5.500  copies) 890. 78 

Reprints  from  volumes 35- 05 

Special  reports 4,788.42 

Executive  Committee  bulletins 765 .  q6 

Miscellaneous 691 .  70 

$14,149.74 

Express  and  freight: 

Distribution  of  volumes  and  reports $3  596. 34 

Miscellaneous 152.72 

$3,749.06 

Special  appropriations: 

Committee  on  Agriculture  in  Rural  Schools $204 . 1 1 

Committee  on  Phonetic  Alphabet 90.31 

$294.42 

Annual  Convention: 

Department  expenses $583.07 

State  directors  and  managers 829.34 

Clerical  services: 

Registration $739.48 

Stenographers,  typewriting,  and  assistants 533-45 

1,272.93 

Badges 944.60 

Printing: 

Programs 658 .  67 

Miscellaneous 245.45 

904 . 1 2 

Express  and  freight 2 1 .  08 

Stationery Sa  •  94 

Telegrams 23 .  56 

Miscellaneous: 

Constructing  platform,  auditorium,  and  expenses $100.00 

Music  for  convention 375. 00 

Press  bureau 42.60 

Transportation  and  expenses  (President  Roosevelt's  visit)  548.33 

F^xpenscs  of  speakers 142.00 

Expcn.*e9  conference  of  Department  Presidents,  Chicago  795.86 

Miscellaneous  expenses 102.75 

$3,106.53 

$6,739.70 

Unclassified  cxfxrnses: 

Examination  of  Mcurities $     7.00 

Typewriter  rriKiini 35  .00 

Auditing  iKK.ks  of  Secretary  and  Treasurer 30.00 

Office  fuminirc 15.00 

Secretary's  lx-)nd 35.00 

Servifcs  of  John  B.  Pine  as  counael 554.57 

Treasurer's  liond .    37 .  08 

Letter  files 16.50 

Clerical  services  (advance  mcmlicrship*) 131 .61 

841.76 

Total  diibunementa  for  the  year $45,709  05 


14  NATIONAL  EDUCATIONAL  ASSOCIATION 

SUMMARY 
Receipts 

Received  from  Treasurer  Crabtree,  balance  for  1904-5 $  3-493  •  72 

Receipts  for  year  July  i,  1905,  to  June  30,  1906 56,152.33 

Total  receipts  for  the  year $59,646.05 

Disbursements 

Amount  transferred  to  Permanent  Fund  as  per  voucher  No.   133 810,250.00 

Total  expenses  for  year 35  549. 05 

$45.799- OS 


Balance  in  treasury,  June  30,  igo6 $13,847.00 

T.  N.  Wilkinson,  Treasurer. 

Emporia,  Kans.,  June  30,  1906. 
The  undersigned,   trustees  of   the   National   Educational   Association,   have  this   day   examined    and 
approved  the  accounts  of  Mr.  J.  N.  Wilkinson,  Treasurer,  with   all   statements   of   receipts   and   vouchers 
for  disbursements. 


(  NiCHOtAS  Murray  Butler,  Chairman, 


(Signed)   ■^.  Nathan  C.  Schaeffer, 
(  J.  M.  Greenwood. 

Chicago,  October  3,  iqo6. 
Executive  Committee,  National  Educational  Association  of  the  United  Slates: 

Gentlemen:  We  have  audited  the  books  and  accounts  of  the  National  Educational  Association  of 
the  United  States,  as  kept  by  the  Secretary,  Irwin  Shepard,  and  the  Treasurer,  J.  N.  WOkinson,  for 
the  year  1905-6,  and  compared  them  with  the  relative  vouchers,  cheques,  and  other  instructions,  and  find 
the  books  to  be  correct. 

We  annex  hereto  a  copy  of  the  treasurer's  report  for  the  year  under  review,  which  we  have  checked 
in  detail,  and  we  certify  it  to  be  correct  and  in  accordance  with  the  books. 

Yours  respectfully, 

The  International  Audit  Company, 
Robert  Nelson,  By  John  McLaren,  President. 

Certified  Public  Accountant,  Manager. 


TWENTIETH  ANNUAL  REPORT  OF  THE  BOARD  OF 
TRUSTEES  OF  THE  NATIONAL  EDUCA- 
TIONAL ASSOCIATION 


To  the  Board  oj  Directors  0}  the  National  Educational  Association: 

It  is  the  sad  duty  of  the  Board  of  Trustees  to  make  official  report  of  the  death  on 
August  23,  1906,  of  their  chairman  and  colleague,  Albert  G.  Lane,  of  Chicago,  Illinois. 
Mr.  Lane's  ten  years  of  service  as  chairman  of  the  Board  closed  and  crowned  a  long 
period  of  usefulness  to  the  National  Educational  Association.  To  him  more  than  to 
anyone  else  is  due  the  credit  of  the  present  admirable  condition  of  the  permanent  fund  of 
the  Association.  His  unbending  integrity,  his  unselfishness,  and  his  generous  spirit  of 
service  remain  an  example  and  an  inspiration,  not  only  to  his  colleagues  but  to  the  entire 
membership  of  the  Association,  of  which  he  was  so  distinguished  an  ornament. 

An  itemized  report  upon  the  condition  of  the  permanent  funds,  which  has  been  pre- 
pared by  Mr.  Louis  Boisot,  trust  officer  of  the  First  Trust  and  Savings  Bank  of  Chicago, 
Illinois,  is  presented  as  the  report  of  the  Trustees  upon  the  financial  operations  of  the 
period  under  review,  and  of  the  present  condition  of  the  investments. 

In  view  of  the  fact  that  no  meeting  of  the  Association  was  held  in  July,  1906,  as  well 
as  in  view  of  Mr.  Lane's  death,  the  Trustees  have  thought  it  desirable  to  depart  from 
precedent  and  to  bring  the  figures  of  the  present  report  down  to  December  i,  1906,  instead 


REPORT  OF  THE  BOARD  OF  TRUSTEES  15 


of,  as  has  heretofore  been  usual,  down  to  June  30,  in  order  that  the  Board  of  Directors 
may  have  before  them  the  latest  possible  information  as  to  the  state  of  the  permanent 
fund. 

The  last  annual  report  of  the  Trustees  showed  that  the  permanent  fund  on  July  i, 
1905,  amounted  to  $147,000,  of  which  amount  $139,200  was  represented  by  cash  or  securi- 
ties in  the  hands  of  the  First  Trust  and  Savings  Bank  of  Chicago,  Illinois,  and  $7,800 
was  represented  by  certain  Kansas  county,  municipal  and  school  bonds  in  the  hands  of 
Trustee  Lane  for  settlement,  in  accordance  with  the  following  resolution  adopted  by  the 
Trustees  on  July  6,  1903: 

Resolved,  That  the  chairman  be  requested  to  place  in  the  hands  of  a  competent 
attorney  for  collection  or  settlement,  either  by  agreement  or  legal  process,  all  of  the  Kan- 
sas securities  now  in  default  either  for  principal  or  interest. 

In  accordance  with  the  terms  of  this  resolution,  Chairman  Lane  had  conducted  long  and 
patient  negotiations  with  the  proper  school,  municipal,  and  county  authorities  in  Kansas 
with  a  view  to  securing  the  best  possible  terms  of  settlement.  These  bonds  represented 
investments  made  many  years  ago,  and  it  had  been  the  express  desire  and  intention  of 
the  Trustees  for  some  years  past  to  change  these  investments  as  rapidly  as  possible. 

During  the  jear  1905-6,  Chairman  Lane  was  able  to  secure  final  settlement  on  ac(  ount 
of  each  of  these  securities,  and  the  terms  of  the  settlement  are  set  forth  in  detail  in  the 
accompanying  statement.  As  a  result,  the  Trustees  no  longer  hold  any  of  the  Kansas 
county,  municipal,  or  school  bonds,  which  have  heretofore  figured  in  the  annual  reports. 

On  December  i,  1906,  the  total  amount  of  the  permanent  fund  is  $155,100,  of  which 
S6, 100  is  cash  on  hand  for  investment.  The  securities,  representing  an  investment  of 
$149,000,  have  been  examined  by  Mr.  H.  H.  Seerley,  of  Cedar  Falls,  Iowa,  and  his  certi- 
ficate is  appended  to  this  report. 

(Signed)     Nicholas  Murray  Butler,  Chairman 
James  M.  Greenwood 
Nathan  C.  Schaeffer 


REPORT  OF  THE  FUNDS  OF  THE  NATIONAL  EDUCATIONAL   ASSOCIA- 
TION FROM  JULY  I,  1905,  TO  NOVEMBER  30,  1906 

PERMANENT  FUND 

COLLECTIONS 

Cash  on  hand  July  1,  1905 f  3  5°° 

.Mortgages  collected  as  follows: 

5526  Jefferson  Avenue  (Wallace) i  ooo 

31a  LaSalle  Street  (Leonard) sooo 

1919  Wabash  Avenue  (Thomas) S.ooo 

1201  Irving  Park  Boulevard  (Wadhams) 3  ooo 

626-8  West  Adams  Street  (Barker) 9,000 

Bonds  collected  as  follows: 

City  of  South  Hutchinson 1,000 

Hodgeman  County i  ,000 

Ness  Qjunty S°o 

Eudora  City 700 

Lcmont  5>chool  District i  .000 

Bonds  compromised  as  follows: 

Lane  County  lx>nds  (fate  value   $3,000) 2,750 

Garfield  County.  .School  District   No.   14  (face  value  $800) 100 

Grant  County  (face  value  $2,000) 1,000 

Seward  County  (face  value  Si  .000) 700 

Cash  dcpcrtitcd  by  Treasurer 10.250 

t AS  500 


i6 


NATIONAL  EDUCATIONAL  ASSOCIATION 


INVESTMENTS 

Pittsburg.  Lake  Erie  &  West  Virginia  bonds  (face  value  $20,000)        

Hord  mortgage  certificate 

West  Chicago  Park  bonds  (face  value  $19,000) 

Balance  on  hand 

CONDITION    OF    FUND    JULY    I,    I905 

Securities  in  the  hands  of  the  First  Trust  and  Savings  Bank: 

Mortgages  on  real  estate 

Kansas  school  and  municipal  bonds 

Illinois  school  and  municipal  bonds 

Terminal  Railroad  Association  bonds 

Cash  on  hand  for  investment 

Securities  in  the  hands  of  Albert  G.  Lane,  Chairman: 

Kansas  county,  municipal,  and  school  bonds,  as  per  report  of  June  30,  1905 


CONDITION    OF    FUND    DECEMBER    I,    I906 

Mortgages  on  real  estate 

Illinois  municipal  and  school  bonds 

Railroad  bonds 

Certificate  of  master's  sale 

Cash  on  hand  for  investment 


»i9,90o 

500 

19,000 

6,100 


»oi  500 

2,200 

57. 000 

15,000 

3,500 


$33,500 

75,000 

3S.OOO 

5.SOO 

6,100 


STATEMENT  OF  RECEIPTS  AND  DISBURSEMENTS  OF  THE  INCOME   FUND 
JULY  I,  190S,  TO  JULY  I,  1906 

RECEIPTS 

Interest  on  real  estate  mortgages $2 ,960 .  66 

Interest  on  Kansas  bonds 105. 70 

Interest  on  Illinois  bonds 2,320.00 

Interest  on  railroad  bonds 1,000.00 

Interest  on  bank  balances 166.08 

DISBURSEMENTS 

Treasurer  of  Association 

INTEREST    RECEIPTS    IN   DETAIL 

Terminal  Railroad  Association  bonds $    600.00 

Hodgeman  County  bonds 49.00 

Village  of  Morgan  Park  bonds 157.50 

Eudora  City  bonds 27 .  30 

Chicago  Drainage  bonds 2  000 .  00 

Lemont,  Illinois,  bonds 162.  50 

Ness  County  bonds 29 .  40 

Pittsburg.  Lake  Erie  &  West  Virginia  bonds 400.00 

First  mortgage,  1201  Irving   Park  Boulevard 150.00 

First  mortgage,  5239  Cornell  Avenue 495.00 

First  mortgage,  5603  Madison  Avenue 250.00 

First  mortgage,  626  West  Adams  Street 405 .  00 

First  mortgage,  312  LaSalle  Street 290. 25 

First  mortgage,  5136  Hibbard  Avenue 250.00 

First  mortgage,  2268  Kenmore  Avenue 125.00 

First  mortgage,  5526  Jefferson  Avenue 840. 75 

First  mortgage,  1919  Wabash  Avenue 154.66 

First  Trust  and  Savings  Bank i66 .  08 


STATEMENT  OF  RECEIPTS  AND   DISBURSEMENTS   OF   THE  INCOME   FUND 
JULY  I,  1906,  TO  NOVEMBER  30,  1906 

RECEIPTS 

Interest  on  real  estate  mortgages $1,277.70 

Interest  on  Kansas  bonds 4  •  50 

Interest  on  Illinois  bonds 1,533-  75 

Interest  on  railroad  bonds 700.00 

Interest  on  bank  balances 62.23 


$45,500 


$139  200 

7,800 

$147  000 


$155,100 
FROM 


$6,552.44 
$6,552.44 


$6,552-44 
FROM 


$3,578.18 


REPORT  OF  THE  BOARD  OF  TRUSTEES 


17 


DISBURSEMENTS 

Premium  on  West  Chicago  Park  bonds  bought S    120.00 

Accrued  interest  on  West  Chicago  Park  bonds  bought 253-33 

Express  charges  on  Kansas  bond  sold .45 

Balance  on  hand 3,104.40 

INTEREST   RECEIPTS    IN   DETAIL 

Terminal  Raih-oad  Association  bonds $300 .  00 

Village  of  Morgan  Park  bonds 78. 75 

Chicago  Drainage  bonds i.ooo.oo 

Lemont.  Illinois,  school  bonds 75  00 

N'ess  County  bonds 4 .  50 

Pittsburg,  Lake  Erie  &  West  Virginia  Raihroad  bonds 400.00 

West  Chicago  Park  bonds 380.00 

First  mortgage.  1201  In-ing  Park  Boulevard 7Soo 

First  mortgage,  5230  Cornell  Avenue 247. 50 

First  mortgage.  5603  Madison  Avenue 125.00 

First  mortgage.  626  West  Adams  Street 202 .  50 

First  mortgage.  626  West  Adams  Street,  J%  prem 22 .  50 

First  mortgage.  5136  Hibbard  Avenue 125.00 

First  mortgage,  2268  Kenmore  Avenue 62 .  50 

First  mortgage.  5526  Jefferson  .\venue 250.00 

First  mortgage.  1919  Wabash  .\ venue 167. 70 

First  Trust  and  Sa\-ings  Bank 62.23 


S3.578.18 


?3.S78.i8 

STATEMENT  OF  SECURITIES  BELONGING  TO  THE  PERMANENT  FUND  OF  THE  NATIONAL 

EDUCATIONAL  ASSOCIATION,  DECEMBER  i    1906.  IN  CUSTODY  OF 

FIRST  TRUST  AND  SAVINGS  BANK,  CHICAGO 

ILLINOIS   MUNICIPAL  AND   SCHOOL  BONDS 


Bonds 


Amount 


Rate  of 
Interest 


Interest  Payable 


Maturity 


Village  of  Morgan  Park,  111 

Village  of  Morgan  Park,  111 

Lemont.  111.,  School,  Nos.  20,  22.  24,  30,  32... 

Chicago  Drainage  bonds.  Nos.  24516  to  24525. 
Chicago  Drainage'bonds,  Nos.  24591  to  24625 

and  24636  to  24640 

West  Chicago  Park  bonds.  Nos.  iioi  to  1109. 
WestChicaKO  Park  bonds,  Nos.  615.  629.  630 

631,  and  1243  to  1248 


S  2,500 
1,000 
2,500 

10,000 

40.000 
9  000 


$75,000 


4i% 
4i% 
5% 

4% 

4  % 
4% 

4% 


May  and  Nov. 
Jan.  and  July 
June  and  Dec. 

Dec.  and  June 

Dec.  and  June 
April  and  Oct. 

April  and  Oct. 


Nov.  T,  191  r 
July  I.  1913 
$500  yearly 

Dec.  I. 
Dec.  1916 

Dec.  1917 
April  1 918 

April,  1919 


KAILROAD  BONDS 


Bonds 

A-ount      f„f-/. 

Interest  Payable 

Maturity 

Terminal  R.  R.  Association  of  St.  Louis,  Nos. 

Si  5  000 
20,000 

4% 
4% 

Jan.  and  July 
May  and  Nov. 

January,  1953 

Piii.-iburg.  Lake   Erie  &  West  Virginia   bonds 
Nos.  13496  to  13500  and  21236  to  21250  .... 

November  i,  1941 

$3S.ooo 

FIRST  MORTOAOES  ON  CBICAOO  RZAL  ESTATE 


First  Mortgages 

Amount 

Rate  of 
Interest 

Interest  Payable 

Maturity 

5.000 
10  000 

2.500 
11.000 

\l 

May  anri  Nov.  i 
July  atiil  Jan. 
April  and  ()<t. 
May  and  N<iv. 
Jan.  and  July 

()it()l)cr  1 ,  1907 

January,  1909 

t 

•33.500 

i8 


NATIONAL  EDUCATIONAL  ASSOCIATION 


CERTIFICATE  OF  UASTER's  SALE 


First  Mortgages 

Amount 

Rate  of 
Interest 

Maturity 

S-500 

5% 

April  1907 

To  the  Officers  and  Members  of  the  National  Educational  Association: 

I  have  this  day,  December  8,  1906,  inspected  and  checked  up  the  securities  of  the  National  Edu- 
cational Association,  consisting  of  municipal  and  school  bonds,  face  value  $75,000.00;  railroad  bonds, 
face  value,  $35,000.00;  first  mortgages  on  Chicago  real  estate,  face  value,  $33,500.00;  certificate  of  mas- 
ter's sale,  face  value,  $5  500.00;  cash  on  hand  for  investment,  $6,100.00;  cash  on  hand  subject  to  order, 
$3,204.40,  which  securities  are  in  the  possession  of  the  First  Trust  and  Savings  Bank,  of  Chicago. 

I  certify  that  all  of  said  securities  I  find  to  be  correct  according  to  the  listing  given  me  by  the  trust 
fficer  of  said  corporation. 

Respectfully  submitted. 

Homer  H.  Seerley. 


MEMORANDUM 

CONCERNING   THE  REINCORPORATION   OF   THE   NATIONAL   EDUCATIONAL 

ASSOCIATION 

At  the  annual  meeting  of  active  members  held  at  Asbury  Park,  July  6,  1905  (see 
Minutes,  pp.  23-40,  Annual  Volume  for  1905),  the  Board  of  Trustees,  in  accordance  with 
instructions  given  at  the  annual  meeting  held  the  year  previous,  presented  a  report  recom- 
mending the  incorporation  of  the  Association  by  act  of  Congress.  This  report  was  accom- 
panied by  a  Proposed  Bill  to  incorporate  the  National  Education  Association.  After  full 
consideration  and  amendment  pf  the  report  the  following  resolution  was  adopted : 

Resolved,  That  this  Association  authorizes  and  requests  the  Board  of  Trustees  to 
make  application  to  Congress  for  a  special  act,  in  the  following  form,  to  incorporate  an 
association  to  be  known  as  the  "National  Education  Association  of  the  United  States," 
to  succeed  and  continue  the  National  Educational  Association. 

The  proposed  bill  as  finally  adopted  by  the  active  members  may  be  found  on  pp.  34 
to  36,  Volume  of  Proceedings  for  1905. 

Proposed  by-laws  which  had  been  drafted  by  the  Board  of  Trustees,  to  supplement 
the  proposed  bill  of  incorporation,  were  also  presented  and  proposed  for  adoption  at  the 
ne.xt  annual  meeting,  provided  the  proposed  bill  for  reincorporation  should  be  passed  by 
Congress.     These  proposed  by-laws  may  be  found  on  pp.  24-28  of  this  volume. 

Supplementing  this  action,  the  Board  of  Directors  at  its  meeting  held  July  6,  1905, 
passed  the  following  resolution  (see  Minutes,  p.  52,  Annual  volume  of  Proceedings,  1905): 

Whereas,  By  a  resolution  of  the  Association,  adopted  at  the  annual  meeting  of  active 
members,  held  on  July  6,  1905,  the  Board  of  Trustees  was  authorized  and  requested  to 
make  application  to  Congress  for  a  special  act  to  incorporate  an  association  to  be  known  as 
the  "National  Education  Association  of  the  United  States,"  to  succeed  and 
continue  the  "National  Educational  Association,"  in  a  form  approved  by  the  Asso- 
ciation; and 

Whereas,  It  may  prove  impracticable  for  the  trustees  to  secure  the  passage  of  such 
special  act  before  the  date  of  the  expiration  of  the  present  charter  of  the  Association, 
namely,  February  24,   1906; 

Resolved,  Providing  it  shall  prove  impracticable  for  the  trustees  to  procure  the  passage 
of  such  special  act  before  the  date  mentioned,  or,  if  for  any  reason  it  shall  seem  to  the 
trustees  necessary  to  jjrotect  the  interests  of  the  As.socialion: 

First,  That  the  President  and  Secretary  be,  and  they  hereby  are,  authorized,  upon 
the  request  of  the  trustees,  to  execute  a  certifuate,  under  the  general  incorporation  law 
of  the  District  of  Columljja,  as  amended  March  3,  1905,  extending  the  corporate  existence 
of  the  Ass<Kiation,  and  making  the  same  perpetual,  or  to  continue  until  the  passage  of  a 
si>ecial  act  incorjxjrating  the  National  Ass<jciation  of  the  United  States. 

Second,  That  the  Board  of  Directors  consent  that  the  corporate  existence  of  the  .'\s.so- 
ciati<jn  lje  continued  and  made  perpetual. 

In  arcfirdancc  with  this  resolution,  application  was  duly  made  for  the  extension  of 
the  certificate  <>l  incorjtoration  under  the  laws  of  the  District  of  Columbia,  said  extension 
to  Ik?  for  the  period  of  two  years,  from  and  in(  luding  the  24th  day  of  February,  1Q06. 
This  certificate  of  extension  may  lie  found  attat  hed  to  the  certifuate  of  incorporation 
following  the  constitution  of  the  A.s.sociation  as  printed  on  page  5  of  this  volunic 

The  projxwed  bill  for  incorporation  was  introduced  in  the  House  of  Kciinsentatives 
at  Washington  and  passefl  April  2,  1905,  having  been  |)reviously  recommended  for  passage, 
with  certain  amendments,  by  a  unanimous  vcjte  of  the  House  Committee  on  Ivlui  ation. 
This  bill  was  pa.ssed  by  the  .Senate  on  June  29,  and  was  signed  by  the  I'resident  June  30, 
1906.     A  copy  of  the  bill  as  enat  ted  by  Congrcs.s  is  appcndtfi  licrrwilli. 

19 


20  NATIONAL  EDUCATIONAL  ASSOCIATION 

It  will  be  seen  by  the  provisions  of  the  bill  that  this  Act  of  Incorporation,  to  become 
operative,  must  be  accepted  by  the  active  members  of  the  National  Educational  Association 
at  a  regular  annual  meeting. 

It  is  also  provided  in  the  bill  that  the  active  members  shall  adopt  by-laws  and  elect 
officers  to  succeed  those  whose  terms  have  expired,  or  are  about  to  expire,  at  the  same 
meeting  at  which  they  accept  the  congressional  charter.  It  is  therefore  expected  that 
this  question  will  come  before  the  active  members  at  their  next  annual  meeting. 


[PUBLIC— No.  398] 

AN  ACT  TO  INCORPORATE  THE  NATIONAL 
EDUCATION  ASSOCIATION  OF  THE 
UNITED  STATES 


Be  il  enacted  by  the  Senate  and  House  0}  Representatives  oj  the  United  States  oj  A  mcrica 
in  Congress  assembled: 

Section  i.  That  the  following  named  persons,  who  are  now  the  officers  and  directors 
and  trustees  of  the  National  Educational  Association,  a  corporation  organized  in  the 
year  eighteen  hundred  and  eighty-six,  under  the  Act  of  General  Incorporation  of 
the  Revised  Statutes  of  the  District  of  Columbia,  viz.:  Nathan  C.  SchaefTer,  Eliphalet 
Oram  Lyte,  John  W.  Lansinger,  of  Pennsylvania;  Isaac  W.  Hill,  of  Alabama;  Arthur 
J.  Matthews,  of  Arizona;  John  H.  Hinemon,  George  B.  Cook,  of  Arkansas;  Joseph 
O'Connor,  Josiah  L.  Pickard,  Arthur  H.  Chamberlain,  of  California;  Aaron  Gove, 
Ezekiel  H.  Cook,  Lewis  C.  Greenlee,  of  Colorado;  Charles  H.  Keyes,  of  Connecticut; 
George  W.  Twitmyer,  of  Delaware;  J.  Ormond  Wilson,  William  T.  Harris,  Alexander 
T.  Stuart,  of  the  District  of  Columbia;  Clem  Hampton,  of  Florida;  William  M.  Slaton, 
of  Georgia;  Frances  Mann,  of  Idaho;  J.  Stanley  Brown,  Albert  G.  Lane,  Charles  I. 
Parker,  John  W.  Cook,  Joshua  Pike,  Albert  R.  Taylor,  Joseph  A.  Mercer,  of  Illinois; 
Nebraska  Cropsey,  Thomas  A.  Mott,  of  Indiana;  John  D.  Benedict,  of  Indian  Territory; 
John  F.  Riggs,  Ashley  V.  Storm,  of  Iowa;  John  W.  Spindlcr,  Jasper  N.  Wilkinson, 
A.  V.  Jewett,  Luther  D.  Whittemore,  of  Kansas;  William  Henry  Bartholomew,  of 
Kentucky;  Warren  Easton,  of  Louisiana;  John  S.  Locke,  of  Maine;  M.  Bates 
Stephens,  of  Mar)'land;  Charles  W.  Eliot,  Mary  H.  Hunt,  Henry  T.  Bailey,  of  Massa- 
chusetts; Hugh  A.  Graham,  Charles  G.  White,  William  H.  Elson,  of  Michigan;  William 
F.  Phelps,  Irwin  Shepard,  John  A.  Cranston,  of  Minnesota;  Robert  B.  Fulton,  of 
Mississippi;  F.  Louis  Soldan,  James  M.  Greenwood,  William  J.  Hawkins,  of  Missouri; 
Oscar  J.  Craig,  of  Montana;  George  L.  Towne,  of  Nebraska;  Joseph  E.  Stubbs,  of 
Nevada;  James  E.  Klock,  of  New  Hampshire;  James  M.  Green,  John  Enright,  of 
New  Jersey;  Charles  M.  Light,  of  New  Mexico;  James  H.  Canficld,  Nicholas  Murray 
Butler,  William  H.  Maxwell,  Charles  R.  Skinner,  Albert  P.  Marble,  James  C.  Byrnes, 
of  New  York;  James  Y.  Joyner,  Julius  Isaac  Foust,  of  North  Carolina;  Pitt  Gordon 
Knowlton,  of  North  Dakota;  Oscar  T.  Corson,  Jacob  A.  Shawan,  Wells  L.  Griswold,  of 
Ohio;  Edgar  S.  Vaught,  Andrew  R.  Hickam,  of  Oklahoma;  Charles  Carroll  Stratton, 
Edwin  D.  Resslcr,  of  Oregon;  Thomas  W.  Bicknell,  Walter  Ballou  Jacobs,  of  Rhode 
Island;  David  B.  Johnson,  Robert  P.  Pell,  of  South  Carolina;  Moritz  Adellx-rt  Lange, 
of  South  Dakota;  Eugene  F.  Turner,  of  Tennessee;  Lloyd  E.  Wolfe,  of  Texas;  David 
H.  Christcn.sen,  of  Utah;  Henry  O.  Wheeler,  Isaac  Thomas,  of  Vermont;  Joseph  L. 
Jarman,  of  Virginia;  Edward  T.  Mathes,  of  Washington;  T.  Marcellus  Marshall, 
Lucy  Robinsfjn,  of  West  Virginia;  Lorenzo  D.  Harvey,  of  Wisconsin;  Thomas  T. 
Tynan,  of  Wyoming;  Cassia  Patton,  of  Alaska;  Frank  H.  Ball,  of  Porto  Rico;  Arthur 
F.  Griffiths,  of  Hawaii;  C.  H.  Maxstjn,  of  the  Philippine  Islands,  and  such  other  persons 
as  now  arc  or  may  hereafter  be  as.sociated  with  them  as  officers  or  members  of  said 
As.s<Kialion,  arc  hereby  incorjjorated  and  de( hired  to  be  a  Ixidy  corporate  of  the  District 
of  Columbia  by  the  name  of  the  "National  I"xiu(ation  Associalif)n  of  the  United  States," 
and  by  that  name  shall  be  known  and  have  peqietual  succession  with  the-  powers,  limita- 
tions, and  restrictions  herein  contained. 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Sec.  2.  That  the  purpose  and  object  of  the  said  corporation  shall  be  to  elevate  the 
character  and  advance  the  interests  of  the  profession  of  teaching,  and  to  promote  the 
cause  of  education,  in  the  United  States.  This  corporation  shall  include  the  National 
Council  of  Education  and  the  following  departments,  and  such  others  as  may  hereafter 
be  created  by  organization  or  consoHdation,  to  wit:  the  Departments,  first,  of  Super- 
intendence; second,  of  Normal  Schools;  third,  of  Elementary  Education;  fourth,  of  Higher 
Education;  fifth,  of  Manual  Training;  sixth,  of  Art  Education;  seventh,  of  Kinder- 
garten Education;  eighth,  of  Music  Education;  ninth,  of  Secondary  Education;  tenth, 
of  Business  Education;  eleventh,  of  Child  Study;  twelfth,  of  Physical  Education;  thir- 
teenth, of  Natural  Science  Instruction;  fourteenth,  of  School  Administration;  fifteenth, 
the  Library  Department;  sixteenth,  of  Special  Education;  seventeenth,  of  Indian  Educa- 
tion; the  powers  and  duties  and  the  number  and  names  of  these  departments  and  of  the 
National  Council  of  Education  may  be  changed  or  abolished  at  the  pleasure  of  the 
corporation,  as  provided  in  its  By-Laws. 

Sec.  3.  That  the  said  corporation  shall  further  have  power  to  have  and  to  use  a 
common  seal,  and  to  alter  and  change  the  same  at  its  pleasure;  to  sue  or  to  be  sued  in 
any  court  of  the  United  States,  or  other  court  of  competent  jurisdiction;  to  make  by-laws 
not  inconsistent  with  the  provisions  of  this  act  or  of  the  constitution  of  the  United  States; 
to  take  or  receive,  whether  by  gift,  grant,  devise,  bequest,  or  purchase,  any  real  or  personal 
estate,  and  to  hold,  grant,  convey,  hire,  or  lease  the  same  for  the  purposes  of  its  incorpora- 
tion; and  to  accept  and  administer  any  trust  of  real  or  personal  estate  for  any  educational 
purpose  within  the  objects  of  the  corporation. 

Sec.  4.  That  all  real  property  of  the  corporation  within  the  District  of  Columbia, 
which  shall  be  used  by  the  corporation  for  the  educational  or  other  purposes  of  the  cor- 
poration as  aforesaid,  other  than  the  purposes  of  producing  income,  and  all  personal 
property  and  funds  of  the  corporation  held,  used,  or  invested  for  educational  purposes 
aforesaid,  or  to  produce  income  to  be  used  for  such  purposes,  shall  be  exempt  from  taxa- 
tion; provided,  however,  that  this  exemption  shall  not  apply  to  any  property  of  the  cor- 
poration which  shall  not  be  used  for,  or  the  income  of  which  shall  not  be  applied  to,  the 
educational  purposes  of  the  corporation;  and,  provided  further,  that  the  corporation 
shall  annually  file,  with  the  Commissioner  of  Education  of  the  United  States,  a  report 
in  writing,  stating  in  detail  the  property,  real  and  personal,  held  by  the  corporation,  and 
the  expenditure  or  other  use  or  disposition  of  the  same,  or  the  income  thereof,  during 
the  preceding  year. 

Sec.  5.  That  the  membership  of  the  said  corporation  shall  consist  of  three  classes 
of  members — viz.,  active,  associate,  and  corresponding — whose  qualifications,  terms  of 
membership,  rights,  and  obligations  shall  be  prescribed  by  the  By-Laws  of  the  corporation. 

Sec.  6.  That  the  officers  of  the  said  corporation  shall  be  a  President,  twelve  Vice- 
Presidents,  a  Secretary,  a  Treasurer,  a  Board  of  Directors,  an  Executive  Committee, 
and  a  Board  of  Trustees. 

The  Board  of  Directors  shall  consist  of  a  President,  the  First  Vice-President,  the 
Secretary,  the  Treasurer,  the  chairman  of  the  Board  of  Trustees,  and  one  additional 
member  from  each  state,  territory,  or  district,  to  be  elected  by  the  active  members  for 
the  term  of  one  year,  or  until  their  successors  are  chosen,  and  of  all  life  directors  of  the 
National  Educational  Association.  The  United  States  Commissioner  of  Education,  and 
all  former  Presidents  of  the  said  Association  now  living,  and  all  future  Presidents  of  the 
Association  hereby  incorporated,  at  the  close  of  their  respective  terms  of  office,  shall  be 
members  of  the  Board  of  Directors  for  life.  The  Board  of  Directors  shall  have  power 
to  fill  all  vacancies  in  their  own  body;  shall  have  in  charge  the  general  interests  of  the 
corporation,  excepting  those  herein  intrusted  to  the  Board  of  Trustees;  and  shall  possess 
such  other  powers  as  shall  be  conferred  upon  them  by  the  By-Laws  of  the  corporation. 

The  Executive  Committee  shall  consist  of  five  members,  as  follows:   the  President  of 


ACT  OF  INCORPORATION  23 

the  Association,  the  First  \'ice-President,  the  Treasurer,  the  Chairman  of  the  Board 
of  Trustees,  and  a  member  of  the  Association,  to  be  chosen  annually  by  the  Board  of 
Directors,  to  serve  one  year.  The  said  committee  shall  have  authority  to  represent, 
and  to  act  for,  the  Board  of  Directors  in  the  intervals  between  the  meetings  of  that  body, 
to  the  extent  of  carrying  out  the  legislation  adopted  by  the  Board  of  Directors  under 
general  directions  as  may  be  given  by  said  board. 

The  Board  of  Trustees  shall  consist  of  four  members,  elected  by  the  Board  of  Directors 
for  the  term  of  four  years,  and  the  President  of  the  Association,  who  shall  be  a  member 
ex  officio,  during  his  term  of  ofSce.  At  the  first  meeting  of  the  Board  of  Directors,  held 
during  the  annual  meeting  of  the  Association  at  which  they  were  elected,  they  shall  elect 
one  trustee  for  the  term  of  four  years.  All  vacancies  occurring  in  said  Board  of  Trustees, 
whether  by  resignation  or  otherwise,  shall  be  filled  by  the  Board  of  Directors  for  the 
unexpired  term;  and  the  absence  of  a  trustee  from  two  successive  annual  meetings  of 
the  board  shall  forfeit  his  membership. 

Sec.  7.  That  the  invested  fund  now  known  as  the  "  Permanent  Fund  of  the  National 
Educational  Association,"  when  transferred  to  the  corporation  hereby  created,  shall  be 
held  by  such  corporation  as  a  Permanent  Fund  and  shall  be  in  charge  of  the  Board  of 
Trustees,  who  shall  provide  for  the  safe-keeping  and  investment  of  such  fund,  and  of 
all  other  funds  which  the  corporation  may  receive  by  donation,  bequest,  or  devise.  No 
part  of  the  principal  of  such  Permanent  Fund  or  its  accretions  shall  be  expended,  except 
by  a  two-thirds  vote  of  the  active  members  of  the  Association  present  at  any  annual 
meeting,  upon  the  recommendation  of  the  Board  of  Trustees,  after  such  recommendation 
has  been  approved  by  vote  of  the  Board  of  Directors,  and  after  printed  notice  of  the 
proposed  expenditure  has  been  mailed  to  all  active  members  of  the  Association.  The 
income  of  the  Permanent  Fund  shall  be  used  only  to  meet  the  cost  of  maintaining  the 
organization  of  the  Association  and  of  publishing  its  annual  volume  of  Proceedings,  unless 
the  terms  of  the  donation,  bequest,  or  devise  shall  otherwise  specify,  or  the  Board  of 
Directors  shall  otherwise  order.  It  shall  also  be  the  duty  of  the  Board  of  Trustees  to 
issue  orders  on  the  Treasurer  for  the  payment  of  all  bills  approved  by  the  Board  of 
Directors,  or  by  the  President  and  Secretary  of  the  Association  acting  under  the  authoiity 
of  the  Board  of  Directors.  When  practicable,  the  Board  of  Trustees  shall  invest,  as  part  of 
the  Permanent  Fund  all  surplus  funds  exceeding  five  hundred  dollars  that  shall  remain  in 
the  hands  of  the  Treasurer  after  paying  the  expenses  of  the  Association  for  the  previous 
year,  and  providing  for  the  fixed  expen.ses  and  for  all  ap])ropriations  made  by  the  Board 
of  Directors  for  the  ensuing  year. 

The  Board  of  Trustees  shall  elect  the  Secretary  of  the  Association,  who  shall  also 
l>e  secretary  of  the  Executive  Committee,  and  shall  fix  the  compensation  and  the  term 
of  his  office  for  a  period  not  to  exceed  four  years. 

Sec.  8.  That  the  principal  office  of  the  said  corporation  shall  Ik-  in  the  t  ity  of  Wash- 
ington, District  of  Columbia,  provided  that  the  meetings  of  the  corporation,  its  officers, 
committees,  and  departments,  may  be  held,  and  that  its  business  may  be  transacted, 
and  an  office  or  offices  may  be  maintained,  elsewhere,  within  the  United  States,  as 
may  be  determined  Ijy  the  Board  of  Directors,  or  otherwise  in  accordance  with  (he 
By-Laws. 

Sec.  9.  That  the  Charier,  Constituti(»n,  and  By-Laws  of  the  National  Kducalional 
.Association  shall  continue  in  full  force  and  effect  until  the  charier  granted  by  this  act 
shall  be  accepted  by  such  Association  at  the  next  annual  meeting  of  the  Association,  and 
until  new  By-Laws  shall  be  adoijted;  and  that  the  present  officers,  directors,  and  trus- 
tees of  said  Association  shall  continue  to  hold  office  and  perform  their  respective  duties 
as  such,  until  the  expiration  of  the  terms  for  which  they  were  severally  elected  or  appointed, 
and  until  their  successors  arc  elected.  That  at  such  annual  meeting  the  active  members 
of  the  National  Kdurational  Assodation,  then  present,  may  organize  and  pnx  ced  toaKcpl 


24  NATIONAL  EDUCATIONAL  ASSOCIATION 

the  charter  granted  by  this  Act  and  adopt  By-Laws,  to  elect  officers  to  succeed  those  whosfe 
terms  have  expired  or  are  about  to  expire,  and  generally  to  organize  the  "National  Educa- 
tion Association  of  the  United  States;"  and  that  the  Board  of  Trustees  of  the  corporation 
hereby  incorporated  shall  thereupon,  if  the  charter  granted  by  this  act  be  accepted,  receive, 
take  over,  and  enter  into  possession,  custody,  and  management  of  all  property,  real  and 
personal,  of  the  corporation  heretofore  known  as  the  National  Educational  Association, 
incorporated  as  aforesaid,  under  the  Revised  Statutes  of  the  District  of  Columbia,  and 
all  its  rights,  contracts,  claims,  and  property  of  every  kind  and  nature  whatsoever;  and 
the  several  officers,  directors  and  trustees  of  such  last-named  Association,  or  any  other 
person  having  charge  of  any  of  the  securities,  funds,  books,  or  property  thereof,  real  or 
personal,  shall  on  demand  deliver  the  same  to  the  proper  officers,  directors,  or  trustees 
of  the  corporation  hereby  created.  Provided,  That  a  verified  certificate  executed  by  the  pre- 
siding officer  and  secretary  of  such  annual  meeting,  showing  the  acceptance  of  the  charter 
granted  by  this  act  by  the  National  Educational  Association  shall  be  legal  evidence  of 
the  fact,  when  filed  with  the  recorder  of  deeds  of  the  District  of  Columbia:  and,  pro- 
vided further,  That  in  the  event  of  the  failure  of  the  Association  to  accept  the  charter 
granted  b}'  this  act  at  said  annual  meeting,  then  the  charter  of  the  National  Educational 
Association  and  its  corporate  existence  shall  be,  and  are  hereby  extended  until  the  thirty- 
first  day  of  July,  nineteen  hundred  and  eight,  and  at  any  time  before  said  date  its  charter 
may  be  extended  in  the  manner  and  form  provided  by  the  general  corporation  law  of 
the  District  of  Columbia. 

Sec.  id.  That  the  rights  of  creditors  of  the  said  existing  corporation,  known  as  the 
National  Educational  Association,  shall  not  in  any  manner  be  impaired  by  the  passage 
of  this  act,  or  the  transfer  of  the  property  heretofore  mentioned,  nor  shall  any  liabiUty  or 
obligation,  or  the  payment  of  any  sum  due  or  to  become  due,  or  any  claim  or  demand, 
in  any  manner,  or  for  any  cause  existing  against  the  said  existing  corporation,  be  released 
or  impaired;  and  the  corporation  hereby  incorporated  is  declared  to  succeed  to  the  obli- 
gations and  liabilities,  and  to  be  held  liable  to  pay  and  discharge  all  of  the  debts,  liabili- 
ties, and  contracts,  of  the  said  corporation  so  existing,  to  the  same  effect  as  if  such  new 
corporation  had  itself  incurred  the  obligation  or  liability  to  pay  such  debt  or  damages, 
and  no  action  or  proceeding  before  any  court  or  tribunal  shall  be  deemed  to  have  abated 
Or  been  discontinued  by  reason  of  this  act. 

Sec.  II.  That  Congress  may  from  time  to  time  alter,  repeal,  or  modify  this  act  of 
incorporation,  but  no  contract  or  individual  right  made  or  acquired  shall  thereby  be 
divested  or  impaired. 


At  the  meeting  of  the  Active  Members  at  Asbury  Park,  N.  J.,  July  6,  Albert  G. 
Lane,  of  Chicago,  Chairman  of  Board  of  Trustees,  submitted  a  copy  of  the  following 
Proposed  By-Laws  and  gave  notice  as  required  by  the  Constitution  for  their  considera- 
tion for  adoption  at  the  next  annual  meeting. 

PROPOSED  BY-LAWS 

ARTICLE  I— MEMBERSHIP 

ACTIVE    MEMBERS 

Section  i.  Teachers  and  all  who  are  actively  associated  with  the  management  of 
educational  institutions,  including  libraries  and  educational  publications,  may  become 
active  members. 

Sec.  2.  Any  eligible  person  may  become  an  active  member  upon  application  indorsed 
by  two  active  members,  and  the  payment  of  an  enrollment  fee  of  two  dollars  and  the 
annual  dues  for  the  current  year. 

Sec.  3.  Active  members  only  shall  have  the  right  to  vote  and  to  hold  office  in  the 
Association,  in  the  National  Council  of  Education,  or  in  the  several  departments. 


PROPOSED  BY-LAWS  25 


Sec.  4.  All  active  members  shall  pay  annual  dues  of  two  dollars,  and  shall  be  entitled 
to  the  volume  of  Proceedings  without  "coupon"  or  other  conditions. 

Sec.  5.  The  annual  membership  fee  shall  be  payable  at  the  time  of  the  annual 
convention,  or  by  remittance  to  the  Secretary  before  September  i  of  each  year. 

Sec.  6.  Any  active  member  may  discontinue  membership  by  giving  written  notice 
to  the  Secretar)'  before  September  1  in  any  year,  and  may  restore  the  same  only  on  pay- 
ment of  the  enrollment  fee  of  two  dollars  and  the  annual  dues  lor  the  current  year.  A 
written  application  for  active  membership  shall  constitute  an  agreement  to  continue  such 
membership  and  pay  annual  dues,  unless  written  notice  of  discontinuance  is  sent  to  the  Sec- 
retary before  September  i  of  the  fiscal  year  for  which  such  discontinuance  shall  apply. 

CORRESPONDING    MEMBERS 

Sec.  7.  Eminent  educators  not  residing  in  America  may  be  elected  by  the  Board 
of  Directors  to  be  corresponding  members.  The  number  of  corresponding  members 
shall  at  no  time  e.xceed  fifty. 

Sec.  8.  Corresponding  members  shall  be  entitled  to  the  volume  of  Proceedings 
without  the  payment  of  fees  or  other  conditions. 

ASSOCIATE   MEMBERS 

Sec.  9.  Any  person  on  paying  an  annual  membership  fee  of  two  dollars  may  become 
an  associate  member. 

Sec.  10.  Associate  members  may  receive  the  volume  of  Proceedings  in  accordance 
with  the  usual  "coupon"  conditions,  as  printed  on  the  membership  certificate. 

LIFE   MEMBERS 

Sec.  II.  All  life  members  and  life  directors  shall  be  dt-noniinated  active  members 
and  shall  enjoy  all  the  powers  and  privileges  of  such  members  without  the  payment  of 
annual  dues. 

ROLL    OF    MEMBERS 

Sec.  12.  The  names  of  active,  life,  and  corresponding  members  only  shall  be  printed 
in  the  annual  Yearbook,  with  their  respective  educational  titles,  offices,  and  addresses 
and  the  list  shall  be  revised  annually  by  the  Secretary  of  the  A.ssociation. 

ARTICLE  II— OFFICERS  AND  COMMITTEES 

Section  i.  The  President,  Vice-Presidents,  directors,  and  Treasurer  shall  be  chosen 
by  the  active  members  of  the  A.ssociation  by  ballot,  unless  otherwise  ordered,  on  the  third 
day  of  each  annual  session,  a  majority  of  the  votes  cast  being  necessary  to  a  choice.  They 
shall  continue  in  office  until  the  close  of  the  annual  session  subserjucnt  to  their  election 
and  until  their  succes.sors  are  chosen,  except  as  hereinafter  provided. 

committee   ON   RESOLUTIONS 

Sec.  2.  At  the  first  session  of  each  annual  meeting  of  the  Association  the  President 
shall  appcjint  a  Committee  on  Resolutions. 

COMMITTEE    ON    NOMINATIONS 

Sec.  3.  At  the  third  session  of  each  annual  meeting  of  the  Association  there  shall 
Ik:  a[)pointed  by  the  President  a  Committee  on  Nominations,  consisting  of  one  member 
from  each  state  and  territory  representefi.  Such  a  committee  shall  be  appointed  by  the 
President  on  the  nomination  of  a  majority  of  the  active  members  from  sui  h  state  or  ter- 
ritory present  at  the  meeting  caliefl  for  the  purpose  of  making  such  nomination;  provided, 
however,  that  .such  appointment  shall  be  made  by  the  President  without  such  nomination, 
when  the  active  members  in  attendance  from  any  stale  or  territory  shall  fail  to  make  a 
nomination. 

Skc.  4.  The  meetings  of  the  active  members  of  the  several  states  to  nominate  incni- 
bcrs  of  the  nominating  committee  shall  be  held  at  5:30  P.  M.  on  the  first  day  of  the  amnial 
meeting  of  the  A.ssociation,  at  such  places  as  shall  be  announced  in  the  general  program. 

ARI  Ul.i;  III  -DUTIES  OF  OFFICERS 

THE   PRESIDENT 

Section  i.  The  President  shall  preside  at  all  meetings  nf  the  .Assoi  iation  and  of 
the  Boarrl  of  Direr  tc^rs,  anfl  shall  jjcrform  the  flutics  usually  devniving  U|)iin  a  i)residing 
ofTirer.  In  his  abs<-nfe  the  first  V'i(  e-Prcsiilent  in  order,  who  is  present,  shall  |)reside; 
and  in  the  alienee  of  all  the  Vi(  e-Presi'lenls,  a  pro  tempore  chairman  sliall  Ix-  ajipointetl 
on  nomination,  the  .Secretary  putting  the  question. 


26  NATIONAL  EDUCATIONAL  ASSOCIATION 

THE    SECRETARY 

Sec.  2.  The  Secretary  shall  keep  a  full  and  accurate  report  of  the  proceedings  of 
the  general  meetings  of  the  Association  and  of  all  meetings  of  the  Board  of  Directors,  and 
shall  conduct  such  correspondence  and  transact  such  other  business  of  the  Association 
as  the  directors  or  Executive  Committee  may  assign,  and  shall  have  his  records  present 
at  all  meetings  of  the  Association  an,d  the  Board  of  Directors. 

THE   TREASURER 

Sec.  3.  The  Treasurer  shall  receive,  and  under  the  direction  of  the  Board  of  Trustees 
hold  in  safekeeping,  the  current  income  of  the  Association;  shall  expend  the  same  only 
upon  order  of  said  board;  shall  keep  an  exact  account  of  his  receipts  and  expenditures, 
with  vouchers  for  the  latter;  which  accounts,  ending  the  first  day  of  July  in  each  year,  he 
shall  render  to  the  Board  of  Trustees  and,  when  approved  by  said  board,  he  shall  report 
to  the  Board  of  Directors.  The  Treasurer  shall  give  such  bond  for  the  faithful  discharge 
of  his  duties  as  may  be  required  by  the  Board  of  Trustees;  and  he  shall  continue  in  office 
until  the  first  meeting  of  the  Board  of  Directors  held  prior  to  the  annual  meeting  of  the 
Association  next  succeeding  that  at  which  he  is  elected,  and  until  his  successor  has  been 
elected  and  has  qualified. 

AUDITOR   OF    ACCOUNTS 

Sec.  4.  It  shall  be  the  duty  of  the  President,  Secretary,  and  Treasurer  of  the  Asso- 
ciation to  appoint  annually  some  competent  person  to  examine  the  securities  of  the  Perma- 
nent Fund  held  by  the  Board  of  Trustees,  and  his  certificate,  showing  the  condition  of 
the  said  fund,  shall  be  attached  to  the  annual  report  of  the  Board  of  Trustees. 

CERTIFICATION    OF    BILLS 

Sec.  5.  The  President  and  Secretary  shall  certify  to  the  Board  of  Trustees  all  bills 
approved  by  the  Board  of  Directors. 

ARTICLE  IV— THE  BOARD  OF  DIRECTORS 

Section  i.  The  Board  of  Directors  shall  hold  its  regular  annual  meeting  at  the 
place  of  the  annual  convention,  and  not  less  than  two  hours  before  the  assembling  of  the 
Association. 

Sec.  2.  Special  meetings  may  be  held  at  such  other  times  and  places  as  the  board 
or  the  President  shall  determine. 

Sec.  3.     Each  new  board  shall  organize  at  the  session  of  its  election. 

ARTICLE  V— THE  N.\TIONAL  COUNCIL  OF  EDUCATION 
OBJECTS    AND    DUTIES 

Section  i.  The  National  Council  of  Education  shall  have  for  its  object  the  con 
sideration  and  discussion  of  educational  questions  of  public  and  professional  interest; 
the  proposal  to  the  Board  of  Directors,  from  time  to  time,  of  suitable  subjects  for  investi- 
gation and  research,  and  the  recommendation  of  the  amount  of  appropriations  that  should 
be  made  for  such  purposes;  the  appointment  and  general  supervision  of  such  special 
committees  of  investigation  and  research  as  may  be  provided  for  and  authorized  by  the 
Board  of  Directors  of  the  Association;  the  consideration,  discussion,  and  recommendation 
to  the  Board  of  Directors  for  disposition  of  all  reports  by  such  special  committees  of 
research  as  may  have  been  appointed  on  its  recommendation  or  by  its  authority;  the 
annual  preparation  and  presentation  to  the  Association  at  its  annual  convention  of  a 
report  on  "Educational  Progress  during  the  Past  Year;"  and  in  other  ways  shall  use  its 
best  efforts  to  further  the  objects  of  the  Association  and  to  promote  the  cause  of  education 
in  general. 

MEMBERSHIP    OF   THE    COUNCIL 

Sec.  2.  The  Council  shall  consist  of  sixty  members,  selected  from  the  membership 
of  the  Association.  Any  member  of  the  Association  identified  with  educational  work  is 
eligible  to  membership  in  the  Council. 

Sec.  3.  The  Board  of  Directors  shall  annually  elect  five  members,  and  the  Council 
shall  elect  five  members,  each  member  to  serve  for  six  years,  or  until  his  successor  is  elected. 

Sec.  4.  The  annual  election  of  members  of  the  Council  shall  be  held  in  connection 
with  the  annual  meetings  of  the  Association.     If  the  Board  of  Directors  shall  fail,  for  any 


PROPOSED  BY-LAWS  27 


reason,  to  fill  its  quota  of  members  annually,  the  vacancy  or  vacancies  shall  be  filled  by 
the  Council. 

Sec.  5.  The  absence  of  a  member  from  two  consecutive  annual  meetings  of  the 
Council  shall  be  considered  equivalent  to  resignation  of  membership,  and  the  Council 
shall  fill  vacancies  caused  by  absence  from  the  Council  as  herein  defined,  as  well  as  vacan- 
cies caused  by  death  or  resignation,  for  the  unexpired  term.  All  persons  who  have  belonged 
to  the  Council  shall,  on  the  expiration  of  their  membership,  become  honorary  members, 
with  the  privilege  of  attending  its  regular  sessions  and  participating  in  its  discussions.  . 
No  state  shall  be  represented  in  the  Council  by  more  than  eiglit  members. 

BY-LAWS   OF   THE   COUNCIL 

Sec.  6.  The  Council  may  establish  by-laws  for  its  government  not  inconsistent 
with  the  Act  of  Incorporation  or  of  the  By-Laws  of  the  Association,  provided  such  by-laws 
shall  be  submitted  to  and  approved  by  the  Board  of  Directors  of  the  Association  before 
they  shall  become  operative. 

ARTICLE  VT— DEPARTMENTS 

Section*  i.  A  department  shall  consist  of  those  members  of  the  Association  who 
are  especially  interested  in  the  consideration  of  a  particular  group  of  educational  problems. 
Each  department  shall  be  administered  by  a  president,  vice-president,  secretary,  and 
such  other  officers  as  it  shall  deem  necessary  to  conduct  its  affairs. 

Sec.  2.  Each  department  shall  hold  its  annual  meeting  at  the  time  of  the  annual 
convention  of  the  Association,  except  the  Department  of  Superintendence,  which  may 
hold  its  annual  meeting  in  February  of  each  year,  or  at  such  other  time  as  may  be  deter- 
mined by  the  officers  of  said  department. 

Sec.  3.  The  objects  of  the  annual  department  meetings  shall  be  the  discussion  of 
questions  pertaining  to  their  respective  fields  of  educational  work.  The  programs  of 
these  meetings  shall  be  organized  and  conducted  by  the  respective  presidents,  in  conference 
with,  and  under  the  general  direction  of,  the  President  of  the  Association.  Each  depart- 
ment shall  be  limited  to  two  sessions,  with  formal  programs,  at  the  time  of  the  annual 
convention,  except  that  a  third  session  for  business  or  informal  round-table  conference 
may  be  held  at  the  discretion  of  the  department  officers. 

'  Sec.  4.  Upon  the  written  request  of  twenty  active  members  of  the  Association  for 
permission  to  establish  a  new  department,  the  Board  of  Directors  may  grant  such  per- 
mission. Such  new  department  shall  in  all  respects  be  entitled  to  the  same  rights  and 
privileges  as  the  departments  named  in  the  Act  of  Incorporation. 

ARTICLE  VII— MEETINGS 

Section  i.  The  annual  meeting  of  the  Association  shall  Ije  held  at  surh  time  and 
place  as  shall  be  determined  by  the  Board  of  Directors. 

Sec.  2.  Special  meetings  may  be  called  by  the  President  at  tlu-  requrst  of  \\wc 
directors. 

Sec.  3.  Any  department  of  the  Association  may  hold  a  sjiecial  meeting  at  such  lime 
and  place  as  by  its  own  regulations  it  shall  appoint. 

Sec.  4.  No  paper,  lecture,  or  address  shall  be  read  before  the  Association  or  any 
of  its  departments,  in  the  absence  of  its  author,  nor  shall  any  such  paper,  lecture  <)r 
address  be  published  in  the  volume  of  Proceedings,  without  the  consent  of  the  Associa- 
tion, upon  the  approval  of  the  Executive  Committee. 

ARTICLK  VllI— AMENDMENTS 

Section  i.  The.se  by-laws  may  lie  altered  or  amended  at  any  annual  meeting  by  the 
unanimous  vote  of  the  members  j)resent;  or  by  a  two-thirds  vote  of  the  members  i)resent, 
provided  that  the  substance  of  the  alteration  or  aincMilmenl  has  been  proposed  in  writing 
at  a  previous  annual  meeting. 

At  the  same  meeting  Silas  Y.  (iillati,  of  Wisconsin,  proi)osed  and  gave  notici-  of  the 
following  amendment  to  the  Constitution  to  be  considrrcd  for  ado|)tion  at  the  next  annua) 
meeting: 

Resolved,  That  scr.  2,  Art.  IV  of  the  Constitution  be  amended  by  adding  the  following 
words  to  the  first  [laragrafjh: 

The  active  meml>ers  from  any  stale,  territory,  or  distric  t,  in  altcndaiK  e  at  the  nutting 


28  NATIONAL  EDUCATIONAL  ASSOCIATION 

for  electing  a  member  of  the  Committee  on  Nominations,  may  elect  the  additional  member 
of  the  Board  of  Directors  for  such  state,  territory,  or  district. 

Resolved,  That  the  By-Laws  be  amended  by  inserting  the  following  paragraphs 
immediately  after  the  first  paragraph  of  By-Law  No.  i : 

"The  Committee  on  Nominations  shall  meet  on  the  second  day  of  each  annual  session 
and  nominate  candidates  for  President,  Treasurer,  and  a  director  for  each  state,  territory, 
or  district  whose  members  shall  not  have  reported  the  election  of  a  director  as  provided 
in  sec.  2,  Art.  IV,  of  the  Constitution;  and  the  Committee  on  Nominations  shall  report 
to  the  active  members  at  their  meeting  the  following  day  a  list  of  the  nominatiorts. 

"  When  the  vote  is  taken  by  the  Committee  on  Nominations  for  candidates  for  President 
and  Treasurer,  the  committee  shall  report  the  persons  having  the  highest  number  of 
votes,  not  exceeding  two  persons,  as  candidates  for  each  office.  But  if,  after  two  formal 
ballots,  any  person  shall  receive  a  two-thirds  majority  of  the  votes  cast  by  the  Committee 
on  Nominations  for  any  one  of  the  aforesaid  office?,  then  the  person  receiving  such  two- 
thirds  majority  shall  be  reported  as  the  only  candidate  for  such  office." 


DEPARTMENT  OF  SUPERIiNTENDENCE 

LOUISVILLE  MEETING,  1906 


SECRETARY'S  MINUTES 


FIRST  DAY 
MORNING  SESSION.— Tuesday,  February  27,  1906 

The  Department  of  Superintendence  was  called  to  order  in  Warren  Memorial  Church, 
Louisville,  Ky.,  at  9:30  A.  M.,  President  John  W.  Carr,  superintendent  of  schools,  Dayton, 
Ohio,  in  the  chair. 

A  chorus  of  fifth-grade  girls  from  the  John  H.  Heywood  School  of  Louisville  opened 
the  meeting  with  song.  Prayer  was  offered  by  Rev.  Peyton  H.  Hoge,  pastor  of  the  church. 
Superintendent  E.  H.  Mark,  chairman  of  the  Louisville  Local  Committee,  announced 
that  Hon.  J.  W.  C.  Beckham,  governor  of  Kentucky,  was  prevented  by  a  meeting  of  the 
legislature  from  being  present.  His  representative,  Hon.  James  H.  Fuqua,  state  super- 
intendent of  pubUc  instruction,  extended  a  welcome  on  behalf  of  the  state.  Hon.  Paul 
Barth,  mayor  of  Louisville,  extended  greetings  on  behalf  of  the  city  of  Louisville.  Bishop 
Charles  E.  Woodcock,  of  the  Episcopal  Diocese  of  Kentucky,  welcomed  the  superintend- 
ents on  behalf  of  the  schools. 

A  response  on  behalf  of  the  department  was  made  by  President  John  W.  Carr. 

Two  papers  on  "Moral  and  Religious  Education  in  the  PubUc  Schools"  were  read, 
the  subtitles  being  as  follows: 

a)  "Means  Afforded  by  the  Public  Schools  for  Moral  and  Religious  Training": 
Thomas  A.  Mott,  superintendent  of  schools,  Richmond,  Ind. 

b)  "The  Effect  of  Moral  Education  in  tlie  Public  Schools  upon  the  Civic  Life  of  the 
Community":  William  O.  Thompson,  president  of  the  Ohio  State  University,  Columbus, 
Ohio. 

The  discussion  was  led  by  William  J.  Shearer,  superintendent  of  schools,  Elizabeth, 
N.  J.  Others  who  participated  in  the  discussion  were  M.  M.  Ramer,  superintendent  of 
public  instruction  of  South  Dakota;  James  M.  Greenwood,  superintendent  of  schools, 
Kansas  City,  Mo.;  Henry  Sabin,  ex-superintendent  of  public  instruction,  Des  Moines, 
Iowa;  J.  D.  Simkins,  superintendent  of  schools,  Newark,  Ohio;  John  W.  Cook,  president. 
Northern  Illinois  State  Normal  School,  DeKaib,  111.;  Silas  Y.  Gillan,  editor  of  the  Western 
Teaclier,  Milwaukee,  Wis.;  James  L.  Hughes,  inspector  of  schools,  Toronto,  Canada; 
Frank  B.  Ccxiper,  superintendent  of  schools,  Seattle,  Wash.;  F.  Louis  Soldan,  superin- 
tendent of  instruction,  public  schools,  St.  Louis,  Mo. 

Superintendent  E.  H.  Mark,  chairman  of  the  Louisville  Local  Committee,  announced 
a  reception  to  the  department  by  the  various  woman's  club  organizations  at  the  Woman's 
Club. 

The  department  then  adjourned  until  2  P.  M. 

AFPERNOON   SESSION 
The  afternoon  .scs.sion  opened  at  2:30,  with  President  Carr  in  the  chair. 
Mrs  Sarah  E.  Hyrc,  member  of  the  Hoarfl  of  Education,  Cleveland,  Ohio,  addressed 
the  department  on  the  subject,  "  Woman's  Part  in  Public-School  Education." 

29 


30  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

Reuben  Post  Halleck,  principal  of  Boys'  High  School,  Louisville,  Ky.,  read  a  paper 
on  "What  Kind  of  Education  is  Best  Suited  to  Boys?" 

"What  Kind  of  Education  is  Best  Suited  to  Girls  ?"  was  the  subject  of  a  paper  given 
by  Miss  Anna  T.  Hamilton,  principal  of  Semple  Collegiate  School,  Louisville,  Ky. 

The  papers  were  discussed  by  F.  Louis  Soldan,  superintendent  of  instruction,  public 
schools,  St.  Louis,  Mo.,  and  Charles  D.  Lowry,  district  superintendent  of  schools,  Chicago, 
111. 

W.  T.  Harris,  United  States  Commissioner  of  Education,  Washington,  D.  C,  was 
introduced  by  the  chair,  and  read  a  paper  on  "What  Kind  of  Language  Study  Aids  in 
the  Mastery  of  Natural  Science?" 

The  president  announced  the  following  committees: 

COMMITTEE   ON   NOMINATIONS 

C.  M.  Jordan,  Minneapolis,  Minn.        W.  F.  Gordy,  Springfield,  Mass. 

W.  A.  MilUs,  Crawfordsville,  Ind.  George  R.  Glenn,  Atlanta,  Ga. 

Oscar  T.  Corson,  Columbus,  Ohio. 

COMMITTEE   ON   RESOLUTIONS 

E  .G.  Cooley,  Chicago,  111.  J.  H.  Hinemon,  Little  Rock,  Ark. 

J.  W.  Swartz,  Parkersburg,  W.  Va.  C.  F.  Carroll,  Rochester,  N.  Y. 

Thomas  J.  Kirk,  Sacramento,  Cal.  J.  L.  McBrien,  Lincoln,  Nebr. 

Charles  S.  Foos,  Reading,  Pa. 

On  motion,  the  meeting  adjourned. 

EVENING   SESSION 

The  program  for  the  evening  consisted  of  an  address  by  Hon.  Oscar  T.  Corson,  ex- 
state  school  commissioner  of  Ohio  and  Editor  of  the  Ohio  Educational  Monthly,  Columbus 
Ohio,  on  "The  Superintendent's  Authority  and  the  Teacher's  Freedom;"  and  an  address 
"The  Teaching  of  Arithmetic  in  the  American  Schools,"  by  Professor  Simon  Newcomb, 
Washington,  D.  C. 

SECOND  DAY 

MORNING   SESSION.— Wednesday,  February  28 

The  department  convened  at  g :  30  A.  M.,  with  President  Carr  in  the  chair. 
The  topic  "Means  of  Improving  the  Efficiency  of  the  Grammar  School"  was  dis- 
cussed as  follows: 

a)  " Suggestions  for  the  Improvement  of  the  Study  Period":  Frank  M.  McMurry, 
professor  of  theory  and  practice  of  teaching.  Teachers  College,  Columbia  University, 
New  York  City. 

b)  "Ehminations  and  Modifications  in  the  Course  of  Study":  Martin  G.  Brum- 
baugh, professor  of  pedagogy,  University  of  Pennsylvania,  Philadelphia,  Pa. 

c)  "How  Can  the  Supervising  Influence  of  Grammar-School  Principals  be  Im- 
proved?":   Lewis  H.  Jones,  president  of  State  Normal  College,  Ypsilanti,  Mich. 

Then  followed  the  discussion  of  Professor  Newcomb's  address  by  Robert  J.  Aley, 
professor  of  mathematics,  Indiana  University,  Bloomington,  Ind. 

The  topic  of  the  morning  was  discussed  by  Charles  M.  Jordan,  superintendent  of 
schools,  MinneapoUs,  Minn.,  and  Calvin  N.  Kendall.  sup2rintcndent  of  schools,  Indiana- 
polis, Ind. 

BUSINESS   SESSION 

The  Committee  on  Nominations  submitted  the  following  nominations: 

For  President — W.  W.  Stetson,  Maine. 

For  First  Vice-President — H.  H.  Seerley,  Iowa. 

For  Second  Vice-President — R.  J.  Tighe,  North  Carohna. 

For  Secretary — J.  H.  Harris,  Michigan. 


Superintendence]  SECRETARY'S  MINUTES  3 1 


The  report  was  unanimously  adopted. 

The  following  report  on  behalf  of  the  Committee  on  Simplified  Spelling  was  made 
thru  its  chairman,  Edwin  B.  Cox,  of  Xenia,  Ohio: 

REPORT   OF   THE   COMMITTEE   ON   SIMPLIFICATION   OF   SPELLING 

To  the  Department  of  Stiperiniendcncc  of  the  National  Educational  Association: 

Gentlemen:  \\Ticn  our  report  was  rendered  one  year  ago,  the  question  of  the  appoint- 
ment, by  the  Board  of  Directors  of  the  National  Educational  Association,  of  a  commission 
to  head  the  sirapUficd-spelling  movement  and  of  giving  such  a  commission  funds  to  work 
with,  was  under  consideration  by  the  special  committee  of  five  to  whom  it  had  been  referred 
for  advice  by  the  Committee  on  Investigations  and  Appropriations  of  the  National  Council. 

The  Committee  of  Advice  reported  to  the  National  Council  at  Asbury  Park  that 
it  was  unanimous  in  the  opinion  that  the  simplification  of  our  spelling  is  an  object  worthy 
of  hearty  support  by  the  National  Educational  Association.  But  on  the  points  of  creating 
a  commission,  and  of  providing  it  with  money,  the  committee  was  di\'ided  and  submitted 
two  reports.  The  minority,  consisting  of  Superintendent  William  H.  Maxwell  and  Pro- 
fessor Calvin  Thomas,  advised  against  the  course  advocated  by  a  majority  of  your  com- 
mittee in  conformity  with  your  petition.  The  majority,  consisting  of  President  H.  H. 
Seerley,  Superintendent  C.  M.  Jordan,  and  Professor  George  Hempl,  reported  in  favor 
of  the  course  recommended  by  this  department. 

A  square  deal  would  have  taken  this  report  under  consideration  before  the  session 
closed.  But  this  was  prevented  by  circumstances  which  bore  the  mark  of  design,  and 
the  report  still  awaits  due  attention.  It  is  not  the  only  instance  in  which  this  matter, 
altho  indorsed  by  so  decided  a  majority  of  this  department  and  of  the  active  members  of 
the  National  Educational  Association,  has  been  embarrassed  and  hindered  by  the  manage- 
ment of  some  who  assume  the  role  of  an  over-ruling  providence  in  the  affairs  of  the  National 
Educational  .Association. 

Should  your  committee  persist  in  its  effort  to  give  effect  to  the  will  of  the  majority  in 
this  matter,  our  experience  during  the  past  three  years  shows  that  the  final  outcome  would 
be  doubtful.  This  circumstance,  in  connection  with  developments  in  this  cause  which 
are  taking  place  in  another  field,  satisfies  us  that  it  is  best  to  abandon  the  object  for  which 
this  committee  was  created  and  to  discharge  the  committee. 

But  so  important  is  the  rationalizing  of  our  spelling,  and  so  closely  is  it  related  to 
the  work  and  success  of  our  teachers  and  schools,  that  it  seems  to  your  committee  that 
the  department  would  do  injustice  to  itself  and  to  the  cause  of  education  if  it  should  fail 
to  keep  in  close  touch  with  this  movement  as  it  progresses,  and  at  ever)'  turn  to  give  it 
the  utmost  assistance  in  its  power. 

Therefore,  we  recommend: 

1.  That  the  specific  purpose  for  which  your  committee  was  appointed  be  abandoned 
and  the  committee  discharged. 

2.  That  a  committee  of  five,  to  continue  five  years  and  with  power  to  fill  its  own 
vacancies,  be  appointed  by  the  chair,  to  report  at  our  annual  meetings  such  matters  relating 
to  this  movement  as  it  deems  worthy  of  consideration  by  the  department. 

Respectfully  submitted, 

Edwin  B.  Cox,  Chairman,  Xenia,  Ohio; 
C.  N.  Kendall,  Indianapolis,  Ind.; 
A.  W.  Rankin,  Minneapolis,  Minn.; 
H.  M.  Slauson,  Ann  Arbor,  Mich.; 

Committer. 
The  following  motion  was  then  adopted: 

Resolved,  That  the  specific  purpose  for  which  the  committee  was  appointed  be  aban- 
floned  and  the  committee  he  discharged. 

The  department  voted  that  the  following  resolution  lie  referred  to  the  Comniittee 
on  Rcsfjlutions. 

Resolved,  That  a  committee  of  five,  to  continue  five  years  and  with  power  to  fill  its 
own  vacancies,  be  appointed  by  the  chair  to  report  at  our  annual  meetings  such  matters 
relating  to  this  movement  as  it  deems  worthy  of  consideration  by  the  department. 

The  .selection  of  a  place  for  the  next  meeting  of  the  department  was  declared  the 
next  order  of  business.  Chicago,  III.;  St.  Paul,  Minn.;  Hot  S|)rings,  Ark.;  and  Wa.shing- 
ton,  D.  C,  were  proposed.  A  vote  was  taken,  and  Chicago  was  decided  upon  as  the  pKu  e 
for  the  next  meeting. 


32  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

Carroll  G.  Pearse,  superintendent  of  schools,  Milwaukee,  Wis.,  made  the  following 
motion: 

Resolved,  That  the  meeting  of  this  department  for  1907  be  held  in  the  city  of  St.  Paul, 
Minn.,  or  wherever  this  department  shall  at  this  time  determine,  and  that  each  fourth 
year  thereafter  the  meeting  be  held  in  such  place  as  the  department  shall  determine;  that 
in  1908,  and  each  second  year  thereafter,  this  Department  meet  in  the  city  of  Chicago, 
III.;  that  in  1909,  and  each  fourth  year  thereafter,  this  department  meet  in  the  city  of 
Washington,  D.  C. 

The  department  voted  that  the  motion  be  laid  on  the  table. 
The  meeting  then  adjourned. 

AFTERNOON   SESSION 

ROUND  TABLE  SESSIONS 

A.       ROUND   TABLE   OF    CITY   SUPERINTENDENTS    OF   LARGER    CITIES 

The  round-table  conference  was  held  in  Warren  Memorial  Church;  leader.  Miss  Ida 
C.  Bender,  supervisor  of  primary  grades,  Buffalo,  N.  Y.;  secretary,  Franklin  S.  Hoyt, 
assistant  superintendent  of  schools,  Indianapolis,  Ind. 

Topic — "Interrelation  of  Functions  in  a  City  School  System." 

The  following  papers  were  read: 

a)  "Relation  of  the  Superintendent  to  the  City  School  System":  F.  Louis  Soldan, 
superintendent  of  instruction,  public  schools,  St.  Louis,  Mo. 

h)  "Relation  of  the  Supervisor  to  the  City  School  System":  Miss  Ada  Van  Stone 
Harris,  supervisor  of  kindergartens  and  primary  schools,  Rochester,  N.  Y. 

c)  "Relations  of  the  City  Normal  and  Training  School  to  the  City  School  System": 
Mrs.  Ella  Flagg  Young,  principal  of  the  Chicago  Normal  School,  Chicago,  111. 

B.       ROUND   TABLE    OF    CITY   SUPERINTENDENTS    OF    SMALLER    CITIES 

The  round  table  was  held  in  the  Auditorium  of  the  Walnut  Street  Church;  leader, 
John  H.  PhilUps,  superintendent  of  schools,  Birmingham,  Ala.;  secretary,  M.  E.  Pearson, 
superintendent  of  schools,  Kansas  City,  Kans. 

"The  Local  Training  School  as  an  Agency  in  the  Preparation  of  Teachers"  was 
discussed  by  James  M.  Greenwood,  superintendent  of  schools  of  Kansas  City,  Mo.; 
W.  F.  Gordy,  superintendent  of  schools  of  Springfield,  Mass.;    and  others. 

A  paper  was  read  by  William  McKendree  Vance,  superintendent  of  schools,  Miamis- 
burg,  Ohio,  on  "The  Best  Means  and  Methods  of  Improving  Teachers  Already  in  Service." 

The  discussion  was  led  by  Edwin  L.  Holton,  superintendent  of  schools  of  Holton,  Kans. 

W.  M.  Davidson,  superintendent  of  schools,  Omaha,  Nebr.,  spoke  on  "The  Advan 
tages  and  Limitations  of  Pupil  Government  in  the  High  School." 

C.   ROUND  TABLE  OF  STATE  AND  COUNTY  SUPERINTENDENTS 

The  round  table  was  called  to  order  in  the  lecture-room  of  the  Walnut  Street  Church 
at  2:30  p.  M.  by  Superintendent  C.  P.  Cary,  of  Wisconsin.  H.  A.  Dean,  superintendent 
of  schools  of  Kane  County,  Geneva,  111.,  was  appointed  secretary. 

State  Superintendent  Fassett  A.  Cotton,  of  Indiana,  read  a  paper  on  "The  Minimum- 
Salary  Law  and  How  it  Operates."  This  paper  was  discussed  by  State  Superintendents 
Nathan  C.  Schaeffer,  of  Pennsylvania;  Thomas  C.  Miller,  of  West  Virginia;  W.  L.  Stock- 
well,  of  North  Dakota;  W.  T.  Carrington,  of  Missouri;  and  James  B.  Aswell,  of  Louisiana. 

State  Superintendent  J.  W.  Olsen,  of  Minnesota,  read  a  paper  on  "Rural  School 
Architecture."  Mr.  Olsen  had  plans  for  a  one-room  and  a  two-room  schoolhouse  in  a 
pamphlet  prepared  for  the  occasion.  John  R.  Kirk,  president  of  the  State  Normal  School, 
Kirksville,  Mo.,  discussed  the  subject,  showing  plans  of  a  model  rural  school  building  to 
be  erected  on  the  normal-school  grounds. 

On  motion,  a  committee,  consisting  of  John  R.  Kirk,  J.  W.  Olsen,  and  C.  P.  Cary, 
was  instructed  to  devise  means  for  furnishing  the  plans  and  specifications  of  rural  school 
buildings  to  members  of  the  round  table  who  might  wish  to  use  them. 


Superintendence]  SECRETARY'S   MINUTES  -^3 

D.      ROUND   TABLE   CONFERENCE   ON   SIMPLIFIED   SPELLING 

The  conference  met  in  the  First  Christian  Church;  leader,  Wilham  H.  Elson,  super- 
intendent of  schools,  Grand  Rapids,  Mich.;  secretary,  H.  M.  Slauson,  superintendent  of 
schools,  Ann  Arbor,  Mich. 

The  leading  paper  was  read  by  Chancellor  E.  Benjamin  Andrews,  of  the  University 
of  Nebraska,  who  was  followed  by  Professor  George  Hempl,  of  the  University  of  Michigan; 
J.  Geddes,  Jr.,  professor  of  Romance  languages,  Boston  University,  and  others. 

At  the  close  of  the  discussion,  the  following  resolution  was  offered  by  President  David 
Felmley,  of  Normal,  111.,  and  unanimously  adopted: 

Resolved,  That  we  urge  the  Department  of  Superintendence  to  ask  the  National 
Educational  Association  to  appoint  a  commission  to  prepare  a  spelling  primer  containing 
a  number  of  the  most  easy  and  obviously  desirable  improved  spellings  recommended  by 
the  London  Philological  Society  and  the  American  Philological  Association;  that  the 
National  Educational  Association  approve  the  use  of  these  words  and  the  introduction 
of  this  primer  as  an  alternative.  We  further  recommend  this  preface  to  the  proposed 
primer:  "The  improved  spellings  in  this  little  book  are  not  yet  customar)',  but  it  is  desir- 
able that  they  become  customary.  They  have  the  approval  of  the  very  best  authorities 
in  the  English-speaking  world.  Teachers  who  choose  to  teach  them  may  do  so  with  the 
feeling  that  they  are  performing  an  important  social  service.  Pupils  who  choose  to  use 
them  may  do  so  without  thereby  incurring  the  odium  of  illiteracy." 

EVENING  SESSION 

The  program  for  the  evening  was  as  follows: 

An  address,  "The  Incorrigible  Child,"  by  Miss  JuHa  Richman,  district  superintendent 
of  schools.  New  York  City. 

An  address,  "The  School  Court,"  by  Ben  N.  Lindsey,  judge  of  the  Juvenile  Court, 
Denver,  Colo. 

THIRD  DAY 

MORNING   SESSIO. NT.— Thursday,  March  t 

The  meeting  was  called  to  order  by  President  Carr  at  9 :  30  o'clock. 

The  chair  introduced  John  C.  Eberhardt,  ex-president  of  the  American  Association 
of  Opticians,  and  member  of  the  Board  of  Education,  Dayton,  Ohio,  who  read  a  paner 
on  "The  Examination  of  the  Eyes  of  School  Children." 

Jame-=  H.  Van  Sickle  addressed  the  T>eeting  on  "What  Should  Be  the  Basis  for  the 
Promotion  of  Teachers  and  the  Increase  of  Teachers'  Salaries?" 

The  third  paper  on  the  program,  "The  Next  Step  in  the  Salary  Campaign,"  was 
given  by  David  Felmley,  president  of  Illinois  State  Normal  University,  Normal,  111. 

The  papers  of  the  morning  were  discussed  by  Miss  Adclaifle  S.  Baylor,  su])erinlcn  it-ni 
of  schools,  Wabash,  Ind. 

The  next  topic,  "Phonetic  Key  Notation,"  was  presented  by  George  Hempl,  pro- 
fcs.s^)r  of  English  phi!<jlogy  and  general  linguistics.  University  of  Michigan,  Ann  Arbor, 
Mich. 

The  department  adjourned  to  meet  at  2:30  r.  M. 

AFTERNOON  SESSION 

The  meeting  convened  at  2:30  P.  M.;   I'residcnt  C'.irr  in  tlic  <  li air. 
The  topic  "Industrial  Training  in  the  Public  Schools"  was  discussed  in  ihc  follow- 
ing order: 

a)  "What  Form  of  Industrial  Training  is  Most  Practical  and  Best  Suited  to  tlie 
Country  Child?":  O.  J.  Kern,  superintendent  of  schools  of  Winnebago  County,  Ro(  k- 
ford.  111. 

b)  "What  Form  of  Industrial  Training  is  Most  Practical  and  Best  Suited  to  the  City 
Child?":     Charles  II.  Keyts,  superint<ndent  of  schools,  South  District,  Hartford,  Coiiii. 


34  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe- 

c)  "Art  as  Related  to  Manual  Training":  James  Edwin  Addicott,  principal  of 
Newman  Manual  Training  School,  New  Orleans,  La. 

The  Committee  on  Resolutions  then  offered  thru  its  chairman,  Superintendent  E.  G. 
Cooley,  of  Chicago,  111.,  the  following  report,  which,  upon  motion,  was  unanimously 
adopted: 

Resolved,  That  the  thanks  of  the  department  are  hereby  tendered  to  Superintendent 
E.  H.  Mark,  the  Local  Committee,  and  the  subcommittees  thereof,  for  their  untiring 
efforts  to  secure  adequate  arrangements  for  the  success  of  this  meeting;  to  the  Affiliated 
Women's  Clubs,  the  Girls'  High  School,  and  others  for  their  efforts  to  make  our  stay  in 
Louisville  pleasant;  to  the  Press  of  Louisville,  for  the  prominence  given  to  the  reports  of 
our  meetings;  to  the  citizens,  and  to  the  teachers  and  pupils  of  the  Louisville  schools, 
for  the  generous  reception  given  to  our  members;  to  the  railroads,  which  have  treated 
the  membership  generously  in  the  matter  of  rates;  to  the  president  and  other  members 
of  the  department,  for  the  excellent  program  prepared  for  our  meeting. 

Resolved,  That  this  department  approves  of  the  bill  now  before  Congress  extending 
the  franking  privilege  to  the  state  educational  departments,  covering  the  mailing  of  reports 
and  other  official  documents,  and  urges  the  passage  of  the  same. 

Resolved,  That  we  believe  that  the  interests  of  educational  progress  and  of  this  depart- 
ment require  speciahzation,  with  its  resultant  definite  attention  to  particular  problems 
and  conditions.     We  therefore  recommend  that  the  programs  of  this   department   be 
devoted  to  a  discussion  of  the  duties  and  responsibilities  of  school  administration,  manage 
ment,  supervision,  and  organization. 

Resolved,  That  this  department  is  in  hearty  accord  with  that  part  of  the  recent  report 
of  Hon.  James  Wilson,  secretary  of  agriculture  of  the  United  States,  in  which  he  encour- 
ages the  teaching  of  elementary  agriculture,  and  we  respectfully  request  Congress  to  grant 
the  appropriation  of  $13,620  which  he  has  asked  for,  to  enable  him  to  investigate  and 
report  upon  the  present  condition  and  progress  of  agricultural  instruction  in  institutions 
in  this  and  foreign  countries. 

Resolved,  That,  since  it  is  essential  to  the  successful  teaching  of  industrial  subjects 
in  the  pubUc  schools  that  teachers  shall  first  be  trained  for  this  work,  we  urge  the  state 
normal  schools  to  give  special  attention  to  instruction  in  elementary  agriculture,  manual 
training,  and  domestic  science. 

Resolved,  That,  in  order  to  enable  the  normal  schools  to  meet  the  extraordinary 
expense  of  properly  equipping  themselves  for  instruction  in  elementary  agriculture  and 
manual  training,  we  urge  upon  Congress  the  adoption  of  the  Burkett-PoUard  Bill,  now 
before  that  body,  making  appropriation  to  the  several  states  for  this  purpose. 

Resolved,  That  this  department  takes  this  occasion  to  express  its  sympathy  with  the 
efforts  now  being  made  in  various  parts  of  our  country  to  combat  the  pernicious  influence 
upon  our  youth  of  the  fraternities  and  sororities  now  found  in  some  of  our  secondary 
schools.  The  recent  decision  of  the  superior  court  of  Washington  assuring  the  boards 
of  education  of  that  state  of  their  right  to  fix  reasonable  regulations,  and  to  attach  reason- 
able penalties  to  enforce  the  regulations,  necessary  to  control  these  fraternities  and  sorori- 
ties, is  a  cause  of  heartfelt  congratulation  to  all  friends  of  the  common  schools.  These 
undemocratic  organizations  threaten  to  change  the  entire  character  of  the  public  high 
school,  and  must  be  controlled  or  abolished. 

Resolved,  That  the  efforts  made  by  many  committees  of  our  country  to  secure  more 
adequate  salaries  for  the  teachers  in  the  public  schools  give  great  hope  for  their  increased 
efficiency  in  the  future.  We  wish  also  to  express  the  belief  that  the  efforts  now  made  by 
many  of  our  cities  to  discriminate  in  schedules  of  salaries  between  the  more  and  the  less 
efficient  teacher,  and  to  recognize  efficiency  as  well  as  time  in  fixing  the  position  of  the 
teacher  on  the  schedule,  is  a  distinct  recognition  that  the  child,  as  well  as  the  teacher,  is 
entitled  to  consideration  in  fixing  the  position  of  a  teacher  upon  the  salary  schedule. 

E.  G.  Cooley,  of  Illinois    Chairman. 
Charles  S.  Foos,  of  Pennsylvania. 
Thos.  J.  Kirk,  of  California. 
J.  W.  SwARTZ,  of  West  Virginia. 
John  H.  Hinemon,  of  Arkansas. 
C.  F.  Carroll,  of  New  York. 
J.  L.  McBrien,  of  Nebraska. 

President  Carr  then  took  occasion  to  thank  the  men  and  women  who  were  on  the 
program  for  their  promptness  and  efficiency  in  discharging  their  duty. 


Superintendence]  MORAL  AND   RELIGIOUS   TRAINING  35 

He  also  extended  thanks  to  the  oflBcers  of  the  association  for  their  courtesy  and  co- 
operation in  making  the  meeting  a  success. 
On  motion,  the  department  adjourned. 

Ella  C.  Sullivan,  Secretary. 


PAPERS  .\ND  DISCUSSIONS 


THE   MEANS   AFFORDED   BY    THE   PUBLIC   SCHOOLS   FOR 
MORAL  AND   RELIGIOUS   TRAINING 


THOMAS    A.    MOTT,    SUPERINTENDENT   OF    SCHOOLS,    RICHMOND,   IND. 

The  appreciation  of  the  meaning  and  scope  of  education  is  the  greatest 
problem  before  mankind.  The  supreme  center  in  all  education  is  the  child 
in  its  relation  to  its  environments.  What  is  the  child,  its  development,  the 
end  in  view,  the  means  to  be  employed,  its  relation  to  nature,  to  society,  to 
divinity,  are  all  questions  which  demand  our  attention  in  considering  the 
subject  of  the  method  and  scope  in  education. 

No  scheme  of  education  has  any  claim  upon  our  consideration  unless 
it  is  founded  upon  some  true  view  of  the  proper  conduct  and  outcome  of 
life.  The  jjroblems  of  religious  and  moral  education  are  a  part  of  the  prob- 
lem of  education  as  a  whole.  True  education  is  a  unitary  process.  It  is 
a  life-process.  In  a  large  sense,  we  are  wrong  when  we  think  of  religious 
education,  moral  education,  intellectual  education,  and  physical  education 
as  distinct  processes. 

"Civilization,  man's  spiritual  environment,  is  made  u{)  of  man's  art, 
his  science,  his  literature,  his  religious  beliefs,  and  his  institutional  life." 
Into  one  of  these  divisions  we  may  put  each  of  the  results  of  human  aspiration 
and  human  achievement.  Real  education  for  any  normal  child  must  include 
a  knowledge  f)f  each  of  these  elements  of  the  social  activity  of  the  race,  as 
well  as  an  insight  into  them  all,  and  a  sympathy  with  them  all. 

We  cannot  think  of  the  oul  of  education  being  citizenship,  parenthood, 
ecf)nomics.  industrialism,  trade,  or  language.  We  must  look  upon  man 
in  the  full  roundness  of  character,  in  all  beauty  of  body,  of  intellect,  of  heart, 
of  will,  beneficent  and  strong  as  a  worker,  as  tlu-  ideal  luodiut  of  the  liighest 
educational  process.  The  end  must  ever  be  cltiiruilcr,  based  u|)()n  true 
habits  of  moral  conduct,  anci  a  strong  religious  faith. 

The  place  ancI  importance  of  religion  as  an  ilenu-nl  in  human  life  iiardly 
need  discussion.  'I'he  fact  is  that  there  has  not  been  a  single  tril)e  or  jjcople 
known  to  history  which  has  been  shown  to  be  destitute  of  religious  thought 
of  some  form.  Religion  is  a  part  of  man's  psychical  bc-iiig.  In  llic  nature 
and  laws  of  the  human  mind,  in  the  intellect,  emotions,  sympathies,  and 
passions,  lie  the  well-springs  ctf  all  religion,  modern  or  ancient,  Christian 
or  heathen.     To  these  we  must  refer,  ancI  by  these  we  must  explain,  whatever 


36  NATIONAL  EDUCATIONAL  ASSOCIATION  FLouisville 

errors,  falsehoods,  bigotry,  or  cruelty  have  sustained  man's  creeds;  to  these 
we  must  credit  whatever  truth,  beauty,  piety,  and  love  have  glorified  and 
hallowed  his  long  search  for  the  perfect  and  the  eternal. 

There  seems  to  be  a  general  response  from  the  human  heart,  as  well 
as  from  history,  to  that  clear  statement  of  Hegel's  when  he  says: 

Religion  is  for  our  consciousness  that  region  in  which  all  enigmas  are  solved,  all  the 
contradictions  of  deep-reaching  thought  have  their  meanings  unveiled,  and  where  the  voice 
of  the  heart's  pain  is  silenced — the  region  of  eternal  truth,  of  eternal  rest,  of  eternal  peace. 

We  believe  that  the  field  for  moral  and  civic  instruction  is  quite  distinct 
from  rehgious  training.  The  moral  phases  of  life  are  closely  related  to  reli- 
gious hfe,  but  the  two  are  quite  separate.  Dr.  Butler  calls  attention  to  the 
fact  that  religion  has  not  infrequently  in  the  history  of  the  world  been  immoral 
in  its  influences  and  tendencies,  and  insists  that  to  confuse  religion  with 
ethics  is  to  obscure  both.  Rehgion  must  be  apprehended  as  something 
distinct  from  ethics  and  morality,  if  apprehended  at  all.  If  the  history  of 
civihzation  bears  unerring  testimony  to  any  one  proposition,  it  is  that  moral- 
ity for  its  highest  efficiency  requires  some  kind  of  religious  basis.  And  the 
truest  and  highest  forms  of  religious  life  demand  a  perfect  code  of  moral  life. 

A  system  of  morality  based  upon  mere  expediency,  solely  deductions 
from  human  experience,  or  upon  utilitarian  grounds,  can  never  produce 
the  highest  moral  life.  Some  kind  of  rehgious  belief,  sanction,  aspiration, 
lies  at  the  foundation  and  root  of  every  system  of  morality  that  has  borne 
noble  fruit  in  the  world.  In  the  conflict  of  life,  when  in  the  midst  of 
success  or  failure,  temptation,  despair,  or  sorrow;  when  the  battle  of  life 
is  strong  between  the  forces  of  good  and  evil,  the  human  heart  finds  little 
aid  in  questions  of  expediency,  utility,  or  custom,  but  intuitively  reaches 
upward  in  hope  of  aid  and  inspiration  from  an  infinite  and  all-loving,  all- 
powerful  God  and  Father. 

It  is  significant  that  religious  and  moral  instruction  should  be  so  often 
joined  together  in  our  thought  of  educational  processes.  In  the  very  nature 
of  the  development  of  personal  character,  they  are  necessarily  involved. 
But  for  the  sake  of  clear  thinking,  and  for  the  purpose  of  this  paper,  I  shall 
consider  them  separately,  first  dealing  with  the  opportunities  afforded  in 
the  common  school  for  efficient  moral  training. 

The  cry  of  the  times  is  for  more  effective  moral  instruction  in  the  schools. 
The  demand  is  becoming  more  and  more  insistent  that  the  output  of  the 
schools  shall  have  a  higher  moral  basis.  Some  are  declaring  that  the  pubKc 
schools  are  immoral,  and  that  character-training  is  not  the  high  aim  of  their 
work. 

Show  me  a  school  in  which  the  standard  of  discipline  is  low;  in  which 
the  incentives  to  work  and  duty  are  based  upon  fear,  pride,  or  selfishness; 
where  the  demand  upon  pupils  is  not  for  exact  results;  where  the  teacher's 
character  is  unchristian  or  immoral,  and  I  will  show  a  school  that  is  immoraj 
in  its  tendencies.     But  the  well-ordered  school,  under  the  direction  of  the 


Superintendence]  MORAL  AND   RELIGIOUS   TRAINING  37 

teacher  with  strong  character,  is,  next  to  the  true  home,  the  best  place  known 
to  man  for  the  development  of  character. 

The  Syllabus  on  Ethics  issued  in  New  York  City  begins  with  the  sentences: 

The  personality  of  the  teacher  is  at  the  root  of  all  moral  education  in  the  school. 
The  teacher's  ideals,  sincerity,  poise,  self-control,  courtesy,  voice,  manner  of  dress,  and 
attitude  toward  life,  are  potent  forces  for  character-building. 

The  government  and  discipline  of  the  school  afford  the  best  of  oppor- 
tunities for  character-training.  In  fact,  the  fundamental  function  of  school 
government  is  the  training  of  the  pupils  in  habits  of  self-control  and  self- 
direction.  Moral  training  consists  primarily  in  the  practicing  of  the  moral 
virtues  and  the  development  of  rich  moral  habits.  Every  power  of  the  soul 
is  developed  by  appropriate  moral  activity. 

Low  standards  of  discipline  and  conduct,  and  low  incentives  to  moral 
action,  if  continued  thru  the  formative  years  of  life,  usually  result  in  weak 
character.  The  foundations  of  immoral  character  are  usually  laid  during 
childhood,  resulting  from  lack  of  proper  control,  or  control  thru  a  low  order 
of  incentives.  The  first  step  in  a  life  of  intemperance  is  not  usually  the 
first  drink,  but  is  to  be  found  back  in  childhood,  when  indulgence  resulted 
in  the  failure  to  form  the  habit  of  self-control  and  self-mastery. 

In  the  best-governed  school  or  home  the  lower  incentives  to  action,  such 
as  fear  and  motives  based  upon  selfishness,  are  seldom,  if  ever,  appealed 
to.  It  is  all-important  in  every  well-ordered  school,  where  the  development 
of  character  is  the  first  aim,  that  the  child  shall  be  prompted  to  right  action 
by  true  and  unselfish  incentives.  Dr.  E.  E.  White  named  nine  royal  motives 
to  action:  desire  of  good  standing,  desire  of  approbation,  desire  for  knowledge, 
desire  for  efficiency,  desire  for  self-control,  desire  for  future  good,  sense  of 
honor,  sense  of  right,  sense  of  duty.  In  the  school  where  these  incentives 
are  uppermost,  and  right  standards  of  conduct  are  insisted  upon,  there  should 
come  into  the  life  of  the  child  many  fixed  hal)its  which  will  form  tlio  founda- 
tion of  true  moral  character.  Dr.  White  also  names  ten  habits  or  virtues 
which  should  be  secured  in  every  good  school,  and  the  practice  of  which 
forms  the  basis  of  moral  training.  These  are:  regularity,  punctuality,  neatness, 
accuracy,  .silence,  industry,  obedience  to  authority,  truthfulness,  kindness, 
justice  to  associates. 

'I'he  life  of  the  school  as  a  litlle  (ommunity  forms  the  basis  for  early  train- 
ing in  civic  morality.  'I'he  school  is  the  first  institution  outside  of  tlif  home 
with  which  the  child  ( omes  into  intimate  relation.  The  conditions  winth 
first  cau.sed  the  rise  of  morality  in  the  ra(  e  are  here  re|)ro(iu(  ed,  in  a  measure, 
as  he  becomes  a  factor  in  the  school  community.  Here  to  his  own  will  are 
imposed  the  wills  of  others,  and  he  must  res|)e(  t  the  rights  of  his  associates 
as  equal  to  his  own. 

The  first  moral  effet  t  of  the  siliool  life,  as  re|)rescnting  the  diild's  first 
contact  with  institutional  life  outside  the  home,  is  best  attained  when  the 
teacher,  in  dire(  ting  an<l  governing  the  .school,  subdues  the  personal  cit  incnt 


38  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

in  himself,  and  bases  all  rules  of  conduct  on  the  duty  of  each  child  to  respect 
the  rights  of  others  and  the  good  of  the  school.  Rightly  understood,  the 
organization  and  government  of  a  school  are  a  constant  and  highly  important 
factor  in  moral  education  of  children. 

The  regular  work  of  the  schoolroom  may  be  to  the  child  an  element  of 
moral  strength,  or  it  may  have  its  immoral  tendency  according  to  the  way 
in  which  it  is  done.  The  habit  of  doing  each  day  the  duties  assigned  in  the 
school  in  a  successful  manner  brings  to  the  pupil  a  long  training  in  the  habits 
of  industry,  and  builds  into  his  character  the  feeling  of  personal  power  and 
self-reliance  thru  the  discipline  of  accomplishment  that  comes  from  continued 
success;  while,  on  the  other  hand,  the  habit  of  failure,  or  of  leaving  work 
partly  done,  is  weakening  in  its  tendency,  and  often  immoral. 

The  spirit  of  the  school  in  which  the  child  lives  has  at  all  times  a  strong 
bearing  on  the  inner  life  of  the  child.  By  "spirit  of  the  school"  we  mean 
the  general  tone  or  atmosphere,  the  silent  influence  springing  from  the  activi- 
ties of  the  room  and  life  of  the  teacher  and  pupil.  The  school  may,  thru 
these  silent  phases,  be  uplifting,  cheering,  and  pure,  tending  to  encourage 
children  to  higher  aims  and  purposes,  more  refined  sentiments  and  ideas, 
and  love  for  the  beautiful  and  true;  or  it  may,  on  the  other  hand,  seem  to 
the  pupils  to  be  a  drive  or  a  grind — encouraging  in  them  only  that  which 
is  commonplace  and  distasteful. 

The  playground  and  the  gymnasium  should  be  made  strong  and  moral 
influences  in  every  system  of  schools.  This  can  easily  be  done  if  the  proper 
games  are  provided  for  the  children,  and  their  play  is  supervised  in  such  a 
manner  as  to  develop  a  spirit  of  fairness  and  generosity,  and  habits  of  co-opera- 
tion and  mutual  trust  between  pupils.  Many  of  our  best  systems  of  schools 
are  spending  large  sums  of  money  on  this  fine  of  work,  the  one  aim  of  which 
is  the  moral  upHft  of  the  children. 

With  the  coming  of  manual-training  courses  into  the  curriculum  of  the 
common  schools,  we  have  greatly  added  to  the  efficiency  of  the  schools  along 
the  lines  of  moral  education.  It  is  now  admitted  that  the  public  school 
should  provide  the  most  salutary  physical  environment  for  the  pupil,  and 
promote  his  normal  physical  development  thru  appropriate  training  in  the 
workshop,  as  well  as  upon  the  playground.  In  the  workshop  of  the  manual- 
training  school  we  are  finding  one  of  the  great  factors  of  character-building. 
It  appears  Dr.  Kallmann  says: 

that  the  efforts  of  the  mind  to  control  the  hand  in  well-directed  manual  work  are  repaid 
a  hundred  fold,  not  only  in  clearer  insight  into  details  of  form  and  composition,  of  proper- 
ties and  relationships,  of  materials  used  and  of  objects  turned  out;  but  also  in  nobler 
aspirations,  higher  hopes,  greater  firmness  of  purpose,  calmer  self-reliance,  and  a  nearer 
approach  to  an  all-sided  freedom. 

The  kindergarten's  place  in  the  curriculum  of  the  school  is  agreed  to 
by  all.  No  department  of  the  school  emphasizes  the  moral  side  of  the  child 's 
life  more  than  this.     The  Froebel  kindergarten  furnishes  the  most  perfect, 


Superintendence]  MORAL   AND   RELIGIOUS   TRAINING  39 

all-round  training  for  the  little  child  known  to  the  school  world.  Besides 
its  great  work  in  developing  the  physical  and  intellectual  phases  of  life,  its 
force  and  importance  in  the  lield  of  morals  are  always  admitted.  The  child 
comes  under  the  influence  of  a  true  school,  whose  moral  code  is  the  highest, 
at  an  early  age,  before  evil  habits  have  become  fixed.  Here  the  pupil  is 
inspired  by  a  spirit  of  order;  patience  is  cultivated,  and  habits  of  persistence 
are  acquired;  he  learns  to  be  diligent  in  business,  and  mindful  of  the  rights 
of  others;  he  is  all  the  while  gaining  power  to  apprehend  and  a])prcciate 
the  true,  the  beautiful,  and  the  good. 

The  new  education,  with  character-building  as  its  first  aim,  seeks  the 
cultivation  of  the  appreciation  of  the  beautiful  in  music,  poetry,  sculpture, 
painting,  and  architecture — in  all  art,  as  well  as  in  nature.  This  love  of 
the  beautiful,  or  for  the  beautiful,  as  an  abiding  element  in  life,  is,  perhaps, 
second  only  to  religion  as  a  protection  against  the  grosser  forms  of  indulgence 
and  sin.  By  means  of  beautiful  school  buildings  and  grounds,  neat  and 
artistically  arranged  schoolrooms,  the  study  of  works  of  art  and  the  beauties 
of  nature,  the  children  become  familiar  with  that  which  is  elevating  and 
ennobhng  in  character,  truth,  and  beauty.  In  Richmond  the  pupils  and 
citizens  have  placed  in  the  schools  during  the  past  ten  years  seven  or  eigh'. 
thousand  dollars'  worth  of  pictures  and  sculpture.  The  board  of  education 
has  expended  over  forty  thousand  dollars  beautifying  and  remodehng  old 
buildings,  that  they  may  be  artistic,  clean,  healthy,  and  convenient.  All 
this,  first  and  foremost,  for  the  sake  of  the  moral  life  and  the  character  of 
the  children. 

From  the  standpoint  of  the  moral  training  of  the  child,  as  well  as  that 
of  his  general  development,  we  lose  a  great  opportunity  by  placing  pupils 
of  the  seventh  and  eighth  grades  in  buildings  with  the  younger  children. 
While  the  child  is  in  the  two  upper  grades  of  the  usual  grammar-school  course, 
he  usually  enters  the  adolescent  period.  His  training  and  life  duriiiu;  this 
period  present  new  and  vital  problems.  Now,  more  than  at  an\'  other  time 
of  life,  he  is  susceptible  to  real  culture.  It  is  the  waking  time  of  life  in  both 
mind  and  body.  This  age,  ranging  from  eleven  to  fifteen,  is  tin-  linu-  when 
the  powers  of  self-control  and  self-direction  make  rapid  growth.  It  is  the 
time  that  opportunity  should  be  given  the  child  to  take  the  initiative  in  many 
matters,  and  his  powers  of  self-direction  be  given  a  chance  for  exercise.  Par- 
ticular [)sychological  problems  now  begin  to  present  themselves,  which, 
if  understoofl  and  solved,  yield  rich  results  in  the  character  of  the  thild. 
The  jjresence  of  lower  grades  in  the  same  building  and  under  the  .•-aine  nuin- 
agemcnt  necessitates  the  management  of  these  older  grades  in  conformity 
with  the  needs  oi  the  whole  building.  A  similar  disadvantage  results  when 
the  .seventh  and  eighth  grades  are  made  a  ])arl  of  ihe  iii^li  x  hool,  for  I  lie  reason 
that  these  grades  have  not  the  |)ower  of  selfhood,  individuality,  or  self  <liie(  - 
lion  im.sscsscd  by  high  school  pu|)ils.  If  we  believe  that  in  a  well  rounded 
character  the  .seat  oi  authoritv  is  transfi-rred   from  without  to  witiiin,  tiiat 


40  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

a  moral  man  obeys  himself,  and  that  each  child,  as  he  grows  in  moral  power, 
should  be  steadily  helped  toward  self-direction  and  self-mastery,  we  shall 
see  the  importance  of  the  separation  of  pupils  eleven  to  fifteen  years  of  age 
from  those  younger  and  those  older. 

Ten  years  ago  the  board  of  education  in  Richmond  built  a  central  build- 
ing for  the  use  of  the  seventh  and  eighth  grades.  A  strong  corps  of  teachers 
was  placed  in  charge,  and  the  work  was  managed  on  the  departmental  plan. 
At  present  we  have,  as  teachers  in  this  building,  five  men  and  five  women, 
all  well-equipped  for  their  work.  The  building  is  furnished  with  a  gymna- 
sium and  manual-training  rooms.  For  the  past  eight  years  the  pupils  have 
been  given  the  opportunity  to  begin  their  high-school  Latin  or  German  in 
the  middle  of  the  seventh  grade,  and  their  algebra  in  the  eighth.  A  school 
council,  chosen  by  election  has  taken  a  large  part  in  the  management  of  the 
school,  and  in  many  other  ways  are  the  pupils  asked  to  share  in  the  manage- 
ment of  various  functions  of  the  school.  All  outdoor  plays  and  gymnasium 
work  are  under  the  supervision  of  a  director.  The  teachers  are  free  to  solve 
the  problems  presented  by  the  needs  of  the  pupils  of  these  grades,  to  the 
best  of  their  knowledge.  The  results  of  the  work  in  this  central  grammar 
school  have  been  more  than  satisfactory.  The  pupils  are  happy  in  their 
work.  In  power  of  self-control  and  self-direction  they  are  developed  in  a 
marked  degree,  and  from  the  standpoint  of  strength  of  character,  as  well 
as  general  abihty,  they  are  much  better  equipped  for  the  high  school  than 
they  were  under  the  room-teacher  plan  in  the  ward  schools. 

We  may  grant  that  any  true  definition  of  education  will  require  the  school 
to  provide  for  the  religious  training  of  the  child,  but  we  are  brought  face  to 
face  with  the  fact  that  the  American  pubhc  school  is  a  common  school — 
common  to  all  the  people;  that,  owing  to  denominational  teaching,  no  creed, 
and  but  few  religious  doctrines,  are  common  among  the  people. 

I  believe  it  is  a  common  belief  in  this  country  that  rehgious  training  is 
essential  to  the  development  of  true  character.  It  is  also  true  of  most  Ameri- 
can children  that  the  school  is  the  most  uphfting  force  that  comes  into  their 
lives  between  the  ages  of  six  and  eighteen.  The  best  period  of  human  life 
is  childhood.  It  is  the  richest  and  largest.  It  has  the  most  sympathies,  the 
most  capacity,  the  most  pleasure,  of  any  time  between  birth  and  old  age. 
If  the  principles  of  Christian  ethics  are  to  take  root  in  the  life  of  our  people, 
the  work  must,  much  of  it,  be  done  in  our  schools.  The  warp  and  woof 
of  Christian  character  and  faith  are  necessarily  wrought  out  in  the  school 
period  of  life,  if  at  all.  All  know  that  ideas  cannot  become  the  permanent 
possession  of  the  world  unless  they  enter  thru  the  door  of  childhood. 

Altho  we  think  that  the  formal  teaching  of  religion,  or  any  form  of  sec- 
tarian teaching  of  rehgious  doctrine,  is  impossible  in  the  common  schools 
of  America,  yet  we  know  that  the  pervading  spirit  of  the  schools  may  be 
made  rehgious.  The  schools  are  not  to  be  considered  godless  nor  irreli- 
gious.    In  many  ways  the  highest  and  purest  rehgious  influences  pervade 


Superintendence]  MORAL  AND   RELIGIOUS   TRAINING  41 

the  spirit  of  many  schools.  \Vhen  children  are  brought  face  to  face  with 
truth  of  any  kind,  if  the  subject  be  rightly  appreciated  by  the  teacher,  there 
is  a  strong  tendency  to  fill  the  heart  of  the  boy  or  girl  with  admiration,  with 
wonder,  and  with  awe.  This  influence  is,  in  a  high  sense,  religious  in  its 
nature. 

Reverence  is  vital  to  religion  as  well  as  to  morality.  \\'hatcver  quickens 
in  children  the  feeling  of  dependence  on  a  higher  power,  whatever  leads 
them  devoutly  to  wonder  at  the  order,  beauty,  or  mystery  of  the  universe, 
whatever  arouses  in  them  the  sentiment  of  worship,  or  fills  them  with  admira- 
tion of  true  greatness,  promotes  reverence.  Everywhere  God  touches  man 
thru  the  earth — by  means  of  the  outward  life  of  the  star,  of  mountain,  or 
storm.  When  Jesus  told  men  to  consider  the  lily,  how  it  grows,  he  was 
telling  them  that  they  could  find  in  unfolding  life  something  to  fill  their 
lives  with  richer  sacredness  and  power. 

Briefly,  we  consider  a  few  of  the  specific  means  by  which  the  school  may 
plant  in  the  child's  mind  and  heart  the  fundamental  rehgious  conceptions 
which  shall  arouse  his  aspiring  rehgious  nature  and  control  to  some  e.xtent 
his  outward  life. 

In  the  study  of  nature  and  science  the  school  finds  a  rich  source  for  the 
development  of  fundamental  rehgious  thought.  A  great  leader  in  the  educa- 
tional world  has  recently  said: 

Show  me  a  man  who  can  teach  astronomy,  geology,  biology,  or  history,  without 
teaching  reUgion,  and  I  will  show  you  a  man  who  can  paint  the  pictures  of  George  Inncss 
without  being  an  artist,  or  one  who  can  write  the  verses  of  Browning  without  being  a  poet. 

And,  in  speaking  of  an  old  teacher  of  science,  he  said: 

That  to  hear  him  speak  in  inspired  and  trembling  tont-s  of  the  wonders  of  the  human 
body,  or  of  the  sideral  universe,  without  a  thrill  (jf  wonder,  love,  and  praise,  was  as  impos- 
sible as  for  a  musician  to  hear  the  playing  of  Ole  Bull  without  some  trembling  of  the  heart. 

In  the  study  of  history  there  is  a  rich  field  for  the  development  of  reli- 
gious thought  and  feeling.  To  leave  religious  thought  and  intluence  out  of 
the  historj'  of  the  world  would  leave  most  of  its  events  wiihoul  ex])lanation. 

In  literature  the  true  teachers  have  an  agency  tliat,  rightly  used,  leads 
lo  the  richest  develojjment  of  religious  llioiiglit.  '\'\\v  liope,  the  siurilice, 
the  herf)isms  and  fidelities,  that  literature  has  enslirined  in  its  most  ])erfec  t 
art,  form  the  subject-matter  for  religious  inspiration  to  every  earnest  student. 

In  the  teaching  of  all  branches  of  study  the  school  may  give  tlu-  pupil  a 
consciousness  of  his  own  limitations  as  .set  over  against  the  great  world  of 
thfiught  and  reality,  and  the  abiding  consciousness  of  an  ever-living,  ever- 
present  God. 

The  school  organization  itself  should  impress  the  child  with  the  sacred 
ness  of   human  life  and   the  dignity  of  every  day's  duty.     It  should  instill 
into  the  child's  mind  and  heart  the  common  virtues  of  luinian  life,  and  a 
permanent  respect  for  all  the  higher  .san(  titles  of  life. 

Another  means  of   religious  ctlucalion   in   the  school   is   music.     Aside 


42  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

from  its  great  value  in  general  culture,  no  other  instrumentality  is  more 
useful  in  arousing  and  stimulating  religious  emotion  and  aspiration.  Simple 
sacred  music  speaks  to  the  heart  a  universal  language,  and  there  are  few 
children  who  do  not  respond  to  its  influence. 

The  Bible,  that  richest  religious  and  ethical  heritage  that  has  come  to 
man,  should  have  some  place  in  every  school.  Not  until  the  spirit  of  unity 
among  the  churches  has  fully  ripened  can  it  be  used  in  any  large  sense  as 
a  text-book  in  the  American  schools.  Many  portions  will  have  to  be  excluded. 
But  with  judicious  care  the  most  beautiful  portions  of  this  book  of  books 
may  have  a  large  place  in  the  schools  of  the  people.  It  is  the  foundation 
of  the  world's  best  religious  thought,  and  is  the  highest  and  noblest  expres- 
sion of  the  deepest  ethical  and  religious  conceptions  of  the  race. 

In  the  primary  grades,  besides  the  daily  reading  of  selections  from  the 
Bible,  there  should  be  taught  many  of  the  best  biographical  stories  of  the 
Old  Testament,  and  a  few  of  the  best  psalms.  In  the  grammar  grades  and 
in  the  high  school  many  beautiful  literary  selections  from  the  Bible  may 
be  studied  in  the  literary  classes. 

Thruout  the  course  the  school  should  seek  to  develop  in  the  minds  and 
hearts  of  the  children  a  behef  in  a  divine  being  and  in  God  as  the  Father 
and  Creator  of  us  all.  It  should  inculcate  in  the  mind  of  all  a  spritual  con- 
ception of  life,  a  Christian  spirit,  and  a  religious  attitude  of  mind,  and  seek 
to  arouse  in  all  an  abiding  conviction  of  the  universal  brotherhood  of  men 
as  children  of  a  common  father. 

Yet,  after  all  has  been  said,  the  most  potent  and  far-reaching  of  all  moral 
and  religious  forces  at  work  in  the  school  is  the  Hfe  of  the  teacher.  If  our 
schools  are  taught  by  men  and  women  of  sound  ethical  and  spiritual  lives, 
devoted  in  the  most  conscientious  way  to  the  work  of  developing  in  the  chil- 
dren of  the  state  the  highest  elements  of  worthy  manhood  and  noble  womanly 
character,  we  shall  have  met  the  most  important  conditions  for  moral  and 
religious  training  in  the  schools.  More  than  that,  if  the  teachers  are  right, 
there  will  be  no  doubt  as  to  the  influence  of  the  common  schools  on  the  future 
religious  and  moral  hfe  of  our  people. 


THE    EFFECT    OF    MORAL    EDUCATION    IN    THE    PUBLIC 
SCHOOLS  UPON  THE  CIVIC  LIFE  OF  THE  COMMUNITY 

W.  O.  THOMPSON,  PRESIDENT  OF  THE  OHIO  STATE  UNIVERSITY 

This  theme  upon  which  I  am  asked  to  express  myself  assumes  that  school 
life  does  affect  the  civic  life  of  the  community.  The  question  is  then 
as  to  the  quality  and  quantity  of  that  effect.  I  assume,  by  way  of  defini- 
tion, that  by  the  term  "moral  education"  we  understand  education  in 
morals  thru  the  use  of  the  truth  as  expressed  in  our  commonly  accepted  ethics. 
The  problem  here  suggested  might  be  estimated  practically  by  a  compari- 


Superintendence]    MORAL  EDUCATION  IN  PUBLIC  SCHOOLS  43 

son  of  the  moral  ideals  of  the  school  and  of  the  home  and  community,  to- 
gether with  our  investigations  into  the  continuity  of  the  school's  ideals  in 
the  later  life  of  the  pupil.  The  topic  suggests  inquiry  whether  the  moral 
education  of  the  school  operates  to  prevent  immorality  in  the  later  public 
and  civic  life  of  the  pupil;  whether  also  this  education  is  responsible  for 
any  of  the  criminaHty  appearing  in  the  life  of  former  public-school  pupils, 
and,  if  so,  how  far  it  is  responsible;  and,  further,  whether  there  are  any  positive 
results  of  a  favorable  character  coming  from  the  ideals  and  the  teachings 
of  the  school.  In  short,  the  question  develops  the  problem  of  the  extent 
of  the  responsibility  of  the  school  for  civic  hfe  and  morality. 

In  general,  I  think  we  may  say  that  very  few  of  the  ideals  upon  moral 
questions  originate  in  the  schools.  They  usually  start  in  the  community 
and  the  home,  and  are  taken  up  by  the  school,  emphasized,  put  in  didactic 
form  in  such  a  way  as  to  become  a  part  of  the  mental  furnishing  of  the  pupil. 
In  a  sense,  then,  the  school  represents  the  community.  It  goes  farther  and 
often  makes  clear  and  definite  what  is  more  or  less  indefinite  and  cloudy 
in  the  community.  This  process  of  clarifying  thru  didactic  methods  comes 
at  a  time  when  impressions  are  valuable  and  teaching  endures.  The  best 
among  all  the  ideals  of  the  community  are  culled  out  and  emphasized,  so 
that  in  later  years  these  earher  teachings  and  convictions  remain  as  a  per- 
manent force  in  life.  This  is  the  truth  to  which  von  Humboldt  gave  ex- 
pression when  he  said:  "Whatever  we  wish  to  see  introduced  into  the  life 
of  a  nation  must  be  first  introduced  into  the  schools."  The  relationship 
here  suggested  between  the  home,  the  school,  and  public  morals  makes  the 
school  a  sort  of  clearing-house  with  reference  to  the  current  ideals  in  the 
American  home.  We  recognize  that  the  majority  of  our  teachers  come 
from  the  so-called  middle  class.  The  wealthy  classes  and  the  extremely 
poor  cla.sses  furnish  a  very  small  percentage  of  the  teaching  body.  The 
result  is  that  thru  the  teachers  there  is  carried  into  the  school  the  ideals  of 
the  great  body  of  our  democracy.  We  are  prone  to  regard  as  a  decided  ad- 
vantage the  normal  schools,  colleges,  and  universities  in  which  these  teachers 
arc  trained  to  represent  our  highest  ideals  in  morals.  The  natural  result 
is,  therefore,  that  the  teaching  body  of  the  country  brings  to  the  school- 
ro(;m,  directly  and  indirectly,  our  best  ideas  upon  (ivic  morality.  This 
can  be  affirmed  without  fear,  notwithstanding  the  fact  that  the  teachers  in 
our  schools  represent  a  great  variety  of  religious  experience  and  ecclesias- 
tical aflTiliations.  Of  necessity,  therefore,  our  schools  will  dilTer  from  .some 
homes  very  radically  as  to  their  ideas  of  morality.  They  may  not  reach 
the  intensity,  or  even  the  level  of  .some  of  our  choicest  homes,  but  l)eyond 
question  will  l>e  in  advance  of  the  great  majority  of  the  American  homes, 
and  will  stand  forth  oftentimes  in  contrast  with  tlie  currcnl  morals  of  a 
cjjmmunity. 

2.  There  arc  certain  characteristic  features  of  the  .school  that  bring  em- 
phasis ui)on  what  has  been  said.     A  few  of  these  may  be  suggestccj. 


44  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

Primarily,  truth  is  the  basis  of  all  education.  The  schoolroom  puts 
its  emphasis  here  and  brings  allegiance  to  what  is  true.  It  cuts  away  the 
notion  that  error  or  falsehood  or  untruth  in  any  form  can  have  an  abiding 
place  in  education.  Love  of  the  truth  therefore  becomes  fundamental  in 
every  degree  of  scholarship,  and  increases  as  scholarship  advances.  Ac- 
cordingly, honesty  of  method  is  insisted  upon.  Every  process  in  the  school- 
room, however  unimportant,  must  be  an  honest  process.  Deception  of  any 
sort  tends  to  the  destruction  of  all  real  education.  No  teacher  conscious  of 
having  deceived  a  pupil  can  ever  rejoice  in  that  deception.  Sooner  or  later 
the  pupil  himself  detects  any  departure  from  honesty  in  the  schoolroom, 
and  altho  he  may  be  unable  to  formulate  the  reason  for  it,  he  recognizes 
that  it  is  ahen  and  hostile.  By  easy  gradation,  therefore,  the  question  of 
honor  as  between  teacher  and  pupil,  and  eventually  as  between  pupil  and 
pupil,  cannot  be  escaped.  Before  a  definition  of  honor  could  be  appre- 
ciated, the  pupil  recognizes  the  substance  of  it,  so  that  we  may  afhrm  that 
the  relation  of  honor  is  both  fundamental  and  vital  in  every  school.  This 
principle  appUes  equally  to  the  requirements  of  scholarship.  A  teacher 
conscious  of  deficient  scholarship  will  recognize  the  imperfection  of  his 
work,  and  in  some  degree  that  he  is  assuming  what  he  does  not  have. 
That  produces  a  fatal  weakness  in  method  to  an  honest  mind.  It  puts  an 
atmosphere  of  dishonesty  in  the  schoolroom,  for  which  but  lame  apology 
can  be  made.  In  education  there  are  times  when  appeal  must  be  made  to 
authority.  The  teacher  who  is  not  able  to  speak  with  authority  and  ac- 
curacy cannot  escape  embarrassment  by  evasion. 

Recognition  of  authority  is  essential  in  education.  It  is  universal  in 
the  schoolroom.  Any  departure  from  this  is  a  partial  defeat  of  the 
process  of  education.  The  teacher  is  the  personal  representative  of  authority. 
Sooner  or  later  this  situation  analyzes  itself,  and  both  teacher  and  pupil 
alike  recognize  that  authority  is  inherent  in  the  truth,  and  only  so  far  as  the 
teacher  is  the  incarnation  of  truth  and  truthfulness  is  his  authority  final 
and  complete.  It  is  needless  to  yield  to  the  temptation  to  assert  that  this 
reverence  for  the  truth  and  this  recognition  of  rightful  authority  are  funda- 
mental in  both  the  moral  and  the  civic  progress  of  the  race.  Proceeding 
from  this  relation  of  authority,  there  comes  to  be  a  formal  introduction  of 
law,  as  a  necessary  part  of  the  school  organization.  The  conception  of  law, 
however,  is  not  that  of  arbitrary  authority ;  it  is  that  of  formulated  truth  which 
is  supreme  and  equally  binding  upon  all.  This  high  but  true  conception  of 
what  the  law  of  the  school  is,  has  revolutionized  our  ideas  of  school  ad- 
ministration; it  has  opened  the  door  thru  which  the  teacher  has  become 
the  inspiring  presence  rather  than  the  dreaded  driver.  This  conception 
of  the  relation  of  both  teacher  and  pupil  to  law  and  rightful  authority 
emphasizes  truth,  honesty,  and  honor,  and  prepares  the  way  for  a  full 
recognition  of  the  rights  of  others,  and  eventually  to  a  kindly  consideration. 
Nothing  is  more  important  in  the  everyday  Hfe  of  the  school  than  that  pupils 


Superintendence]        MOR.iL  EDUCATION  IN  PUBLIC  SCHOOLS  45 

shall  learn  to  recognize  the  rights  of  others  and  to  give  a  just  consideration 
to  other  peoj^le.  This  is  what  makes  democracy  possible  in  its  best  sense, 
and  thoroly  enjoyable  in  its  reahzation.  The  beginning  of  these  things 
in  the  public  schools  has  laid  the  foundation  upon  which  our  colleges  and 
universities  have  been  building.  The  full  fruit  of  these  principles  is  seen 
in  the  fact  that  the  modern  high  school  and  university  are  much  more  demo- 
cratic than  any  school  could  have  been  two  generations  ago. 

There  are  other  quahties  in  the  schoolroom  worthy  of  mention  that  bring 
the  same  results.  I  refer  to  the  habit  of  accuracy,  the  uncompromising 
attitude  toward  error,  the  insistence  upon  exactness,  neatness,  cleanliness > 
and  a  score  of  others  familiar  to  every  teacher  in  the  land.  These  are 
the  positive  qualities  that  build  up  the  pupil,  construct  his  habits,  and 
make  the  atmosphere  in  which  he  hves.  The  modern  theory  and  practice 
of  education  proceed  along  these  positive  lines.  We  reach  the  negative 
virtues  thru  the  inculcation  of  positive  ones.  A  long  protest  has  been  heard 
against  undue  emphasis  upon  the  negatives.  We  are  not  disposed  to  look 
with  favor  upon  the  teaching  that  constantly  cries  out  "don't."  The  con- 
stant reiteration  of  prohibitions  has  been  replaced  by  a  larger  emphasis  upon 
the  positive  achievement.  The  schoolroom  is  not  bringing  emphasis  uj)on 
vice  by  constantly  calling  attention  to  it  thru  warnings.  We  are  disposed 
to  magnify  the  importance  of  the  truth  and  of  virtue,  and  to  bring  the  pupil 
to  a  love  of  what  is  true  and  what  is  right  by  an  enthusiasm  for  the  construc- 
tive processes  of  education.  The  psalmist  said:  "Thy  word  have  I  hid 
in  mine  heart  that  I  might  not  sin  against  Thee."  Modern  education 
believes  that  a  mind  filled  with  the  truth  will  escape  the  penalties  of  error. 
Positive  instruction  is  therefore  the  keynote  in  modern  education.  This  prin- 
ciple is  what  has  given  enthusiastic  interest  in  the  educational  problems  and 
in  the  investigation  of  the  child.  The  abiding  interest  of  scholarship  is  in 
this  fundamental  question  at  the  very  beginning  of  our  educational  processes. 

I  recognize,  however,  that  the  negative  form  of  instruction  has  a  correc- 
tive value  and  cannot  be  wholly  neglected.  This  is  due  to  the  fact  that  the 
habit  of  error  is  practically  universal.  This  habit  must  be  corrected ;  but 
unfortunately  we  have  not  always  seen  the  corrective  power  of  truth  itself. 
T(jo  much  emphasis,  therefore,  has  sometimes  been  given  to  the  negative, 
with  apparent  oversight  of  the  importance  of  the  positive.  The  well-known 
tendency  in  the  average  healthy  boy  to  want  to  do  things  prohibited,  or  to 
enjoy  the  hidden  treasures,  is  not  only  proof  of  an  investigating  mind,  but 
better  proof  of  a  certain  cjuality  in  boys  that  needs  to  be  reckoned  with  in 
their  education.  There  is  danger  in  the  excessive  u.se  of  the  ncgati\e.  The 
bands  of  restraint  may  be  broken  suddenly  and  the  boy  plunged  into  the 
W(jrst  of  excesses.  The  only  freedom  that  is  safe  is  the  freedom  tiiru  the 
truth.  Here  modern  education  properly  puts  its  cmj)hasis.  in  doing 
so  it  has  laid  in  the  child's  mind  a  most  importanl  princ  iple  llial  (aiuiot 
fail  to  influence  powerfully  the  subsequent  life. 


46  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

3 .  It  is  important  now  to  notice  that  morals  should  not  be  confounded 
with  mere  external  conformity.  There  is  a  tendency  for  the  schoolroom — ■ 
and  for  Hfe  in  general,  for  that  matter — to  be  satisfied  with  an  external 
form  as  a  substitute  for  the  substance  of  morality.  Now,  morality  is  the 
result  of  choice.  The  ideal  must  be  re-enacted  by  each  individual;  the 
law  must  be  personally  accepted;  self -legislation  must  be  provided;  every 
individual  in  that  sense  must  make  his  own  law  and  determine  his  own 
character.  The  statute,  "Thou  shalt  not  steal,"  doubtless  has  the  intellec- 
tual assent  of  the  multitudes.  That  is  a  good  form  of  sound  words.  It 
becomes  vital  in  life  only  when  each  individual  makes  it  the  law  for  him- 
self. Personal  choice  must  therefore  become  a  factor  in  every  educational 
process  that  looks  toward  education  in  morals.  The  schoolroom  cannot 
be  satisfied  with  a  mere  exhibition  of  mottoes.  It  may  not  rest  with  the 
intellectual  assent  of  the  pupil  to  the  truth.  These  methods  and  these 
principles  must  be  re-enacted  into  the  life  of  every  pupil  before  education 
in  morals  makes  any  great  progress.  Just  here  is  where  we  succeed  or  fail. 
The  fact  that  a  boy  has  been  educated  in  a  school  where  highest  ideals 
were  cherished,  where  the  best  precepts  were  taught,  proves  only  that  he 
was  educated  in  a  good  environment.  In  order  that  he  may  be  benefited 
by  such  an  opportunity,  he  must  be  trained  to  make  his  own  choice,  to  reach 
his  own  decisions,  to  enforce  self -legislation,  to  determine  his  own  conduct. 
We  cannot  force  this  upon  him.  We  may  urge  it,  we  may  argue  it,  but 
we  come  to  the  simple  conclusion  that  we  cannot  force  a  man  or  boy  to  be 
moral.  He  becomes  so  only  when  he  chooses  to  become  so.  This  reveals 
the  fundamental  reason  for  giving  a  pupil  and  the  advanced  student  more 
and  more  an  opportunity  to  select  his  own  course  of  study.  No  greater  force 
in  the  development  of  the  character  of  the  modern  university  student  has 
appeared  than  the  responsibility  put  upon  him  of  doing  something.  The 
old  theory  of  authority  in  education,  coupled  with  minute  direction,  left 
a  minimum  opportunity  for  choice  on  the  part  of  the  students,  and  in  so  far 
left  the  whole  question  of  character  out  of  consideration.  At  any  rate,  it 
was  an  education  in  which  persons  were  trained  into  certain  prescribed  views, 
rather  than  an  education  in  which  persons  were  developed  and  prepared 
to  choose  freely  and  wisely  whatever  commended  itself  to  a  rational  judg- 
ment. The  modern  view  is  that  the  child  at  the  earliest  possible  moment 
should  be  given  the  opportunity  for  intelligent  choosing.  There  should 
be  wise  direction,  helpful  counsel,  but  less  of  external  force  and  more  of 
personal  choice.  I  am  aware  of  the  difficulty  in  this  whole  subject.  The 
old  folly  was  that  by  some  means  the  mere  passing  of  the  years  would  bring 
the  ability  to  choose;  the  newer  wisdom  is  that  the  power  to  choose  wisely 
is  acquired  by  the  constant  exercise  of  the  will.  We  are  disposed,  there- 
fore, not  only  to  educate  the  intellect,  but  to  train  the  will  and  to  cultivate 
the  emotions,  to  bring  into  our  educational  processes  an  opportunity  for 
a  rational  choice,  and  to  bring  to  the  younger  pupils  such  opportunities  as 


Superintendence]        MORAL  EDUCATION  IN  PUBLIC  SCHOOLS  47 

they  are  capable  of  using.  It  may  be  urged  that  with  younger  pupils  the 
course  is  entirely  prescribed.  It  does  not  follow,  however,  that  there  is 
not  a  large  opportunity  for  the  exercise  of  choice  and  for  the  development 
of  wisdom  in  making  choices.  This  question  resolves  itself  into  the  prob- 
lem of  individual  initiative.  I  beheve  that  every  teacher  should  wisely  urge 
upon  every  pupil  the  importance  of  this  individual  initiative.  The  training 
in  the  use  of  the  initiative  should  be  wisely  directed.  The  wisdom  of  right 
initiative,  with  a  proper  regard  for  the  rewards  in  such  cases,  should  be 
constantly  in  view.  By  this  method  we  not  only  gain  strength,  but  prove 
.the  value  of  experience,  and  inculcate  the  most  fundamental  ideas  in 
moraUty.  It  is  in  this  field  that  manual  training  has  won  some  of  its 
most  valuable  victories,  by  affording  an  opportunity  for  initiative  and 
choice.  It  has  cultivated  an  appreciation  of  the  true  and  the  beautiful;  it 
has  developed  self-reliance  and  put  emphasis  upon  the  qualities  so 
important  in  our  civic  life. 

Moreover,  it  is  to  be  observed  that  in  this  self-legislation  now  emphasized 
we  have  the  most  fundamental  principle  in  the  determination  of  character. 
We  also  have  a  characteristic  feature  of  modern  education.  The  public 
school  has  thus  from  the  very  outset  put  appropriate  emphasis  upon  the 
pupil  in  the  matter  of  his  choices.  More  than  we  have  estimated,  we  are 
teaching  self-rehance,  self-direction,  self-determination.  The  fact  that 
the  school  holds  up  the  highest  ideals  toward  which  the  student's  choice 
is  directed  makes  it  a  great  power  in  determination  of  character  and  in  the 
fixing  of  moral  ideals. 

4.  We  now  come  naturally  to  the  specific  question  as  to  the  effect  of  this 
kind  of  education  in  the  public  schools  upon  the  civic  life  of  the  community. 
Here  I  remark  first  of  all  that  this  principle  of  self-legislation  is  fundamental 
in  morals  and  essential  to  the  development  of  democracy.  Self-government 
is  the  common  phrase.  There  can  be  no  such  thing  as  self-government 
until  people  have  been  trained  in  decisions  and  choices.  The  public  school 
means  therefore  the  perpetuity  of  democracy.  Modern  education  jjroposes 
a  free  individual  capable  of  making  decisions,  of  self-direction,  and  trained 
with  a  charitable  frame  of  mind  toward  others.  This  kind  of  citizenship 
makes  democracy  possible  and  endurable;  the  lack  of  it  would  turn  a  democ- 
racy into  an  aristocracy  or  an  autocracy.  The  civic  life,  therefore,  of  our 
community  is  determined  largely  by  the  character  produced  thru  our  (.du 
cation.  It  happens  that  our  j)ublic  schools  arc  the  largest  and  most  effective 
f)rganization  exclusively  devoted  to  the  training  of  our  citizenship.  For 
this  reason  the  school  is  manifestly  the  most  |K)tent  influence  in  (ktc-nuining 
our  <  ivic  life. 

A  serf)n(l  remark  is  that  this  inlkRMue  of  civic  life  is  intensified  thru 
the  quality  of  our  leaching.  Attention  has  been  directed  to  the  element 
of  choice  insisted  upon  in  our  modern  education,  and  attention  is  now  directed 
to  the  f|uality  of  those  choices.     It  may  be  agreed  that  all  schools  arc*  not 


48  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

equal  in  this  particular,  but  it  will  also  be  agreed  that  every  school  is  looking 
upward  and  not  downward ;  that  every  school  is  looking  toward  better  things, 
with  a  determination  to  use  its  power  to  direct  pupils  in  their  choices.  No 
school  ends  its  effort  with  the  proclamation  of  an  ideal;  it  seeks  the  approval 
of  that  ideal  from  the  pupil  and  its  realization  in  his  daily  life.  The  quality 
of  these  choices  appears  further  when  we  remember  the  uncompromising 
attitude  taken  by  the  school.  The  school  never  seeks  to  revise  an  ideal  because 
it  is  true  but  unattained.  The  right  and  the  true,  as  against  the  wrong  and 
the  false,  are  sure  of  maintenance  in  the  schoolroom.  If  in  later  years  men 
and  women  come  to  compromise  the  truth,  they  also  recognize  that  they. 
do  it  in  spite  of  the  teaching  of  the  school,  and  in  response  to  motives  never 
approved  by  the  teacher. 

A  third  remark  may  now  be  offered,  to  the  effect  that  instruction  in 
formal  ethics  is  a  small  part  of  the  work  of  the  public  schools.  In  the  debates 
upon  this  question  an  undue  emphasis  has  been  put,  in  my  judgment,  upon 
the  importance  of  formal  instruction  in  morals  and  rehgion.  There  are 
times  and  places  where  such  formal  instruction  is  of  the  highest  importance. 
I  believe  that  the  home  and  the  church  should  recognize  their  opportunity 
in  this  regard.  The  public  school,  however,  does  its  most  effective  work 
by  its  persistent  and  patient  insisting,  thru  its  ordinary  exercises,  upon  the 
qualities  so  fundamental  in  civic  morality.  What  it  teaches  has  practically 
unanimous  support.  There  can  be  no  valid  objection  to  the  ethical  atmos- 
phere of  a  schoolroom  in  which  a  boy  breathes  a  spirit  of  loyalty  to  the  truth, 
of  honorable  dealing  with  all  associates,  of  respect  for  rightful  authority, 
of  obedience  to  well-established  law,  and  of  proper  regard  for  others  than 
himself.  The  criticism  of  incompleteness  that  might  be  brought  against 
such  principles  would  be  offset  by  such  objection  or  enforcement  of  the  par- 
ticular views  sanctioned  only  by  particular  classes  of  the  people.  It  is  well 
to  recognize  that  the  public  school  serves  all  the  people,  and  serves  the  state 
most  efficiently  by  bringing  to  all  people  the  right  ideals  of  citizenship  along 
with  the  other  processes  of  education.  The  most  enduring  effects  upon 
our  civic  life  will  be  found,  not  in  any  formal  declaration  of  principles, 
or  in  the  formal  teaching  upon  questions  of  personal  habits  or  civic  morality, 
but  in  the  inculcation  of  ideals;  in  the  cultivation  of  choice,  and  in  that 
normal  and  sane  attitude  of  mind  cherished  in  our  best  schools. 

It  is  possible,  therefore,  to  make  a  definite  or  complete  reply  to  the  ques- 
tion proposed  in  this  topic.  We  cannot  demonstrate  it  as  we  demonstrate 
a  proposition  in  geometry;  nevertheless,  we  are  not  uncertain  as  to  the  far- 
reaching  effects  of  our  public  school  upon  our  civic  life.  The  most  funda- 
mental ideas  in  our  public  schools  are  equally  important  in  our  civic  life. 
If  these  things  be  neglected,  neither  school  nor  civic  life  can  be  what  they 
now  are  or  should  be.  In  the  schoolroom  more  than  elsewhere,  as  modern 
conditions  now  are,  these  ideals  are  encouraged.  The  school  with  practical 
uniformity  and  agreement  brings  to  the  millions  these  ideals  accepted  and 


Superintendence]       MORAL  EDUCATION  IN  PUBLIC  SCHOOLS  49 

approved  by  our  teachers.  As  things  are,  neither  the  home  nor  the  com- 
munity can  present  these  things  so  persistently  and  so  universally  as  the 
school.  Manifestly,  then,  a  great  duty  is  laid  upon  the  teachers  and  the 
schools  of  the  country  to  be  true  to  the  interests  of  the  pupil  now,  that  he 
may  be  true  to  himself  and  false  to  none  when  mature  years  bring  the  oppor- 
tunities of  life  and  citizenship. 


DISCUSSION 


William  J.  Shearer,  superintendent  of  schools,  Elizabeth,  N.  J. — I  cannot  see  in 
the  papers  any  points  on  which  any  of  us  should  differ.  The  most  important  duty  of  the 
school  and  the  home  is  the  fixing  of  right  principles  of  duty  and  conduct.  We  all  must 
agree,  first,  that  acts  involving  moral  questions  are  the  most  important  acts;  second,  that 
they  are  the  most  frequent  acts  in  school.  We  cannot  continue  to  rely  on  the  unconscious 
influence  of  the  teacher  for  the  teaching  of  morals.  The  results  of  this  kind  of  teaching 
have  not  been  satisfactor}'.  The  teacher  must  explain  to  the  child  what  is  right,  before 
the  child  can  decide  to  do  right.  Without  knowledge,  can  there  be  any  moral  act  ?  Is 
it  not,  then,  our  duty  as  superintendents  and  principals  to  see  that  the  teacher  gives  to 
the  child  knowledge,  in  order  that  the  child  may  choose  ?  It  was  emphasized  in  one  of 
the  papers  that  the  basis  of  the  moral  sentiment  is  a  sense  of  obUgation.  Each  imposes 
the  moral  law  on  himself.  The  moral  law  deals  with  motives,  while  the  civil  law  deals 
with  actions.  Without  raising  the  question  whether  it  is  right  to  do  as  Romans  do  when 
in  Rome,  we  all  agree  that  the  standards  differ  in  different  sections.  In  one  section  it  is 
considered  right  that  the  children  should  support  and  reverence  their  aged  parents,  and 
in  another  that  they  should  kill  them  when  they  get  old.  We  must  find  the  origin  of  the 
moral  sentiment  in  the  family. 

I  noted  that  nothing  was  said  in  the  papers  as  to  the  difference  between  the  teaching 
of  morals  and  what  should  be  called  moral  education.  The  latter  comes  from  every 
experience  of  life;  the  former,  from  the  precepts  of  the  school.  If  there  is  no  sense  in 
giving  instruction  in  these  subjects,  why  should  there  be  churches  or  teachers  ? 

I  do  not  think  that  the  papers  emphasized  as  strongly  as  they  should  the  importance 
of  moral  training,  in  whatever  way  it  may  be  given.  The  flefinite  aim  in  moral  training 
may  be  stated  as,  first,  the  subjection  of  the  lower  feelings  to  the  higher  feelings;  second, 
the  improving  of  the  moral  judgment;  third,  leading  the  children  to  observe  the  mural 
law,  fourth,  the  strengthening  of  the  sense  of  moral  obligation.  This  can  be  done,  it 
seems  to  mc,  only  by  leading  the  child  to  will  to  do  the  right.  It  is  conscience,  it  seems 
to  me,  that  should  be  emphasized.  The  moral  idea  is  primary,  in  every  one  of  the 
languages  anfl  dialects.  There  is  not  one  that  does  not  have  a  word  for  rigkl.  The 
whole  sfKial  life  is  rf>oted  in  conscience.  The  laws  are  not  supposed  to  be  for  any  but 
the  lawless.  The  great  majority  are  not  influenced  by  fear  of  the  law,  but  by  the  con- 
sciousness, of  what  is  the  right  thing  to  do.  Character  depends  more  upon  ccjn.^cicnrc  than 
ujK^n  anything  else.  Thru  the  feelings  we  may  rca(  h  the  will.  It  is  of  vital  impr)rtancc 
that  the  course  of  study  should  suggest  to  the  teacher  work  that  can  be  d(jnc  to  train  the 
conscience;  to  choose  properly;  and  to  strengthen  the  will  to  carry  the  deci.sion  of  con- 
science into  effect. 

M.  M.  Ramer,  state  superintendent  of  public  instruction,  Pierre,  S.  Dak. — This 
topic  is  under  di.scussif)n  in  my  stale  in  a  very  {)ronounced  way.  It  has  been  said  that  the 
home  and  the  church  should  create  character.  But  the  fact  is  that  they  arc  not  doing 
it.  A  .speaker  at  an  N.  E.  A.  meeting,  not  long  since,  s;iid  that  the  absence  of  religious 
teaching  in  the  public  .schfxjl  is  the  suggestion  that  religious  training  is  not  necdccl.      I 


50  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

believe  that  the  public  school  must  instill  a  certain  religious  culture,  probably  chiefly  in 
the  kindergarten  and  primary  schools.  At  the  last  meeting  of  the  State  Teachers'  Asso- 
ciation in  South  Dakota  we  provided  for  a  committee  of  fifteen  from  the  educators 
fairly  representative  of  the  various  shades  of  religious  thought,  and  they  are  to  report  to 
us  what  common  religious  ground  they  can  find,  and  then  to  report  what  they  aU  agree 
should  be  done  in  the  giving  of  religious  instruction  in  the  schools.  They  are  also  to  sub- 
mit a  course  of  study  in  ethics  on  a  basis  of  Scripture. 

James  M.  Greenwood,  superintendent  of  schools,  Kansas  City,  Mo. — We  should 
discuss  this  question  from  the  standpoint  of  the  child,  and  not  from  the  standpoint  of 
those  who  have  studied  the  philosophy  of  this  subject.  It  is  not  worth  while  to  talk  to 
children  about  high  ideals  if  they  are  not  well  fed  at  home.  You  should  keep  a  child 
clean;  soap  and  water  are  good  civiUzers.  The  child  should  be  a  good  sleeper.  We 
should  develop  in  the  child,  by  a  process  with  which  teachers  are  familiar,  the  habit  of 
right  feeling.  Then  he  should  get  into  the  habit  of  right  thinking.  With  this  comes  right 
acting;  then  the  right  attitude  toward  those  near  to  him,  and  eventually  toward  those  a 
little  farther  away.  By  degrees  he  comes  to  a  period  when  we  can  correct  him  so  he 
can  govern  liimself.  Under  such  instruction  we  can  probably  get  a  better  crop  of  men 
and  women  than  we  now  have.  If  we  will  work  along  lines  of  common-sense,  we 
shall  start  from  the  platform  where  children  are  now.  I  have  asked  school  children  fre- 
quently what  they  would  do  with  the  boy  who  gets  sulky,  and  they  say:  "Lick  him!" 
In  a  colored  school  some  of  the  pupils  suggested  that  the  yardstick  should  be  taken  to  a 
sulky  boy.  In  another  school  the  advice  given  was  to  shake  hun.  The  children  think 
they  know  what  should  be  done  to  a  child  to  lead  him  to  choose  properly.  Their 
notions  are  those  of  quick  and  prompt  obedience. 

Henry  Sabin,  Des  Moines,  Iowa. — I  rejoice  to  hear  Mr.  Greenwood  advocate  the 
old-fashioned  doctrine  of  compelling  obedience,  when  compulsion  is  necessary.  I  said 
in  the  National  Council  once,  when  I  had  a  little  support,  that  the  authority  of  the  teacher 
must  be  enforced;  I  am  glad  to  see  now  that  the  old-fashioned  doctrine  is  approved.  Can 
we  rear  a  good  race  of  men  and  women  if  we  leave  out  all  idea  of  responsibility,  all  idea  of 
God  ?  Our  public  schools  never  received  such  a  blow  as  when  some  one  promulgated  an 
idea  that  the  teaching  must  all  be  secular.  I  bless  God,  this  morning,  that  that  day  has 
gone  by.  We  are  coming  back  to  discover  that  the  teaching  of  the  doctrine  of  responsi- 
bility is  the  foundation  of  all  moral  training.  This  new  doctrine  that  has  been  going 
into  our  schools  for  the  last  twenty-five  years  has  not  brought  up  a  race  of  which  we  can 
be  proud.     We  want  to  get  back  to  the  old  foundations,  and  get  back  right  speedily. 

J.  D.  SiMKiNS,  superintendent  of  schools,  Newark,  Oliio. — I  believe  that  we  all  agree 
that  we  should  compel  obedience  when  necessary,  but  we  may  make  mistakes.  When 
you  compel  a  boy,  and  he  obeys  thru  fear,  you  have  not  changed  him.  If  you  can  get 
him  to  change  himself,  he  is  changed  by  the  only  one  that  can  truly  change  him.  You 
punish  the  boy,  and  he  feels  that  he  has  not  a  friend  on  earth.  The  thing  to  do  is  really 
to  beUeve  that  there  is  something  good  in  every  boy.  We  are  not  going  back  to  the  old 
way. 

John  W.  Cook,  president  of  State  Normal  School,  DeKalb,  111. — It  is  a  matter  of 
satisfaction  to  find  that  we  are  coming  to  some  well-defined  theory.  I  wish  to  express 
my  great  obligation  to  President  Thompson  for  the  way  in  which  he  has  cleared  the  atmos- 
phere by  giving  us  a  serie.s  of  propositions,  every  one  of  which  is  clear  as  a  bell. 

S.  Y.  GiLLAN,  Milwaukee,  Wis. — I  desire  to  enter  a  dissent  to  the  argument  of  the 
first  paper.  It  has  the  statement  that  no  tribe  or  people  yet  has  been  found  destitute 
of  religious  instinct.  This  either  proves  too  little  or  too  much.  We  know  that  there  are 
many  good  citizens  that  believe  there  is  no  need  of  war,  and  yet  war  has  been  a  universal 
practice.  There  are  people  who  believe  that  the  vermiform  appendix  is  unnecessary, 
even  the  its  possession  is  general.     I  am  impressed  with  the  suggestion  that  we  should 


Superintendence]  WOMAN'S  PART  IN  PUBLIC-SCHOOL  EDUCATION  $1 

recommend  the  teaching  of  science.  Now,  are  not  many  of  the  greatest  scientists  irre- 
ligious, or  at  least  careful  not  to  get  their  science  and  their  religion  mixed  ?  The  nearest 
approach  made  here  to  de6ne  religion  is  that  it  consists  of  what  is  agreed  upon  among 
the  sects.  Now,  that  is  so  far  off  or  so  attenuated  as  to  be  reduced  to  naught.  Why 
does  the  gentleman  from  South  Dakota  leave  out  the  Hebrew  and  the  agnostic  ?  Is  it 
for  the  reason  of  the  man  who,  when  asked  why  he  was  in  the  asylum,  answered:  "It  is 
because  we  are  in  the  minority"  ?  I  am  pleased  with  the  second  paper,  in  its  discussion 
of  this  subject  without  reference  to  religion. 

James  L.  Hughes,  inspector  of  schools,  Toronto,  Can. — I  wish  to  say  that  those  two 
papers  were  the  best  papers  I  ever  heard  at  a  single  session  of  an  Association  meeting.  I 
rejoice  that  this  Association  has  had  the  pleasure  of  hearing  such  papers.  I  feel  disposed, 
however,  to  add  a  word.  We  are  not  believing  in  all  the  old  things.  We  want  obedience ; 
but  I  am  not  going  to  ask  any  boy  in  the  world  to  give  obedience  to  me  alone.  I  am  not 
going  to  ask  him  to  obey  me  alone,  for  he  stands  as  my  partner;  I  am  going  to  be  partner 
with  him  in  his  duty  of  lifting  every  part  of  his  being  into  power.  This  is  not  obedience 
to  me,  but  to  the  law  of  his  life.  You  cannot  do  that  by  merely  keeping  him  under.  When 
any  soul  becomes  conscious  of  subordination  to  another  soul,  power  is  lost.  Reverence 
for  the  life  of  the  individual  is  what  we  want.  I  never  met  a  boy  of  the  slums  who  did 
not  give  me  as  much  reverence  as  I  gave  him,  and  I  give  to  his  personality  as  much  rever- 
ence as  I  give  to  any  human  being. 

Fr.\nk  C.  Cooper,  superintendent  of  schools,  Seattle,  Wash. — I  visited  a  night  school 
last  night  where  the  new  boys  are  learning  something  besides  reading  and  spelling.  When 
it  was  proposed  to  do  away  with  this  school  on  a  certain  occasion,  young  men  who  had 
gone  thru  it  said  it  should  not  be  done  away  with  for  lack  of  money  for  its  expenses.  That 
school  is  raising  boys  to  a  higher  standard.  Such  higher  standards  mean  growth  in  moral 
training. 


WO.VAN'S    PART    IN    PUBLIC-SCHOOL    EDUCATION 

MRS.   SARAH  E.  HYRE,  MEMBER  OF  BOARD  OF  EDUCATION,  CLEVELAND,   OHIO 

The  thought  of  the  day  seems  to  be  that  a  child  shall  be  educated  in  a 
way  that  will  enable  him  to  live  a  worthy  life;  that  less  stress  shall  be  jjlaccd 
u[jon  the  development  of  his  intellectual  powers,  and  more  upon  his  qual- 
ities <jf  character;  that  the  school  life  shall  be  a  continuation  and  enlarge- 
ment ujKjn  the  true  home  life,  and  not  a  training  .separate  and  apart. 

In  the  light  of  the.se  views,  the  question  of  "Woman's  Part  in  Public- 
School  Education"  is  of  more  than  ordinary  interest  and  deserves  the  thought- 
ful consifleration  of  everyone  who  is  interested  in  school  affairs.  The 
work  that  woman  has  done,  and  the  success  that  she  has  obtained  along 
humane,  j)hilanthrof)ic,  and  erlucational  lines,  in  the  past  twenty-five  years, 
indicate  that  she  has  a  sympathy  and  |)atience  with  children,  and  an  under- 
stanfling  of  them,  tiiat  fit  her  to  take  an  important  part  in  |)ul)Iic  school 
education. 

I  believe  that  woman  has  a  part  in  jtublic  edutalioii,  because  she  pos- 
sesses certain  natural  qualities  peculiar  to  her  sex,  that  are  esMiitial  ilcniciils 
in  the  roundcd-up  cdu(ation  of  a  boy  or  girl. 

I  .shall  not  lake  your  time  to  di.scu.ss  the  political  or  legal  right  of  woman 


52  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

to  a  part  in  public  education,  but  desire  to  simply  call  your  attention  to  the 
moral  duty  and  inherent  right  of  woman  to  live  out  her  own  individuafity 
and  up  to  the  best  talent  within  her.  Because  of  this,  woman  finds  her 
work  where   children's   interests   are. 

It  is  not  a  trade  or  a  business  that  woman  has  learned.  It  is  the  intuitive 
insight  into  child-life  and  child-nature  that  God  Almighty  has  given  her. 
Woman  knows  a  hundred  ways  to  reach  a  child.  It  may  be  thru  his  pride, 
his  reason,  his  intellect,  or  his  affection,  or  by  means  of  her  individual  tact; 
but,  whatever  method  is  used,  there  is  always  back  of  it  the  patience  and 
interest  of  woman  in  youth.  And  so  wherever  children  are  concerned, 
wherever  their  safeguards  or  development  are  involved,  the  woman  view- 
point should  have  expression.  It  is  not  only  in  a  general  and  abstract  way 
that  woman  should  enter  into  the  public  education  of  our  youth,  but  in  a 
material  and  practical  way. 

Woman  has  a  part  in  public  education  as  a  student,  as  a  teacher,  as  a 
patron,  and  as  a  member  of  boards  of  education.  Love  and  understanding 
of  children  are  natural  instincts  that  exist  in  the  most  primitive  and  ignorant 
woman;  but  if  we  would  have  the  larger  benefits  of  that  knowledge  in  our 
citizenship,  we  must  educate  the  possessor  to  use  it  in  an  intelligent  manner. 
The  evolution  of  woman  has  been  and  is  wonderful.  Every  year  large  num- 
bers who  are  to  be  the  mothers  of  the  coming  generation  are  filling  our  educa- 
tional institutions.  Half  of  our  public-school  population  are  girls,  while 
women  constitute  nearly  30  per  cent,  of  all  college  students. 

Occasionally  someone  will  denounce  the  higher  education  of  women. 
Recently  a  woman  physician  said  that  the  mental  development  of  woman 
is  destroying  her  ability  to  carry  out  her  proper  functions.  In  answer  to 
this,  let  me  quote  Dr.  J.  M.  Taylor,  dean  of  Vassar  College,  who  has  made 
careful  study  of  this  subject: 

The  bearing  of  the  higher  education  of  women  on  the  heahh  of  women  and  their 
attitude  toward  the  home  is  of  perennial  interest.  It  has  been  abundantly  shown,  over 
and  over  again,  by  the  most  careful  investigation  that  the  health  of  college  women  improves 
during  the  four  years'  college  course.  While  that  is  not  true  in  all  cases,  it  is  certainly 
not  true  in  the  cases  of  all  men.  Only  three  of  153  graduates  of  1903  of  Vassar  did  not 
improve  in  general  health  after  entering  college.  The  first  ten  years'  history  of  Vassar 
shows  that  half  the  total  number  of  graduates  married,  and  that  the  proportion  of  children 
to  each  was  from  three  to  four.  There  is  nothing  in  the  college  training  of  American 
women  to  contribute  to  abnormal  results.  A  healthy  mind,  a  natural  body,  and  abso- 
lutely healthy  and  natural  sentiments  toward  life  are  the  general  product.  No  work  in 
America  promises  more  for  its  future  than  the  thorough  education  of  its  girls. 

But  woman's  part  in  pubHc-school  education  has  its  greatest  manifesta- 
tion, at  the  present  time,  in  the  large  number  of  women  teachers  in  the  public 
schools.  In  1880  the  percentage  of  women  teachers  was  57.  In  1903  it 
had  increased  to  74;  and  we  naturally  ask  why  this  has  come  about.  I 
venture  one  suggestion.  At  one  time  in  the  history  of  teachers  the  only 
equipment  necessary  was  a  certificate.     If  an  applicant  before  a  board  of 


Superintendence]  WOMAN'S  PART  IN   PUBLIC-SCHOOL  EDUCATION  53 

examiners  maintained  an  average  of  70  per  cent.,  he  was  a  teacher,  and 
nothing  could  prevent  him  if  he  could  delude  some  weak  board  of  education 
into  giving  him  a  school.  The  time  is  not  so  far  distant  when  physical  strength 
was  of  greater  value  to  the  schoolmaster  than  intellectual  porver.  It  was 
necessary  for  him  to  control  and  break  the  spirit  of  the  biggest  boy  in  his 
room,  or  else  he  had  not  been  a  success.  Experience  has  taught  us  that 
this  influence  did  not  stimulate  the  pupil's  respect  for  law  and  order,  but 
destroyed  it.  But  there  came  a  change  in  the  sentiment  of  the  public;  they 
began  to  wonder  if  there  was  not  some  other  way  to  reach  children.  Here 
and  there  a  slight  little  woman  would  succeed  in  a  school  where  a  strong 
man  had  been  employed  and  failed.  By  moral  suasion,  by  studying  the  boy, 
by  giving  her  woman-nature  full  sway,  she  would  capture  the  boy's  heart, 
perhaps  touch  his  pride,  secure  his  co-operation,  stimulate  his  gallantry — 
in  a  word,  win  him.  Educators  and  the  thinking  public  at  last  realized 
that  woman's  way  was  the  best  way  of  reaching  children. 

At  this  period  moral  suasion  supplanted  the  birch  whip.  The  sentiment 
of  the  pubUc  became  so  strong  against  physical  punishment  that  laws  prohib- 
iting it  were  placed  upon  the  statute-books  of  a  number  of  states.  The 
teacher,  in  preparing  for  his  calling  today,  does  not  have  to  measure  his 
professional  value  by  his  ability  to  administer  corporal  punishment.  The 
teacher  of  the  present,  who  makes  a  success  of  his  work,  loves  it.  He  studies 
and  trusts  his  pupils,  and  by  that  very  faith  wins  their  love  and  confidence. 
He  has  an  understanding  of  and  sympathy  with  child-life,  and  he  has  tact 
to  manage  it. 

The  teacher  must  also  have  the  abihty  to  discriminate.  The  doctor, 
as  he  goes  about  his  practice,  cannot  send  but  a  general  prescription  to  apply 
to  all  cases;  he  must  have  the  skill  to  discriminate.  The  commercial  man 
who  is  a  successful  one  must  study  his  men;  he  must  api)roach  them  in  as 
many  different  ways  as  there  are  minds;  he  cannot  commit  a  s])ccch  and 
repeat  it  to  every  business  man  he  may  approach;  he  must  have  the  acule- 
ness  to  discriminate.  The  nurse  who  goes  into  a  sickroom  fully  determined 
to  put  into  effect  the  theories  she  has  learned,  without  considering  whether 
the  case  is  one  of  typhoid  fever  or  a  critical  operation,  will  soon  find  out 
that  .she  has  mi.staken  her  calling;  she,  too,  must  have  the  quality  of  dis- 
crimination. The  teacher  is  no  exce|)tion  to  the  general  rule.  He  must 
surpass  the  others  in  tact;  he  mu.st  have  the  ability  to  find  out  each  child's 
individual  make-up  and  temperament;  he  must  discover  the  avenue  thru 
which  he  may  influence  him;  he  must  reach  down  and  interest  the  child- 
mind;  he  can  lift  it  u|}  to  his  own  mentality  only  as  he  leads  it  on,  year  after 
year.  This  requires  a  comprehension  of  childhood;  an<l  woman's  nature 
fits  her  peculiarly  to  enter  into  a  symj)athelic  relationship  with  diildreii 
and  to  teach   them   j)roperly. 

Hut  the  business  man  comjjlains  of  lack  of  confidence  an<l  individuality 
in    our   rity-taught    boys.     Educators   thcm.sclvcs   are   .somewhat    disturbed 


54  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

over  the  apparent  shortcomings.  Some  of  them  give  as  a  reason  that  there 
are  too  many  women  teachers  in  the  city  schools,  and  that  boys,  as  they  enter 
the  adolescent  age,  need,  in  greater  degree,  masculine  influences.  I  believe 
this  is  true;  but  that  does  not  prove  anything,  because  the  average  boy  at 
that  age  is  in  the  high-school  work  and  comes  under  the  direct  influence  of 
both  men  and  women.  In  substantiation  of  this  it  is  a  fact,  interesting  to 
note,  that  out  of  a  canvass  of  the  60  grammar  buildings  in  Cleveland,  the 
average  age  of  the  graduating  classes  of  1905,  or  3,222  grammar  pupils, 
was  found  to  be  14 .03  years.  There  was  only  one  building  where  the  average 
age  of  the  class  was  15  years.  In  23  buildings  the  average  age  was  13 +, 
and  in  the  other  36  buildings  the  class  age  average  was  14  + . 

It  is  in  the  cities  that  there  is  complaint  of  a  lack  of  individuahty  among 
pupils;  but  I  beheve  this  is  not  because  there  are  so  many  women  teachers, 
but  on  account  of  the  close  organization  and  the  lack  of  freedom  for  each 
teacher  to  work  out  his  own  problems.  Technical  training  is  the  foundation 
of  a  teacher's  work,  but  it  depends  upon  his  individual  interpretation  and 
application  of  that  training  whether  or  not  he  shall  succeed.  I  believe  that 
it  is  the  teacher,  irrespective  of  sex,  who  goes  on,  year  after  year,  surrounded 
by  limitations  and  restrictions,  that  makes  him  little  more  than  a  machine 
to  grind  out  so  much  work  per  day,  that  fails  to  create  individuality  in  pupils 
or  instill  into  boys  any  vigorous  manhood. 

But  it  is  not  only  as  a  student  and  teacher  that  woman  has  a  part  in 
public  education,  but  as  a  patron  also.  We  cannot  get  far  in  advance  of  the 
people  in  any  movement;  and  so,  if  we  would  secure  the  best  equipment 
for  our  public  schools  and  the  greatest  benefits  for  the  youth  who  attend 
them,  we  must  keep  the  patrons  alive  to  their  needs. 

It  is  the  duty  and  mission  of  the  school  to  develop  a  child,  but  the  greatest 
work  lies  in  bringing  him  into  harmony  with  the  community  interests  in 
which  he  lives;  and  I  believe  this  can  be  done  by  correlating  the  work  of 
the  home  and  the  school.  No  teacher  can  do  this,  however,  unless  she  has 
the  cordial  interest  and  support  of  the  parent.  It  is  to  be  regretted  that 
so  few  fathers  have  an  opportunity  to  familiarize  themselves  with  the  daily 
working  conditions  of  the  schoolroom.  The  average  father  is  absent  from 
home  during  the  hours  that  the  school  is  in  session ;  he  is  usually  so  engrossed 
in  the  efforts  of  securing  ways  and  means  that  the  work  of  straightening 
out  the  "tangles"  falls  to  the  mother.  This  fact  brings  her  into  close  touch 
with  the  teacher  and  the  schools,  and  makes  the  mother  a  factor  as  a  patron. 

Reahzing  the  benefits,  to  their  children,  to  be  derived  from  this  contact 
of  mother  and  teacher,  "mothers'  clubs"  exist  in  almost  every  school  district 
in  many  cities.  These  clubs  study  and  discuss  many  questions  pertaining 
to  children,  and  co-operate  with  and  support  the  teachers  in  carrying  out 
their  plans  for  better  and  broader  results. 

In  our  own  city  of  Cleveland  the  women  are  thoroly  alive  to  the  interests 
of  the  schools.     Besides  mothers'  clubs,  there  are  other  organizations  of 


Superintendence]  WOMAX'S  PART  IN  PUBLIC-SCHOOL  EDUCATION  55 

women  that  contribute  to  their  welfare.  The  Needle  Work  Guild,  thru 
information  obtained  from  the  principals  of  some  of  the  poor  districts,  each 
fall  furnishes  a  change  of  underwear,  stockings,  and  other  necessaries  to 
needy  children,  so  that  they  may  come  to  school  in  a  presentable  and  cleanly 
manner.  The  Denison  Patrons'  League  is  an  organization  composed  of 
the  patrons  of  the  school.  Its  officers  are  the  leading  citizens  of  the  commu- 
nity. The  league  furnishes  four  free  entertainments  or  lectures  each  year 
in  the  auditorium  of  the  school  building  to  the  parents  of  the  district,  at 
which  are  discussed  the  relationship  of  the  home  and  the  school.  The  Free 
Day  Nursery  and  Kindergarten  Association  supports  four  summer  vacation 
schools,  and  by  their  interest  and  effort  stimulate  the  carrying-out  and  enlarge- 
ment of  the  work.  The  Daughters  of  the  American  Revolution  appropri- 
ated a  sum  of  money  the  past  winter  and  gave,  in  conjunction  with  the  school 
authorities,  a  series  of  patriotic  lectures  in  the  school  auditoriums,  where 
the  population  was  largely  foreign.  The  title  of  the  series  was  "The  Story 
of  America."  It  was  given  in  simple  English,  and  supplemented  with  stere- 
optican  slides  and  patriotic  music.  This  work  was  a  grand  success  from 
every  standpoint.  These  are  only  a  part  of  the  numerous  efforts  of  Cleve- 
land women  in  the  interest  of  good  schools.  Other  cities  are  working  along 
similar  lines,  and  it  will  only  be  a  matter  of  time  when  the  work  of  woman 
as  a  patron  will  be  considered  an  essential  part  of  every  successful  school. 

But  it  is  equally  important  that  woman  should  have  representation  in  the 
administrative  department  of  our  public  schools  as  in  the  educational.  Far 
be  it  from  me  to  say  that  all  women  are  fitted  for  school-board  members, 
or  that  a  woman  should  be  upon  every  board  for  the  sake  of  having  a  won-a'.i. 
But  I  do  believe  that  the  right  woman  .should  be  upon  every  board,  whether 
in  a  large  or  small  .system,  because  broader  results  will  be  obtained  by  adch'iig 
the  woman  view-point  of  school  administration;  because  the  right  woman, 
when  it  comes  to  children,  is  unselfish  and  has  no  interests  which  supersede 
tlii)>c  of  the  (hild;  becau.se  the  intt-rcst  of  the  teacher  and  patron  can  always 
have  expression  with  a  woman  rci)resentative  upon  the  administrative  board. 

Two  of  the  distinctive  features  that  mark  the  services  of  women  upon 
school  boards  are  their  close  attention  to  detail  and  their  willingness  to  hear 
the  patron's  side  of  the  question.  The  yjublic  .schools  are  the  clo.se.st  to 
the  \>c(>\)\c  of  all  public  institutif)ns;  and  thru  the  members  of  its  school 
board  only  can  the  [)Co]ilc  have  rej)resentation.  I  therefore  consider  this 
public  .service  and  close  attention  to  detail  splendid  qualifications  for  any 
member  of  a  .school  board,  anrl  especial  qualifications  for  women.  'J'lie 
public  has  i)Oor  service  from  a  memlx-r  of  a  jmblic  lin.nd  who,  willing  to 
sacrifice  himself  for  the  dear  public  before  eledioii,  after  election  jjlaccs 
him.self  upon  a  periestal  and  rlraws  the  "awful  (ircle"  abctut  himself  .so  that 
no  one  can  ajjproac  h  him.  Women  members  are  interested  in  tlu-  (jueslions 
of  hygiene  and  sanitation,  and  especially  in  tho.se  cjuestions  of  education 
which  carry  with  them  moral  influences  which  go  to  make  better  boys  and 


56  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviOe 

girls.  The  married  women  serving  on  school  boards,  as  far  as  I  have  been 
able  to  learn,  are  women  who  have  had  years  of  contact  with  children.  The 
one  experience  which  makes  a  mother  valuable  is  that  she  has  gone  thru 
that  period  of  rearing  her  children,  studying  their  natures,  sympathizing 
with  their  weaknesses,  and  realizing  their  worth.  By  this  time  what  she 
knows  about  children  is  not  "theory,"  but  experience;  and  if  she  is  an  edu- 
cated, broad-minded  woman,  she  can  do  much  good  in  addition  to  being 
a  fond  mother  and  grandmother.  The  unmarried  women  who  have  been 
upon  school  boards  are  those  who  have  dealt  with  children  in  a  large  way, 
and  on  account  of  that  experience  are  quite  as  valuable. 

In  order  that  I  might  not  discuss  this  part  of  my  subject  from  a  theoretical 
standpoint,  I  have  written  to  prominent  citizens  in  several  cities  where  women 
are  serving  upon  boards  of  education,  and  asked  for  opinions  in  reference 
to  the  value  of  their  services.  The  answers  received  show  not  only  that 
these  women  are  acceptable  members  of  their  respective  boards,  but  that 
they  are  rendering  special,  and  almost  invaluable,  service  to  the  schools 
because  they  are  women.     I  give  a  few  extracts : 

In  speaking  of  the  woman  who  is  a  member  of  the  board  of  education, 
the  commissioner  of  schools  at  Rochester,  N.  Y.,  says: 

She  has  made  a  constant  contribution  of  suggestions  and  intelligent  discussion  equal 
to  that  of  any  other  member;  she  has  done  more  visiting  than  all  the  other  members 
together.  She  has  interested  herself  in  the  music,  decoration,  and  sanitation  of  the  schools, 
and  has  brought  to  these  subjects  an  experience,  good  taste,  and  special  knowledge  which 
are  quite  exceptional.  She  has  been  greatly  interested  in  all  that  concerns  the  teacher, 
and  by  her  remarkable  gift  as  a  pubUc  speaker  she  has  been  a  force  in  the  discussion  of 
school  questions  at  meetings  of  parents — a  work  of  education  of  public  sentiment  which 
has  made  the  progress  of  our  schools  possible  through  steadfast  popular  support.  I 
doubt  if  her  knowledge  in  the  matter  of  selecting  supplementary  reading  for  children  is 
surpassed  by  that  of  any  other  woman  in  the  country. 

Another  writes  as  follows: 

Of  the  two  women  members  at  Warren,  Ohio,  one  has  been  for  a  number  of  years 
at  the  head  of  the  building  committee,  with  excellent  results,  and  the  other  has  been  chair- 
man of  the  teachers'  and  text-book  committee.  The  first  work  they  did  was  to  renovate 
the  schoolrooms.  At  the  end  of  the  first  year  that  these  women  were  on  the  board  the 
city  board  of  health,  in  making  its  report  to  the  state,  spoke  of  the  splendid  sanitary  con- 
dition of  the  school  houses  and  gave  the  women  of  the  board  the  credit. 

The  member  at  Grand  Rapids,  Mich,  is  serving  her  tenth  year  upon 
the  board.  In  these  years  she  agitated  for  manual  training  until  it  was 
established  in  the  grammar  grades.  She  has  been  chairman  of  summer- 
school  work,  and  it  is  considered  a  success  from  every  standpoint.  She 
was  a  teacher,  is  a  mother  of  children  now  in  school,  and  is  thoroly  in  sym- 
pathy with  the  work  of  keeping  the  patron  interested  in  the  school.  She 
is  independent  in  her  thought  and  action,  and  I  should  say,  from  the  splendid 
commendation  of  her  I  have  received,  that  the  public  of  Grand  Rapids  feel 
that  she  is  one  of  the  most  valuable  members  of  the  board. 


Superintendence]  WOMAN'S  PART  Ii\  PUBLIC-SCHOOL  EDUCATION  57 

Toledo,  Ohio,  boasts  for  the  first  time  of  a  woman  upon  its  board,  and 
the  following  are  extracts  concerning  her  work: 

She  has  brought  about  a  better  feeling  between  teacher  and  parent  by  giving  one  after- 
noon a  week  to  hear  the  patron's  side  of  the  question.  She  is  more  earnest  and  conscien- 
tious than  most  of  the  members  of  the  board,  inasmuch  as  she  has  "no  ax  to  grind." 
She  is  conscientious  and  independent  in  her  action,  as  has  been  demonstrated  in  several 
instances,  but  always  yields  gracefully  when  defeated.  She  is  doing  fine  work,  and  has 
the  admiration  of  the  board  and  community  for  her  splendid  poise  and  tact. 

Cleveland  has  had  a  woman  on  the  school  board  for  ten  years.  The 
first  one  found  the  board  renting  rooms  over  saloons  to  relieve  the  over- 
crowded condition  of  the  public  schools.  She  protested;  they  insisted. 
She  threatened  to  call  to  her  aid  the  public  press;  and  never  since  then  has 
such  a  thing  been  proposed.  These  women  advocated  and  advanced  the 
departments  of  kindergarten,  manual  training,  and  domestic  science,  and 
were  the  ardent  supporters  of  the  present-day  Deaf  School.  They  also  did 
much  toward  abolishing  the  use  of  basement  rooms. 

The  member  who  served  upon  the  board  from  1901  to  1903  was  a  success- 
ful business  woman,  having  large  business  interests  of  her  own.  These 
women,  who  were  upon  the  Cleveland  board  from  1894  to  1904,  were  women 
of  education  and  had  had  an  e.xperience  with  children,  either  as  mothers 
or  as  teachers.  They  were  conscientious  and  enthusiastic,  and  always  for 
whatever  seemed  to  be  for  the  best  interests  of  the  children.  So  efficiently 
have  these  women  served  the  public  that  I  believe  it  to  be  the  fixed  policy 
of  the  i)eople  of  my  own  city  to  keep  at  least  one  woman  on  the  board  of 
education. 

This  question  of  woman's  part  in  puljlic  education  is  no  longer  unsettled. 
It  has  lieen  demonstrated  in  many  cities  that  she  has  a  part  in  the  admini- 
strative department  as  well  as  in  the  educational.  It  is  only  a  matter  of 
time  when  every  community  will  realize  its  importance,  and  when  every 
superintendent  will  urge  that  he  be  given  this  aid.  When  this  time  comes, 
one  woman — the  right  woman  —  will  be  a  member  of  every  board  of 
education,  whether  in  a  large  or  small  city. 

In  a  little  drawer  in  my  desk  is  a  daguerreotype  picture  of  a  woman. 
It  is  an  old  picture,  taken  perhaps  in  the  forties.  The  shawl  that  covers 
the  .shoulders  of  the  subject  is  an  old-style  Paisley  and  the  bonnet  would 
he  an  heirloom  today.  The  hair — jet-black — is  parted  in  the  mifldle  and 
is  carefully  smoothed  up(jn  the  forehead.  It  is  a  plain  face,  but  to  me  beau- 
tiful— beautiful  to  me  because  it  is  the  face  of  my  mother.  As  I  .sit  and  look 
at  that  pi(  turc  it  recalls  to  me  the  influence  that  has  romc  down  the  years 
and  molded  my  life.  But  the  devotion,  the  patience,  the  sacrifice,  that  shine 
forth  from  the  face  of  that  daguerreotype  picture  are  as  old  as  woman  herself. 
It  is  this  spirit  of  love  and  unselfishness  that  is  needed  everywhere  today. 
It  .should  permeate  our  commercial  and  busine.ss  life,  and  should  enter  into 
the  public  education  of  every  child,  to  the  end  that  he  may  become  a  belter 
citizen  and  a  more  lovable  neighbor. 


58  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

When  this  moral  element  shall  become  a  permanent  influence  in  our 
public  schools,  health  will  supersede  disciphne;  the  heart  will  lead  the  will; 
knowledge  for  knowledge'  sake  will  give  place  to  knowledge  of  life  and  its 
human  relations;  and  industrial  and  political  strife  will  be  gradually  elimi- 
nated by  the  brotherhood  of  man.  For,  after  all,  what  is  the  purpose  of 
education  ?  Is  this  life  a  wager  to  see  how  much  information  can  be  accu- 
mulated and  stored  in  the  human  brain;  or,  rather,  is  it  a  grand  privilege 
to  study  and  understand  our  relations  to  God,  to  nature,  and  to  our  fellow- 
man  ?  To  set  a  lower  or  a  narrower  standard  for  the  public  schools  of  our 
country  is  to  deprive  our  youth  of  the  best  elements  of  good  citizenship  and 
to  lessen  their  opportunities  for  a  higher  life. 


WHAT  KIND  OF  EDUCATION  IS  BEST  SUITED  TO  BOYS? 

REUBEN  POST  HALLECK,  PRINCIPAL  OF  BOYS '  HIGH  SCHOOL,  LOUISVILLE,  KY. 

I  hope  to  see  an  end  to  debates  on  the  question  whether  one  sex  is  superior 
to  the  other.  One  might  as  well  debate  whether  the  existence  of  the  lungs 
or  of  the  heart  is  the  more  necessary  to  life.  We  do,  however,  feel  that  our 
mothers  differ  from  our  fathers,  not  as  two  individuals  of  the  same  sex,  but 
that  there  are  striking  intellectual  and  emotional  differences.  We  feel  glad 
instead  of  sorry  that  our  mothers  differ  from  our  fathers;  but  if  anyone 
dared  raise  the  question  of  the  inferiority  of  our  mothers,  the  first  impulse 
of  American  manhood  would  be  to  answer  that  question  with  a  blow,  and 
the  more  our  mothers  differ  from  our  fathers,  the  harder  would  probably 
be  that  blow. 

Some  have  said  that  there  can  be  no  more  "male"  or  "female"  education 
than  "male"  or  "female"  literature.  Ask  any  intelligent  Hbrarian,  who 
selects  reading  for  adolescents,  if  he  does  not  recognize  differences  of  sex 
in  making  up  his  reading-lists,  and  if  he  might  not  call  books  on  big-game 
hunting  and  adventure  "male"  literature.  Some  objectors  frankly  grant 
that  there  is  a  difference,  but  they  say:  "Educate  both  in  precisely  the  same 
way,  and  you  will  find  that  they  will  assimilate  only  what  their  different 
natures  and  instincts  prompt,  just  as  two  vegetables  growing  side  by  side 
will  absorb  only  the  elements  which  each  needs."  Would  any  agriculturist 
claim  that  it  would  be  wise  to  give  different  vegetables  exactly  the  same 
fertihzer?  Could  he  not  rightly  claim  that  one  might  need  more  potash, 
the  other  more  ammonia  ?  Suppose  ammonia  was  used  on  potatoes,  and 
they  absorbed  no  more  of  it  than  their  nature  permitted,  would  there  be  as 
many  and  as  large  potatoes  as  if  the  necessary  potash  had  been  provided  ? 
Might  not  also  a  certain  amount  of  the  ammonia  be  wasted  ? 

If  the  two  sexes  differ  emotionally,  intellectually,  and  physically,  it  can 
hardly  be  unwise  or  unscientific  for  education  to  recognize  whatever  differ- 
ences exist.     Boys  will  never  receive  the  best  education,  so  long  as  they 


Superintendence]  KIND  OF  EDUCATION  BEST  SUITED   TO  BOYS 7 


59 


* 

are  taught  chiefly  by  the  opposite  sex.  The  majority  of  the  members  of 
the  Moseley  English  Educational  Commission,  who  inspected  American 
schools,  said  there  was  occasion  to  view  with  alarm  the  growing  preponder- 
ance of  women  teachers.  Professor  Henry  E.  Armstrong,  F.R.S.,  says  in 
their  report: 

To  put  the  matter  in  very  simple  terms,  it  seemed  to  me  on  the  occasion  of  my  former 
visit — and  the  impression  was  confirmed  during  my  recent  visit — that  the  boy  in  America 
is  not  brought  up  to  punch  another  boy's  head,  or  to  stand  having  his  own  punched,  in 
a  heahhy  and  proper  manner;  that  there  is  a  strange  and  indefinable  feminine  air  coming 
over  the  men;  a  tendency  toward  a  common — if  I  may  so  call  it,  a  sexless — mode  of 
thought. 

Some  of  the  members  of  this  commission  said  there  was  a  marked  contra- 
diction in  the  liberality  of  Americans  in  erecting  and  equipping  magnificent 
school  buildings,  and  their  parsimony  in  refusing  to  pay  good  men  teachers 
enough  to  instruct  their  children.  Some  say  that  it  is  better  to  employ  first- 
rate  women  than  third-rate  men.  The  only  possible  answer  to  that  reply 
is  that  it  is  better  to  employ  first-rate  men  as  well  as  first-rate  women  and 
to  pay  a  first-rate  price  for  all  who  train  American  manhood.  Our  people 
are  slower  in  educational  reform  than  in  getting  improved  machinery,  but 
when  we  once  do  reaUze  the  importance  of  the  highest  type  of  men  teachers, 
the  money  will  be  forthcoming.  One  boy,  as  a  result  of  better  teaching, 
may,  thru  his  inventiveness  and  superior  grasp  of  a  business,  give  employ- 
ment to  thousands  of  people  and  make  the  money  spent  for  high-grade  mascu- 
line teachers  the  best  possible  investment  for  the  commonwealth.  Of  course, 
it  goes  without  saying  that  we  should  have  just  as  many  women  teachers, 
and  of  an  equally  high  grade.  At  present  there  is  not  much  but  the  mis- 
sionary spirit  that  will  impel  our  best  young  men  to  become  and  remain 
secondary  teachers.  There  are  now  many  such  missionaries  among  our 
high-school  instructors,  but  many  years'  experience  leads  me  to  express 
the  opinion  that  only  third-rate  men,  if  influenced  by  strictly  utilitarian 
inducements,  can  afford  to  remain  teachers  in  tlic  overwhelming  majority 
of  our  high  schools. 

In  the  name  of  the  boy,  I  protest  against  the  tendency  to  discourage 
honest  rivalry  in  the  school.  I  doubt  whether  too  much  rivalry  is  necessary 
or  desirable  for  girls.  This  question,  however,  is  one  for  women  and  evolution 
to  answer.  With  men,  life  is  a  contest;  and  fortvmatcly  most  boys  love  a 
contest.  Those  who  do  not  niu>t  drop  to  tin-  rear  in  tlie  struggle  for  exist- 
ence. That  tremendous  struggle,  wlii(  h  resuhs  in  the  survival  of  the  fittest, 
and  the  consefjuent  improvement  of  plant  and  animal  and  thought  product, 
mu.st  continue  if  life  is  to  j)rogress.  It  is  not  the  true  masc  uhnc  s])irit  \vlii<  h 
says:  "Never  have  honors  in  a  school.  Never  pit  two  individuals  or  sides 
against  each  other.  Never  inquire  whether  John  can  do  better  work  than 
William,  but  only  whether  John's  present  record  shows  any  iinpro\(rniiit 
over  his  jia^t."     If  a  sdiool  for  boys  is  to  be  (onducted  on  this  basis,  it  will 


6o  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

be  run  out  of  harmony  with  the  laws  of  hfe.  If  a  member  of  your  family 
had  to  undergo  a  grave  surgical  operation,  would  you  employ  Dr.  Brown 
because  his  record  of  fatalities  was  decreasing,  or  would  you  ask  for  the 
services  of  Dr.  Robinson  who  had  only  half  as  great  a  death  record  ?  I 
know  the  manager  of  a  manufacturing  plant  who  in  two  years  lost  12  per 
cent,  on  the  capital  stock.  Altho  his  second  year  was  slightly  better  than 
his  first,  the  directors  said  to  him  when  he  argued  this  improvement : 

You  forget  that  we   are  in  competition  with  other  factories  in  this  country  and 

abroad.     You   forget   that  these  losses  will   force  us  to  close  the  factory,  throw  our 

workmen  out  of  employment,  and  cause  their  children  to  cry  for  bread.  We  shall 
look  for  a  bette'r  manager. 

The  advocate  of  a  less  masculine  type  of  education  says:  "Contests 
develop  an  unsocial  spirit  and  cause  hard  feelings.  For  this  reason,  if  for 
no  other,  we  must  avoid  them."  So  Governor  Folk  was  wrong  in  developing 
unsocial  feelings  among  the  St.  Louis  grafters !  So  William  Travers  Jerome 
must  be  asked  not  to  twist  the  tail  of  the  Tammany  tiger!  So  even  our 
own  David  fighting  the  Goliath  of  trust  and  railroad  discriminations  must 
be  ordered  to  take  the  stone  out  of  his  sling!  So  contests  are  unsocial  and 
must  be  avoided!  Shades  of  our  Puritan  and  Virginian  ancestors!  Who 
wants  to  be  social  with  the  devil  ?  So  long  as  evil  exists  in  its  myriad  forms, 
we  must  develop  fighters.  The  trouble  with  America  today  is  not  that  there 
are  too  many  fighters,  but  that  there  are  too  few  Folks  and  Jeromes  and  Roose- 
velts.     A  keen  German  critic  says: 

Their  amiable  good  nature  is,  in  a  certain  sense,  the  great  virtue  of  the  Americans; 
in  another  sense,  their  great  faihng.  It  is  actually  his  good  nature  which  permits  him 
everywhere  to  overlook  carelessness  and  crookedness,  and  so  opposes  with  latent  resist- 
ance all  efforts  at  reform. 

Modern  psychology  has  taught  educators  to  build  on  the  instincts  of  the 
young.  A  strong  instinct  of  boyhood,  as  well  as  a  prime  requirement  of 
manhood,  is  this  joy  in  honest  rivalry.  A  boy's  nature  responds  quickly  to  all 
contests  which  determine  the  best  fellow,  whether  in  running,  jumping,  shoot- 
ing, speaking,  computing,  or  in  any  branch  of  physical  or  intellectual  achieve- 
ment where  a  boy  cares  to  excel.  One  of  the  most  valuable  parts  of  the 
curriculum  in  our  high  school  is  the  reading-aloud  each  morning  for  fifteen 
or  twenty  minutes  to  the  assembled  school.  In  order  that  the  tastes  of  the 
teachers  may  not  be  too  strongly  superimposed  upon  the  boys,  we  some- 
times allow  them  to  choose  what  they  will  hear.  They  almost  unanimously 
prefer  a  bull-fight  to  a  love-story,  a  Kipling  poem  of  blood  to  a  Tennysonian 
idyll,  a  wild  tale  of  war  and  trial  to  one  full  of  sentiment  and  analysis.  Some 
people  not  only  think  that  such  a  choice  proves  the  total  depravity  of  boys, 
but  even  sigh  that  the  boys  are  not  all  girls,  and  then  go  to  work  to  make 
them  girls  as  fast  as  possible.  Now  I,  for  my  part,  think  that  if  the  boys 
had  decided  differently,  there  would  have  been  need  of  a  doctor.  It  is  use- 
less to  bewail  Huxley 's  dictum  that  what  has  been  decided  among  prehistoric 


Superintendence]  A:/iV£>   OF  EDUCATION   BEST  SUITED   TO   BOYS?  6l 

protozoa  cannot  be  annulled  by  act  of  Parliament,  or  to  grow  impatient 
because  we  must  start  from  a  boy's  present  self  and  from  the  dominant  inter- 
ests of  boyhood  to  climb  to  the  heights  of  courageous  and  altruistic  manhood. 
It  is  only  by  appealing  to  the  naturally  strong  instincts  of  the  boy  that  he 
can  be  truly  led  to  nobler  instincts  by  the  only  sure  tether  of  the  heart-strings. 
I  shall  never  forget  the  morning  that  one  of  our  instructors — a  manly,  athletic 
fellow,  admired  by  all  the  school — read  aloud  Davis'  "Bar  Sinister."  The 
dog-fights  won  the  hearts  of  the  boys.  Their  interest  was  alive,  their  emotions 
were  mobile,  so  that  when  the  moment  came  for  the  strong,  clean  prize  dog 
either  to  desert  his  old  mother,  dirty  and  only  a  cur  of  the  streets,  or  to  save 
her  by  a  fight  to  the  death,  the  boys,  one  and  all,  were  moved  to  pity,  love, 
tenderness,  and  even  heroic  impulse,  by  the  brave  fight  of  that  dog  hero. 

A  study  of  heredity  and  evolution  reminds  us  of  the  savage  methods 
adopted  by  nature  to  achieve  her  ends.  To  improve  a  species,  all  weak 
members  must  go.  To  make  sure  that  one  individual  may  survive,  a  miUion 
are  born  and  perhaps  sacrificed.  There  is  no  compromise,  no  consideration 
for  the  unfit  in  the  biological  world.  The  Spartan  abandoned  his  weak 
child  on  the  mountain  side.  For  the  last  nineteen  hundred  years  the  indi- 
vidual has  been  slowly  rising,  until  today  his  rights  are  sacred.  Sometimes 
the  most  fit  in  our  homes  are  physically  the  weakest,  those  who  stand  most 
in  need  of  our  protection.  In  the  education  of  boys,  therefore,  along  with 
masculine  aggressiveness  and  initiative  should  be  developed  a  spirit  of  tender- 
ness and  a  desire  to  protect  the  weak.  The  successful  protector  must  be 
strong  and  resolute,  and  not  easily  intimidated;  hence  courage,  strength, 
and  the  power  to  fight  must  be  present  in  the  protector.  It  is  today  the 
strongest  nations  that  are  kindest.  If  a  stop  is  to  be  put  to  the  mutilation 
and  enslavement  of  those  wretched  natives  of  western  Africa  by  Portugal 
and  Belgium,  the  interference  must  come  from  a  nation  at  once  strong  and 
aggressive  and  tender-hearted. 

One  of  the  great  influences  which  for  thousands  of  years  have  helped 
to  develop  sympathy  and  tenderne.ss  in  the  Aryan  race  is  being  rapidly  lost 
to  this  generation.  I  think  that  over  60  per  cent,  of  the  members  of  this 
A.ssociation  who  are  now  over  forty  and  who  have  achieved  the  most,  have 
had  some  training  on  a  farm,  and  have  consequently  come  into  close  contact 
with  domestic  animals.  These  poor  creatures  must  l)e  numbered  among 
the  greatest  teachers  that  have  helped  to  raise  humanity  to  a  fully  civilized 
state.  If  one  of  our  early  Aryan  progenitors  treated  his  domestic  animals 
brutally  or  even  carelessly,  he  couM  not  succeed  beside  his  more  compas- 
sionate neighbor,  who  watched  them  as  if  they  were  his  children,  and  who 
(arried  the  helpless  lamb  home  in  his  arms.  These  domestic  animals  have 
helped  to  give  woman  her  peculiar  (jualitit-s,  because  it  was  she  who  first 
atta(  hed  them  to  her  home,  trained  them,  and  cared  for  their  helpless  young. 
In  return  for  this  service,  the  domestic  animals  have  given  to  woman  a  patience 
and  a  tenderness  half  divine. 


62  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

We  must  not  today  lose  the  services  of  these  animals  as  teachers  in  any 
case  where  they  can  be  retained.  The  trolley  is  making  suburban  and  country 
life  easier,  and  it  will  give  us  back  some  of  our  lost  teachers.  It  would 
be  a  partial  education  for  every  boy  to  own  at  least  one  domestic  animal, 
and  to  care  for  it  entirely,  at  first  under  proper  supervision.  I  remember 
when  as  a  young  boy  I  learned  one  of  the  greatest  lessons  of  my  life.  I  found 
one  of  my  own  little  chickens  beaten  down  by  a  hard  rainstorm  and  feebly 
gasping  for  breath.  I  took  that  chick  in  my  hands,  ran  with  him  to  the  house, 
wrapped  him  in  flannel,  and  laid  him  by  the  hearth-fire.  In  about  half 
an  hour,  which  seemed  an  age  to  me,  I  heard  the  little  fellow  say,  "Peep, 
peep."  I  gave  him  some  warm  food,  and  as  the  helpless  fellow  nestled 
against  my  hand,  I  realized  that  I  had  saved  him,  and  I  felt  the  absolute 
luxury  of  protecting  the  weak.  I  doubt  if  any  man  who  suddenly  made  a 
million  dollars  ever  felt  the  thrill  of  a  keener  pleasure  than  I  then  knew. 
Today  I  thank  every  domestic  animal  that  taught  me  in  my  boyhood  days — 
every  chick,  kitten,  dog,  calf,  or  colt,  that  needed  my  care  and  protection, 
that  shared  my  companionship,  and  that  gave  me  ghmpses  of  that  ineffable 
beatitude  which  has  come  to  me  only  when  I  have  protected  the  weak  and 
helped  to  raise  the  fallen. 

To  guard  against  a  purely  pedagogical  treatment  of  the  education  of 
boys,  I  recently  wrote  a  large  number  of  letters  to  business  men  in  various 
parts  of  the  United  States,  asking  what  education  should  be  given  to  the 
rank  and  file  of  boys,  preparatory  to  successful  business  of  any  kind.  The 
replies  laid  the  most  emphasis  on  the  abiHty  to  write,  speak,  and  spell  the 
English  language  correctly.     One  large  corporation  said: 

We  notice  that  slovenly  penmen  are  usually  lacking  in  system,  accuracy,  and  careful 

methods  generally Public  speaking  and  debating  ought  to  be  a  prominent  part 

of  the  course  in  every  high  school  for  boys. 

Arithmetic  was  next  stressed.  A  Louisville  corporation  informed  me  that 
a  graduate  of  my  school  was  refused  an  excellent  place  because  he  did  not 
make  well-formed,  legible  figures.  Geography,  manual  .  training,  and 
history  were  declared  important  subjects.  Some  manufacturers  said  that 
every  boy  who  expected  to  be  promoted  should  also  know  something 
of  physics  and  chemistry.  Another  insisted  on  adding  geometry,  which 
he  said  should  come  before  algebra.  The  majority  emphasized  the  im- 
portance of  the  high-school  course.  "It  enables  boys  to  grasp  more 
quickly  the  problems  which  confront  them."  The  following  expression 
of  opinion  would  represent  not  unfairly  the  attitude  of  the  leading  men  of 
affairs  thruout  the  United  States: 

The  more  education  a  boy  gets,  the  more  apt  is  he  ^■.  discover  short-cuts  and  avenues 
of  saving  that  an  ordinary  mind  simply  will  not  address  itself  to. 

The  most  interesting  feature  of  these  replies  was  the  emphatic  expression 
of  opinion  by  certain  great  business  corporations  that  culture  studies  are 
of  vast  importance  for  boys.     This  changing  opinion  deserves  attention  at 


Superintendence]  A'/iVD   OF  EDUCATION   BEST  SUITED  FOR  BOYS?  63 

the  beginning  of  the  twentieth  century.  I  wrote  the  Baldwin  Locomotive 
Works,  a  corporation  which  has  about  20,000  employees,  to  learn  its  position 
in  regard  to  culture  studies,  and  I  received  the  following  reply  under  date 
of  January  17,  1906: 

Our  ideas  in  general  are  that,  no  matter  what  may  be  his  subsequent  career,  it  is 
important  for  a  boy  to  quaUfy  himself  with  the  broadest  and  most  thorough  education 
possible  within  the  time  at  his  command.  The  more  thorough  his  mental  discipline,  the 
more  complete  his  knowledge  of  mathematics,  the  classics,  natural  philosophy,  and  other 
general  branches,  the  better  is  the  foundation  on  which  to  build  the  special  knowledge 
requisite  for  the  specific  field  which  he  may  decide  to  enter. 

It  is  in  accordance  with  this  view  that  we  do  not  recommend  manual 
training  as  an  education  for  a  boy  intending  to  choose  mechanical  jnirsuits 
for  his  life-work.  We  feel  that  the  time  which  manual  training  takes  from 
study  of  the  broad  foundation  branches  above  mentioned  cannot,  except 
at  greater  labor  and  cost,  be  regained  later  in  life.  When  he  enters  the  mechani- 
cal pursuit,  his  whole  mind  is  concentrated  upon  it,  and  he  can  then 
achieve  in  a  few  weeks  or  a  few  months  progress  that  which  is  more 
practical  and  more  valuable  than  the  smattering  of  mechanical  knowledge 
obtained  in  a  training  school. 

Following  the  same  principle,  we  should  perhaps  take  a  directly  contrary  view,  were 
the  boy  to  adopt  a  career  outside  of  mechanics,  because  then  the  mechanical  training 
would  tend  to  broaden  his  faculties  and  increase  his  powers  of  observation,  constituting 
a  form  of  education  not  likely  to  be  obtained  during  his  later  career. 

For  one  of  the  greatest  of  the  so-called  soulless  corporations  of  the  world 
to  insist  on  the  value  of  culture  studies  for  its  ordinary  apprentices  marks, 
let  us  hope,  the  beginning  of  a  new  epoch.  Let  us  remember  that  we  shall 
have  to  .search  longer  than  Diogenes  to  find  a  middle-aged  man  who  will 
bless  the  parent,  teacher,  or  school  official  who,  by  argument  or  otherwise, 
deprived  him  of  the  chance  of  taking  culture  studies  and  of  receiving  enjoy- 
ment therefrom.  Certainly  those  who  have  experienced  the  quality  of  enjoy- 
ment that  can  come  only  from  culture  would  be  the  last  to  exchange  it  for 
a  few  more  dollars  and  cents.  If  by  a  study  of  astronomy  the  boy  can  get 
more  pleasure  from  looking  at  the  heavens,  then  let  him  study  astronomy. 
Even  tlu-  average  workman  does  not  limit  his  purcha.ses  to  what  is  strictly 
pra(ti(al.     He  demands  wall-])aper  and  pictures  for  his  home. 

.Ml  that  we  can  give  boys  advantageously  is  such  general  training  in  the 
foundation  subjects,  such  power  of  initiative,  such  general  culture  and  moral 
development,  that  they  «an  face  and  .solve  the  most  varied  problems.  A 
boy  almost  always  finds  that  his  arithmetic  never  cjuite  fits  the  special  busi- 
ness that  he  enters.  Wholesale  dealers  wrote  letters  to  me  complaining 
that  boys  do  not  at  first  (|ui(kly  know  "the  equivalent  in  units  of  3/144  of 
a  gross,  5/12  of  a  do/.cn,  3/20  of  a  thousand,"  and  tlial  they  are  puzzled 
"in  figuring  fliscounls  based  on  percentages."  Husiness  men  have  no  right 
to  c.xpec  t  tliat  boys  will  ( omc  to  them  adepts  in  such  special  lines  of  figuring, 
\)Ul  they  may  justly  demand  that  the  boys  shall  have  had  sufTu  ieiit  mental 


64  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

training  to  learn  how  to  do  quickly  what  is  required.  A  young  tanner,  who 
took  chemistry  in  college,  told  me  that  he  wished  he  had  studied  a  different 
kind  of  chemistry  for  his  business.  Most  of  us  have  made  the  discovery 
that  college  did  not  fit  us  exactly  for  anything.  I  think  school  and  college 
did  a  large  part  of  their  duty  if  they  enabled  us  to  fit  ourselves.  We  are  at 
last  slowly  learning  the  truth  that  special  mastery  in  any  business  must  come 
largely  thru  one's  own  moral  and  intellectual  power  to  acquire  the  needed 
knowledge  in  connection  with  experience.  Josh  Billings  was  correct  in  saying: 
"Success  don't  consist  in  never  makin'  blunders,  but  in  never  makin'  the 
same  one  twict." 

We  could  so  train  a  boy  that  he  would  be  as  accurate  as  an  almanac 
along  given  lines,  but  he  would  soon  be  a  last  year's  almanac.  Our  national 
census  shows  that  large  numbers  are  forced  to  change  their  occupation. 
Business  men  say  that  you  cannot  run  a  business  today  as  it  was  conducted 
five  years  ago.  I  think  that  men  of  affairs  will  gradually  agree  with  the 
opinion  that  education  should  not  early  in  life  cut  too  deep  and  unalterable 
a  channel  for  the  stream  of  thought  and  action,  but  should  enrich  and  increase 
the  volume  of  the  stream,  leaving  the  exigency  of  business  life  to  direct 
the  course. 

Foreigners  say  that  of  Americans  of  the  generation  now  passing,  those 
brought  up  on  the  farm,  have  led  the  world  in  three  respects — -in  the  power 
of  initiative,  in  the  habit  of  relying  on  themselves,  and  in  will-power.  I 
believe  that  a  decline  in  the  initiative  and  self-reliance  of  our  boys  has  already 
set  in,  and  that  it  is  the  duty  of  every  superintendent  and  principal  to  ask: 
"How  can  my  school  be  so  conducted  as  to  increase  the  spirit  of  initiative 
and  self-reliance  ?"  I  believe  that  every  one  of  our  schools  can  be  improved 
in  this  respect. 

My  experience  with  the  boys  of  my  own  school  leads  me  to  believe  that 
under  present  conditions  the  open-air  playground  is  one  of  the  very  best 
agents  to  develop  initiative,  self-reliance,  and  the  social  side  which  makes 
these  quahties  valuable.  My  boys  thru  their  own  exertions  secured  an 
entire  square,  of  land  four  blocks  from  their  school  in  the  heart  of  the  city. 
They  fenced  this  in,  laid  out  a  running-track,  tennis  courts,  baseball  diamond, 
and  football  gridiron,  and  also  built  a  clubhouse.  Almost  everything  con- 
nected with  this  park  seems  to  develop  self-reliance  and  social  qualities  as 
well  as  initiative.  Since  the  decline  of  agriculture  and  of  Elizabethan  vari- 
ety in  England,  the  Enghsh  have  relied  largely  on  their  playgrounds  to  keep 
the  peculiarly  Anglo-Saxon  quahties  from  atrophying.  Welhngton  said  that 
he  won  Waterloo  on  the  playgrounds  at  Eton.  A  member  of  the  Moseley 
Commission  expresses  surprise  that  the  Americans  "are  not  yet  ahve  to  the 
excellent  opportunities  for  work  which  the  playing  fields  afford,"  and  he 
adds  that  no  amount  of  physical  training  under  cover  can  "ever  be  a 
satisfactory  substitute  for  free  spontaneous  play." 

I  have  heard  educators  wrangle  by  the  hour  over  the  question  whether 


Superintendence]  A7.VZ?  OF  EDUCATION  BEST  SUITED  FOR  GIRLS?  65 

knowledge  of  one  subject  confers  any  power  to  deal  with  subjects  outside 
of  its  immediate  domain.  There  is  one  kind  of  training,  however,  which 
fits  every  business  of  life  equally  well.  Moral  power  can  be  used  to  attack 
any  of  the  duties  of  life,  no  matter  how  dissimilar.  The  United  States  sen- 
ator, the  hfe-insurance  president,  and  the  plumber  ahke  need  moral  training; 
but  this  is  precisely  the  training  which  lags  farthest  behind.  Intellectual 
culture  has  substituted  more  refined  and  intricate  ways  of  wrong-doing  for 
the  clumsy,  repellent  methods  of  a  thousand  years  ago.  Robbers  once 
held  the  feet  of  their  victim  to  the  fire  to  make  him  give  up  his  property. 
Now  we  have  the  intellectual  adroitness  necessary  to  plan  stock  reorgani- 
zations, to  juggle  expense  accounts,  and  to  bribe  commonwealths.  Great 
corporations  have  said,  in  reply  to  my  questions,  that  they  are  now  more 
than  ever  before  demanding  that  everyone  who  is  placed  in  line  for  promo- 
tion shall  have  character  and  moral  backbone.  If  they  temporarily  waive 
this  requirement,  they  say  that  experience  has  taught  them  that  they  are 
providing  future  trouble  for  themselves. 

Boys  will  show  the  most  rapid  moral  improvement  only  under  the  inspir- 
ing influence  of  the  best  teachers,  who  keep  them  marching  forward  to  the 
music  of  noble  ideals,  until  that  way  of  marching  has  become  a  habit,  and 
a  change  would  cause,  not  only  inconvenience,  but  positive  suffering.  To 
his  dying  day,  George  Washington  said:  "The  mystery  of  my  hfe  is  how- 
Benedict  Arnold,  American  born  and  bred,  could  have  become  a  traitor." 
Let  us  educators  stress  the  moral  side  of  our  work,  until  we  can  say:  "Our 
boys  may  go  wrong,  but  we  have  trained  them  so  that  the  first  start  in  that 
direction  will  be  as  unnatural  as  the  love  of  death." 


WHAT  KIND  OF  EDUCATION  IS  BEST  SUITED  FOR  GIRLS/ 

MISS  ANNA  J.  HAMILTON,  PRINCIPAL  OF  SEMPLE  COLLEGIATE 
SCHOOL,  LOUISVILLE,  KY. 

The  answer  to  the  question,  "What  kind  of  education  is  best  suited  for" 
girls?"  cannot  be  the  same  in  detail  for  two  successive  generations;    yet 
the  work  of  each  generation  is  a  movement  toward  tlie  fullillmenl  of  a  higher 
civilization. 

Kach  age  carries  its  own  demands,  and  in  order  to  li\i'  successfully  the 
life  of  the  day  in  which  one  finds  one's  self,  it  is  necessary  to  rise  to  these 
demands.  Conditions  of  life  for  women  have  changed  so  rapidly  that  it 
has  been  a  difficult  task  to  keep  pace  with  these  conditions  in  the  preparation 
for  life.  So  long  as  woman  was  held  as  a  slave,  valued  for  lier  labor  or  for 
pleasure,  all  the  education  she  needed  was  .such  as  rendered  her  a  strong 
and  healthy  animal,  ( apabic  of  manual  labor,  or  such  as  fitted  her  to  become 
a  graceful  and  fascinating  plaything. 

When  she  Uu)k  her  rightful  place  as  wife  and  mother,  her  valu.ition  was 


66  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisv-iUe 

much  the  same  as  in  the  earUer  period,  according  to  her  physical  fitness  for 
these  duties,  different  races  having  sHghtly  varying  ideas  of  fitness.  What- 
ever these  ideas,  however,  it  behooved  the  relatives  of  the  girl  to  see  to  it 
that  she  answered  the  requirements.  This  was  her  education,  for  it  was 
her  preparation  for  Hfe. 

With  advancing  civiHzation,  woman  rose  to  an  honored  place  in  the 
family  life.  She  became  the  genius  of  the  home,  the  guide  and  teacher  of 
her  children,  the  true  helpmeet  of  her  husband.  Still  her  Hfe  was  compara- 
tively simple.  She  was  supposed  to  know  by  instinct  how  to  meet  these 
obligations.  Given  a  certain  amount  of  natural  intelligence,  mixed  with 
womanly  sweetness  and  devotion,  and  it  was  expected  that  time  and  expe- 
rience would  enable  her  to  discharge  successively  all  duties  devolving  upon 
her.  Except  as  a  mother  trained  and  prepared  her  daughter,  there  was 
nothing  that  could  be  called  education.  All  that  the  schools  gave  was  a 
much-diluted  compound  of  the  matter  given  to  her  brothers,  plus  a  little 
music,  a  Httle  painting,  and  a  little  needlework — these  last  acquired  by  special 
study  with  special  teachers. 

In  the  present  day  life  is  so  complex,  the  demands  upon  women  have 
become  so  varied,  that  we  certainly  cannot,  with  any  show  of  justice  or 
reason,  suppose  that  natural  instinct  is  sufficient  to  prepare  her  for  her  place 
in  life.  We  expect  that  she  shall  retain  the  same  power  and  sway  in  her 
own  particular  field,  with  the  added  charm  of  a  deeper  intellectual  and 
spiritual  development.  We  expect  that  she  shall  be  the  same  loving  and 
devoted  and  self-sacrificing  wife  and  mother,  and  fulfill  these  obhgations 
more  intelligently  than  did  our  grandmothers.  In  addition,  her  own  intel- 
lectual development  brings  to  her  a  realization  that  she  is  not  merely  a  woman, 
but  an  economic  factor  in  the  onward  movement  and  development  of  the 
race. 

To  the  ordinary  duties,  then,  of  wife  and  mother  and  housekeeper,  she 
must  add  those  into  which  the  exigencies  of  the  times  are  pushing  her — 
namely,  the  duties  of  the  wage-earner  in  the  industrial  and  commercial  world, 
"and  the  coming  duties  of  citizenship,  a  few  of  which  she  has  already  under- 
taken. Here,  then,  is  the  call  for  an  adjustment  to  a  different  and  broader 
life,  tho  still  within  the  realm  of  the  feminine  and  womanly. 

Should  we,  as  educators,  fall  in  with  this  tendency,  which  turns  the  girl 
away  from  home  and  toward  the  outer  world ;  or  should  we  combat  or  coun- 
teract this  influence  by  making  possible  and  desirable  for  her  the  more 
distinctly  feminine  role;  or  should  we,  instead,  recognize  the  age  itself  and 
its  need  for  the  girl  of  today,  and  lend  every  effort  to  assist  her  in  adapting 
herself  to  it  ? 

According  to  economic  values,  our  answer  lies  in  this  last  thought — 
that  girl  is  best  educated  who  is  best  able  to  meet  along  all  lines  the  demands 
of  the  age  and  country  in  which  she  lives. 

America  grew  from  a  certain  value,  just  as  did  the  girl.     It  has  passed 


Superintendence]  A'/.YZ?  OF  EDUCATION  BEST  SUITED  FOR  GIRLS?  67 

thru  its  struggle  for  freedom,  into  a  nation-building  era,  thru  this  into  a 
period  of  literary  culture,  and  then  into  the  stronger,  wide-awake,  indus- 
trial-commercial era  of  the  present  time,  which  is  not  only  bringing  it  enor- 
mous wealth,  but  is  making  it  recognized  as  a  great  factor  with  its  neighbor- 
nations.  But,  like  the  girl,  it  has  yet  another  step  to  take.  Some  of  this  vast 
wealth  must  be  used  for  culture.  It  must  have  a  general  culture  before 
it  can  be  called  great,  and  this  greatness  can  be  reached  only  thru  the  indi- 
vidual members  of  its  commonwealths.  So  that,  with  all  it  lias  acconii)lished 
in  the  buoyant  temperament  and  aspiration  of  its  youth,  it  must  turn  its 
ambitions  beyond  the  political  and  industrial  record  of  which  it  may  well 
be  proud,  and  bend  every  energy  to  the  culture  period  it  must  attain  before 
it  can  claim  the  highest  admiration  of  the  nations  of  the  world. 

This  is  the  age,  then,  in  which  we  must  place  our  young  womanhood — 
a  womanhood  that  draws  its  spirit  from  the  same  conditions  as  its  country; 
one  that  feels  that  it  has  the  ability  to  train  for  the  higher  intellectual  life, 
for  the  industries  and  arts  which  will  develop  its  powers  and  equip  it  more 
thoroly  for  the  duties  of  modern  Hfe.  It  is  a  womanhood  that  wishes  to 
hold  itself  independent,  so  that  it  may  preserve  itself  as  sacred  for  the  purpose 
for  which  it  was  created,  the  right  to  hold  itself  as  did  Portia — "queen  o'er 
herself."  Further,  it  is  not  a  womanhood  that  oflfers  competition  to  man, 
but  one  that  would  assist  man;  one  that  asks  of  man  his  better  manhood, 
and  a  gentler  courtesy  that  shall  be  instinct  with  the  feeling  that  woman 
is  a  peer,  a  comrade,  a  friend,  a  fellow-worker,  a  fellow-citizen;  and  with 
the  recognition  that  each  is  the  complement  of  the  other,  working  together 
to  fulfill  the  destiny  of  life.  Such,  then,  is  the  spirit  of  the  modern  girl,  and 
such  is  the  spirit  of  the  time;  and  such  must  be  the  understanding  of  those 
who  have  charge  of  the  girl  in  the  school  of  the  present  and  the  future. 

This  brings  us  to  the  cjuestion:  How  is  the  school  of  today  prepared 
to  carry  its  obligation  to  the  time  and  the  training  of  the  girl  in  such  manner 
as  will  fit  her  for  the  age  ? 

The  school  has  had  its  own  life  to  live,  and  has  had  also  its  stages  of 
growth.  From  the  log  school  of  our  earlier  pioneer  days  to  our  graded 
school  of  the  present,  our  high  schools,  colleges  and  universities,  our  normal 
schools,  show  .something  of  the  progress  of  its  onward  stride.  In  the  estab- 
lishment of  international  chairs  in  the  United  States,  France,  Germany, 
and  Italy  the  school  may  be  .said  to  be  entering  upon  its  period  of  culture, 
tho  it  has  not  yet  fully  adjusted  itself  to  the  rapid  march  of  .society.  The 
reason  has  been  that  it  has  been  handicapped  by  this  very  .society,  by  lack 
of  revenue,  by  its  governing  boards,  and  .sometimes  even  by  its  superin- 
tenflents,  its  princij)ais,  and  its  teachers;  and  it  has  often  been  its  own  worst 
enemy  in  thrusting  its  internal  troubles  from  one  department  of  its  own 
system  to  another,  hoping  thus  to  economi7.e  in  point  of  lime.  In  addition, 
it  has  been  made  the  burden-bearer  of  the  home,  and  to  .some  extent  it  must 
carry  i)art  of  the  problems  of  the  church,  because  of  its  better  opportunity 


68  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

for  contact  with  the  child  in  point  of  time  and  influence.  In  spite  of  this, 
it  has  waxed  stronger  and  stronger  with  the  years,  and  has  filled  a  notable 
part  in  the  life  of  the  nation.  It  has  until  recent  years  carried  the  one-type 
school — the  academic — one  that  confined  its  education  entirely  to  the  head. 
Then  came  the  time  calling  for  an  education  of  the  hand  as  well,  and 
recognition  was  given  to  the  extent  of  establishing  commercial  and  manual 
schools. 

Now  public  opinion  is  trying  to  awaken  school  authorities  to  the  fact 
that  their  powers  and  their  school  funds  are  not  being  used  to  the  best  advan 
tage  economically,  and  that  our  schools  are  not  adjusting  their  work  closely 
enough  to  the  trend  of  the  time,  and  that  there  is  a  further  need  of  school 
division  along  the  technical  lines,  and  of  a  reshaping  to  meet  the  culture 
problems  which  society  is  bringing  to  the  door  of  the  school  for  solution. 

In  a  closer  study  of  the  school,  we  find  evidences  on  every  hand  that 
educators  are  coming  to  a  realization  that  there  must  be  a  differentiation 
at  some  point  in  the  training  given  to  boys  and  to  girls.  The  question,  how- 
ever, as  to  the  point  at  which  the  differentiation  should  begin,  and  to  what 
extent  it  should  be  carried,  will  depend  upon  the  results  of  the  investigations, 
observations,  and  experiments  that  are  already  being  inaugurated  by  our 
educational  scientists.  In  the  meantime,  however,  the  girl  will  continue 
to  meet  the  one  standard  in  existence,  and  will  take  whatever  she  may  need 
to  satisfy  her  present  desires. 

Woman  has  demonstrated  her  ability  to  take  the  standard  of  education 
provided  for  the  masculine  mind,  to  complete  with  credit  to  herself  the  most 
exacting  university  course.  But,  having  done  this,  has  she  developed  in 
herself  what  was  highest  and  best  ?  Is  there  not  another  self  which  cries 
out  for  stimulus  and  direction  ?  Let  the  girl  take  as  much  of  the  intellectual 
life  as  she  will  and  as  she  is  fitted  for,  but  she  yet  needs  some  quarter  of  a 
century's  training  along  lines  that  are  essentially  her  own. 

The  characteristic  faults  and  weaknesses  of  girls  are  the  results  of  woman 's 
history,  and  that  education  which  does  not  plan  for  the  character-building 
of  our  girls  leaves  out  the  keystone  to  the  structure.  If  girls  are  disposed 
more  than  boys  to  win  their  ends  by  artifices,  it  is  because  in  the  past  that 
was  the  only  means  at  their  command;  if  they  are  deceitful,  it  is  because 
deceit  in  the  past  was  their  only  weapon  of  defense;  if  they  are  vain,  it  is 
because  man's  homage  put  the  highest  premium  upon  physical  beauty;  if 
they  are  too  emotional,  it  is  because  in  the  past  the  woman  who  wept  oceans 
of  tears  over  her  small  woes  and  fell  into  a  swoon  on  the  slightest  pretext 
was  the  type  of  heroine  most  admired.  These  faults  have  been  eliminated, 
to  a  great  extent,  by  the  slow  process  of  evolution,  but  we  can  hasten  the 
end  by  encouraging  ideas  of  straightforwardness,  honesty,  self-forgetfulness, 
and  courage,  and,  further,  by  building  up  ideals  of  strength  and  beauty  as 
found  in  the  examples  of  feminine  characters  of  the  world  who  have  stood 
for  the  height  of  glorious  womanhood. 


Superintendence]  A'/ A' I?  OF  EDUCATION  BEST  SUITED  FOR  GIRLS?  69 

An  interesting  study  which  Earl  Barnes  has  made  with  regard  to  the 
ideals  of  a  large  number  of  girls  and  boys  shows  a  great  dearth  of  womanly 
ideals.  Out  of  a  group  of  Boston  girls,  when  asked  whom  they  would  like 
to  resemble  when  women,  68  per  cent,  chose  male  ideals  for  emulation.  Hardly 
a  woman  in  public  hfe  was  mentioned,  except  Clara  Barton  and  Helen  Gould. 
The  reason  for  this  is  plainly  to  be  seen.  Our  histories  arc  full  of  the  exploits 
of  men  characters  which  arouse  admiration  and  a  desire  for  emulation, 
and  are  lacking  in  the  record  of  the  lives  of  noble  and  courageous  women. 
We  should  endeavor  in  every  way  possible  to  supply  this  lack.  Prowess 
shown  in  war  and  conquest  has  appealed  to  our  writers  of  history  so  much 
more  than  the  less  ostentatious  part  which  noble  and  self-sacrificing  women 
have  played,  that  the  lime-light  has  been  thrown  almost  entirely  upon  the 
dramatic  figure  of  the  male  hero. 

Through  literature  we  can  do  much  to  build  up  the  right  ideals,  and 
in  the  study  of  the  great  heroines  of  fiction  we  may  beget  in  future  years 
the  heroines  of  real  life.  Classified  courses  in  morals  and  ethics  for  our 
elementary  and  secondary  schools  would  do  much  to  raise  the  quality  of 
the  feminine  mind. 

That  this  mind  may  be  able  to  do  its  best  and  most  vigorous  work,  it 
must  have  a  body  trained  likewise.  The  pressure  of  our  rushing  nervous 
life  makes  it  more  necessary  than  ever  before  that  the  girl  should  have  every 
possible  aid  toward  building  up  a  strong  body.  Women  naturally  husband 
and  conserve  their  strength  more  than  men,  yet  they  do  not  systematize  as 
do  men.  We  can  raise  the  average  health  of  the  race  only  by  raising  the 
health  of  the  individual,  and  particularly  that  of  the  prospective  mothers. 
The  schools  can  do  much  to  encourage  and  provide  conditions  for  healthful 
activities  in  the  way  of  play  and  manual  exercise,  as  well  as  providing  definite 
instruction  in  physical  culture.  This  is  being  done  in  many  of  our  schools, 
but  it  should  be  more  generally  and  systematically  done,  as  our  indoor  life 
today  makes  our  strength  dependent  upon  artificial  means.  Ample  gym- 
nasiums and  comi)ctent  instructors  .should  find  a  place  in  every  school. 

The  opportunity  for  out-of-door  life  ceases  for  thousands  of  girls  at  twelve 
or  fourteen  years.  Let  them  have  as  much  air  and  happy  outdoor  activity 
as  jKjssible  in  the  grades.  Much  of  this  can  be  done  in  school  gardens,  in 
park  and  field  excursions,  and  public  playgrounds.  The  energy  thus  accu- 
mulated will  do  much  to  develop  resistive  power  when  their  lines  of  life  fall 
in  shop  or  factory;  and  it  will  do  much  also  to  develop  a  (lean,  wholesome, 
.sane  emotional  nature,  which  is  even  more  important. 

The  in.struction,  now  being  given  in  many  places,  in  hygiene,  diit.  and 
food  values  is  a  step  in  the  right  direction,  and  must  in  a  generation  liavr 
an  appreciable  effect  upon  the  tone  of  licalth  of  the  masses. 

By  training  along  domestic  lines  in  all  the  i)liascs  of  cooking,  .sewing, 
and  housekee[)ing,  might  we  not  somewhat  check  the  tendency  toward  shop 
and  factory  by  giving  the  girl  a  sense  of  power  and  capability  in  the  home 


70  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

arts  ?  We  love  to  do  the  things  we  feel  ourselves  capable  of  doing.  Might 
not  the  girl  follow  the  line  of  least  resistance  and  take  up  more  easily  the 
distinctly  feminine  role  ?  At  least,  she  will  be  the  better  prepared  when 
she  is  ready  to  undertake  it. 

Woman's  reaction  against  limitation,  and  her  eagerness  to  see  and  be 
a  part  of  life,  are  natural.  Again,  it  is  a  part  of  her  history,  and  is  the  result 
of  her  repression  period.  Since  the  girl  must  have  a  part  in  the  larger  social 
life,  she  must  have  a  training  for  citizenship.  There  never  has  been  a  time 
in  the  history  of  civilization  that  woman  has  not  wielded  a  powerful  influence 
in  matters  of  state.  In  the  past,  however,  this  influence  was  largely  one  of 
intrigue  and  a  dominance  obtained  over  man,  not  so  much  by  right  and 
reason  as  by  the  magic  of  personal  charm,  whereby  she  has  many  times  in 
history  been  the  power  behind  the  throne  and  caused  a  radical  change  of 
administration.  Again,  witness  the  influence  of  the  unquenchable  fires  of 
passion  as  displayed  in  the  part  women  have  played  in  revolutions.  Observe 
the  untamable  spirit  of  revolt  in  the  women  of  Russia  at  present,  and  how 
woman's  natural  gift  of  silent,  secret  persistence  in  the  direction  prompted 
by  her  heart  has  made  her  an  element  absolutely  unimpressed  by  the  iron 
hand  of  despotism.  Recall  how  in  England,  and  in  many  places  in  America, 
women  have  already  become  powerful  allies  in  matters  of  state.  Women 
are  by  nature  partisans,  because  they  are  led  largely  by  their  emotions;  and 
it  is  this  very  disposition  to  espouse  a  cause  and  to  adhere  to  it,  with  or  with- 
out reason,  which  is  her  strength  and  her  weakness;  her  strength,  in  that 
it  gives  ardor  and  enthusiasm;  her  weakness,  in  that  she  is  frequently  led 
by  unreasoning  impulse  in  directions  which  a  more  judicial  view  of  the  ques- 
tion would  forbid.  All  this  shows  the  necessity  of  careful  training  for  citi- 
zenship, that  the  girl  may  not  use  lightly  and  carelessly  this  influence  which 
all  must  acknowledge. 

An  easy  and  interesting  approach  to  the  subject,  and  an  adjunct  to  the 
usually  rather  dry  and  uninteresting  subject  of  civil  government,  can  be 
given  in  weekly  or  monthly  discussion  of  current  events — not  merely  local 
questions,  but  international  ones  also  being  considered,  since  the  tendency 
of  our  time  is  toward  internationalism.  EnHst  her  interest  in  all  civic  ques- 
tions; lead  her  to  espouse  the  cause  of  right  and  justice,  and  to  become  the 
champion  of  the  weak  and  helpless;  to  assert  her  prerogative  of  home-maker, 
care-taker,  and  peace-maker;  to  realize  that,  while  her  chief  responsibility 
is  toward  the  small  circle  immediately  about  her,  she  owes  something  to  her 
fellows;  and  thus  develop  in  her  a  larger  sympathy  which  will  tend  to  develop 
in  her  the  impersonal  side. 

As  woman  has  set  the  standard  for  beauty,  she  may  also  be  said  to  be 
most  deeply  appreciative  of  it.  So  we  would  have  our  girls  trained  in  aesthetic 
studies.  Art  and  beauty  are  the  outgrowth  of  surplus  energy — energy  that 
has  not  been  required  to  subdue  material  things,  and  hence  can  expend 
tself  in  pure  enjoyment.     In  our  country  the  leisure  class — that  is,  the  class 


Superintendence]   KIND   OF  EDUCATION   BEST  SUITED  FOR  GIRLS?  7 1 

which  will  have  the  most  surplus  energy  to  expend  in  this  direction — is  not 
a  social  class,  but  a  sex  class.  It  is  the  great  body  of  women  of  the  well- 
to-do,  tho  not  embarrassingly  wealthy,  class  who  are  the  leaders  in  art,  music, 
and  general  culture. 

Art  and  music  have  been  introduced  into  the  school  to  increase  the  capacity 
for  enjoyment,  and  for  higher  thinking  and  living.,  and  to  give  poise  and 
grace  and  content  to  the  lives  of  our  girls.  In  addition  to  the  enjoyment 
and  culture  derived  from  the  study,  it  teaches  the  girl  how  to  appreciate 
the  beautiful  in  foreign  art,  and  to  value  whatever  beginnings  there  may  be 
in  her  own  country;  and  finally,  in  its  general  study  and  appreciation,  thru- 
out  the  country  it  fosters  a  taste  which  may  lead  later  to  distinctive  art  or 
music  creation,  and  which  will  develop  the  culture  lacking  at  present  in  tlie 
United  States. 

As  woman  enjoys  life  largely  thru  the  emotional  and  personal  side;  and 
as  the  social  circle  is  her  largest  field  of  influence,  we  should  give  the  girl 
something  of  this  atmosphere  also.  We  can  do  this  by  creating  a  miniature 
social  world  in  school  club  or  school  society.  Here  she  can  measure  herself 
with  her  comrades,  and  find  her  strength  and  weakness.  It  teaches  her 
law  and  order  and  subordination  of  self,  since  caprice  and  self-assertion 
can  have  no  place  when  the  good  is  not  for  the  few,  but  for  the  greatest  num- 
ber. The  club  program  ofi'ers  an  opportunity  to  use  the  studies  of  the  school 
in  a  new  and  larger  relation,  and  from  a  closer  and  more  individual  view- 
point. The  responsibility  necessary  for  the  proper  management  of  the 
exercises  of  the  hour  will  do  much  to  train  her  for  the  later  responsibility 
which  are  sure  to  be  her  portion. 

In  following  the  girl  thru  the  evolution  of  self  in  her  relation  to  society 
and  school,  we  have  found  that  she  is  just  as  womanly,  just  as  feminine, 
as  the  older  type,  yet  in  advance  of  that  tyi)e  in  that  her  education  and  train- 
ing have  fitted  her  for  the  larger  service  of  humanity.  Nothing  is  more 
beautiful  than  a  refined,  educated,  cultured,  sensible,  practical  woman, 
full  of  a  great  mother-heart  for  home  and  its  problems,  and  for  humanity 
and  its  y)roblems.  It  is  in  our  power  as  educators  to  develop  from  the  raw 
material  in  our  schools  a  product  that  will  have  in  embryo  this  mother-cle- 
ment, which  in  the  following  of  its  natural  instimt  will  create  a  liiglier  type 
of  home  and  society. 


JJISCUSSIOX 


V.  I^JUIS  SOLDAN,  superintendent  of  instruction,  public  schools,  St.  Louis,  Mo. — 
There  arc  certainly  sex  <  haracteristics  in  education.  The  ^'rl  baby  learns  speech 
earlier  than  docs  the  b<jy.  The  girls  and  the  lx)ys  show  diderent  lines  of  evolution. 
Do  you  infer,  for  this  reason,  that  separate  education  must  be  given  to  the  two 
sexes — sc{»aratc  in  English,  physics,  and  so  on  ?  To  admit  that  would  be  to  take 
a  wrong  view  of  e<lucation,  a  view  which  wc  discarded  long  ago.  Does  it  follow 
that,  Ix-cause  the  two  are  different,  wc  must  establish  clifftrent  tyius  of  education  for  the 


72  NATIONAL  EDUCATIONAL  ASSOCIATION  ILouisviUe 

two  sexes?  Education  is  what  you  seek  in  response  to  your  teaching;  it  is  that  reaction 
on  the  part  of  the  child  which  comes  from  contact  with  truth.  Let  me  say  that  a  girl  will 
react  to  the  same  teaching  as  will  a  boy,  but  the  girl  ^vill  react  in  a  girl's  way  and  the  boy 
in  a  boy's  way.  The  Hght  which  passes  thru  those  windows  is  of  clear  color,  yet  to  you 
and  me  it  appears  red  or  yellow;  so  the  light  of  good  teaching  will  break  in  the  soul  of 
a  boy  into  a  product  that  seems  different  from  that  in  the  soul  of  a  girl;  but  in  both  cases 
it  prepares  for  hfe.  My  friend  says  school  is  life.  Then  since  Ufe  brings  the  sexes  together, 
I  think  that  the  greatest  good  is  secured  in  the  schoolroom  when  both  sexes  are  sitting 
under  the  same  teaching.  If  I  wanted  to  know  all  about  man  and  what  he  is  needing 
in  education,  I  would  invite  a  good  woman  to  talk;  and  if  I  wanted  to  know  something 
about  the  girls'  education,  I  would  not  hear  from  a  woman  alone.  I  would  ask  some 
good  father  who  has  grown  daughters  to  tell  me  what  he  thinks  the  education  of  a  girl 
should  be. 

Charles  D.  Lowry,  district  superintendent  of  schools,  Chicago,  111. — The  topic  is 
a  large  one,  since  it  includes  the  whole  subject  of  "education"  of  children.  It  is  an 
appropriate  topic  for  us  to  discuss,  since  our  standing  problem  is  so  to  adjust  the  teaching 
of  different  subjects  as  to  form  a  well-balanced  course  of  instruction.  The  division  of 
the  subject  and  the  choice  of  speakers  indicate  that  prominence  should  be  given  in  the 
discussion  to  the  difference  between  the  instruction  that  should  be  given  to  boys  and  that 
which  should  be  given  to  girls.  Both  phases  of  the  subject  have  been  discussed  in  the  two 
papers.  It  is  interesting  to  notice,  however,  that,  while  it  is  shown  clearly  that  girls  and 
boys  do  need  different  instruction,  yet  these  differences  are  not  so  great  as  to  necessitate 
the  maintenance  of  separate  elementary  or  high  schools.  Only  when  technical  education 
is  begun  is  the  separation  of  the  sexes  imperative.  All  of  our  education,  if  it  is  to  fit  the 
boys  and  girls  for  life,  must  be  of  the  kind  that  gives  opportunity  for  the  development  of 
the  individuality  and  training  in  the  art  of  working  together.  The  education  which 
children  give  one  another  is  one  of  the  chief  advantages  of  the  public  school. 

The  pupil  comes  to  school  with  only  a  vague  and  superficial  knowledge  of  the  things 
about  him.  It  is  the  business  of  the  school  to  show  to  him  the  deeper  meanings  of  the 
processes  of  nature,  industry,  and  society.  For  instance,  it  is  the  function  of  history- 
teaching  to  make  the  child  feel  the  movement  from  the  past  to  the  present;  to  show,  for 
example,  how  transportation  has  developed  from  the  canoe  and  the  covered  wagon  to  the 
steamship  and  the  railroad  train. 

The  child  is  in  the  schoolhouse  only  a  part  of  his  Hfe,  and  we  should  be  very  careful 
to  give  him  such  habits  of  study  as  will  assist  him  to  carry  on  his  education  thru  life — 
habits  which  will  prepare  him  to  attack  new  situations  and  solve  new  problems.  "Cul- 
ture" studies  should  not  be  separated  too  widely  from  "practical"  studies.  That  was 
the  mistake  of  the  manufacturer  quoted  in  Mr.  Halleck's  paper,  when  he  said  he  would 
prefer,  if  the  boy  is  going  into  a  shop,  that  he  should  not  have  had  manual  training.  Such 
a  boy  is  in  special  need  pf  manual  training,  in  order  that  he  may  have  the  abihty  to  grasp 
the  full  meaning  of  the  processes  with  which  he  is  to  deal,  and  to  make  his  day's  work 
a  means  of  culture. 

The  point  Mr.  Halleck  makes  in  reference  to  the  care  of  domestic  animals  is  inter- 
esting. Pupils  in  school  are  apt  to  think  that  mistakes  are  of  little  importance.  If  the 
pupil  can  have  impressed  upon  his  mind  the  close  relation  between  cause  and  effect,  the 
instinct  for  accuracy  and  carefulness  will  be  estabhshed.  My  son  had  a  lesson  of  that 
sort  when  he  found  that  poor  care  of  his  chickens  reduced  the  output  of  eggs.  The  same 
lesson  is  well  taught  by  manual  training. 

As  a  final  result,  the  pupil  should  come  to  such  a  knowledge  of  his  tastes  and  capaci- 
ties that  he  can  go  into  technical  work  and  know  his  place  without  making  numerous 
failures. 


Superintendence]      LANGUAGE  STUDY  AS  AN   AID   TO  SCIENCE  73 

WHAT  KIND  OF  LANGUAGE  STUDY  AIDS  IN  THE  MASTERY 
OF   NATURAL    SCIENCE? 

W.    T.    HARRIS,    UNITED    STATES    COMMISSIONER    OF    EDUCATION 

My  thoughts  have  lately  been  directed  toward  the  relation  in  which  the 
advanced  specialized  higher  studies  stand  to  the  body  of  preparatory  branches. 
Some  weeks  ago  I  had  the  honor  of  addressing  the  members  of  the  National 
Association  of  Faculties  of  the  Agricultural  and  Mechanical  Colleges  (usually 
called  the  "land  grant"  colleges),  endowed  by  Congress  in  1862  and  twice 
subsequently.  The  latest  grant  provides  that  the  $25,000  annually  paid 
to  each  one  of  these  colleges  shall  none  of  it  be  expended  for  foreign  lan- 
guages. It  had  happened  before  in  the  state  institutions  which  arose  on  the 
foundation  of  the  endowment  of  1862  for  the  estabHshment  of  colleges  for  the 
benefit  of  agriculture  and  mechanic  arts,  that  older  institutions,  modeled  on 
the  basis  of  the  college  or  university  for  general  culture,  had  obtained  the  advan- 
tages of  said  endowment,  and,  not  being  limited  in  their  application  of  the  fund, 
had  used  it  for  the  most  part  in  strengthening  what  I  have  called  the  vesti- 
bule to  education — the  general  preparation  for  higher  studies.  Inasmuch 
as  the  students  seeking  general  culture  were  far  more  numerous  than  those 
who  had  marked  out  for  themselves  careers  in  special  industrial  studies, 
it  had  come  to  pass  that  nearly  all  of  the  benefits  of  the  agricultural  and 
mechanical  endowment  had  been  applied  to  the  branches  which  underlie 
common  culture — namely,  foreign  languages,  and  especially  the  so-called 
dead  languages,  Latin  and  Greek.  The  new  endowment  of  August,  1890, 
therefore  provided  in  a  careful  manner  that  its  proceeds  should  not  go  toward 
strengthening  the  vestibule  of  education,  but  should  be  api)licd  entirely  to 
the  superstructure  of  the  special  education  intended  for  agriculture  and 
mechanic  arts.  It  could  be  said  at  this  jjoint  that  a|)i)licati()n  of  tlu'  earlier 
endowment,  that  of  1862,  in  such  lines  as  had  already  been  fi.xed  in  the  older 
college  education  was  necessary  partly  because  there  had  as  yet  not  been 
formulated,  or  at  least  not  yet  i)u]jlished,  any  systematic  and  well-graded 
course  of  instruction  in  agriculture  or  the  mechanic  arts.  'I'here  being  com- 
paratively little  e.xj;erience  in  this  field,  and  only  feeble  attem])ts  [(^reduce  it 
to  a  course  of  study,  the  directors  of  higher  institutions  found  themselves 
in  the  |jre>ence  of  a  formidable  difilculty  in  carrying  out  the  obvious  inten- 
tions of  the  fir>t  endowment,  that  of  1S62.  In  the  meantime  nearly  thirty 
years  had  elap>ecl  of  experiments  in  collet  ting  and  sy>teniati/ing  a  body  of 
dodrinc  relating  to  agri(uUure  as  it  is  found  in  the  United  States  and 
elsewhere.  The  lime  had  arrived,  tiierefore,  when  a  new  endowment  could 
be  guardecl  in  its  ap])li(  ation,  and  (lire(le<l  toward  the  speiiaUies  of  agri 
culture  and  the  met  hain'c;  arts,  and  its  application  to  instruction  in  ancient 
and  modern  languages  entirely  prevented.  Nothing  of  this  new  endownunl 
.should  go  to  the  traditional  foundaticjn  studies  of  higher  education,  with  tlie 
exception  of  mathematics.     The  history  of  the  ap|)lication  of  tlic  first  erulow- 


74  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

ment,  that  of  1862,  had  shown  conclusively  that  no  superstructure  would 
arise  on  its  foundation,  and  that  the  endowment  for  agriculture  and  the 
mechanic  arts  would  only  go  so  far  as  to  furnish  a  vestibule  to  all  kinds  of 
higher  education,  and  especially  to  education  for  the  learned  professions. 
This  incident  led  me  to  some  new  reflections  (new  only  to  me,  perhaps)  on 
the  relation  of  preparatory  studies  to  the  advanced  studies  in  science. 

In  what  way  are  all  those  early  studies  in  the  high  schools  and  in  the  fresh- 
man classes  of  colleges  and  universities  related  to  progress  in  the  mastery  of 
science,  and  to  the  original  investigations  which  advance  science  itself  and 
make  possible  its  applications  to  industry? 

The  interesting  and  suggestive  course  of  study  in  the  agricultural  depart- 
ment which  is  published  in  the  catalogs  of  our  state  universities  supplies 
me  a  text.  I  notice  the  words  agronomy,  zootechny,  agrotechny,  rural  econ- 
omy, rural  engineering,  apiculture,  viticulture,  botany,  zoology,  pomology, 
olericulture,  floriculture,  horticulture,  meteorology,  mathematics,  geology, 
physiography,  biology,  bacteriology,  entomology,  veterinary  science,  agros- 
tology, embryology,  cryptogamic  botany,  vegetable  cytology.  This  course 
of  study,  bristling  with  Greek  and  Latin  technical  terms — there  are  in  this 
list  of  words  seventeen  Greek  derivatives  and  ten  Latin — goes  to  prove  that 
Latin  and  Greek  are  not  dead  languages,  as  they  were  supposed  to  be  a  few 
years  ago,  but  are  languages  that  are  quite  alive  in  science  and  the  arts.  Even 
in  agriculture  the  sciences  have  borrowed  words  both  from  the  Latin  and 
from  the  Greek,  in  order  to  arrive  at  a  perfect  accuracy  of  expression.  Col- 
loquial words  of  Anglo-Saxon  roots  are  well  enough  to  express  ordinary 
experience,  but  not  at  all  adapted  to  the  expression  of  the  results  of  precise 
and  systematic  investigation.  There  are  two  vocabularies  in  a  language — 
the  colloquial  vocabulary  and  the  vocabulary  for  science,  literature,  and 
philosophy.  Everybody  uses  the  colloquial  vocabulary  for  the  expression 
of  the  daily  needs  of  common  life,  but  only  those  who  are  specially  taught 
in  the  branches  of  a  higher  education  can  use  intelligently  the  second  vocab- 
ulary. Ordinary  colloquial  discourse  is  well  enough  in  its  way,  but  is  only 
a  beginning  of  language.  Its  objects  are  simple  and  undefined,  and  on 
the  whojig  shallow  as  to  thought.  The  word  "knowledge,"  for  instance, 
expresses  in  one  word  all  sorts  of  information  and  reflection.  It  is  a  great, 
undifferentiated  heap  of  results  of  acts  of  knowing;  while  "science"  expresses 
a  systematic  organization  of  facts  in  such  a  way  that  each  fact  throws  light 
on  all  the  others.  Knowledge  is  for  the  most  part  a  heap  of  isolated,  undi- 
gested particulars  of  perception  and  reflection — mere  shallow  facts  mixed 
with  more  or  less  profound  observations  of  all  kinds.  Science,  in  the  first 
place,  classifies  the  facts  and  brings  together  those  which  throw  light  on 
each  other  into  one  branch  of  science.  Then  it  connects  these  systemati- 
cally so  as  to  show  their  order  of  genesis  from  the  first  to  the  last,  and  how 
the  causal  action  of  one  fact  affects  other  facts,  and  how  it  itself  is  derived 
from  the  causal  action  of  states  and  conditions  preceding  it.     The  difference 


Superintendence]     LANGUAGE  STUDY  AS  AN  AID   TO  SCIENCE  75 

between  a  dumping  heap,  where  all  sorts  of  things  that  are  of  no  use  are 
piled  in  confusion,  and  a  regular  and  symmetrical  piece  of  architecture  is 
something  like  the  difference  between  knowledge  and  science. 

By  causality  one  sees  the  multipUcity  of  facts  in  their  unity.  The  tech- 
nique itself  indicates  the  place  of  the  fact  or  event  in  the  causal  chain  that 
produces  it. 

This  reminder  of  the  dilTcrence  between  science  and  mere  knowledge 
has  to  be  kept  in  mind,  and  is  preliminary  to  the  answer  of  the  question: 
What  kind  of  language  study  aids  in  the  mastery  of  natural  science  ?  One 
cannot  help  thinking,  as  he  looks  over  the  names  of  the  divisions  in  the  scien- 
tific course  of  agriculture,  or  in  mathematics,  or  physics  and  chemistry, 
or  geology  and  geography,  that  the  pupil's  time  must  be  taken  up  in  the 
higher  special  courses  of  study,  in  memorizing  technical  words  of  many  syl- 
lables, unless  the  pupil  has  in  his  earlier  preparation  made  the  elements 
of  those  words  significant.  If  the  student  has  learned  Greek  in  his  prepar- 
atory years,  the  word  "agronomy"  divides  out  for  liim  at  first  sight  into  the 
roots  of  the  word  agros,  a  "field,"  and  nomos,  signifying  a  usage  or  prin- 
ciple of  management;  "agriculture"  suggests  the  Latin  word  agcr,  "a  field," 
and  cuUhs  from  colere,  "to  sow  or  plant."  We  shall  see  that  a  knowledge 
of  the  meaning  of  the  parts  of  a  word  is  a  powerful  aid  to  the  understanding 
of  the  meaning  of  the  whole  word,  and  to  the  retaining  of  the  same  in  the 
memory.  Thousands  and  thousands  of  technical  terms  occur  in  botany, 
all  founded  on  Latin  words.  A  superficial  study  of  Latin  will  increase  the 
power  of  comprehending  the  scientific  technique  of  botany.  As  long  as 
one  does  not  know  the  language  from  which  the  technical  terms  are  derived, 
he  is  forced  to  make  a  greater  effort  to  rememl^er  them.  Compare  the  differ- 
ence to  the  ordinary  college-educated  man  ])etween  a  term  derived  from  the 
Sanskrit  and  a  term  derived  from  the  Latin.  "Magnanimous"  can  ea.sily 
be  undcrstc)od  by  the  Latin  student  who  recalls  the  word  nuignus,  "great," 
anfl  nuimus,  "the  soul  or  mind;"  the  word  used  in  the  lihagavad  Oita,  viaJiatnta, 
frequently  used  by  students  of  the  so-called  esoteric  Buddhism,  is  diflicult 
to  remember  unless  one  has  the  same  elementary  knowledge  of  Sanskrit 
in  which  ( ase  he  recognizes  the  first  i)art  maha  as  meaning  "great"  and 
equivalent  to  magnus,  and  atnui,  "llic  soul." 

Take,  also,  the  geographical  name  of  the  country  at  the  mouth  of  the 
Indus  river  in  India;  the  territory  is  called  Punjab  -a  jargon  word  at  first 
to  the  Englishman.  The  |)cr>on  superficially  acquairUed  with  Sanskrit 
recognizes  the  first  part  of  the  word,  Putij,  as  meaning  "five,"  and  ah  as 
meaning  "river."  Tlie  Punjal)  is  the  delta  land  l)etween  the  five  rivers  or 
branches  of  the  Indus  at  its  mouth.  .Xn  elementary  knowledge  of  Latin 
anrl  Greek  gives  one  the  power  of  retaining  and  of  comprehending  teihnical 
terms  with  a  fine  sense  as  to  the  .shades  of  meaning.  It  is  a  matti-r  of  every- 
day experience  to  see  students  not  ac<|uainted  with  Latin  make  a  mistake 
in  spelling  or  in  identifying  the  |)arts  of  a  long,  tediniial  word,  and,  what 


76  NATIONAL  EDUCATIONAL  ASSOCIATION  fLouisville 

is  worse,  a  mistake  in  getting  hold  of  the  shade  of  meaning  indicated.  Shake- 
speare 's  plays  are  full  of  puns  and  of  blunders  founded  on  the  mistakes  of 
the  illiterate  people  who  do  not  understand  the  Latin  part  of  the  English 
language. 

This  brings  us  to  the  insight  that  Latin  and  Greek  are  very  far  from 
being  "dead  languages."  No  longer  used  colloquially  for  simple  conver- 
sational speech,  the  classic  languages,  Latin  and  Greek,  are  all  the  more 
used  for  preserving  the  results  of  scientific  observation,  and  for  literary  expres- 
sion of  fine  shades  of  feeling  and  distinctions  of  thought;  and  it  is  very  neces- 
sary to  get  the  elementary  sensuous  significations  of  the  Latin  and  Greek 
roots,  which  one  does  in  his  three  years'  high-school  study  of  Latin,  in  order 
to  acquire  a  fine  sense  of  the  use  of  these  words  in  scientific  technique.  It 
also  makes  the  technical  vocabulary  as  easy  to  remember  as  the  colloquial 
vocabulary.  The  word  "carnivorous,"  for  instance,  has  the  root  cam  and 
the  root  vor,  carnis  meaning  "flesh,"  and  the  root  vor,  "to  eat  or  devour;" 
The  whole  word  meaning  "flesh-eating. "  The  lack  of  a  feeling  of  the  original 
meaning  of  these  words  produces  the  ludicrous  use  of  language  caricatured 
by  Shillaber  in  his  Sayings  oj  Mrs.  Partington.  Mrs.  Partington  is  a  type 
of  the  person  who  has  no  adequate  sense  of  the  original  meaning  of  the  clas- 
sical derivatives  which  she  uses.  Uneducated  colored  people  often  furnish 
examples  of  speech  of  this  kind.  One  of  them,  for  instance,  goes  to  a  drug 
store  and  asks  for  a  "nanny-goat"  for  a  particular  poison,  meaning  anti- 
dote." And  Mrs.  Partington  said  that  "total  depravity  was  a  very  good 
doctrine  if  you  could  only  live  up  to  it."  The  Greek  meaning  of  the  word 
"antidote"  is  just  as  easy  to  remember  as  the  name  of  the  domestic  animal 
to  a  person  with  a  smattering  of  Greek,  and  the  Latin  meanings  to  total  and 
depravity  are  equally  easy  to  the  one  who  has  given  some  study  to  Latin. 

The  fact  that  what  is  called  a  complete  English  dictionary  contains  three 
Latin  or  Greek  derivatives  to  one  word  from  a  Saxon  or  any  other  Gothic 
source  shows  us  that  to  the  educated  man  the  livest  part  of  his  language, 
so  far  as  science  and  literature  and  the  higher  order  of  thoughts  are  concerned, 
is  the  Latin  and  Greek  contingent.  Any  person  who  had  to  learn  botany 
or  chemistry  would  find  it  worth  his  while  to  begin  by  a  three-year  study 
of  Latin  and  Greek,  just  for  the  benefit  of  these  languages  in  his  scientific 
education.  So,  too,  for  history  or  for  poetry,  and,  by  far  more  essential, 
for  medicine,  the  law,  and  divinity. 

I  admit  that  there  is  abuse  of  time  and  energy  in  studying  Latin  according 
to  the  favorite  methods  pursued  in  preparatory  schools  and  colleges.  I 
had  a  poet  friend — a  chum  of  mine  at  Phillips  Academy,  Andover,  in  the 
time  of  Samuel  H.  Taylor,  the  Greek  scholar.  Meeting  him  at  a  reunion 
of  our  class,  after  many  years  (a  thirty-fifth  anniversary),  I  asked  him:  "What 
did  you  learn  at  Andover,  and  what  did  our  class  learn?"  He  replied: 
"We  learned  the  exceptions.  To  be  sure,  we  learned  the  paradigms,  but 
that  did  not  take  much  of  our  time. "     It  was  the  committing  to  memory 


Superintendence]      LANGUAGE  STUDY  AS  AN  AID  TO  SCIENCE  77 

of  lists  of  unfamiliar  words  which  were  said  to  be  exceptions  to  the  regular 
declensions  and  conjugations.  The  memorizing  of  these  exceptions,  how- 
ever, is  not  a  serious  matter  as  compared  with  the  time  spent  in  classical 
schools  in  learning  the  quantities  of  vowels  in  Latin  words.  In  the  English 
universities,  Oxford  and  Cambridge,  and  at  the  English  preparatory  schools, 
they  learn  not  only  the  laws  for  quantity,  but  they  learn  the  numerous  excep- 
tions and  the  innumerable  cases  of  vowels  which  are  long  or  short  only  "by 
usage."  They  learn  these  with  such  painstaking  as  would  be  required 
to  make  Latin  poets,  and  they  test  the  quality  of  their  scholarship  by  actually 
composing  written  verses  in  Latin.  This  is  all  the  more  astonishing  because 
no  person  knows  precisely  how  the  quantity  of  Latin  vowels  affected  their 
pronunciation.  There  may  be  some  shrewd  guesses  on  this  point,  but  there 
is  little  real  knowledge  on  it  and  no  complete  theory. 

One  is  led  to  suppose  that  the  Enghsh  gentleman  desires  to  celebrate 
his  contempt  for  what  is  useful,  not  only  in  the  line  of  bread-and-butter 
studies,  but  even  in  the  line  of  producing  science  and  literature.  He  studies 
the  quantities  of  Latin  vowels  to  show  his  contempt  for  utilities  either  in 
the  conquest  of  nature  or  in  the  combination  of  men  into  social  wholes  for 
business  or  politics.  I  admit  that  in  some  cases,  especially  in  those  of  Ten- 
nyson and  Milton,  the  study  of  Latin  quantities  may  possibly  have  quickened 
the  ear  to  the  melodies  in  the  English  tongue,  and  that  we  owe  in  the  case  of 
Tennyson  and  Milton  much  to  their  work  in  the  preparatory  school  in  the 
way  of  learning  Latin  quantities.  But  if  "Shakespeare  had  little  Latin 
and  less  Greek,"  he  certainly  excelled  both  Tennyson  and  Milton  in  his 
discovery  of  the  capacity  of  his  native  tongue  for  a  greater  compass  of  music 
than  the  classic  tongues  ever  possessed.  However  this  may  be,  I  for  one 
am  glad  that  American  preparatory  schools,  especially  the  pubHc  high  schools, 
waste  very  little  time  in  the  learning  of  Latin  quantities.  For  those  who 
claim  conservatism  in  this  matter,  and  insist  with  great  stress  on  the 
study  of  quantity  as  the  real  key  to  the  benefits  of  Latin  and  Greek, 
there  is  very  little  defense  since  the  studies  of  comparative  phonology  and 
other  branches  of  classical  philology  reached  their  hciglit  in  the  last  gener- 
ation. 

It  remains  true,  and  will  remain  true,  that  for  us  Latin  and  Greek  must 
be  studied  because  they  are  still  living  in  the  English  language,  and  are  not 
dead  languages;  because  they  are  living  languages,  not  of  the  colloquial 
vocabulary  of  common  sensuous  experience,  but  of  the  scientific  vocabulary; 
not  only  of  the  strict  sciences,  like  mathematics  and  logic  and  physics,  but 
of  the  experimental  and  historical  sciences,  one  and  all;  and  becau.se  the 
characteristic  vocabularies  and  styles  of  the  great  literary  writers  of  English 
are  to  be  identified  thru  the  po.sse.ssion  wliic  h  they  show  of  the  fine  shades  of 
meaning,  as  well  as  the  possession  of  newly  attained  j>owers  to  exjiress 
moods  of  the  soul.     Their  refinements  of  taste,  their  lofty  aspirations  and 


78  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

subtle  thoughts,  are  all  made  possible  of  expression  by  skill  in  using  the 
Latin  and  Greek  derivatives  which  reenforce  the  Anglo-Saxon  vocabulary 
by  a  wealth  of  words  three  times  as  numerous  as  that  derived  from  the 
old  English. 

To  prove  that  my  sweeping  statements  with  regard  to  the  use  of  the 
Latin  vocabulary  of  the  English  language  are  not  exaggerated,  I  will  quote 
a  further  Hst  of  the  sciences,  and  sometimes  go  into  their  technique.  There 
are,  for  instance,  physiology  and  anatomy,  anthropology,  ethnology,  archae- 
ology, philosophy  (with  such  branches  as  cosmology,  psychology,  ontology, 
metaphysics,  epistemology),  geology,  paleontology,  zoology,  entomology, 
ichthyology,  biology,  bacteriology;  astronomy,  constellations:  Ursa  Major 
and  Minor,  Canis  Major  and  Minor,  Bootes,  Auriga,  Cassiopeia,  Cygnus, 
Orion,  etc.;  the  zodiac:  Aries,  Taurus,  Gemini,  Cancer,  Leo,  etc.  The 
great  stars  are,  many  of  them,  named  with  Arabic  names:  Aldebaran,  Rigel, 
Merak,  Dubhe,  Deneb,  Vega,  and  are  not  significant  to  mere  Latin  scholars, 
as  are  the  names  of  the  constellations  to  which  they  belong.  But,  on  the 
whole,  astronomy  has  a  Latin  technique.  Meteorology  uses  Greek  and 
Latin  terminology.  Medicine  sets  forth  its  doctrines  in  Latin  and  Greek, 
using  Greek  for  processes  and  general  departments:  allopathy,  homeo- 
pathy, diagnosis,  nosology,  therapeutics,  neurology,  ophthalmology,  and 
the  like;  and  Latin  for  dentistry,  osteology,  craniology,  vertebral,  cervical, 
cardial,  arterial,  labial,  lingual;  and  so  on  to  hundreds  of  technically 
precise  terms. 

Botany  also  has  a  greater  preference  for  Greek  words  in  its  technique 
for  the  larger  classes  or  departments  and  the  general  processes.  Its  four 
general  divisions  as  a  science — structural,  morphological,  physiological, 
and  systematic  botany — use  three  Greek  derivatives  and  one  Latin.  It 
divides  plants  into  orders,  suborders,  tribes,  genera,  subgenera,  sections, 
species,  subspecies,  varieties;  paleontological,  exogenous,  and  endogenous. 

Its  special  subkingdoms  are  named  from  the  Greek  words  thallos,  "a 
shoot;"  hryon,  "a  moss;"  pteris,  "a  fern."  Most  of  us  have  read  some 
time  ago  a  charming  piece  of  Herbartian  writing  which  illustrated  the  mean- 
ing of  the  technical  word  "apperception."  The  book  was  called  A  Pot  oj 
Green  Feathers,  and  it  told  of  an  object-lesson  in  a  London  school  in  which 
the  children  studied  a  flower-pot  full  of  ferns  brought  in  for  the  purpose 
from  a  neighboring  hothouse.  It  seems  that  the  children  had  not  seen 
ferns  before,  or  at  least  had  not  learned  the  special  name  for  them,  and  when 
questioned  on  it  one  of  the  children  volunteered  her  statement  as  to  the 
new  plant  by  saying  that  it  was  a  pot  of  green  feathers.  Now,  it  is  inter- 
esting that  the  child  came  upon  the  same  idea  that  the  Greek  mind  had  in 
naming  a  fern,  for  it  called  a  fern  pteris,  or  "feather."  I  continue  my  list 
of  botanical  terms,, v.-hich  calls  the  fourth  subkingdom  of  plants  phaneros, 
or  "showy."     They  are  called  showy  because  they  celebrate  their  maturity 


Superintendence]     LANGUAGE  STUDY  AS  AN  AID  TO  SCIENCE  79 

and  reproduction  by  showy  blossoms  and  fruit.  We  have  four  subkingdoms 
of  plants:  thallophyta,  having  blades  or  shoots;  bryophyta  (moss); 
pteridophyta  (ferns,  feather-plants);  phanerogamia. 

Hundreds  of  names  of  functions  and  processes,  thousands  and  thousands 
of  names  of  classes,  are  found  in  botany.  These  names  cannot  be  retained 
in  the  memory  without  long  study  and  great  effort,  but  the  botanist  who 
does  not  know  Latin  and  Greek  finds  the  polysyllabic  names  a  jargon  of 
meaningless  syllables  and  sees  that  he  will  save  time  by  taking  up  the  classic 
languages  and  continuing  his  study  of  them  for  three  years  and  longer. 
When  the  parts  of  the  long  word  begin  each  to  have  a  meaning,  and  a 
meaning  which  relates  to  the  function  or  process  of  the  plant,  and  makes 
the  whole  word  significant,  the  memory  is  relieved  of  a  dead  weight,  and  it 
hands  over  the  larger  part  of  its  burden  to  the  judgment  and  understanding. 

Mathematics  sticks  closer  to  the  Greek  than  the  other  sciences,  because 
it  is  the  oldest  science.  The  student  who  wishes  to  aid  his  memory  by  the 
sensuous  meaning  of  the  parts  of  the  words  that  form  the  strict  and  severe 
technique  of  mathematics  must  take  his  Greek  course  for  two  years  or  so, 
mastering  his  paradigms,  and  reading  simple  descriptive  Greek  prose  until 
the  colloquial  words  become  familiar  to  eye  and  ear.  Then  he  will  have  no 
difficulty  in  memorizing  the  various  -metries  and  -gons  and  -hedrons  or  the 
other  categories  of  geometry.  Latin  will  afford  similar  help  to  him  in  the 
analytical  branches  of  mathematics. 

The  memory,  as  I  have  said,  has  little  to  do  where  the  causal  connection 
is  indicated  in  the  meaning  of  the  names  and  where  sensuous  experience 
is  brought  to  mind.  The  constructive  process,  pictured  by  us  in  imagina- 
tion, lifts  the  memory  on  its  wings,  so  to  speak,  up  to  intellect  and  reason. 

All  these  necessary  requirements  are  provided  now  by  the  high  schools, 
which  are  becoming  so  numerous  as  to  be  found  in  every  small  city  and 
large  village.  The  number  for  the  present  year  is  7,500  high  schools.  In 
the  public  high  schools  in  1890  less  than  35  per  cent,  were  studying  Latin,  the 
total  number  being  70,411;  but  the  35  per  cent,  had  risen  to  51  per  cent, 
in  1904,  and  the  total  number  studying  Latin  had  increased  from  70,000 
to  323,000.  So  the  private  schools,  in  iSgo,  enrolling  145,000  in  all,  had 
31  per  cent,  of  their  pupils  studying  Latin.  But  the  j)crccntage  studying  Latin 
in  1904  in  the  private  secondary  schools  had  increased  to  45  per  cent.,  and 
the  total  numl)cr  of  .secondary  students  in  private  institutions  had  in- 
creasc-fl  from  145,000  to  169,000,  so  that  in  these  two  classes  of  institutions 
the  number  studying  Latin  amounts  to  369,329  puj)i!s.  It  may  be  assumed 
that  nine-tenths  of  all  of  the  students  enrolled  study  Latin  at  some  time  in 
the  course,  and  thus  |>repare  themselves  for  the  study  of  science  and  litrr- 
ature.  The  high-school  graduates  who  rjo  not  subse(|ucntly  take  up  science 
or  literature  in  college  work  will  be  able  to  read  a  higher  order  of  literature 
in  books  and  magazines,  and  understand  a  great  deal  i)f  science. 


8o  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

THE    SUPERINTENDENTS    AUTHORITY    AND    THE 
TEACHER'S  FREEDOM 

OSCAR  T.  CORSON,  FORMER  COMMISSIONER  OF  SCHOOLS  FOR  OHIO, 
COLUMBUS,  OHIO 

[stenographer's  report] 
Mr.  Chairman,  Members  of  the  Department,  Ladies  and  Gentlemen: 

Some  time  ago  in  the  state  of  Indiana,  where  the  president  of  this  department 
Hved  before  he  moved  to  the  state  of  presidents  and  sons-in-law  of  presidents, 
the  children  were  taking  advantage  of  a  recess  period  to  engage  in  a  game  of 
playing  school.  As  is  always  the  case  on  such  occasions,  they  were  representing, 
as  their  conception  of  a  school,  the  worst  conditions  they  had  ever  met  with. 
The  boys  and  girls  were  all  rebellious,  indolent,  and  lazy.  The  teacher  belonged 
to  that  pecuUar  class  who  are  afraid  their  rights  will  not  be  recognized,  and,  like 
other  heathen,  she  used  a  great  many  vain  repetitions,  evidently  hoping  to  be 
heard  for  her  much  speaking.  With  that  class  of  pupils  and  that  type  of  teacher, 
you  can  easily  imagine  the  school.  Several  older  people  were  spectators  of 
the  scene,  and,  as  they  cast  their  eyes  over  the  school,  they  noticed  one  boy  who 
seemed  to  be  taking  no  account  of  the  proceedings  in  particular,  except  to  walk 
up  and  down  the  aisle  occasionally,  once  in  a  while  resting  his  hand  upon  the 
head  of  some  boy,  again  going  up  to  the  teacher's  desk  and  looking  thru  copy- 
books, examining  the  crayon  used,  and  so  on.  Finally  some  one  suggested: 
"This  boy  seems  to  have  nothing  to  do."  Immediately  came  the  answer:  "He 
is  not  expected  to  do  anything;  he  is  the  superintendent." 

That  perhaps  may  represent  the  idea  some  people  have  of  a  school  super- 
intendent, and  yet  it  is  no  flattery  to  the  school  superintendents  assembled 
here  or  elsewhere,  to  say  that  such  a  superintendent  is  exceedingly  rare. 
I  think  more  and  more,  as  the  years  go  by,  the  superintendent  is  expected  in 
the  community — and  meets  the  expectation,  as  a  rule — to  stand  for  something 
very  definite.    He  represents  the  authority  of  the  school. 

My  own  personal  conviction  is  that  this  authority  should  originate  with  a 
board  of  education  and  be  kept  as  close  as  possible  to  the  people.  I  firmly 
believe  that  the  superintendent's  authority  shovild  give  him  the  initiative  in  the 
employment  of  every  teacher,  and  in  directing  the  general  educational  policy 
of  the  community  that  he  serves.  Whatever  our  ideas  may  be  on  that,  I  think 
we  will  admit  that  there  is  a  place  in  the  educational  system  for  authority,  and 
that  that  authority  should  in  no  way,  and  will  in  no  way,  interfere  with  freedom 
properly  understood  and  properly  used. 

We  find  these  two  factors  in  everything.  If  we  look  about  the  universe,  and 
go  back  to  our  first  lessons  in  geography,  we  recall  that  there  is  one  force  that 
holds  things  stable,  and  another  force  that  keeps  things  in  motion.  In  nature 
these  forces  are  always  so  delicately  adjusted  that  no  one  can  find  any  criticism 
of  the  results  that  follow  the  actions  of  both. 

We  find  these  same  two  factors  in  the  political  world.  Nobody  but  an  unrea- 
sonable partisan  fails  today  to  see  good  in  the  political  creed  of  both  Alexander 


Superintendence]  SUPERINTENDENT  AND  TEACHER'S  FREEDOM  8 1 

Hamilton  and  Thomas  Jefferson.  A  few  times  in  the  history  of  this  nation 
we  have  reached  high  tide  under  the  administration  of  a  great  soul,  who  was 
competent  to  appreciate  and  recognize  fully  the  good  in  both  schools  of  politics. 

Under  the  immortal  Lincoln  a  terrible  strife  of  four  years  in  this  nation  was  so 
guided  and  controlled  that,  when  the  end  finally  came,  the  world  recognized, 
as  never  before,  the  majesty  and  authority  of  our  government;  and  yet  at  the 
same  time  a  new  emphasis  was  placed  upon  its  being  a  government  of  the  people, 
by  the  people,  and  for  the  people. 

No  one  doubts  for  a  moment  that  our  chief  magistrate,  Theodore  Roosevelt, 
will  exercise  every  particle  of  authority  vested  in  him,  in  his  holy  warfare 
against  organized  robbery,  existing  either  as  corporate  greed  or  political  graft; 
and  yet  at  the  same  time  everybody  is  absolutely  certain  that  the  freedom  of 
the  humblest  indi\'idual  in  this  nation  is,  after  all,  the  dearest  idol  of  our  great 
president's  heart. 

It  makes  no  difference  where  you  go — into  theology  (I  feel  free  to  discuss 
that,  because  I  know  you  all  know  as  little  of  that  as  I  do),  if  you  please,  and 
we  hear  there  of  the  conflict  between  God's  sovereignty  and  man's  free  will; 
when  you  come  to  the  realm  of  the  school,  there  is  certainly  a  place  for  authority 
represented  by  the  superintendent  who  gets  his  authority  from  the  people  thru 
the  board  of  education,  and  also  a  definite  place  for  the  freedom  of  every  sane 
teacher.  But  while  this  is  true,  I  think  it  is  very  important  that  this  relation 
be  thoroly  understood. 

Occasionally  we  hear  nowadays — not  from  the  old  guard,  as  it  were,  but 
from  the  supposed  advance  agents  of  the  new  education — that  there  is  no  longer 
any  need  of  authority  in  educational  affairs.  This  last  summer  I  sat  for  an  hour 
on  a  platform  in  this  countr\'  and  listened  to  a  man  who  was  introduced  as  an 
authority  on  elementary  education,  and  that  entire  hour  was  taken  up  by  him 
in  telling  the  teachers  that  in  the  school  he  was  connected  with,  every  teacher 
and  every  pupil  had  absolute  freedom.  Why,  there  is  no  such  thing  as  absolute 
freedom  in  this  world!  There  is  not  a  man  in  this  audience  tonight,  however 
well-l)ehaved  he  may  be  when  away  from  home,  who  is  not  subject  to  law;  and 
I  have  always  noticed  that  the  man  who  obeys  the  law  is  the  one  who  complains 
the  least  about  it;  on  the  other  hand,  the  man  who  is  talking  most  of  freedom  is 
fref|uent]y  the  anarchist  who  ought  to  be  in  jail.  I  am  inclined  to  think  today 
that  the  teacher  who  is  worthy  of  freedom  in  the  true  sen.se  is  the  one  who  rarely 
mentions  it.  while  the  one  who  is  eternally  talking  about  her  individual  rights 
is  the  one  who  is  not  prepared  to  exercise  rights  of  any  kind. 

I  am  perfectly  free  to  admit  that  authority  may  be  carried  to  extremes  in  (he 
.schoolroom;  fKjssibly  in  the  y)ast  that  has  been  the  tendency.  I  know  1  have 
heard  a  great  fleal  of  critici.sm  of  public  schools  in  this  country,  nnuh  of  whidi 
seemed  to  me  unfounded,  which  indicated  that  the  organization  of  the  school 
was  Ifxiked  after  at  the  ex[)cn.se  of  the  individual  child.  That  may  be  true,  but 
isn't  it  possible,  my  friends,  that  under  the  plea  of  recognizing  the  indivickiality 
of  some  teacher  who  has  no  individuality,  who  has  simply  mistaken  a  bundle- 


82  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

of  peculiarities  for  that  article — isn't  it  possible  that  the  child  may  suffer  from 
too  much  of  that  kind  of  freedom  ? 

WTien  we  come  to  the  organization  of  the  school,  I  take  it  that  no  sane  indi- 
vidual doubts  for  a  moment  that  we  need  classification.  I  suppose  the  educa- 
tional crime  for  the  past  twenty  years  in  this  country  has  perhaps  been  the  crowd- 
ing of  too  many  boys  and  girls  into  classes  taught  by  one  teacher.  This  depart- 
ment a  few  years  ago  applauded  a  statement  that  no  teacher  ought  to  have  over 
five  pupils  under  her  control.  I  don't  know  how  many  of  you  were  there,  but  I 
think  nearly  everyone  present  applauded  that  statement;  and  I  commenced 
thinking  it  over.  I  don't  know  how  many  teachers  there  are  in  Louisville,  but 
I  do  know  that,  if  this  system  of  education  provided  a  teacher  for  every  five  chil- 
dren the  city  would  be  bankrupt  in  a  very  short  time.  Such  a  statement  as  that 
argues  for  the  financially  impossible,  and  also  for  the  educationally  undesirable. 

You  will  pardon  me  if  I  am  personal  tonight,  and  say  I  think  I  have 
done  my  share  of  teaching  poor  schools;  but  the  poorest  school  was  one  that 
I  taught  in  the  country,  having  twenty-five  boys  and  girls  enrolled.  I  took 
the  measles  from  some  unknown  source,  was  out  two  weeks,  went  back,  and 
found  that  I  had  distributed  them  to  nineteen  of  the  twenty-five.  I  then 
taught  school  three  weeks  with  the  six  children.  I  am  absolutely  certain 
that  was  the  poorest  school  I  ever  taught.  I  could  not  help  being  amused 
when  I  heard  the  utterance  attacking  organizations  of  schools  and  saying 
that  there  should  be  a  teacher  for  every  five  children.  I  could  not  help 
remembering  that  the  man  who  made  it  had  given  his  unqualified  approval 
to  that  report,  which  said  that  the  small  school  is  necessarily  a  poor  school; 
and,  because  a  small  school  is  necessarily  a  poor  school,  we  have  been  talking 
of  centralization  of  rural  schools  all  over  this  country  in  order  that  we  may 
get  enough  of  boys  and  girls  together  under  one  teacher  to  give  them  some- 
thing of  the  inspiration  that  comes  from  class  spirit.  We  must  never  lose 
sight  of  that  while  we  are  thinking  of  this  educational  problem.  Too  many 
boys  and  girls  under  one  teacher  is  an  organization  that  is  faulty;  but  we 
need  not  to  go  to  the  opposite  extreme  to  correct  it.  We  are  in  danger  educa- 
tionally from  too  much  specialization  in  the  public  schools  ?  Please  do  not 
think  I  am  attacking  the  speciahst.  The  specialist  in  his  scholarship  is  an 
absolute  necessity  in  this  country,  but  his  tendency  to  be  narrow,  and  see 
only  one  little  fraction  of  the  educational  problem,  is  a  danger  to  any  school 
system.  I  do  not  refer  to  the  specialist  in  the  college  or  in  the  high  school, 
but  to  teachers  whose  idea  of  freedom  is  that  they  shall  think  only  of  the 
educational  problem  in  the  one  little  grade  or  group  they  teach,  and  never 
have  any  concern  for  the  school  as  a  whole. 

You  know  the  criticism  of  education  all  along  the  line.  It  begins  with 
the  college.  Did  you  ever  sit  in  a  college  association  and  listen  to  the  criticism 
of  the  public  schools  ?  What  is  the  burden  of  it  ?  The  poorly  prepared 
freshman  that  comes  from  the  high  school.  Well,  now,  I  have  no  suggestion 
to  make  to  the  college  professors  other  than  this,  that  it  would  be  good  for 


Superintendence]  SUPERINTENDENT  AND    TEACHER'S  FREEDOM 


13 


them  to  take  a  vacation  once  a  year — and  I  wish  it  came  oftener  than  that — 
and  spend  a  good  part  of  it  in  visiting  some  good  primary  school,  and  there 
sit  at  the  feet  of  some  woman  who  knows  how  to  teach,  and  learn  something 
of  the  sympathy  that  actuates  the  heart  of  a  great  teacher.  Again,  I  liave 
often  thought  that,  if  some  of  our  college  friends  would  look  at  some  of  the 
seniors  they  graduate,  they  would  complain  less  about  the  freshmen  that 
come  up  from  the  high  school.  I  believe  that  the  trouble  is  that  the  average 
college  man  is  thinking  only  of  college  education,  and  forgets  the  rest  of  the 
educational   problem. 

Now,  we  pubhc-school  teachers  are  just  as  big  sinners  as  they  arc.  Go 
into  the  high  school  when  it  opens  in  September,  and  what  is  the  burden  of 
the  complaint  ?  Oh,  the  poorly  prepared  boys  and  girls  that  come  from 
the  grammar  school !  And  yet  there  is  not  a  high-school  teacher  that  does 
not  know  that  the  year  before  he  has  urged  the  promotion  of  boys  and  girls 
that  were  not  any  better  prepared  for  promotion  than  those  that  come  from  the 
grammar  school.  If  we  are  honest  with  ourselves,  we  will  all  admit  that  we 
have  to  push  along  these  boys  and  girls  in  the  different  grades.  If  we  did 
not,  they  would  all  get  in  one  place,  and  form  a  sort  of  educational  drift- 
wood that  would  dam  up  the  whole  educational  stream,  and  there  would  be 
absolutely  no  hope  of  any  progress.  I  don't  care  how  much  you  superinten- 
dents talk  about  your  systems  of  promotion;  I  know  what  you  do.  You  have 
a  boy  in  school  that  can't  make  his  grade  or  group.  If  he  is  reasonably 
faithful,  and  you  think  he  will  hold  out  to  the  end,  you  simply  keep  him  two 
years  in  a  place,  and  then  push  him  on  for  somebody  else  to  work  with  him 
two  years  longer.  Now,  be  honest  with  yourselves  and  tell  the  truth  about 
this  problem.  That  is  what  you  do.  It  is  done  in  all  the  scliools  all  over 
this  country.     We  have  to  do  it. 

Have  you  ever  heard  the  grammar  school  teacher  talk  ?  The  school 
opens  in  the  fall;  the  boy  comes  home  from  a  happy  vacation;  fre(|uently 
he  has  forgotten  a  great  deal  of  what  has  been  taught  |)reviously;  and  he  finds 
him.self  in  the  pre.sence  of  some  unsymi)atiu'ti(  teat  her  who  prides  herself  on 
her  individuality,  who  begins  to  com])lain  of  the  i)oorly  prej)ared  boys  antl 
girls  that  cc)me  up  from  the  intermediate  grades.  If  any  of  you  are  here 
that  have  ever  done  that,  ju>t  think  of  the  sins  you  committed  la>t  spring 
wlien  you  recommended  a  lialfdo/.en  boys  to  the  high  school  who  you  knew 
were  not  ready  f(jr  promotion.  The  fact  is,  we  have  to  meet  the>c  ])rol)U'ms 
and  deal  honestly  with  them,  and  <io  the  best  wc  (an. 

.And  then  the  intermediate  teadier  (omplains  of  the  |)rimary.  .\  boy 
has  been  promoted  who  ( an't  read.  Well,  sup|)ose  he  (an'l.  \'oii  lan  teach 
him  to  rea<l  in  half  the  time  you  are  c()m|)Iaining  about  it.  I  always  feel  so 
sorry  for  the  primary  teacher.  She  has  nob<»dy  to  comidain  about,  unless 
it  be  the  parents  (»r  I)eity;  and  neither  one  will  pay  any  attention  to  the  com- 
plaint. 

I    like   to   see   a   college    profcs-or,    ol    course,   who    knows    more   about 


84  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

college  work  than  anything  else;  but  I  want  to  see  a  college  professor 
who  has  heart  enough  to  think  of  some  of  the  problems  that  the  public  schools 
have  to  deal  with.  I  like  to  see  a  high-school  teacher,  teaching  Latin,  and 
knowing  more  of  Latin  than  he  knows  of  anything  else;  but  I  want  him  to 
remember  there  is  some  difficulty  in  teaching  fractions  down  along  the  line. 
I  want  to  see  a  primary  teacher  who  is  heart  and  soul  a  primary  teacher, 
but  also  broad  enough  in  her  sympathy  and  interest  to  see  the  child  not  only 
in  the  primary  room,  but  as  he  goes  up  thru  the  intermediate  and  grammar 
grades,  high  school,  and  college.  Every  teacher  should  be  interested  in  the 
work  of  every  other  teacher;  and  to  my  mind  what  the  graded  schools  of  this 
country  need  today  more  than  any  other  one  thing  is  teachers  who  shall  be  free 
to  do  all  they  possibly  can  for  the  boys  and  girls  in  their  special  grades  and 
departments,  but  who  will  never  forget  that  other  teachers  besides  them- 
selves have  difficulties  to  meet,  and  all  be  interested  in  this  great  problem. 

I  think  we  need  some  authority  relative  to  a  course  of  study.  I 
honestly  believe  that.  I  do  not  mean  that  the  superintendent  shall  be  an 
autocrat  in  the  making  of  a  course  of  study,  and  say:  "This  shall  ye  teach 
and  nothing  more."  I  mean  that  teachers  ought  to  be  consulted,  and  when 
a  school  faculty  made  up  of  teachers  of  all  grades,  and  supervisors,  and  the 
superintendent  himself,  unite  upon  what  they  believe  is  a  good  course  of  train- 
ing for  the  boys  and  girls,  then  I  beUeve  there  ought  to  be  some  authority 
that  shall  say  that  that  course  of  study  shall  be  taught,  and  that  discipline, 
whatever  it  may  be,  shall  be  exercised.  There  is  a  place  for  such  authority; 
but,  of  course,  we  should  not  go  to  the  extreme.  I  know  it  is  possible  to 
adhere  so  closely  to  a  text-book  that  we  may  destroy  the  intellectual  life  of 
any  child.  It  may  be  possible  for  a  boy  to  go  thru  a  school  and  actually 
think  there  is  nothing  in  the  universe  worth  knowing  outside  of  the  leaves 
of  the  text-book. 

The  following  incident  will  make  plain  my  meaning:  A  few  years  ago 
our  good  friend,  WiUiam  Hawley  Smith,  gave  one  of  his  stirring  lectures  in 
the  state  of  Michigan.  In  his  audience  was  a  young  principal  of  a  village 
school,  who  was  much  impressed  with  the  appeal  of  the  lecturer  for  a  broader 
recognition  of  the  varied  capacities  of  children.  About  a  year  afterward 
this  young  man  introduced  himself  to  Mr.  Smith,  as  they  were  traveling  on 
a  train,  and  related  the  following  experience: 

After  hearing  your  lecture  I  returned  to  my  school  work  determined  to  reform  some 
of  my  methods  of  teaching.  I  lived  in  a  Michigan  village,  located  in  a  farming  community 
whose  chief  product  is  corn,  hundreds  of  thousands  of  bushels  of  which  were  stored  in 
elevators  not  far  from  the  schoolhouse.  This  corn  naturally  brought  rats  in  great  num- 
bers, and  I  thought  that,  if  there  were  any  object  in  the  world  that  the  children  knew 
something  about,  that  object  was  a  rat.  One  morning  I  closed  the  recitation  in  the  text- 
book sooner  than  usual,  and  proceeded  to  begin  my  reform.  I  asked  the  boys  and  girls 
how  many  of  them  had  ever  seen  a  rat.  Of  course,  all  could  answer  this  question,  I  then 
asked  them  a  second  question,  which  I  assured  them  all  could  not  answer,  as  the  reply 
would  require  a  close  observation,  which  I  feared  they  were  not  all  in  the  habit  of  making. 


Superintendence]  SUPERINTENDENT  AND   TEACHER'S  FREEDOM  8$ 

This  second  question  called  for  definite  information  relative  to  the  length  of  hair  on  a 
rat's  tail.  The  answers  furnished  various  lengths,  from  a  small  fraction  of  an  inch  to 
several  inches.  The  " ps}xhological  moment"  had  arrived.  I  was  about  to  give  my  first 
lesson  in  the  reform  moj-ement  which  was  being  initiated.  I  called  attention  to  the  dilTer- 
ence  in  the  answers,  and  asked  how  the  question  could  be  correctly  settled.  One  boy 
signified,  by  his  uplifted  hand,  a  willingness  to  respond.  I  called  upon  him  to  do  so. 
He  replied:    "Look  it  up  in  the  dictionary!" 

I  presume  that  you  will  agree  that  the  directing  authority  of  that  school 
had  insisted  up  to  that  time  on  having  teachers  adhere  a  little  too  closely 
to  text-books  and  works  of  reference,  and  that  as  a  result  those  boys  and  girls 
had  gained  that  false  idea  that  we  want  to  keep  away  from — that  books  are 
the  only  source  of  information.  And  yet,  why  is  it  that,  when  we  try  to  correct 
a  wrong,  we  are  so  apt  to  go  to  the  other  extreme  ?  Because  some  other 
teacher  has  made  a  mere  machine  of  herself  and  her  school  by  such  rigid 
adherence  to  a  course  of  study  and  text-books  is  no  reason  why  we  shall  go  to 
the  other  extreme  and  say  that  the  text-book  has  no  place  in  education.  If  I 
had  to  choose  between  two  evils  I  .should  take  the  teacher  who  could  teach  a 
text-book  well,  rather  than  one  who  imagined  that  a  text-book  had  no  place 
in  education,  and  that  she  could  teach  everything  on  what  she  called  the 
lecture  plan.  But  there  is  time  in  this  country,  my  friends,  for  a  teacher, 
and  a  place  for  a  teacher  who  can  teach  a  boy  that  exceedingly  important 
lesson  that  will  help  him  to  gain  that  power  which  will  enable  him  when  he 
gets  out  of  school,  to  go  off,  if  you  please,  by  himself  and  take  a  book  and  get 
the  meat  out  of  it.  I  believe  in  reasonable  freedom  of  the  teacher  in  carry- 
ing out  the  course  of  study,  but  I  do  not  believe  a  teacher  should  be  so  free 
that  she  can  use  her  own  sweet  will  absolutely  to  ignore  all  directions  of  the 
central  authority  in  education,  which  says  there  are  certain  things  that 
must  be  taught  and  taught  thoroly. 

Now,  this  authority  in  education  should  be  combined  with  .sympathy. 
Here,  sometimes  is  the  trouble.  We  do  not  object  to  authority,  if  it  is  .sym- 
pathetic authority;  and  for  that  reason  I  have  always  had  a  firm  conviction  in 
my  own  heart  that  no  one  is  fitted  to  superintend  a  school — perhaps  there  are 
exceptions,  and  the  exceptions  may  be  here — who  has  not  come  up  thru  the 
ranks  and  who  does  not  know  by  experience  something  of  the  difiiculty  of 
the  individual  teacher.  I  care  not  how  much  .scholarship  a  man  may  have; 
he  may  have  been  educated  by  all  the  universities  in  this  country  and  the 
other;  and  yet  put  that  man  in  authority  over  teachers,  who  knows  nothing  of 
the  difficulties  of  the  individual  teacher,  and  lie  never  can  have  that  sympa- 
thy which  will  make  him  a  leader  rather  tliaii  a  mere  director  of  eckicational 
affairs. 

And  then  may  I  .say,  on  the  other  hand,  that  the  freedom  of  the  teacher 
should  be  thoroly  mingled  with  loyalty  to  the  su|)crintendent  ?  Just  as  we  nee 
a  suijcrintcndent  who  is  in  .symj)athy  with  his  teachers  in  the  execution  of  his 
authority,  so  we  need  teachers  all  over  this  country  who  are  ab.solutely  loyal 
to  the  superintendent  as  the  directing  authority  of  a  school  system.     'I'iiere 


86  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

is  only  one  person  in  the  world  for  whom  I  have  a  deeper  sympathy  than  I 
have  for  the  teacher.  I  think  I  know  something  of  what  it  is  to  have  to  struggle 
along  and  teach.  Some  one  has  said :  ' '  Teaching  school  is  hard  work ;  teaching 
forty  boys  and  girls — not  forty  acting  like  one,  but  each  one  acting  like  forty." 
I  think  the  man  who  uttered  that  had  taught  school.  I  say  there  is  onlv  one 
person  I  sympathize  with  more  than  I  do  with  the  teacher.  That  person  is 
the  superintendent.  I  may  be  talking  to  teachers  here  tonight.  I  judge  there 
are  some  present,  and  I  wonder  if  they  have  any  idea  of  the  battles  that  the 
superintendent  has  to  fight  that  they  never  know  anything  of.  I  have  abso- 
lutely no  respect  for  a  superintendent  who  will  in  any  way  speak  an  ill  word 
of  a  teacher  unless  that  teacher  is  in  a  position  to  answer  the  criticism  and 
defend  herself;  and  I  have,  if  possible,  still  less  respect  for  the  teacher  who 
will,  in  the  absence  of  the  superintendent,  speak  a  disrespectful  word  of  his 
authority  and  his  place  in  the  educational  system. 

It  is  only  when  we  have  this  authority,  properly  constituted,  mingled 
with  the  sympathy  of  which  I  have  tried  to  speak,  and  this  freedom  of  the 
teacher  to  work  out  her  own  salvation,  and  yet  with  the  will  of  the  superin- 
tendent working  thru  her  that  we  can  hope,  as  the  result  of  the  combination, 
to  have  authority  in  education  and  freedom  in  education  to  train  a  class  of 
boys  and  girls  who  will  go  out  into  practical  life  as  citizens  of  a  free  country, 
ready  at  the  proper  time  to  recognize  the  majesty  of  the  law,  to  be  obedient 
to  the  call  of  the  government  when  it  comes,  and  yet  at  the  same  time  ever 
jealous  of  that  freedom  which  that  government  bequeathes  to  all. 


THE  TEACHING  OF  ARITHMETIC 

PROFESSOR  SIMON  NEW^COMB,   WASHINGTON,   D.   C. 

The  first  question  to  arise  in  the  minds  of  this  honored  assemblage  on 
the  present  occasion  may  well  be  how  it  happens  that  one  not  supposed  to 
have  been  professionally  engaged  in  the  instruction  of  youth  should  ask  a 
hearing  from  a  body  of  teachers  of  such  wide  experience  as  that  here  present. 
The  answer  is  that  during  almost  my  entire  adult  life  I  have  had  occasion 
to  employ  and  train  young  men  in  numerical  computations  pertaining  to 
astronomy.  When  candidates  presented  themselves  for  employment  in  this 
presumably  abstruse  work,  it  was  naturally  supposed  that  great  stress  would 
be  laid  on  the  mathematical  course  they  had  taken  in  school  or  college. 
After  a  few  years  of  experience  the  general  reply  which  I  had  to  make  to  all 
questions  of  qualifications  was  that  proficiency  in  arithmetic  came  first  in 
importance,  and  the  first  rule,  simple  addition,  was  the  most  important  of  all. 
Subtraction  was  scarcely  below  it,  and  multipHcation  and  division  were  desir- 
able. Next  in  order  came  general  ideas  of  quantity,  which  one  could  scarcely 
be  expected  to  acquire  without  some  training  in  the  higher  mathematics 
and  yet  which  evaded  exact  definition.     This  standard  of  quahfication  was 


Superintendence]  THE   TEACHING  OF  ARITHMETIC  ,87 

emphasized  because  the  general  rule  was  found  to  be  that  the  candidate  had 
learned  his  arithmetic  by  methods  inherited  generation  after  generation  from 
the  colonial  schoolmaster,  without  infiltration  from  those  professionally 
engaged  in  applying  arithmetic  to  practical  purposes.  In  the  case  of  more 
advanced  mathematical  subjects  the  main  object  in  view  had  been  mental 
discipline;  and  the  idea  of  im{)lanting  mathematical  conceptions  that  the 
student  should  be  able  to  see  and  apply  in  daily  work  had  never  entered  into 
the  plan.  It  was  therefore  often  necessary  to  begin  by  showing  a  beginner 
in  my  work  how  to  add  and  sul)tract. 

Another  noticeable  circumstance  was  that  the  deficiency  in  arithmetic  was 
more  marked  in  American  youth  than  in  foreigners,  especially  Germans.  I 
found  that,  however  little  education  a  German  applicant  might  have  had, 
he  was  at  least  as  good  an  arithmetician  as  the  best  American.  In  view  of 
the  e.xcellence  of  our  common-school  system,  the  question  could  not  but  sug- 
gest itself  whether  there  might  not  be  some  trait  of  the  American  mind 
unfavorable  to  the  development  of  arithmetical  capacity.  But  experience  has 
led  me  to  the  conclusion  that  it  is  more  in  our  methods  of  teaching  than  in  the 
want  of  capacity  that  the  difference  is  to  be  sought.  When  my  children 
went  to  school,  I  found  that  their  little  brains  were  being  painfully  exercised 
in  commercial  arithmetic,  custom-house  business,  and  other  exercises  no  more 
conducive  to  mental  efficiency  than  an  hour  or  two  spent  in  trying  to  lift  a 
house  would  have  been  to  the  health  of  their  muscular  system. 

It  is  one  thing  to  see  a  defect,  and  quite  another  thing  to  devise  a  remedy. 
I  have  from  time  to  time  tried  to  gain  what  light  I  could  on  the  points  in 
which  the  common-school  education  in  Germany  differed  from  our  own. 
A  very  little  inquiry  in  this  direction,  added  to  what  I  knew  from  experience, 
showed  that  the  German  system  was  broader  and  more  practical  in  its  aims 
than  our  own;  but  I  saw  no  reason  to  suppose  it  the  ideal  one  of  which  I  was 
in  search.  I  therefore  tried  to  reach  conclusions  of  my  own  as  to  methods 
of  mathematical  teaching,  in  at  least  the  elementary  branches,  especially 
arithmetic.  One  point  was  clear;  our  teaching  was  too  abstract  and  tt)o  much 
dissociated  from  objects  of  sense.  In  1892  I  published  in  the  liduaiiionul 
Review  a  paper  on  the  teaching  of  mathematics,  in  which  I  emphasized  this 
view,  and  suggesterl  methods  by  which  elementary  arithmetical  ideas  could 
be  gained  and  cnfortcd  thru  the  .sen.ses.  It  was  riisiouraging  never  to  learn 
that  this  paper  seemed  to  excite  attention.  Hut  when  I  returned  to  the  sub- 
jet  t  during  the  i)ast  twelve  months,  I  was  nuuh  |)leased  to  find  that  the  very 
ideas  which  I  had  then  .set  forth,  not  only  as  to  general  princi|)les,  but  in  detail, 
are  now  features  of  the  latest  arithmetics  that  have  been  wrillcii.  W'liether 
my  paper  was  or  was  not  a  fa(  tor  in  this  change  I  cannot  say.  Perhaps  the 
ca.sc  will  be  a  little  more  encouraging  if  it  was  ntjt.  The  main  point  is  tliat  if, 
as  the  facts  .seem  to  indicate,  ideas  wliich  I  then  set  forth  are  now  found  worthy 
of  acceptance  by  jjrac  tical  tea(  hers,  the  same  may  be  true  of  the  results  of 
further  studies  in  the  same  direction,  to  which  I  now  invite  your  attention. 


88  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

In  any  branch  of  human  endeavor  the  first  requirement  is  a  clear  con- 
ception of  the  purpose  in  view.  Our  first  question  must  therefore  be  that  of 
the  object  aimed  at  in  the  teaching  of  arithmetic. 

It  is  now  universally  admitted  that  the  main  purpose  of  education  is  the 
building-up  of  the  mind  and  training  of  the  faculties,  rather  than  the  acquisi- 
tion of  knowledge  or  the  mastery  of  details  set  forth  in  text-books.  "Discipline" 
and  "culture"  are  terms  often  used  to  express  this  purpose.  In  the  case  of 
mathematics,  discipline  is  commonly  considered  to  be  the  main  object.  But 
it  seems  to  me  that  a  precise  definition  of  what  we  mean  by  discipline  is  want- 
ing. In  its  most  acceptable  form,  I  should  define  it  as  the  development  of 
the  power  of  co-ordinating  the  action  of  the  various  faculties,  and  directing 
it  toward  a  definite  end.  Granting  this,  it  is,  above  the  kindergarten  stage, 
rather  a  corollary  than  an  object  to  be  kept  primarily  in  view.  I  shall  there- 
fore pass  it  over  and  try  to  state  the  purpose  in  a  more  definite  form. 

Without  going  into  details,  a  very  little  thought  will,  I  think,  make  it 
clear  that  the  main  end  of  mathematical  teaching — we  might  say  of  teaching 
generally — is  to  store  the  mind  with  clear  conceptions  of  things  and  their 
relations.  In  the  case  of  elementary  arithmetic  the  things  we  first  deal  with 
are  numbers.  It  follows  that  a  clear  conception  of  numbers  and  their  rela- 
tions is  the  end  toward  which  our  teaching  should  be  directed.  I  think  every 
teacher  who  has  carefully  studied  the  mind  of  the  apparently  dull  pupil  will 
agree  that  the  real  difficulty  is  to  give  him  an  insight  into  the  nature  of  the 
problem  he  is  to  solve.  He  may  be  able  to  repeat  the  words;  but  you  find  that 
these  words  do  not  make  a  sufficiently  definite  impression  on  his  mind.  Clear 
and  accurate  conceptions  of  the  relations  of  number  are  therefore  to  be  gen- 
erated. 

To  show  what  we  mean  by  clear  conceptions  of  number,  we  must  stray 
into  the  field  of  psychology.  We  may  conceive  of  the  brain  of  man  as  a  micro- 
cosm, containing  within  its  narrow  limits  all  that  the  individual  knows  of  any 
and  every  subject.  There  are  two  universes,  the  microcosm  within  us  and  the 
macrocosm  without  us.  The  success  of  the  individual,  not  only  in  all  the  appli- 
cations of  science,  but  in  every  branch  of  endeavor,  depends  on  the  accu- 
racy and  completeness  with  which  processes  at  play  in  the  subject  with  which 
he  is  dealing  are  represented  by  corresponding  processes  in  his  own  micro- 
cosm. 

Admitting  that  everything  known  of  external  nature  has  its  image  in  the 
mind  of  the  man  who  knows  it,  I  cannot  but  regard  it  as  a  defect  in  psychologi- 
cal nomenclature  that  there  is  no  one  general  term  used  to  express  this  mental 
image  of  an  external  object  and  nothing  else.  To  take  a  familiar  example, 
we  all  have  an  idea  of  the  house  in  which  we  live.  We  can  think  of  the  build- 
ing, of  the  arrangement  of  its  rooms,  when  it  is  out  of  sight,  as  if  we  had  a 
picture  of  it  in  our  mind's  eye.  This  picture  is  not  a  flat  plan,  but  rather 
a  model  embodying  the  arrangement  of  all  the  rooms  in  the  house.  What 
is  true  of  the  house  is  true  of  all  human  knowledge  and  of  its  applications. 


Sujyrintendence]  THE   TEACHING  OF  ARITHMETIC  89 

The  engineer  can  in  his  mind  erect  bridges  in  which  the  actions  of  stress  and 
strain  shall  correspond  to  those  in  the  actual  bridge;  in  the  mind  of  the  chemist, 
compounds  react  as  in  the  laboratory;  and  so  thru  every  branch  of  knowledge. 

One  moment  may  here  be  devoted  to  avoiding  a  possible  stumbhng-block. 
The  question  may  be  asked  whether  it  is  quite  correct  to  speak  of  the  mental 
images  which  I  have  described  as  if  they  were  permanent  existences  in  the  mind, 
and  whether  it  is  not  more  correct  to  speak  of  them  as  something  which  the 
mind  forms  for  itself  when  necessary,  but  which  cease  to  exist  when  we  do 
not  think  of  them.  I  reply  that  my  argument  will  be  the  same  whether  we 
take  one  of  these  views  or  the  other.  If  I  speak  in  accordance  with  the  first  view, 
it  is  because  I  find  it  more  convenient  to  think  and  speak  of  such  an  idea  as 
that  of  the  house  in  which  we  live,  or  of  a  figure  in  geometry,  as  if  it  were  a 
permanent  existence  in  the  mind,  brought  into  use  whenever  we  need  it,  rather 
than  as  something  to  be  constructed  de  novo  every  time  we  have  occasion  to 
recall  it.  But  if  one  prefers  this  latter  view,  he  is  quite  free  to  adopt  it.  The 
main  point  is  that,  when  we  think  clearly  about  any  object,  we  have  an  image 
of  it  in  the  mind's  eye. 

From  this  point  of  view  my  main  contention  is  that  the  first  and  great  ol)- 
ject  in  training  the  growing  child  in  arithmetic  is  to  store  his  mind  with  clear 
and  accurate  conceptions  of  numbers,  magnitudes,  and  their  mutual  relations 
which  he  shall  be  able  to  apply  with  readiness  in  any  actual  case  that  may 
arise.  That  I  have  elaborated  this  point  so  fully  is  due  to  the  fact  tliat  it 
should  never  be  allowed  to  drop  out  of  sight  in  our  teaching.  The  latter  must 
be  arranged  from  the  beginning  with  this  one  end  in  view.  Granting  this, 
the  next  question  in  order  is  that  of  method.  Here  psychology  can  supply 
us  with  a  guiding  rule.  However  abstract  may  be  the  ideas  which  we  wish 
to  plant,  they  must  originate  in  sensible  objects.  But  they  must  not  stop  there 
because,  after  all,  generalization — conscious  or  unconscious — is  to  be  aimed 
at  from  the  beginning.  Let  me  illustrate  my  meaning  by  taking  the  number 
10  as  an  example.  I  think  psychologists  will  agree  that  there  is  no  such  thing 
in  the  human  mind  as  a  conception  of  (he  number  10  otlierwise  than  as  a 
quality  characterizing  10  distinct  objects.  A  written  or  a  verbal  symbol 
may  be  used  for  the  number,  but  this  is  not  a  conception  of  it.  'I'lu-  jxtiiit  is 
that  the  word  or  .symbol  being  pronounced  or  shown,  llu-  ]>u|)il  >liouI(l  at 
f)nce  (one  eive  of  10  c>bjects  as  distinct  from  either  9  or  1 1 ;  and  should  Iti-  able 
to  handle  that  conception  in  all  the  ways  in  which  it  can  be  handled. 

Here  there  is  an  ol)vious  advantage  in  selecting  such  objects  as  ha\e  the 
least  number  of  qualities  to  distrat  t  the  attention  from  the  fundamental  idea 
of  number.  Hence  I  prefer  that  the  counting  should  be  made  upon  small 
dots,  circles,  or  other  objects  with  few  qualities,  rather  than  upon  more  inter- 
esting objc(  ts  whi(h  are  met  with  in  everyday  life.  In  this  suggestion  I  may 
seem  to  run  counter  to  views  whidi  are  entertained  by  very  high  authorities 
in  education.  There  is,  I  admit,  a  very  strong  argvnncnt  in  fa\or  of  tin-  \icw 
that  the  prirn  i[)les  of  arilhinclic    are  best  mastered  when  the  ( liiid  is  tauglit 


90  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

to  consider  them  as  growing  out  of  the  problems  that  actually  confront  him  in 
his  daily  walks.  I  fully  agree  that  the  practice  thus  suggested  is  one  that 
should  be  carried  out,  but  we  must  not  depend  wholly  upon  it.  Perhaps  I 
am  a  little  old-fashioned,  but  I  would  not  abandon  the  idea  of  applying  the 
pupil's  nose  to  the  grindstone.  I  have  no  objection  to  the  grindstone  being 
interesting,  and  certainly  do  not  wish  to  make  it  painful;  but  I  want  some 
drill  in  thinking  of  numbers  and  their  relations  as  dissociated  from  the  actual 
objects  concerned.  Just  as  rapidly  as  this  power  is  attained  in  each  and 
every  branch,  lam  willing  to  see  the  interesting  substituted  for  the  instructive. 

We  now  pass  from  this  general  view  of  the  object,  and  method  of  obtaining 
it,  to  the  discussion  of  details.  As  my  views  on  some  points  are  radical  to 
the  point  of  being  revolutionary,  I  wish  to  borrow  a  suggestion  from  universal 
experience.  We  all  know  that  the  acquisition  of  a  new  language  is  one  of  the 
most  difficult  tasks  which  a  youth  has  to  undertake  during  the  period  of  his 
school  life.  Our  best  colleges  make  a  knowledge  of  French  and  German  one 
of  the  requisites  necessary  to  graduation.  To  one  or  both  of  these  languages 
painful  attention  is  devoted  thruout  a  period  of  one  or  more  years.  In  former 
times — to  a  great  extent  even  today — several  years  of  study  are  devoted  to 
Latin,  instruction  in  which  is,  in  regular  course,  continued  in  the  college  or 
university.  And  yet  it  is  exceptional  to  find  a  college  graduate  who  can  fluently 
read  at  sight  a  Latin  author  whose  work  he  takes  up  for  the  first  time ;  who  can 
conduct  an  easy  conversation  in  French,  or  can  write  in  idiomatic  German 
an  account  of  his  day's  doings. 

In  contrast  to  this  result  is  the  fact  that  every  child  not  a  mental  degen- 
erate, during  the  first  few  years  of  life,  learns  to  use  a  language  with  an  ease 
and  fluency  which  a  course  of  school  instruction  never  supplies.  What  is  more 
curious  yet,  there  is  no  striking  difference  among  children  in  their  faculty 
of  acquiring  their  own  tongue.  At  school  we  have  dull  pupils  whom  it  seems 
a  waste  of  energy  to  try  to  educate,  and  bright  boys,  who  learn  more  in  a 
month  than  dull  boys  do  in  a  year,  and  learn  it  better.  But  no  one  ever  heard 
of  a  child  especially  bright  or  dull  in  learning  to  speak.  Differences  there 
undoubtedly  are,  but  they  do  not  compare  with  those  shown  under  our  system 
of  school  instruction. 

I  consider  this  well-known  fact  to  be  instructive  in  showing  that  we  have  at 
least  one  branch  of  education  which  we  find  to  be  toilsome  or  difficult  when  the 
traditional  method  is  followed,  and  yet  so  simple  and  easy  by  other  methods 
that  no  special  ability  is  required  in  the  teacher,  and  no  mental  strain  suffered 
by  the  learner.  The  question  I  submit  to  your  consideration  is:  If  this 
is  true  of  one  branch  of  education,  may  it  not  be  true  of  other  branches,  and 
especially  arithemetic  ?  I  shall  briefly  mention  the  lessons  which  it  seems  to 
me  we  may  gather  from  this  fact. 

The  idea  of  arranging  subjects  in  order,  and  completing  one  before  pas- 
sing to  another,  is  plausible;  but  experience  shows  that  it  has  its  limitations. 
The  great  principle  which  the  experience  alluded  to  especially  enforces  is 


Superintendence]  THE   TEACHING  OF  ARITHMETIC  9 1 

the  educational  value  of  frequent  reiteration  of  very  short  and  easy  lessons. 
This  is  one  of  the  main  features  of  the  system  I  am  trying  to  develop. 

Now,  as  my  object  is  a  purely  practical  one,  it  is  necessary  to  have  .'^ome  idea, 
however  brief,  of  the  method  by  which  the  purpose  in  view  can  be  most  readily 
attained.  The  system  I  advocate  may  be  called  visible  arithmetic.  Taking 
up  subjects  much  in  the  order  of  the  traditional  arithmetic,  the  first  would  be 
numeration.  \'isible  numeration  consists  in  counting  and  arranging  objects 
in  tens  and  in  powers  of  ten.  At  the  earliest  age  when  simple  arithmetic  can 
be  commenced,  I  should  teach  the  child  to  count  and  arrange  things  in  lo's; 
then  to  arrange  real  or  imaginary  lo's  into  loo's,  and  so  on.  In  accordance 
with  the  general  principle  which  I  have  laid  down,  I  would  begin  with  rows 
of  10  dots  each,  and  teach  the  counting  thru  10  such  rows,  making  100  in  all. 
We  could  then  imagine  the  results  of  laying  successive  loo's  in  flat  layers  on 
top  of  each  other,  thus  getting  the  idea  of  multiples  of  100  up  to  1,000. 

It  would  be  psychologically  interesting  to  see  whether  in  this  way  we  could 
plant  in  the  mind  what  the  psychologists  call  a  number  form  in  a  more  rational 
shape  than  it  commonly  takes.  I  suppose  we  all  have  vaguely  in  mind  from 
infancy  a  certain  arrangement  in  series  of  small  numbers  up,  say,  to  100.  It 
would  be  interesting  to  know  whether  a  more  rational  arrangement  would 
be  gained  by  this  process;  but  this  is  not  important  for  mathematical 
purposes. 

Next  would  come  the  process  of  adding  and  subtracting  grains  of  corn, 
or  dots,  or  little  o's  made  on  the  slate.  Methods  of  doing  this  are  so  familiar 
that  I  need  not  dwell  upon  them.  The  practice  of  multiplication  and  division 
in  this  way  does  not  seem  to  need  much  e.xposition.  \\'e  can  repeat  a  row  of 
any  number  of  dots  as  often  as  we  please,  and  count  the  product.  We  can 
divide  any  number  into  groups  of  any  smaller  number,  and  find  the  (juotient 
and  remainder.  All  these  exercises  on  the  four  rules  of  arithmetic  need  not 
take  much  time.  My  impression  is  that  you  will  find,  after  a  very  little 
showing,  that  the  child  is  able  to  perform  the  fundamental  rules  upon  collec- 
tions of  grains  of  corn  or  dots,  without  devoting  much  or  long  (ontinucd 
efi"ort  to  the  process. 

The  next  step  would  be  to  extend  the  operations  to  continuous  (juaiUity  as 
represented  by  lines  and  areas  on  pajjcroron  the  hhukhoanl.  The  addition  of 
lines  con>i.sts  in  placing  them,  or  lines  CHjual  to  them,  end  to  end,  thus  obtain- 
ing a  line  equal  to  their  sum.  Subtraction  consists  in  cutting  o(T  from  the 
longer  line  a  length  equal  to  the  shorter  one.  Multi|)licati()n  l)ya  fador  con- 
sists in  adding  together  ec|ual  lines  to  a  number  re|)resente(l  by  the  factor. 
Divi>i()n  takes  a  twofold  form.  We  may  citlu-r  divide  a  line  into  a  given  num- 
ber of  e(|ual  parts,  thus  obtaining  a  certain  length  as  the  quotient;  or  we 
may  find  how  many  times  one  line  is  contained  in  another,  thus  obtaining 
a  pure  number  or  ratio  as  the  (juolient. 

IMease  understand  that  this  system  of  visil)lc  arithmetic  is  not  a  substitute 
for  ordinary  arithmetic,  but  an  auxiliary  to  it.     Whellier  it  is  advisable  to 


92  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

master  it  before  beginning  regular  work  with  figures,  or  to  carry  on  the  two 
simukaneously,  only  experience  can  tell. 

However  this  may  be,  in  teaching  written  arithmetic  I  would  have  the 
pupil  make  his  own  addition,  subtraction,  and  multiplication  tables  by  the 
aid  of  countable  things.  Taking  groups  of  six  things — dots  or  grains  of  corn 
— the  pupil  finds  the  successive  products  of  six  by  different  factors,  and  writes 
them  down  in  order  for  himself.  He  thus  knows  exactly  what  the  multiplica- 
tion table  means.  On  the  subject  of  using  it  I  shall  presently  have  more  to 
say.  The  treatment  of  fractions  in  a  visible  way  by  dividing  lines  up  into 
parts  is  simply  an  extension  of  multiplication  and  division,  and  is  too  obvious 
to  need  development.     I  therefore  pass  on  to  a  further  extension  of  the  method. 

The  next  subject  in  order  would  be  ratio  and  proportion.  On  my  plan 
the  pupil  reaches  the  first  conception  of  this  subject  thru  the  eye  by  drawing 
a  pair  of  lines  of  unequal  length,  and  then  other  pairs,  shorter  or  longer,  in 
the  same  ratio  to  each  other.  In  this  way  the  pupil  will  see  the  equality  of 
ratios,  independent  of  the  special  lengths  of  the  lines.  He  can  then  be 
gradually  exercised  in  forming  for  himself  an  idea  of  what  a  ratio  means, 
or  how  equality  of  ratios  is  to  be  determined  by  multiplication  or  division. 
I  would  not  have  measurement  with  a  rule  applied,  but  only  eye-estimates. 
This,  I  may  remark,  is  the  general  system  by  which  I  think  we  should  begin 
in  all  cases.  The  reason  for  it  is  that  in  making  eye-estimates  we  depend 
more  completely  upon  the  eye-conception  than  when  we  measure;  but,  as 
soon  as  the  conception  is  gained,  we  may  proceed  to  measurement.  Having 
got  the  idea  of  a  proportion  of  lines,  we  next  pass  to  areas,  including  the 
idea  of  the  duplicate  proportion  and  the  geometric  mean.  All  this  can  be 
done  without  using  figures  or  numbers.  When  the  conception  is  well 
implanted,  then  proceed  to  numbers. 

In  connection  with  proportion  would  come  geometrical  representation 
of  all  the  quantities  which  enter  into  arithmetical  problems.  Take  as  an 
example  questions  in  day's  work  in  plowing  a  field.  We  draw  a  short  vertica 
line  to  represent  a  man  or  his  power.  On  this  line  as  a  base  we  draw  a  hori- 
zontal rectangle  to  represent  the  amount  of  land  which  the  one  man  can  plow 
in  a  day  of  ten  hours.  If  we  have  several  men,  we  add  into  one  the  lines  rep- 
resenting them,  and  combine  all  the  rectangles  into  one.  Then  we  extend 
these  rectangles  to  represent  the  days.  To  introduce  the  idea  of  compound 
proportion,  we  suppose  the  results  of  a  day  of  eight  hours  by  making  a  rec- 
tangle shorter  in  proportion.  I  consider  any  problem  in  compound  proportion 
solved  when,  and  only  when,  the  pupil  is  able  to  represent  it  graphically  on 
this  system.  I  am  sure  this  process  would  be  more  interesting  than  the  use 
of  figures. 

The  precise  purpose  of  this  course  in  visible  arithmetic  is  so  far  from 
familiar  that  further  enforcement  of  it  may  be  necessary  to  its  complete 
apprehension.  It  must  be  especially  understood  that  exercises  in  formal 
reasoning  do  not  enter  into  the  plan.     A  power  of  visualization  and  of  giving 


Superintendence]  THE   TEACHING  OF  ARITHMETIC  93 

a  concrete  embodiment  to  the  abstract  ideas  is  the  fundamental  point  aimed 
at.  If  I  should  express  the  desire  to  have  a  pupil  trained  from  the  beginning 
in  tlie  mode  of  thought  of  the  professional  mathematician,  I  might  meet  the 
reply  that  this  was  expecting  too  much  of  the  childish  mind.  Allow  me, 
therefore,  to  put  the  requirement  into  a  shghtly  different  form.  I  wish  the 
pupil  trained  from  the  beginning  in  the  use  of  those  helps  to  thought  which 
the  advanced  mathematician  finds  necessary  to  his  conception  of  the  relations 
of  quantities.  If  a  mathematician  has  no  clear  conception  of  an  abstract 
quantity,  how  can  we  expect  a  child  to  have  it  ?  The  mathematician 
expresses  quantities  by  geometrical  forms  and  the  movements  of  imaginary 
visible  points.  Let  us,  then,  train  the  child  to  represent  the  simple  quan- 
tities with  which  he  deals  by  simple  auxiliaries  of  the  same  kind,  adapted 
to  the  state  of  his  mind  and  to  his  special  problems.  What  I  wish  him  to 
use  is  not  merely  a  tool,  but  a  necessary  help  to  thought.  The  visible 
arithmetic  which  I  advocate  bears  the  same  relation  to  ordinary  arithmetic 
that  the  geometric  construction  of  complex  variables  does  to  the  algebra  of 
the  mathematician. 

Altho  I  have  spoken  of  these  graphic  constructions  as  merely  an  auxiliary, 
I  would,  after  denominate  numbers  are  disposed  of,  be  satisfied  with  the 
graphic  representation  of  all  solutions  required.  After  this  point  I  would 
require  very  httle  mathematical  solution  of  problems,  being  satisfied  when  the 
pupil  is  able  to  construct  a  graphic  representation  of  the  solution.  When 
he  can  draw  proportional  hnes,  explain  discount  by  cutting  off  and  adding 
fractions  of  a  line  to  the  line  itself,  and  in  general  show  that  he  can  form  a 
clear  conception  of  the  practical  problems  of  arithmetic,  I  should  consider 
that  he  knew  enough  about  it,  so  far  as  the  mere  numbers  are  concerned. 
Everything  beyond  this  should  be  treated  by  algebraic  methods. 

Thus  far  I  have  treated  of  only  one  main  object  of  arithmetical  teaching. 
But  there  is  another  purpose  of  a  different  kind,  and  that  is  facility  in  the 
use  of  numbers.  The  pupils  must  not  only  know  the  meaning  of  multiplica- 
tion and  division,  and  understand  when  each  is  required,  but  he  must  be 
able  to  cipher  rapidly  and  correctly.  My  views  of  the  best  method  of  attain- 
ing this  end  are  perhaps  even  more  radical  than  those  I  have  already  set  forth. 
I  think  it  can  best  be  gained  by  short  and  frequent  daily  practice  in  the  routine 
operations  of  the  four  fundamental  rules,  quite  apart  from  the  solution  of 
problems.  I  would  have  something  analogous  to  a  daily  five-minute  run  in 
the  open  air.  The  reiteration  of  simple  problems,  after  the  pupil  sees  clearly 
how  to  conceive  them,  is  a  waste  of  time.  But  this  is  not  .so  with  exercises 
designed  to  .secure  facility.  Leaving  details  to  the  teacher,  I  would  outline 
some  such  plan  as  the  following: 

Let  an  entire  class  devote  a  few  minutes  every  morning  cither  to  reading 
or  repeating  aloud  in  chorus  the  addition,  subtrac lion,  or  mulli|)liiation  tables, 
until  it  is  ascertained  that  the  large  majority  of  the  class  has  them  well  by 
heart.     I  should  not  make  it  a  pf)int  to  have  them  rcjieat   the  tables  from 


94  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

memory  alone,  because  I  think  the  result  is  equally  well  attained  by  simply 
reading  aloud.  Another  exercise  would  be  that  of  adding  columns  of  figures, 
following  the  method  of  the  bank  clerk  or  of  the  astronomical  computer.  It 
would  facihtate  this  to  have  the  exercise  printed  on  sheets  beforehand. 
Twelve  lines  of  figures  would  be  a  good  number.  The  earher  exercises  may 
begin  with  three  in  a  line ;  when  these  are  easily  done,  add  a  column  of  thou- 
sands, then  the  tens  of  thousands,  and  so  on.  Do  the  same  thing  with  exercises 
in  multiplication  and  division. 

These  may,  seem  rather  dull  exercises,  but  we  can  easily  add  an  element 
of  interest  by  choosing  some  condiment  of  which  a  very  little  will  suffice  to 
flavor  an  otherwise  long  and  tedious  course.  The  mere  act  of  repeating  in 
chorus  will  give  interest  to  the  exercises.  In  addition  an  element  of  interest 
will  be  given  by  noting  from  day  to  day  the  gradually  diminishing  time  in 
which  each  pupil  can  complete  his  exercise  and  prove  its  correctness. 

Thus  far  I  have  spoken  only  of  methods  of  teaching.  But  I  believe  that, 
if  the  system  which  I  advocate  is  intelHgently  pursued,  it  will  be  found  prac- 
ticable to  curtail  greatly  the  time  spent  in  simple  arithmetic,  and  thus  rear- 
range the  curriculum  with  the  view  of  disposing  of  the  subject  of  arithmetic, 
and  passing  on  to  algebraic  and  geometric  methods,  at  a  much  earHer  age 
than  at  present.  In  this  connection  attention  may  be  invited  to  the  report 
of  the  Committee  of  Ten,  made  in  1892,  in  which  important  changes  in  this 
direction  were  proposed.  It  must  be  admitted  that  in  making  such  changes 
we  shall  be  running  counter  to  the  ideas  of  the  general  public.  When  it  is 
proposed  to  omit  commercial  and  so-called  advanced  arithmetic  from  the 
school  course,  the  reply  is  likely  to  be  that  we  are  considering  only  the  require- 
ments of  pupils  preparing  for  a  college  course;  and  that  business  and  com- 
mercial arithmetic  is  a  prime  necessity  with  the  masses.  There  being  in  our 
country  no  body  of  men  more  influential  than  that  here  assembled  in  wisely 
directing  public  opinion  on  this  subject,  I  beg  leave  to  point  out  the  fallacy 
in  this  plausible  view.  The  experience  of  directors  in  our  great  enterprises 
shows  that  the  best  business  mathematician  is  not  the  one  who  has  taken  a 
course  in  commercial  arithmetic,  but  who  has  the  best  understanding  of 
numbers  and  quantity  in  general,  obtained  by  the  more  advanced  course  of 
a  mathematical  character.  A  problem  of  practical  business  is  best  taken 
up  by  one  who  understands  it.  On  the  purely  practical  side,  that  under- 
standing can  be  better  gained  in  one  day  by  actual  experience  than  by  any 
amount  of  arithmetic  in  a  course  subject  to  all  the  drawbacks  of  being  treated 
as  an  abstraction. 

I  once  saw  an  interesting  example  of  this.  It  was  in  connection  with  a 
building  association  on  an  old-fashioned  plan,  which,  I  fear,  has  gone  out 
of  vogue.  It  was  a  mutual-benefit  association  in  which  accumulating  results 
of  monthly  payments  thru  a  term  of  years  were  to  be  equitably  divided  month 
by  month  among  the  members  desiring  advances.  The  mathematical  prin- 
ciples involved,  if  investigated  in  detail,  were  so  complex  that  only  a  professed 


Superintendence]  THE   TEACHING  OF  ARITHMETIC  95 

mathematician  would  be  able  to  construct  or  apprehend  the^r  theory.  Yet, 
when  the  problem  was  faced  as  an  actual  one,  the  whole  process  was  gone 
thru  with  by  everyday  business  men  and  laborers  without  the  slightest  diffi- 
culty. Not  one  of  these  could  have  explained  the  process  to  a  learner,  but  he 
went  thru  each  step  correctly  when  the  concrete  problem  was  before  him. 

We  should  also  try  to  dispel  the  current  notion  that  the  use  of  algebraic  sym- 
bols belongs  to  a  more  advanced  stage  of  study  than  arithmetic.  We  have  ad- 
vanced a  little  in  the  right  direction  since  the  time  when  the  signs  +  and  —  were 
considered  as  belonging  only  to  algebra,  and  therefore  were  not  used  in  arith- 
metic. If  my  contentions  are  well  grounded,  the  application  of  algebraic 
methods  may  be  commenced  as  an  auxiliary  to  arithmetic  at  a  much  earlier 
stage  in  the  course  than  at  present.  In  connection  with  the  graphic  con- 
struction of  problems  which  I  have  suggested  may  come  their  solution  in  the 
form  of  an  algebraic  expression.  If  this  seems  too  much  to  expect  from  the 
young  mind,  I  think  that  iTnj)ression  will  disappear  on  closely  looking  into 
the  case.  Let  us  grapple  with  the  subject  by  taking  it  up  as  it  really  is.  What 
will  13  pounds  of  tea  cost  at  55  cents  a  pound?  Before  the  arithmetical 
solution  can  be  begun,  the  pupil  must  understand  that  the  cost  is  equal 
to  the  product  of  55  cents  into  13.  It  follows  that,  if  he  sees  this, 
he  can  write  on  his  slate  as  the. answer  13X55.  If  a  given  sum  of  money  is 
to  be  equally  divided  among  11  people,  what  will  be  the  share  of  each  ?  The 
answer  is  to  be  found  by  dividing  by  11.  If  the  pupil  knows  this,  he  can 
write  a  fraction,  with  the  sum  to  be  divided  as  the  numerator  and  11  as  the 
dencjminator,  more  easily  than  he  can  j)erform  the  division.  It  follows  that 
by  the  combination  of  the  two  problems  he  can  express  the  result  of  dividing 
the  price  of  the  tea  among  1 1  persons.  The  same  thing  holds  true  in  all  the 
problems  of  arithmetic,  after  the  first  four  rules  are  disposed  of.  Not  only 
will  no  greater  difficulty  be  encountered  in  expressing  the  solutioii  in  this  way 
than  in  jjerforming  it,  but,  since  the  idea  to  be  expressed  must  l)c  in  the  mind 
before  the  arithmetical  solution  is  commenced,  it  will  be  a  help  to  express  the 
result  in  what  we  call  the  algebraic  form. 

We  shall  also  find  that  the  use  of  algebraic  symbols  of  (juaiitity  is  much 
simpler  than  is  commonly  supf)oscfl.  If  we  have  four  .v's,  it  is  simpler  to  call 
their  sum  4.V  than  to  (all  it  .v  mulliplicd  by  4.  This  suggests  the  idea,  which 
I  think  is  (nrret  t,  that  it  is  simpler  and  more  natural  to  consider  the  figures 
6  and  7  together  to  mean  6  multiplied  by  7  than  to  have  it  mean,  as  we  actu- 
ally do,  .sixty-seven,  wlii(  h  latter  means  6  multii)lied  by  10  plus  7.  (Iraiiting 
this,  the  expression  of  sim|)le  arithmetical  problems  in  the  form  of  e(|uati(ins 
will  be  easy,  and  I  should  suppo^^e  more  interesting  and  more  improving  than 
requiring  the  |)Upil  to  work  at  the  solution  without  using  algebraic  processes. 
It  goes  without  saying  that  this  use  of  algebraic  methods  in  elementary  prob- 
lems does  not  imply  the  mani|)ulation  of  algebraic-  expressions,  inc  hiding  their 
factoring  and  rlivision,  whic  h  forms  sf)  prominent  a  feature-  of  the-  usual  elemen- 
tary course  in  algebra. 


96  '  NATIONAL  EDUCATIONAL  ASSOCIATION  rix)uisviUe 

Having  suggested  all  these  innovations,  allow  me  to  sum  up  in  briefest 
compass  the  practical  conclusions  which  I  draw  from  a  survey  of  the  field. 

I.  I  do  not  propose  that  we  shall  train  a  pupil  in  abstract  mathematical 
reasoning  until  he  reaches  the  stage  where  pure  geometry  can  be  advantage- 
ously taken  up.  But,  from  the  very  beginning,  he  should  be  trained  in  the 
faculty  of  mental  insight.  This  can  be  done  by  problems  like  this,  to  be 
answered  by  thought  without  making  a  drawing.  Of  three  houses,  A,  B, 
and  C,  B  is  loo  meters  north  of  A,  and  C  is  loo  meters  west  of  B.  What  is 
the  direction  of  C  from  A,  and  about  what  would  you  suppose  its  distance 
to    be? 

II.  I  regard  time  spent  in  the  schoolroom  poring  over  problems  and  trying, 
perhaps  vainly,  to  see  how  they  are  solved,  as  time  wasted.  Much  waste  in 
this  way  is  indeed  unavoidable;  but  our  policy  should  be  to  reduce  it  to  a 
minimum  by  explaining  the  problem  whenever  the  pupil  does  not  readily 
see  into  it  for  himself. 

III.  Of  course,  we  should  train  the  mind  in  seeing  how  to  attack  a  prob- 
lem. The  objection  may  be  made  that  whenever  we  help  the  pupil  in  this 
respect,  we  diminish  his  power  of  helping  himself.  I  admit  this  to  a  certain 
extent;  but  my  solution  is  that  we  should  devise  such  problems  that  the  course 
of  thought  they  require  can  be  seen  without  spending  time  in  vain  efforts. 
Please  let  me  cite  once  more  the  analogy  to  outdoor  exercise.  We  should  all 
agree  that,  if  we  coupled  the  exercise  of  taking  an  outdoor  run  with  the  require- 
ment of  finding  out  at  every  few  steps  what  path  was  to  be  followed,  and  put  an 
end  to  the  exercise  if  this  right  path  could  not  be  found,  it  would  materially 
detract  from  the  good  of  the  exercise.  Let  us,  then,  in  our  exercises  try  to 
promote  facility  of  calculation  by  exercising  the  pupil  in  purely  straight- 
ahead  work,  without  requiring  him  to  stop  and  think  what  is  to  be  done 
next. 

IV.  I  have  found  in  my  own  experience  that  words  are  as  well  and  more 
easily  memorized  by  repeated  reading  than  by  the  same  amount  of  repetition 
from  memory.  If  this  principle  is  correct,  then  we  never  lose  anything  by 
having  the  multiplication  table  before  the  pupil  every  time  he  repeats  it, 
so  that  he  shall  read  instead  of  memorizing  it.  I  do  not  present  this  view  as 
a  demonstrated  fact,  but  as  one  well  worthy  of  being  tested. 

V.  The  plausible  system  of  learning  one  thing  thoroly  before  proceeding 
to  another,  and  taking  things  up  in  their  logical  order,  should  be  abandoned. 
Let  us  train  the  pupil  as  rapidly  as  is  advantageous  in  the  higher  forms  of 
thought,  and  never  be  afraid  of  his  having  a  little  smattering  of  advance  sub- 
jects before  they  are  reached  in  the  regular  course.  Let  us  remember  that 
thoroness  of  understanding  is  a  slow  growth,  in  which  unconscious  cerebration 
plays  an  important  part,  and  leave  it  to  be  slowly  acquired.  A  teacher  aiming 
at  thoroness  might  have  kept  Cayley  or  Sylvester  working  half  his  life  in 
problems  of  advanced  arithmetic  without  reaching  the  standard  of  thoro- 
ness.   Let  us  rather  promote  the  development  of  higher  methods  in  the  earlier 


Superintendence]  THE  TEACHING  OF  ARITHMETIC  97 

stages  by  introducing  algebraic  operations  immediately  after  the  four  funda- 
mental rules. 

VI.  Separate  the  actual  exercises  for  acquiring  facility  in  arithmetical 
operations  from  the  solving  of  arithmetical  probL  ms.  If  I  am  right,  it  will 
be  more  conducive  to  progress  to  be  satisfied  with  the  graphic  representations 
of  problems,  without  the  arithmetical  operations  of  solution,  than  by  actually 
going  over  the  solution  itself. 

MI.  If  I  am  not  straying  too  wide  from  my  theme,  I  may  devote  one 
moment  to  the  extension  of  the  ideas  I  have  advocated  to  the  mensurational 
side  of  geometry  and  physics.  As  a  part  of  the  arithmetical  course  let  us  teach 
geometrical  conceptions,  the  aim  being  a  correct  apprehension  of  Hnes,  lengths, 
angles,  areas,  and  volumes,  as  they  actually  exist  in  the  objects  around  us, 
and  are  to  be  conceived  in  thought  when  these  objects  are  out  of  sight.  Valu- 
able exercises  in  this  repect  will  be  endeavors  to  estimate  a  result  in  advance 
of  calculating  it.  If  a  freight  car  is  the  subject  of  measurement,  either  in 
thought  or  by  a  picture,  let  the  pupils  form  the  best  judgment  they  can  as  to  the 
number  of  cubic  meters  or  the  tons  of  water  the  car  will  hold,  before  making 
the  computation.  Practice  in  estimating  length  and  angles  by  the  eye,  and, 
in  fact,  in  estimating  magnitudes  generally,  should  be  a  part  of  the  elementary 
course. 

I  conclude  with  some  thoughts  on  what  is,  after  all,  the  great  question 
involved.  What  are  we  to  expect  from  the  introduction  of  such  a  system  as 
I  have  outlined,  and  how  far  shall  it  be  carried  ?  On  ground  which  is,  so 
far  as  my  knowledge  extends,  as  new  as  this,  it  would  be  hazardous  to  reach 
a  decided  conclusion  in  advance  of  trial.  Here  again  the  difficulty  arises 
that  a  really  decisive  trial  must  be  guided  by  clear  apprehension  of  the  purpose 
in  view,  which  may  essentially  differ  from  that  with  whicli  arithmetic  is 
generally  taught.  Suitable  exercises  must  be  constructed ;  and  this  cannot  be 
done  until  their  purpose  is  fully  seen.  If  I  should  express  the  hope  that, 
thru  the  proposed  system,  the  average  boy  of  ten  might  be  as  well  (lualificd 
to  begin  algebra  as  he  is  at  the  standard  age  of,  I  believe,  thirteen  or  fourteen, 
I  should  not  be  interpreted  as  meaning  that  the  mathematical  faculty  would  be 
as  well  dcvelopcfl  in  one  case  as  in  the  other.  As  I  have  already  pointed  out, 
development  of  the  mind  is  a  slow  growth.  The  expectation  would  therefore 
not  merely  be  an  acceleration  of  tlic  mental  growth,  but  a  development  of  the 
faculty  of  using  powers  whidi  may  be  awakened  at  an  age  earlier  than  is 
commonly  supposed.  I  may  make  this  dear  by  referring  to  the  fact,  already 
pftinled  out,  that  a  language  is  so  easily  and  rapidly  acquired  by  the  nat- 
ural process,  when  the  acquisition  would  be  slow  and  ililVu  ull  by  the  pro- 
cess of  teaching.  If  we  couhl  imagine  a  child  ten  years  old  who  had  l>een 
taught  to  speak  only  by  rule  and  grammar,  learning  first  nouns  and  then 
verbs,  and  compare  him  with  f)ne  seven  years  old  who  was  without  theoretical 
instruction,  but  had  learned  to  talk  in  the  usual  way,  we  might  perhaps 
find  that  the  older  boy  was  bcllcr  developed,  had  a  nuK  h  better  theoretical 


gS  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

understanding  of  words  and  their  meaning  than  the  younger  would  have. 
But  the  younger  would  be  far  ahead  in  the  facility  with  which  he  could  use 
language,  and  apply  what  he  knew  in  promoting  his  further  intellectual 
advancement.  Something  hke  this  I  should  expect  from  instruction  and 
practice  in  visible  and  graphic  arithmetic. 

Of  course,  it  should  always  be  understood  that  the  process  rriust  begin  by 
being  a  tentative  one,  appHed  step  by  step.  I  therefore  earnestly  hope  that 
some  teacher  will  prepare,  and  some  publisher  be  willing  to  bring  out,  a 
series  of  exercises  of  the  kind  I  have  described,  to  be  tried  on  a  small  scale 
at  first,  and  expanded  as  far  as  found  successful  in  results.  I  certainly  can- 
not conceive  that  the  time  spent  in  a  few  such  trials  would  prove  to  be  thrown 
away,  even  if  the  results  did  not  come  up  to  expectation. 

This  is  my  first  and,  perhaps,  my  last  appearance  before  a  body  of  eminent 
educators.  While  I  fear  that  the  possibilities  I  see  before  me  may  seem  to 
be  the  ideas  of  an  enthusiast,  I  trust  that  careful  thought  and  experience  will 
lessen  the  impression.  I  therefore  make  bold  to  say  that  it  seems  to  me 
quite  within  the  power  of  education  to  make  as  great  a  revolution  in  the 
intellectual  powers  of  the  masses  of  our  population  as  science  has  made  in 
the  powers  of  the  few  thinkers  who  pursue  it.  The  scientific  investigator 
has  been  aptly  described  as  a  new  species  of  the  human  race ;  a  species  so  rare 
that  it  might  well  be  considered  an  abnormal  one.  This  species  made  its 
first  appearance  only  four  centuries  ago,  yet,  it  has  revolutionized  the  con- 
ditions which  surround  humanity.  I  think  it  is  possible  that  a  similar  revolu- 
tion may  be  brought  about  in  the  intellectual  power  of  the  masses  to  judge 
of  and  grapple  with  the  great  social  questions  that  confront  them.  I  see  in 
imagination  a  great  nation  the  millions  of 'whose  citizens  shall  each  have  clear 
conceptions  of  the  nature  and  causes  of  the  natural  phenomena  presented  to 
him  at  every  turn ;  such  an  application  of  the  forces  which  move  both  himself 
and  his  fellow-citizens  that  no  unwise  law  can  be  enacted ;  such  understanding 
of  financial  problems  that  the  public  of  which  he  is  a  part  shall  be  quite  secure 
against  becoming  the  victim  of  rapacity;  and  such  training  of  the  reasoning 
faculty  that  the  masses  shall  never  be  moved  to  action  except  by  sound  reason- 
ing, the  force  of  which  they  shall  be  able  correctly  to  judge.  This  end  is  not  to 
be  attained  without  many  trials,  and  perhaps  many  failures  in  experiment. 
But  every  trial,  whether  a  failure  or  a  success,  must  be  intelligently  discussed. 
In  all  our  discussions  the  end  aimed  at  must  be  kept  constantly  in  view.  We 
do  not  propose  to  form  a  nation  every  citizen  of  which  shall  be  a  learned  man, 
or  even  a  well-read  man ;  but  it  is  necessary  that  every  citizen  shall  become  a 
careful  and  correct  observer  of  all  that  he  sees  in  his  daily  life,  and  so  good  a 
reasoner,  that,  however  unable  he  may  be  to  trace  out  the  more  difiicult  prob- 
lems of  life,  he  shall  at  least  be  able  to  analyze  his  own  modes  of  reasoning, 
and  thus  be  secure  against  the  acceptance  of  fallacious  conclusions.  This 
end  will  never  be  gained  so  long  as  we  regard  correct  observation  and  correct 
reasoning  as  subjects  for  the  college  and  university  alone,  to  be  taken  up  at 


Superintendence]  THE  TEACHING  OF  ARITHMETIC  99 

stated  times  in  a  course  of  education.  I  therefore  hope  that  the  thoughts  I 
have  ventured  to  submit  to  your  courteous  consideration  will  not  be  applied 
to  mathematical  development  alone,  but  to  the  mental  training  of  the  masses 
in  an  enlarged  sphere  of  intellectual  activity. 


DISCUSSION 


Robert  J.  Ai.ey,  professor  of  mathematics,  University  of  Indiana,  Bloomington, 
Ind. — The  address  of  Professor  Newcomb  is  so  good  that  it  is  unnecessary  to  praise  it, 
and  it  touches  the  vital  points  so  deeply  that  it  seems  almost  presumptuous  to  undertake 
to  discuss  it. 

One  of  the  points  made  emphatic  by  Dr.  Newcomb  is  the  necessity  of  frequent  repi.  ti- 
tion  in  a  variety  of  ways  of  the  things  of  fundamental  importance  in  the  subject  taught. 
I  urge  this  in  justification  of  my  own  repetition  of  a  few  things  which  I  regard  as  of 
great  value. 

It  is  a  trite,  but  true,  saWng  that  to  teach  any  subject  well,  one  must  fully  understand 
its  nature.  Arithmetic,  like  most  other  subjects,  is  dual  in  character.  There  is  a  pure 
arithmetic  and  an  applied  arithmetic;  a  theoretical  arithmetic  and  a  practical  arithmetic. 
A  ver)'  common  mistake  is  the  attempt  to  master  the  practical  without  an  adequate  under- 
standing of  the  theoretical.  In  this  intensely  practical  age  many  people  have  been  misled. 
Schools  almost  without  number  flaunt  their  advertisements  in  our  faces,  promising  to 
prepare  men  and  women  for  the  highly  paid  practical  positions  in  life  in  from  ten  to  twenty 
weeks.  An  occasional  millionaire  goes  into  print  and  tells  the  worshiping  public  that 
time  spent  in  studying  the  foundations  of  things  is  worse  than  lost.  What  is  needed  is 
a  little  study  in  the  practical  affairs  of  life.  Our  millionaire  friend  doubts  the  need  of 
much  school  time  devoted  even  to  practical  affairs.  His  advice  is:  "Get  into  the  thick  of 
the  fight  as  early  as  possible."  He  points  to  himself  with  much  pride,  as  the  man  who 
has  learned  to  do  by  doing. 

It  surely  requires  but  little  argument  to  convince  thinking  people  that  the  best  prac- 
tice the  world  knows  always  rests  upon  a  sane  theoretical  basis. 

The  great  bridge  that  spans  the  river  out  yonder  was  a  theoretical  bridge,  a  pure 
structure  if  you  please,  with  the  strain  and  stress  computed  for  every  part  of  it,  long  before 
it  stolid  there  a  concrete  embodiment  in  stone  and  steel  and  cement.  It  stands  there 
today  a  monument  of  strength  and  utility,  because  it  first  stood  a  completed  theoretical 
structure  within  the  brain  of  the  engineer  who  planned  it.  The  attempt  to  build  the 
practical  bridge  independent  of  theoretical  considerations  has  usually  resultctl  in  disaster. 

The  technical  school,  that  school  that  is  supposed  to  be  intensely  practical,  is  every- 
where increa.sing  the  amount  of  time  devoted  to  theory.  It  is  doing  this  because  it  has 
founfl  in  its  own  experience  that  practice  aUjne  does  not  prepare  one  to  meet  the  varying 
crinditions  of  life.  The  engineer  whose  s<j1c  prejiaration  for  bridge  building  has  l)cen  the 
construction  of  a  bridge  cros.sing  a  stream  at  right  angles,  and  of  another  bridge  crossing 
at  an  angle  of  30'^,  is  generally  [xjwerle.ss  to  con-struct  a  bridge  which  must  cn)ss  at  an 
angle  of  23^°,  or  on  a  curve.  But  the  engineer  whose  jireijaration  has  been  very  largely 
■A  study  of  the  general  principles  of  bridge-building  is  able  to  meet  all  sorts  of  conditions, 
and  to  build  structures  involving  new  or  improved  jjrinciples. 

In  the  normal  »rhf>ols  of  a  generation  ago  much  more  lime  was  given  to  practice 
than  is  the  case  today.  KxiKrriencc  has  taught  the  normal  sch<K)l  that  practice,  to  l)c 
fruitful,  must  Ik:  intelligent,  and  that  it  can  \hi  intelligent  only  by  resting  U|)on  .sjinc  theory. 
As  a  result,  mu<  h  time  is  now  given  to  the  study  of  the  [irim  iples  of  general  and  special 
method. 


lOO  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

"Arithmetic  is  the  science  of  numbers  and  the  art  of  computing  by  them."  No 
better  definition  has  been  made.  It  emphasizes  the  pure  or  theoretical  nature  of  the  sub- 
ject. When  this  science  is  taken  out  into  the  affairs  of  Hfe  and  made  to  answer  questions 
in  experience,  it  becomes  applied  or  practical  arithmetic.  Pure  arithmetic  might  exist  in 
all  its  completeness  without  ever  being  applied  to  a  single  practical  purpose.  Practical 
arithmetic  could  not  exist  for  a  moment  without  the  principles  of  the  pure  science.  Pure 
arithmetic  is  the  tool  that  does  much  of  the  quantitative  work  of  the  world.  For  this  work 
to  be  done  well,  it  is  necessary  that  the  tool  be  thoroly  mastered. 

The  most  fundamental  thing  in  arithmetic  is  number,  for  it  is  in  number  that  the 
science  itself  is  found.  The  number-idea  is  universal.  The  organization  of  number- 
ideas  into  a  system  by  means  of  scientific  grouping  is  also  universal.  All  people,  however 
meager  their  number-notions,  have  arranged  these  ideas  scientifically  about  some  elemen- 
tary group.  In  most  cases  that  group  has  been  ten.  Thoro  acquaintance  with  the  num- 
ber system  can  be  obtained  in  but  one  way — by  counting. 

Counting  is,  therefore,  the  most  fundamentally  important  thing  for  the  beginner  in 
arithmetic.  Counting  at  first  is  necessarily  concrete;  that  is,  counting  is  a  form  of  quan- 
titating  material  things.  Perhaps  at  a  very  early  stage  of  counting  it  may  be  advisable 
to  have  the  objects  counted  essentially  alike;  but  experience  teaches  that  this  necessity,  if 
it  exists  at  all,  is  very  temporary.  The  child  soon  feels  that  number  is  a  quality  apart  from 
size,  shape,  color,  or  any  other  physical  property.  From  this,  the  step  to  abstract  counting 
is  very  short.  Indeed,  but  few  of  us  can  remember  back  to  the  time  when  objects  were 
necessary  in  our  counting. 

There  is  something  in  the  rhythm  and  swing  of  counting  that  is  especially  pleasing 
to  the  child's  mind.     It  is  a  rare  child,  indeed,  that  does  not  enjoy  it. 

It  is  through  counting  that  the  fundamental  facts  of  numbers  are  fixed  in  the  mind. 
We  know  that  37  is  more  than  34,  not  by  visualizing  the  two  numbers,  but  because  in  our 
counting  37  comes  after  34.  All  the  basal  facts  of  the  fundamental  operations  in  arith- 
metic are  established  by  counting.  The  commutative,  associative,  and  distributive  laws, 
as  well  as  the  tables  of  the  four  rules,  are  all  established  by  this  means. 

Since  counting  is  of  such  great  importance,  since  it  delights  and  interests  the  child, 
and  since  it  requires  but  little  time  and  no  apparatus,  it  should  certainly  take  a  large 
place  in  the  number  work  of  the  first  three  or  four  years. 

This  counting  should  be  by  I's,  2's,  3's,  4's,  5's,  6's,  7's,  8's,  9's,  and  id's,  both  for- 
ward and  backward,  and  involve  every  possible  order.  Such  counting  insures  a  complete 
mastery  of  all  the  addition  and  subtraction  tables  the  world  knows.  It  also  insures  the 
fixing  in  the  mind  of  all  the  multiplication-table  products. 

Counting  is  not  the  only  number  exercise  for  the  elementary  school.  It  is  an  impor- 
tant one,  but  with  it  there  should  go  the  formal  development  of  the  four  rules.  Of  course, 
much  of  this  must  necessarily  be  enforced  by  application  to  concrete  things  within  the 
familiar  experience  of  the  child. 

The  development  of  the  processes  of  addition,  subtraction,  multiplication,  and 
division,  and  their  extension  into  the  special  fields  of  factors,  fractions,  multiples,  powers, 
and  single  roots,  cover  the  ordinary  field  of  pure  arithmetic. 

This  development  should  be  thoro  enough  to  establish  clearly  the  principles  of  the 
various  operations  and  the  interrelations  between  them.  The  inverse  relations  between 
addition  and  subtraction,  and  multiplication  and  division,  are  so  simple  that  children  of 
the  second  and  third  grades  can  understand  and  appreciate  them.  These  relations  are 
capable  of  clear  and  interesting  concrete  illustrations,  and  also  lend  themselves  to  easy 
graphical  representation.  They  should  be  taught  so  thoroly  that  their  simple  applica- 
tion would  give  no  trouble  whatever. 

Accuracy  and  reasonable  speed  are  two  most  desirable  ends  in  elementary  arithmetic. 
Arithmetic  lends  itself  more  readily  to  the  training  in  accuracy  than  any  other  common- 


Superintendence]  THE   TEACHING  OF  ARITHMETIC  lOI 

school  subject.  In  arithmetical  calculations  the  results  are  right  or  wrong.  The  calcu- 
lator himself,  without  much  trouble,  can  usually  determine  the  accuracy  of  his  results. 
In  no  other  subject  can  he  do  this  with  the  same  facility  as  in  arithmetic. 

Many  pupils  leave  our  schools  without  any  just  appreciation  of  the  value  of  accuracy, 
and  without  ever  getting  out  of  the  spelling  stage  of  calculation.  Both  of  these  conditions 
are  deplorable,  easily  explained,  and  curable.  Arithmetic  as  a  tool  is  almost  useless  unless 
it  has  an  edge  keen  enough  to  do  its  work  with  considerable  speed  and  absolute  accuracy. 
The  lack  of  speed  is  due  to  inadequate  training  in  counting,  and  to  insufficient  drill  upon 
the  simple  combinations  that  make  the  tables  of  the  jour  rules.  Another  thing  contri- 
buting to  slow  work  is  the  very  common  practice  of  having  pupils  deal  with  concrete 
problems,  involving  complex  reasoning,  before  they  understand  the  pure  arithmetic. 
Speed  is  attained  by  dealing  with  things  so  simple  that  practically  all  the  attention  can 
be  given  to  the  speed  itself. 

The  woeful  lack  of  accuracy  is  due  wholly  to  the  attitude  of  the  teachers.  Teachers 
permit  and  sometimes  encourage  inaccuracy.  If  the  process  of  solution  is  right,  the  pupil 
is  praised,  even  tho  his  answer  may  be  utterly  and  absurdly  wrong.  Until  a  few  years 
ago  the  State  Board  of  Education  in  Indiana  instructed  the  examiners  of  applicants  for 
license  to  teach,  to  mark  the  papers  in  arithmetic  upon  the  basis  of  one-half  for  process 
and  one-half  for  answer.  For  the  past  half-dozen  years  the  instructions  have  been 
to  mark  the  arithmetic  papers  by  the  absolute  standard  of  accuracy.  The  first  plan 
developed  slovenly  habits  in  the  teachers,  and  gave  us  a  generation  of  graduates  from 
our  common  schools  that  could  not  be  trusted  to  add  a  grocery  bill.  The  second  plan 
conv-inced  the  teachers  of  the  state  that  the  habit  of  accuracy  is  an  asset  worth  having. 
Their  only  chance  of  getting  even  was  to  pass  the  absolute  standard  on  to  their  pupils. 
They  have  done  this.  The  result  is  that  the  pupils  today  in  Indiana  have  an  apprecia- 
tion of  the  value  and  desirability  of  accuracy  not  dreamed  of  by  their  predecessors  of  ten 
years  ago.  Pupils  soon  form  the  habit  of  accuracy  when  they  find  that  inaccurate  results 
are  uniformly  marked  zero. 

Accuracy,  speed,  and  understanding  of  the  principles  of  pure  arithmetic  are  best 
attained  by  centering  attention  upon  these  things,  rather  than  by  attempting  to  accom- 
plish them  thru  complicated  applications  to  concrete  affairs.  In  multiplication  by  2, 
after  the  table  has  been  learned,  more  desirable  results  in  speed,  accuracy,  and  under- 
standing are  obtained  by  multiplying  large  numbers  by  2  than  by  often  repeated  little 
multiph'cations.  The  multiplication  of  a  number  of  twenty  figures  by  2  has  all  the  merits 
found  in  the  multiplication  of  twenty  single  digits  by  2,  plus  the  chance  for  speed,  the  drill 
in  carrying,  and  the  enormous  impetus  given  to  the  child  in  the  idea  that  he  is  doing 
something  big.  The  purpose  of  this  work  is  to  learn  to  multiply,  and  with  it  to  attain 
to  speed  and  accuracy.  The  same  is  true  of  work  with  large  numbers  in  the  other  opera- 
tions. 

Speed,  accuracy,  anfl  understanding  are  all  greatly  helped  by  the  early  teaching  of 
contracted  methods  and  short-cuts.  Many  persons  think  that  the  immature  mind  is 
unable  to  grasp  short,  direct  methods.  Nothing  is  farther  from  the  truth.  No  one  more 
readily  grasps,  or  more  highly  ai)prcciates,  masterly  ways  of  doing  things  than  a  child. 
Much  of  the  arithmetic-teaching  of  today  puts  a  premium  on  the  long-drawn-out  way  of 
doing  things.  In  many  schools  the  .s<ilution  is  be.st  which  covers  the  greatest  number  of 
square  feet  of  blacklx)ard  or  square  in(  hcs  of  notclxjok.  This  is  all  wrong.  The  teaching 
should  face  about  and  develop  mental  alertness  that  will  go  to  the  Iieart  of  things  and  get 
resuhs  in  the  most  direct  way  possible. 

I  have  tried  to  emphasize  two  of  the  many  im|M»rtant  |K)ints  maile  by  Dr.  Nisvcomb. 

I.  The  necessity  of  a  clearer  untlerstanding  of  the  prin<  iples  of  pure  aritlunetic. 
This  may  \x  attained  by  giving  more  attention  to  the  relations  of  number  tliru  (ounling 
.in-I  thru  .1  deeper  study  of  the  rcblions  in  the  jour  rules. 

UNIVERSITY  OF  CALIFORNIA 
SANTA  BARBARA  COLLEGE  LIBRARY 


I02  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

2.  The  desirability  of  better  results  in  speed  and  accuracy.  These  may  be  attained 
by  much  drill,  by  the  use  of  direct  methods,  and  by  the  teacher  maintaining  an  absolute 
standard  of  accuracy. 


SUGGESTIONS  FOR   THE  IMPROVEMENT  OF    THE    STUDY 

PERIOD 

F.    M.-  McMURRY,   PROFESSOR  OF  ELEMENTARY  EDUCATION,    TEACHERS 
COLLEGE,    COLUMBIA   UNIVERSITY,    NEW   YORK   CITY 

Last  spring  I  took  charge  of  a  fifth-year  class  of  twenty  children  in  his- 
tory and  geography,  with  the  object  of  investigating  and,  if  possible,  improv- 
ing their  method  of  study.  After  spending  perhaps  sixty  minutes  with  them, 
I  assigned  one  day  a  paragraph  of  map  questions  which  they  were  to  dispose 
of  in  class,  without  help.  I  was  to  do  nothing  more  than  to  call  upon  someone 
now  and  then  to  "go  on,"  or  to  "do  what  ought  to  be  done  next." 

A  girl  read  the  first  question:  "Here  is  a  relief  map  of  the  continent  on 
which  we  live.  What  great  highland  do  you  find  in  the  west  ?  In  the  east  ?" 
Then  she  stood  silent,  staring  at  the  book.  She  might  have  inquired  the 
meaning  of  "relief;"  or  have  turned  to  the  relief  map  opposite — which  was 
small;  or  to  the  better  map  two  pages  further  over;  or  to  the  wall  map  hang- 
ing, rolled  up,  in  front  of  the  class.  But,  altho  she  was  not  embarrassed,  she 
did  nothing.  She  was  waiting  to  be  directed  just  what  to  do,  and  she  waited 
until  aid  arrived  from  me. 

In  response  to  the  next  question,  "In  what  direction  does  each  (highland) 
extend?"  the  two  great  highlands,  the  Rockies  and  the  Appalachians,  were 
described  as  parallel;  and  the  pupil  was  passing  to  the  next  question  without 
objections  from  any  source.     Again  I  had  to  interfere. 

"Which  is  the  broader  and  higher?"  was  the  third  question.  A" boy 
stepped  to  the  wall  map  and  pointed  out  the  Rockies.  But,  as  no  one  asked 
why  they  were  supposed  to  be  broader  and  higher,  I  suggested  that  question 
myself.  Someone  gave  the  correct  reason  for  considering  them  the  broader. 
But,  by  that  time,  the  entire  class  had  forgotten  that  there  was  a  second  part 
to  the  question,  and  were  passing  on.  I  then  reminded  them  of  the  omitted 
part. 

The  fourth  question  called  for  the  location  of  the  lowest  land  between 
these  two  highlands.  Four  or  five  stepped  to  the  board  in  succession,  showing 
wide  disagreement.  Yet  no  one  asked  anyone  why,  or  proposed  any  way  of 
settling  the  dispute,  or  even  evinced  any  responsibility  for  finding  one.  They 
would  have  taken  the  next  question,  had  I  not  objected. 

"Trace  the  Mississippi  River,"  was  the  fifth  question.  Only  about  one- 
half  of  it  was  pointed  out — i.  e.,  from  Cairo  southward.  But  no  one  entered 
complaint,  and  the  next  question  was  read  before  I  requested  more  accurate 
work. 

The  girl  who  read  the  next  direction — i.  e.,  "Name  some  of  its  largest 


Superintendence]  IMPROVEMENT   OF    THE  STUDY   PERIOD 


103 


tributaries" — stood  silent.  The  word  "tributaries "was  probably  new;  but 
she  apparently  lacked  the  force  to  request  help.  As  nearly  as  I  could  judge, 
she  was  waiting  for  me  to  ask  her  if  she  didn't  need  to  ask  someone  for  the 
definition.     So  I  complied,  and  the  definition  was  given. 

Then  all  failed,  for  a  time,  to  answer  the  original  question,  apparently 
because  they  could  not  break  it  into  its  two  parts,  first  tracing  the  principal 
tributaries  on  the  map,  then  finding  the  names  attached  to  them. 

These  responses  are  representative  of  my  earher  experience  with  the.se 
ten-to-twelve-year-old  children.  In  spite  of  the  fact  that  they  were  not 
frightened,  and  plainly  understood  that  they  were  to  go  anywhere  in  the  room, 
and  do  or  say  anything  that  was  necessary,  frequently  someone  stood  ten  to 
fifteen  feet  from  the  wall  map,  straining  his  eyes  to  read  it,  until  invited  to 
step  forward.  And  even  after  answering  the  single  question  that  was  assigned 
to  each  during  a  portion  of  the  time,  they  often  remained  standing  at  their 
seats,  or  holding  a  pointer  before  the  map  until  directed  to  sit.  They  seemed 
to  be  wanting  in  energy  to  move  about  freely,  to  determine  when  answers 
were  correct  and  complete,  and  even  to  lay  aside  the  pointer  and  sit  down, 
without  assistance. 

Yet  they  were  normal  children,  were  up  to  grade,  and  had  even  enjoyed 
rare  school  advantages.  Nine  out  of  the  twenty  had  attended  this  school — 
the  Practice  Department  of  Teachers  College — from  the  beginning,  and 
every  one  of  the  five  teachers  that  they  had  had,  had  been  a  graduate  of  a 
state  normal  school  or  of  a  college,  or  both,  and  had  been  especially  trained 
for  teaching.  How,  then,  can  their  failure  to  master  such  a  simple  lesson 
as  map  questions  be  explained  ? 

The  explanation,  I  think,  is  found  in  the  peculiar  difficulties  of  studying 
alone;  for  I  was  almost  requiring  them  to  get  their  lesson  without  the  aid  of  a 
teacher.     Let  us  consider  those  difficulties. 

When  a  pupil  studies  a  lesson  with  a  teacher,  it  is  a  question  of  how  much 
two  persons  can  accomplish  together,  the  one  being  immature,  and  only  under 
favorable  circumstances  fully  willing  to  receive  and  be  guided;  while  the  other 
is  much  better  informed  in  general,  more  or  less  versed  in  the  jiriiiciples  of 
presentation,  and  more  or  less  skilled  in  their  application. 

In  the  mastery  of  text  together,  the  teacher  asks  questions,  pushes  the 
pupil  against  difficulties,  points  out  crucial  thoughts,  calls  a  halt  here  and 
there  for  review  and  drill,  furnishes  motive  by  praising  or  rejirimanding  or 
pummeling,  as  the  case  requires,  and  not  seldom  grows  red  in  tlu-  fan-  ftiun 
exertion. 

Likewi.se,  in  the  case  of  developing  iiislru<  lion,  tlie  tc-ac  Iut  ciiooses  tin- 
general  to|)ic,  breaks  it  into  |)arts,  and  then  concentrates  her  ability  on  lur 
(juestions,  endeavoring  to  have  them  short,  simple,  and  attractive  enoiigli 
to  make  sure  bait.  And  if  she  is  very  skillful,  her  |)re(lige>te(l  morsels  oi 
knowledge  may  be  swallowed  and  assimilated  witlioiil  pain  or  conscious 
effort. 


I04  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

In  both  cases  the  teacher  is  the  acknowledged  leader.  It  is  she  who  takes 
the  initiative  in  determining  how  the  lesson  shall  be  attacked;  who  exercises 
resourcefulness  in  meeting  unexpected  obstacles;  who  assumes  responsibility 
for  deciding  what  the  crucial  questions  are,  and  when  the  answers  are  right 
and  complete,  and  who  supplies  the  energy  that  makes  things  go.  If  she  is 
accounted  a  good  teacher,  she  is  fully  as  active  as  her  pupils,  and  probably 
grows  tired  first;  she  is  the  one  who  does  the  work. 

Now,  eUminate  the  teacher,  and  let  the  pupil  attempt  to  get  his 
lesson  alone.  It  is  no  longer  a  question  of  how  much  two  persons  can 
accomplish  together,  but  how  much  the  weaker  of  the  two  can  and  will  do 
alone. 

The  work  to  be  accomplished  is  the  same,  however,  as  before — i.  e.,  the 
assimilation  of  the  topic  by  the  pupil.  The  means,  then,  must  be  substanti- 
ally the  same — i.  e.,  a  careful  division  of  the  subject  into  parts,  and  the 
putting  and  answering  of  questions  touching  the  meaning,  relative  values, 
organization,  and  bearing  on  life.  Therefore,  what  the  two  accomplished 
before — with  the  more  capable  one  working  the  harder  and  doing  the  greater 
part — must  now  be  performed  by  the  weaker  one  alone.  He  must  now 
duplicate  the  teacher's  task  by  teaching  himself.  How  different  the  two 
situations ! 

Here  is  the  explanation  of  the  failure  of  the  class  mentioned,  in  spite  of 
the  fact  that  they  were  fairly  endowed  and  responsive  children,  and  this  was 
their  fifth  year  of  superior  instruction.  For  nearly  five  years  they  had  been 
establishing  the  habit  of  waiting  to  be  told  when  to  step  to  the  board,  when 
to  lay  aside  the  pointer,  what  questions  to  consider,  when  an  answer  was  wrong, 
when  something  had  been  overlooked  or  forgotten,  and  when  they  were  thru 
with  a  task.  They  were  strong  as  followers,  as  would  quickly  have  been 
proved  if  I  had  been  willing  to  play  the  customary  part  of  leader.  But  they 
were  untrained  for  such  leadership  of  themselves  as  is  necessary  in  study, 
because  they  had  not  been  learning  to  take  the  initiative,  carry  responsibihty, 
exercise  resourcefulness,  and  find  motive  for  effort,  by  having  someone  else 
perform  these  duties  for  them.  Indeed,  such  help  from  a  teacher  as  is  custom- 
ary undermines  self-reliance  and  unfits  for  independent  study,  altho  it  may 
and  often  does  result  in  a  good  fund  of  knowledge. 

This  class,  I  think,  is  typical  of  others.  The  first  change,  therefore,  for 
the  improvement  of  study  periods  must  be  effected  within  the  recitation  itself. 
That  period  must  accustom  children  to  taking  the  initiative  in  the  mastery 
of  thought.  Outside  of  school — as  in  games  and  conversation — they  do  this 
constantly,  and  always  have  done  it;  it  is  in  the  school,  the  special  institution 
for  education,  where  it  is  wanting.  When  instructing  a  fourth-year  class  in 
literature  one  day,  I  suddenly  inquired:  "Do  you  ever  stop  to  talk  over  what 
you  read?"  "No,"  replied  several.  "Yes,"  said  a  few,  "  sometimes  we  do." 
"All  right,"  said  I  to  the  latter.  "Let  us  stop  here  and  talk  a  few  minutes. 
Eddie,  what  have  you  to  say?"     "O,  we  don't  talk;  the  teacher  does  the 


Superintendence]  IMPROVEMENT  OF   THE  STUDY  PERIOD 


lOS 


talking,"  remarked  Eddie,  with  a  most  nonchalant  air.     How  typical  of  the 
school!     And  how  lamentable! 

To  secure  this  initiative  from  children,  radical  reform  in  the  conduct  of 
recitations  is  necessary  in  two  respects.  First,  there  must  be  an  ability  on 
the  part  of  teachers  to  keep  still  more  of  the  time.  The  teacher  is  too  promi- 
nent in  the  class.  And,  strange  to  say,  in  development  work — which  seems 
to  be  regarded  as  our  highest  type  of  instruction — she  is  most  prt)mincnt.  One 
great  object  of  a  good  teacher  should  be  to  show  children  how  to  get  along 
without  her;  and  the  longer  she  keeps  a  class,  the  less  talking  and  other  work 
she  should  do,  because  under  her  guidance  they  have  learned  to  do  it  them- 
selves. How  otherwise  can  they  be  improving  in  power  to  study  alone  ? 
Second,  initiative  on  the  part  of  the  pupils  in  the  mastery  of  les.'^ons  must  take 
the  place  of  knowledge  of  subject-matter  as  the  primary  object  of  many  recita- 
tions. It  is  well  enough  to  recite  to  a  teacher  a  portion  of  the  time,  in  order 
to  prove  one's  possession  of  facts.  But  reciting  does  not  usually  reveal 
one's  way  of  getting  the  facts;  it  merely  tests  results.  And  it  is  partly  because 
.so  much  time  has  been  occupied  in  reciting  that  so  little  attention  has  been 
given  to  children's  method  of  study.  Many  recitations — po.ssibly  most  of 
them  in  the  elementary  school — should  be  spent  by  the  children  in  mastering 
lessons  in  the  teacher's  presence,  with  the  aid  of  her  suggestions — not  primarily 
for  increa.se  in  knowledge,  but  for  increase  in  intelligence  and  independence 
in  study.  This  change  of  aim  might  make  it  advisable  to  call  the  periods  in 
general  "study  periods,"  rather  than  "recitation  periods" — there  is  so  much 
that  is  reprehensible  in  the  latter  name.  Children  would  probably  know  as 
much  in  the  end — but  they  would  also  have  far  better  methods  of  working. 

Now,  what  are  the  facts  about  method  of  study  who.se  mastery  demands 
so  much  time  ?  Teachers  may  be  willing  to  practice  silence  in  class,  and  to 
accept  initiative  on  the  part  of  pupils  as  their  primary  aim;  but  until  children 
are  very  dear  in  regard  to  the  directions  in  which  initiative  is  to  be  exercised, 
they  are  likely  themselves  to  be  provokingly  silent.  This  problem,  touching 
the  principal  factors  in  proper  study,  is  one  of  the  greatest  that  now  confront 
the  teacher. 

Both  children  and  college  students  generall)-  recognize  two  main  factors 
in  study — i.  e.,  memorizing  and  thinking.  And  which  of  the.se  .should  come 
first  is  the  nr>t  imj)ortant  question  to  be  met.  Custom  .says,  "memorizing." 
"I-'ix  the  facts  or  thoughts  in  memory,  tlien  rellection  upon  ihcm  can  follow 
at  leisure,"  is  the  common  thought.  Hut  there  arc  always  more  duties  in  life 
tlian  time  allows  us  to  perform,  so  that  relledion  is  habitually  i)ostponed 
until  it  is  omitted.  In  consecjuence,  to  the  great  majority  of  i)ersons,  study- 
ing signifies  mainly  the  stultifying  work  of  memorizing.  Suppo.sc,  now,  this 
order  were  inverted,  and  yc)ung  people  were  taught  to  undertake  the  first 
thing  whatever  thinking  was  e.xpected  of  them  in  each  le.sson.  They  would 
chen  at  least  make  sure  of  the  more  interesting  part,  liut,  more  than  that, 
thinking  thoughts  thru,  in  the  various  ways  required  in  good  study,  is  the  very 


I06  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

best  method  of  memorizing  them,  and  psychologists  recommend  this  method 
even  in  the  case  of  verbatim  memoriter  work.  Conscious  effort  to  memorize 
would  then  be  largely  or  wholly  unnecessary,  because  the  memorizing  would 
become  a  by-product  of  thinking  instead  of  a  substitute  for  it.  Here  is  the 
first  great  fact  to  be  taught  to  young  people  about  how  to  study.  And  if  it 
were  applied,  there  would  need  to  be  less  of  dull  drill  in  school;  one  reason 
for  so  much  of  it  now  is  that  there  is  so  little  thinking. 

What  kinds  of  thinking  are  to  be  expected  is  the  next  great  question.  The 
chief  factors  in  reflection  must  be  carefully  taught.  Let  us  very  briefly  sug- 
gest a  few. 

1.  In  the  reproduction  of  stories  by  six-year-old  children,  teachers  affect 
to  make  the  response  easy  by  mentioning  definite  points  to  tell  about.  Chil- 
dren in  the  second  and  third  years  of  school  easily  detect  the  substance  of 
scoldings  received,  of  conversations,  and  of  paragraphs  in  their  readers,  and 
they  determine  the  substance  of  paragraphs  for  short  compositions.  In  de- 
velopment work  thruout  the  primary  they  are  reasonably  successful  in  com- 
prehending the  question  under  consideration,  and  in  holding  to  the  point  as 
the  discussion  advances.  Here  there  are  the  beginnings  of  the  ability-  to 
group  facts  into  points,  or  to  think  by  points.  This  is  one  of  the  first  requisites 
for  the  organization  of  knowledge,  but  the  extent  to  which  it  is  lacking  in  adults 
is  suggested  by  the  tendency  of  teachers  to  offer  scattered  or  isolated  facts  in 
the  studies,  and  to  wander  from  the  point  in  their  conferences.  This  ability, 
then,  needs  to  be  highly  valued  and  developed.  Lessons  should  often  be  as- 
signed, or  at  least  recited,  by  points  rather  than  by  pages.  Marginal  headings 
should  be  prepared  by  children,  and  they  should  learn  to  put  their  fingers 
on  the  spots  in  the  text  where  the  treatment  of  a  certain  point  begins  and 
ends,  thus  determining  the  places  where  the  thought  turns,  and  where  pauses 
might  be  suitable,  for  reflection.  Also  they  should  verify  and  improve  the 
paragraphing  of  the  text ;  should  assume  responsibility  for  detecting  beginning 
wanderings  of  thought  in  discussion  or  in  text;  should  receive  practice  in 
taking  notes,  by  points,  when  the  teacher  reads  or  talks  to  them;  and  should 
learn  so  to  group  their  ideas  that  they  could  easily  number  the  points  that 
they  themselves  make,  in  reciting  or  in  writing. 

2.  Children  somewhat  easily  detect  the  main  points  in  a  story;  they  often 
recognize  trivial  facts  as  such  in  development  work;  they  are  keen  critics  of 
the  value  of  words  in  comparison  with  deeds  in  the  conduct  of  their  teachers 
and  parents;  and  they  are  often  distinguished  for  their  good  sense  in  their 
judgment  of  relative  values,  just  as  adults  are.  Here  are  the  beginnings  of  a 
second  mental  ability  of  vital  worth  in  study;  and  it  is  all  the  more  important 
that  it  be  developed,  since  the  facts  in  the  three  R's  and  spelling  are  so  nearly 
on  a  dead  level,  and  the  prevailing  conception  of  thoroness  so  magnifies 
trifles,  that  the  aj)preciation  of  relative  worths  is  in  peculiar  danger  of  atrophy 
in  the  primary  school. 

Whole  recitation  periods  might  well  be  spent  primarily  in  the  cultivation 


Superintendence]         IMPROVEMENT  OF   THE  STUDY  PERIOD 


107 


of  this  ability.  To  that  end  children  might  be  encouraged  to  mark  their 
texts,  indicating  the  relative  value  of  different  passages  by  their  system  of 
markings.  Reciting  usually  with  their  books  open,  in  history  or  geography, 
as  in  hterature,  they  should  often  be  asked  to  begin  with  the  largest  thought 
in  the  entire  lesson,  no  matter  where  it  might  be  found;  and,  if  disagreements 
are  noted,  the  period  might  be  spent  in  the  attempts  of  various  pupils  to  defend 
their  estimates.  They  should  practice  putting  large  questions,  as  well  as 
answering  them,  and  should  develop  skill  in  selecting  the  details  necessary 
to  the  support  of  a  large  thought  thereby  learning  to  slight  insignificant  facts. 
If  they  are  not  allowed  to  mark  up  their  books,  how  are  they  to  review  them 
without  loss  of  time  ?  And  if  they  do  not  learn  to  neglect  much  of  what  is 
in  a  text,  how  are  they  to  learn  that  wise  selection  of  facts  which  will  allow 
them  to  make  profitable  use  of  reference-books,  newspapers,  and  maga7.ine^? 

3.  Children  have  such  vivid  imaginations  that  they  are  capable  of  becom- 
ing frightened  by  their  own  pictures.  When  they  become  interested  in  a  story, 
it  is  difficult,  even  in  the  kindergarten,  to  check  their  expression  of  suggested 
ideas;  conversations  among  them  are  as  natural  as  among  adults;  develop- 
ing instruction  is  based  on  the  assumption  that  their  experiences  are  rich 
enough  to  allow  contributions  of  thought,  and  fables,  calling  for  interpreta- 
tion, are  especially  written  for  them.  Here,  then,  are  the  beginnings  of  a 
third  ability  of  great  importance  in  study — i.  e.,  the  power  to  supplement  an 
author's  thought.  The  best  of  authors  fail  to  put  most  of  their  ideas  into 
print.  Or,  as  Ruskin  declares,  all  literature — hke  the  story  of  the  Prodigal 
Son — appears  practically  in  the  form  of  parables,  requiring  much  supplement- 
ing to  be  properly  pictured  and  interpreted.  The  words  in  a  minister's  text 
in  comparison  with  those  in  his  sermon  are  perhaps  as  one  to  one  hundred. 
The  statements  in  any  text  should  bear  a  somewhat  similar  ratio  to  the  thoughts 
that  they  suggest  in  the  reader's  mind.  Accordingly,  much  time  should  be 
occujjied  by  children  in  school  in  visuaHzing  in  greater  detail  the  scenes  in 
geography,  history,  and  other  studies;  the  bearings  of  facts  upon  human  life 
should  often  be  traced  out  with  care;  and  comparisons  of  many  kinds  shouki 
be  instituted.  To  this  end  fact  questions,  testing  mainly  memory,  are  out  of 
place;  fjuestions  involving  reflection  should  be  common,  if  wc  desire  young 
fx^ople  to  become  reflective.  And  the  initiative,  it  muA  be  remembered, 
should  come  from  the  children.  A  very  common  remark  from  the  teacher  in 
the  treatment  of  text  might  well  be:  "  Do  we  need  to  stoj)  here  to  talk  over  any 
matter?"  The  children  .should  even  k-arn  to  call  a  halt  themselves,  at  fitting 
l)laccs,  and  to  offer  the  supplemental  thougiil  witliout  even  a  suggestion  from 
the  tea(  her.     Thus  they  might  be  taught  how  to  read  books. 

Want  of  time  forbids  my  doing  more  than  merely  indiiating  a  few  other 
|)romincnt  factors  in  ])Ui])er  study,  by  means  of  (juestions. 

Is  it  one's  duty,  in  reading  an  author,  to  try  to  agree  with  him;  or  may  one 
disagree,  and  thus  .set  himself  up  as  a  judge?  lOven  six  year  old  children 
are  allowed  to  praise  fairy  tales  that  they  like;  have  they  the  right  «)f  condemna- 


jo8  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

tion  also  ?    I  find  many  college  students  uncertain  about  this  whole  question. 

Should  a  scholar  aim  at  firmly  fixed  opinions  ?  Or  is  it  his  duty  to  remain 
somewhat  uncertain,  and  therefore  flexible,  in  his  views  ? 

Again,  how  is  a  student  to  know  when  he  properly  knows  a  thing  ?  Or 
is  he  expected  to  feel  very  uncertain  until  the  examination  returns  are  seen  ? 

In  mastering  a  lesson  or  reading  a  book,  should  one  study  primarily  for 
the  sake  of  understanding  what  is  presented?  Or  primarily  to  meet  the 
teacher's  probable  requirements?     Or  primarily  for  personal  profit? 

These  are  all  questions  of  vital  importance  in  study  for  all  ages  of  students, 
And  until  they  have  been  properly  answered,  and  young  people  have  been 
properly  instructed  in  regard  to  them,  home  study  will  continue  to  be  a  bug- 
bear, and  complaints  of  teachers  about  pupils  not  knowing  how  to  study  will 
continue  to  be  common.  We  have  been  on  the  right  track  in  the  past,  when 
we  have  emphasized  the  need  of  careful  directions  in  the  assignment  of  les- 
sons, so  that  children  would  know  how  to  go  to  work.  But  we  were  ignorant 
of  the  magnitude  of  the  difficulty  involved.  How  to  study  is  very  different 
from  how  to  teach,  and  even  a  broader  question,  I  think.  And  we  might  as 
well  e.xpect  to  train  persons  to  teach  merely  by  giving  them  occasional  sugges- 
tions about  teaching,  as  to  expect  to  train  them  to  study  by  giving  occasional 
suggestions  about  study.  Therefore,  my  main  proposition  for'improvement  in 
study  periods  is  that  we  begin  to  take  the  problem  seriously,  and  go  to  work  upon 
it.  It  involves  more  knowledge  about  how  adults  should  study  than  is  now 
easily  attainable;  it  raises  the  question  of  the  extent  to  which  children  can  be 
expected  to  study;  it  favors  radical  reform  in  the  conception  of  the  class  period 
— i.  e.,  as  a  meeting  time  for  the  exchange  and  correction  of  ideas  rather  than 
as  a  time  for  reciting  to  a  teacher;  and  it  requires  cultivation  of  initiative  on 
the  part  of  children  to  an  extent  that  is  now  almost  unknown. 


MEANS  OF  IMPROVING   THE  EFFICIENCY  OF  THE  GRAM- 
MAR SCHOOL— ELIMINATIONS  AND  MODIFICA- 
TIONS IN  THE  COURSE  OF  STUDY 

MARTIM    G.    BRUMBAUGH,    PROFESSOR    OF    PEDAGOGY,    UNIVERSITY    OF    PENN- 
SYLVANIA,     PHILADELPHIA,   PA. 

The  keynote  of  American  public  education  is  democracy.  We  proceed  upon 
the  theory  that  the  school  that  is  best  is  none  too  good  for  all.  We  have  no 
special  types  of  school  for  the  different  classes  in  the  social  order.  Every 
child  must  pass  thru  the  same  educational  evolution  required  of  any  child. 
Just  how  far  the  state  should  carry  this  system  is  as  yet  an  unsettled  question. 
That  it  should  cover  the  periods  of  childhood  and  of  youth  is  already  assumed, 
and  types  of  pul)lic  schools,  called  primary  and  grammar  and  high  schools,  are 
everywhere  accepted  as  part  of  the  business  of  the  state  in  education.  These 
are  evidences  that  this  state  support  may  yet  include  the  college.  Were  it  not 
for  the  fact  that  religion  and  private  philanthropy  have  already  entered  upon 


SuperintenJence]  IMPROVING  EFFICIENCY  OF  GRAMMAR  SCHOOL  109 

this  higher  education,  doubtless  the  state  would  long  since  have  taken  this 
also  under  its  support  and  supervision.  It  may  yet  do  so,  just  as  it  has 
supplanted  the  private  secondary  school  in  the  great  centers  of  population. 

No  one  questions  the  right  of  the  state  to  provide  an  adequate  system  of 
education;  for  everywhere  a  complete  system  of  elementary  schools,  in  which 
is  included  that  type  of  school  called  the  grammar  school,  is  now  under  state 
control  and  state  support. 

Child-labor  laws  in  almost  all  the  great  states  of  the  Union  prohibit  the 
emplo^Tnent  of  children  under  thirteen  or  fourteen  years  of  age.  Com- 
pulsory educational  laws  require  attendance  at  school  to  the  same  period. 
But  this  period  rightly  figures  the  period  of  elementary  education.  It  is  thus 
seen  that  the  theory  of  the  state  is  that  every  child  must  attend  the  grammar 
school.  Beyond  this  the  state  does  not  as  yet  assume  to  dictate  to  the  home 
what  education  the  child  must  receive. 

It  is  significant,  therefore,  that  the  state  expects  and  demands  the  pres- 
ence of  every  child  in  the  grammar  school.  It  also  virtually  announces  that 
this  same  grammar  school  is  the  highest  type  of  universal  education  imposed 
by  law  upon  the  child.  All  secondary  and  higher  education  is  optional.  Gram- 
mar-school education  is  compulsory. 

From  the  point  of  view  of  the  state,  then,  it  is  fair  to  assume  that  the  gram- 
mar school  is  unique,  and,  if  for  no  other  reason,  should,  perha])s  under  some 
more  felicitous  name,  retain  its  integrity  and  individuality  as  such.  More- 
over, certain  considerations  arise  from  its  unique  character  as  thus  defined. 

In  an  illuminating  address  before  this  Association  at  its  Atlanta  meeting 
in  1904,  Dr.  Frank  M.  McMurry  set  up  the  criteria  for  testing  the  course 
of  study  in  elementary  and  secondary  schools.  Before  these  standards  he 
caused  the  detailed  data  of  our  curricula  to  pass.  With  wise  discrimination 
he  rejected  the  less  worlhful  and  retained  the  more  essential  elements  of  the 
materials  with  which  to  build  the  real — called  content  or  knowledge  in  educa- 
tion. This  work  was  so  well  done  that  no  restatement  of  that  phase  of  our 
pn^blem  is  needed.  Within  the  scope  of  that  analysis  fall  the  materials  thai 
should  be  used  in  the  grammar  school.  I  shall,  therefore  accept  that  state- 
ment as  a  .satisfactory  dictum  relative  to  the  materials  of  tlic  grammar-school 
curriculum,  and  discuss  only  such  additional  means  of  improving  tlu-  efTi- 
ciency  of  the  grammar  school  as  seem  significant. 

\ot  all  our  ills  are  in  the  ciirri(  ulum.  Not  all  our  reforms  are  to  be 
achieved  in  recasting  the  cjuality  or  llie  amount  of  material  to  be  used  in  the 
educational  process.  The  course  of  study  is  not  the  only  field  of  struggle 
U|)on  wliich  to  win  pedagogic  triumphs.  lidutation  is  not  alone  a  i)r()cess 
of  informing  the  mind;  it  is  a  process  of  enriching  the  soul.  It  is  more  than 
fining  the  mind  with  useful  facts,  valual)le  as  this  may  be;  it  is  the  cultivation 
of  all  the  powers  of  the  soul,  the  ((iniplclc  ((luipincnl  of  the  individual  for 
service.  It  thus  includes,  in  addition  to  the  informing  of  the  mind,  the  form- 
ing of  the  mind.     It  has  a  culture  aspect,  as  well  as  a  knowledge  as])ect,  and 


no 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


it  is  quite  conceivable  that  the  educational  process  may  be  so  directed  by 
the  teacher  as  to  produce  a  minimum  of  culture  with  a  maximum  of  knowl- 
edge. The  reverse  is  also  true.  But  the  better  teaching  is  that  which  lays 
emphasis  upon  the  cultural,  not  the  informational  aspect  of  the  teaching. 

We  cherish  a  fact  as  if  it  were  a  sacred  thing.  We  neglect  development  of 
power  as  if  it  were  an  incidental  thing.  Even  in  the  grammar  school  we 
are  too  much  given  to  the  worship  of  the  things  in  the  curriculum.  We  are 
intoxicated  with  the  alluring  wine  of  "education  for  practical  Hfe."  We  are 
not  educated  by  the  mere  possession  of  facts.  When  these  facts  are  secured 
at  the  cost  of  the  physical  ill-health  or  mental  enervation  or  moral  bhght, 
we  pay  for  the  facts  more  than  they  are  worth.  There  are  thus  three  means  of 
possible  improvement  in  the  efficiency  of  the  grammar  school:  (i)  increased 
concern  for  the  physical  well-being,  (2)  increased  concern  for  the  training  of 
the  powers  of  the  mind ;  (3)  increased  culture  of  the  moral  qualities  of  the  soul. 

The  physical  well-being  of  the  child  in  school  is  so  important  that  it  seems 
unnecessary  to  do  more  than  refer  to  it.  Good  health  is  requisite  to  good 
living,  to  efficient  service,  and  no  school  has  the  least  justification  for  com- 
pelling a  child  to  attend  its  sessions  and  providing  no  adequate  care  for  his 
health. 

The  culture  of  the  mental  powers  is  of  vastly  more  significance  than  the 
meager  scraps  of  knowledge  too  frequently  forced  unrelatedly  into  memory. 
The  function  of  the  grammar  school  is  to  create  in  the  pupil  an  appetite  for 
more  knowledge,  not  to  fill  him  with  masses  of  preselected  data  which  some 
self-satisfied  official  has  ordained  to  be  the  pupil's  meat  and  drink.  True, 
indeed,  these  facts  of  the  curriculum  do  have  value  both  for  what  they  are 
and  for  what  they  may  occasion.  But  the  practical  judgment  of  the  school 
community  will  always  prevent  these  from  losing  their  place  in  the  processes 
of  educating  the  masses.  We  deplore  the  great  loss  of  pupils  in  the  gram- 
mar grades.  We  regret  that  so  few  of  all  that  should  and  could  enter  the 
secondary  school  really  do  so.  Is  not  the  reason  in  part  due  to  the  sated 
appetite  and  the  quenched  thirst  produced  by  wrong  nutrition  in  the  element- 
ary school  ? 

Of  the  need  of  the  culture  of  the  moral  quaUties,  the  translation  of  clear 
thought  into  efficient  and  sufficient  action  is  confessedly  the  greatest  aim  of 
the  school.  Since  "conduct  is  three-fourths  of  Hfe,"  its  achievement  becomes 
the  first  office  of  the  school.  No  school  is  efficient  that  fails  to  stimulate 
right  conduct,  set  in  the  currents  of  the  soul  right  habits,  the  issue  of  which 
is  character.  Not  what  one  knows,  but  what  one  is,  is  the  goal.  To  say 
it  cannot  be  achieved  is  to  confess  the  school  a  failure.  To  neglect  its  achieve- 
ment is  treason  to  the  child  and  to  the  state.  I  do  not  mean  to  imply  that 
these  great  issues  are  wholly  neglected  in  our  schools.  I  know  they  are  not. 
But  I  am  constrained  to  say  that  they  should  have  vastly  more  conscious 
attention;  that,  in  short,  they  should  be  viewed  by  the  teacher,  not  as  matters 
to  be  attained  incidentally,  but  consciously  and  deliberately,  with  the  same 


Superintendence] /3/Pi?0T7iVG  EFFICIENCY  OF  GFL-iMMAR  SCHOOL  iii 

care  and  concern  that  now  is  shown  for  the  ordinary  things  of  the  course  of 
study. 

Perhaps  in  no  one  way  may  these  ends  be  so  economically  and  so  wisely 
attained  as  thru  such  a  reorganization  of  our  procedure  as  will  secure  to  the 
child  less  facts  in  the  curriculum,  and  a  vastly  wider  identification  and  rela- 
tion of  each  new  fact  with  all  that  has  already  found  place  in  consciousness. 
Not  more  facts,  but  more  relations  for  each  fact,  most  surely  promotes 
efficiency.     This  modification  of  the  curriculum  is  everywhere  needed. 

We  should  always  distinguish  between  clear  knowing,  which  sees  the  thing 
and  not  some  other  thing  in  its  stead,  and  distinct  knowing,  which  sees  the 
thing  in  all  its  relations  to  other  things  in  the  mind.  Thus  we  rise  from  teach- 
ing that  is  content  with  perception,  to  teaching  that  carries  the  act  of  percep- 
tion on  to  its  fulfillment  in  the  act  of  apperception.  With  a  crowding  of 
facts  into  consciousness  there  is  left  no  time  to  relate  these  facts  each  to  the 
other;  and  yet  a  perceived  relation  is  usually  a  more  essential  element  in 
learning  than  a  perceived  fact.  A  poor  teacher  may  present  facts  to  the  mind ; 
only  a  good  teacher  knows  the  more  delicate  and  essential  art  of  building 
relations  in  the  mind. 

Viewed,  then,  from  its  several  aspects,  the  problem  of  efficiency  seems 
to  resolve  itself  into  a  problem  of  simplification.  This  simplification  may 
be  viewed  from  three  aspects:  (i)  simplification  by  elimination;  (2)  sim- 
plification by  enrichment  of  the  materials  of  instruction;  (3)  simplification 
by  enrichment  of  the  teaching  process. 

These  three  methods  of  simplification  arc  radically  dilTerent.  The  first 
assumes  that  the  materials  of  the  curriculum  in  the  grammar  school  are  too 
great  r^uantitatively  to  be  mastered  by  the  pupil.  The  second  assumes  that 
the  amount  is  not  too  great,  but  that  the  materials  are  not  wisely  organized 
and  that  there  is  a  consequent  waste  of  effort,  which  may  be  corrected  by  a 
recasting  of  the  data  used  in  the  grammar  school.  The  third  assumes  that 
the  materials  of  the  curriculum,  as  to  both  cjuantity  and  quality,  are  not  so 
much  in  need  of  reorganization  as  is  the  teacher  of  the  grammar  school. 

With  the  first  of  these  Dr.  McMurry  has  dealt  adequately.  With  the 
second  much  is  being  done.  There  are  yet  other  needed  reforms.  The 
attempt  to  secure  a  closer  articulation  between  grammar  school  and  secondary 
.school,  by  adding  to  the  curriculum  of  the  former  some  language  clement 
or  mathematical  element,  which  was  until  lately  held  to  be  peculiarly  and 
exclusively  the  materials  of  .secondary  .schools,  has  done  .some  good.  Wc 
have  not  yet  learned  the  whole  significance  of  this,  especially  in  the  s|)hcre 
of  languages.  E.xpcricnce  has  forced  me  to  believe  that  pradically  thru  the 
grammar  school  two  languages  can  be  learned  in  tin-  time  given  to  one,  and 
that  each  language  will  be  more  thtjroly  ma^lered  \)y  reason  of  the  other. 
Here  at  least  one  may  predict  gain  of  knowledge  and  of  dist  ij)line  without 
iiu  rease  of  effort  Jjy  the  pupil.  It  may  be  well  to  ask  whether  a  more  vital 
articulation  would  not  result  if  in  some  way  we  could  overcome  the  great 


NATIONAL  EDUCATIONAL  ASSOCIATION  fLouisviUe 


crisis  in  a  child's  life  when  he  is  jumped  in  a  moment,  in  the  twinkling  of 
an  eye,  from  instruction  under  one  teacher  in  the  grammar  school  to  depart- 
mental teaching  in  the  secondary  school.  And  in  overcoming  this  irrational 
procedure  at  the  very  age  when  the  tension  of  compulsory  attendance  is 
removed,  let  us  not  forget  that  the  welfare  of  the  many  in  the  grammar 
school  is  of  more  moment  to  the  state  than  the  welfare  of  the  relative  few  in 
the  secondary  school. 

The  third  method  of  securing  efficiency — by  enrichment  of  the  teaching 
process — is  comparatively  the  most  significant.  In  the  last  analysis,  the 
teacher  is  the  course  of  study.  No  mechanism  can  be  devised  that  will  in 
any  adequate  way  compensate  for  the  absence  of  a  thoroly  trained  and  widely 
informed  teacher.  And  this  teacher  must  be  more  than  a  scholar.  He  must 
understand  the  whole  round  of  youth's  activities,  and  enter  heartily  and 
sympathetically  into  all  that  the  pupil  rightfully  should  know,  do,  and  be. 
He  must  be  a  superb  teacher,  whose  presence  and  process  alike  challenge 
the  pupil  to  his  best  efforts,  and  whose  systematic  training  in  the  principles 
and  methods  of  teaching  dispose  him  to  discipline  as  wxll  as  to  inform  the 
expanding  powers  of  the  soul.  Such  a  teacher  is  the  best  enrichment  the 
school  may  hope  for,  the  best  enrichment  it  can  command. 


HOW  CAN   THE  SUPERVISING  INFLUENCE  OF  GRAMMAR- 
SCHOOL  PRINCIPALS  BE  IMPROVED? 

LEWIS    H.    JONES,    PRESIDENT   OF   STATE   NORMAL   COLLEGE, 
YPSILANTI,    MICH. 

The  statement  of  my  theme  implies  the  feasibility  of  the  organization  of 
the  agencies  employed  in  pubhc  education  into  some  unity  of  purpose,  to 
the  end  that  each  of  those  agencies  may  have  its  individual  efficiency  increased, 
and  that  there  may  be  a  definite  increase  of  the  collective  result.  This  possi- 
bihty  of  the  improvement  of  the  agencies  at  work  in  the  school  is  based  upon 
a  fundamental  fact  in  human  nature — namely,  that  there  are  large 
classes  of  people  engaged  in  every  vocation,  in  every  province  of  human  effort, 
who  have  not  the  training  which  enables  them  to  transmute  into  valuable 
experience  the  life-occurrences  in  the  midst  of  which  they  move  and  work; 
so  there  must  be  some  means  taken  to  develop  in  these  people  that  alertness 
of  mind  which  makes  them  sensitive  to  their  surroundings,  which  brings  to 
the  forefront  of  their  consciousness  their  entire  past  history  and  achievement, 
their  complete  set  of  mental  i)ossessions,  so  that  these  shall  be  the  means  of 
the  interpretation  of  the  circumstances  in  which  they  live  and  work.  The 
entire  situation  is  tyinfied  to  my  mind  by  an  occurrence  that  took  place  some 
yea'rs  ago.  I  am  the  owner  of  a  little  farm  in  the  neighborhood  of  Indiana- 
polis. In  the  early  eighties,  during  two  successive  summers,  I  moved  from 
Indianapolis  to  this  farm,  and  drove  back  and  forth  to  my  teaching  each 


Superintendence]  SUPERVISIXG  INFLUENCE  OF  SCHOOL  PRINCIPALS     113 

day.  \Mien  on  the  farm  I  assisted  somewhat  during  evenings  and  Saturdays 
in  the  work,  and  specifically  I  helped  in  both  years  in  the  planting  of  potatoes. 
An  aged  patriarch,  living  on  the  farm  just  across  the  road,  seeing  the  young 
city  farmer  at  work,  came  and  climbed  on  the  top  rail  of  my  fence,  and  dis- 
covered that  I  was  planting  potatoes  in  the  light  of  the  moon.  He  proceeded 
to  show  that  potatoes  so  planted,  in  the  light  of  the  moon,  would  grow  into 
foliage,  but  would  not  produce  tubers;  while  those  planted  in  the  dark  of 
the  moon  would  produce  large  tubers  and  little  foliage.  I  went  ahead,  how- 
ever, and  plantecl  my  potatoes  in  the  light  of  tlic  moon.  I  cultivated  them 
carefully,  and  used  paris  green  to  save  their  ample  foliage  from  the  bugs. 
He  planted  his  potatoes  in  the  field  just  across  the  way  in  the  dark  of  the 
moon;  but  he  forgot  to  till  them,  and  the  bugs  held  riot  on  the  few  leaves 
that  came  above  the  ground.  He  did  not  even  try  to  dig  his  potatoes,  so 
poor  was  his  crop;  but  when  I  had  dug  mine,  I  had  more  than  I  needed. 
I  generously  supplied  his  table  with  potatoes  from  my  cellar.  What  surprised 
me  was  that  the  ne.xt  spring,  when  the  time  came  again  to  plant  potatoes, 
that  man,  with  the  strength  in  him  born  from  eating  my  potatoes  which  had  been 
planted  in  the  light  of  the  moon,  came  across  that  same  road,  climbed  that 
same  fence,  sat  on  the  same  top  rail,  and  told  me  that  same  story;  and  said 
that  during  a  long  and  useful  life,  devoted  to  piety,  patriotism,  and  potatoes, 
he  had  never  known  his  rule  to  fail.  I  give  this  as  a  sam])lc  of  failure  to 
learn  from  experience.  We  as  teachers  live  daily  in  the  midst  of  a  set  of 
facts  which  might  become  the  inspiration  of  our  lives  in  our  chosen  work, 
and  from  which  we  might  learn  how  to  correct  our  errors.  In  many  ca.ses, 
however,  the  efi"ect  is  to  deaden  us  to  all  helpful  influences,  so  that  each  year 
of  so-called  experience  makes  us  poorer  teachers  than  before.  Sometimes, 
when  a  candidate  files  with  me  the  statement  that  he  has  had  ten  or  fifteen 
years  of  experience,  I  say:  "How  sad!  It  almost  precludes  the  jwssibility 
that  you  can  grow  into  a  good  teacher,  because  the  probability  is  that  you 
have  hardened  yourself  into  habits  that  cannot  be  broken." 

This  whole  theory  of  improving  the  teacher  is  basefl  on  our  ability  to  get 
spiritual  stimulus  and  professional  helj)  out  of  the  ordinary  occurrences  of 
everyday  life.  The  .solution  of  the  f|uestion,  "How  can  the  supervising 
influence  of  the  grammar-school  principals  be  im])roved?"  dcjjends  upon 
three  elements:  the  room-teacher,  the  building  j)rincipal,  and  some  super- 
vising power  that  shall  lead  these  two  forces  into  effective  co-operation.  Some 
means  must  be  found  whereby  the  principal  and  the  room-teacher  can  be 
matle  to  co-operate  in  the  direc  tion  of  greater  efl'u  iency.  It  is  the  bu.sincss 
of  the  superintendent  to  [)roject  the  theory  of  this  improvement  and  to  a.ssi.st 
in  carrying  it  into  execution.  The  very  first  thing  that  the  sviperintendent 
must  do  in  this  connc(  tion  i^  to  lead  the  teac  her  himself  or  herself  to  desire 
to  be  a  better  teacher.  .Mi  lliose  outside  or  external  inducements — such  as 
the  offer  of  |)romotion,  the  iix  rease  of  salary,  the  choice  of  [)osition — are 
each  and  all  legitimate  in  their  place.     Fiut  none  of  them  can  take  the  |)lace 


J  NA  TIONA  L  ED  UCA  TIONA  L  A  SSOCIA  TION  [Louisville 

of  a  desire  to  increase  one's  efficiency.  I  believe  that  it  is  just  as  necessary  to 
teach  the  teacher  to  ideahze  the  reals  of  her  work  as  it  is  to  ask  her  to  attempt  to 
realize  the  ideals  of  teaching.  The  greatest  power  that  culture  gives  to  a  human 
being  is  the  power  to  look  an  imperfect  thing  squarely  in  the  face,  and  see  with 
the  mind's  eye  the  perfect  thing  that  should  be  in  its  place.  Soon  the  interest 
of  the  teacher  will  center  in  the  possibly  perfect  thing.  The  superintendent 
must  begin  by  teaching  the  principals  of  the  buildings  how  to  deal  with  their 
teachers,  and  stimulate  them  to  desire  improvement  in  teaching  for  improve- 
ment's sake.  The  very  first  thought  is  that  the  principal  and  the  teacher 
must  work  together  in  the  schoolroom  with  the  children.  Of  course,  the 
principal  should  have  an  office  for  some  phases  of  his  work;  but  when  he 
becomes  chiefly  an  office-holder,  his  value  as  a  supervisor  is  largely  lost. 
The  principal  must  go  into  the  schoolroom,  sharing  responsibihties  there, 
developing  sympathies,  measuring  successes,  detecting  failures,  and  always 
eulogizing  the  best  things  found,  criticising  adversely  as  seldom  as  may  be. 
The  superintendent  himself  should  often  go  with  the  principal,  in  this  way 
criticising  the  work  of  the  room.  In  this  way  must  be  developed  a  profes- 
sional comradeship,  for  the  improving  of  the  efficiency  of  the  schools  thru 
the  improving  of  the  efficiency  of  the  teacher;  and  this  comradeship  will  grow 
eventually  into  a  feeling  of  perfect  confidence  and  sympathy,  until,  w'hen 
principal  and  teacher  meet  to  talk  over  the  experiences  of  the  day,  there  will 
be  absolute  freedom.  It  is  impossible  to  develop  the  highest  efficiency  in  a 
teaching  force  by  cynical  criticism.  It  must  be  done  by  stimulating  the  highest 
powers.  There  must  be  all  the  time  developing  in  the  mind  of  each  teacher  a 
growing  ideal  of  what  efficiency  consists  in,  and  all  else  must  be  subordinate 
to  a  desire  for  growth.  The  essence  of  the  whole  matter  is  developed  in 
this  comradeship  in  effort.  A  principal  of  a  school  building  who  cannot 
share  the  teaching  work  of  the  day  with  the  room-teacher  ought  to  fit  himself 
for  such  supervision  by  practical  teaching.  Instead  of  having  charge  of 
some  special  subject  or  special  grade,  the  principal  should  put  himself  into 
sympathy  with  all  the  teachers ;  until  at  last  he  shall  be  considered  as  a  helper — 
one  to  whom  the  teacher  can  go  for  comfort  in  her  struggles  and  help  in  her 
difficulties.  Soon  there  will  come  a  sense  of  growth,  and  that  greatest  reward 
that  the  teacher  can  have — namely,  the  feeling  that  all  the  agencies  are  work- 
ing in  harmony  toward  the  increasing  of  the  efficiency  of  all,  and  that  all  are 
working  in  harmony  with  the  great  Creator  in  the  redemption  of  the  world. 


DISCUSSION 


C.  M.  Jordan,  superintendent  of  schools,  Minneapolis,  Minn. — I  have  been  asked 
to  speak  particularly  of  the  seventh  and  eighth  grades,  and  I  feci  impelled  to  say  that, 
in  my  judgment,  neither  paper  has  touched  the  vital  point  as  to  improving  the  efficiency 
of  these  grades.  The  papers  have  gone  upon  the  assumption,  altho  it  has  not  been  boldly 
Stated,  that  the  purpose  of  the  grammar  school  is  to  fit  pupils  for  the  high  school.     I  con- 


Superintendence]  SUPERVISING  INFLUENCE  OF  SCHOOL   PRINCIPALS     1 15 

tend  that  this  is  only  part  of  its  purpose,  and  the  smallest  part,  and  that  its  n-al  purpose 
is  to  fit  the  pupil  for  life. 

It  is  a  fact  without  question  that  a  large  percentage  of  the  boys  and  girls  in  the  high 
schools  of  this  country  are  not  getting  enough  out  of  the  high-school  course  to  pay  for  the 
time  and  money  which  it  is  costing  them  and  their  parents.  The  first  thing  to  do,  then,  is 
to  fit  the  seventh  and  eighth  grades  to  the  demands  of  those  pupils,  as  well  as  to  the  demands 
of  those  who  will  go  forward  into  the  high  school.  I  feel  that  it  is  our  duty,  in  these  higher 
grades,  to  make  the  pupils  acquainted,  as  far  as  possible,  with  the  demands  of  life.  I 
would  say  to  the  boy  of  these  grades:  "You  may  go  to  school  in  the  morning  and  study 
the  regular  subjects  of  the  curriculum;  and  at  two  o'clock  in  the  afternoon  you  may 
return,  and  we  will  give  you  a  thoro  course  in  manual  training."  The  reply  at  once  is 
that  such  a  course  would  not  fit  a  boy  properly  for  the  high  school.  My  answer  would 
be  to  make  the  kind  of  a  high  school  that  such  a  boy  will  fit.  I  do  not  understand  that 
boys  are  made  for  the  high  schools,  but  that  the  high  schools  are  made  for  the  boys.  I 
often  ask  myself  if  it  is  not  possible  that  the  more  system  we  have,  the  less  true  education 
we  are  giving  the  children. 

I  am  not  extremely  particular  about  the  course  of  study.  There  is  not  a  man  within 
the  sound  of  my  voice  who  has  a  course  of  study  in  his  schools  which  he  would  select  for 
his  own  children  to  follow. 

What  I  want  is  what  Dr.  Brumbaugh  demanded.  I  want  the  teacher.  Especially 
for  the  seventh-  and  eighth-grade  teacher  I  would  rather  have  the  reformed  sinner  than 
the  plaster-of-Paris  saint.  I  want  a  woman  who  knows  something  of  fife;  who  knows 
something  of  boys  and  girls;  who  knows  the  conditions  into  which  they  arc  going;  and 
who  knows  the  temptations  against  which  they  should  be  warned.  I  care  little  whether 
the  teacher  is  a  man  or  a  woman.  The  question  of  sex  does  not  trouble  me  in  this  par- 
ticular. But  I  want  the  teacher.  And  when  I  have  the  right  teacher,  I  want  her  to  stay 
with  the  boys  and  girls  long  enough  so  that  she  can  impress  upon  them  her  personality. 
I  have  often  thought  that  it  would  be  a  wise  plan  to  arrange  a  system  of  rotation  for  teachers 
— a  system  by  which  the  first  grade  teacher  could  retain  her  pupils  for  two  years,  and 
then  put  them  into  the  hands  of  another  teacher  who  would  retain  them  for  two  years, 
and  so  on  thru  the  grammar-school  course.  Under  the  present  arrangement,  in  most 
graded  schools,  the  teacher  is  with  the  children  so  short  a  time  that  she  hardly  makes 
their  acquaintance.  The  objection  to  this  is  at  once  suggested  by  the  question:  "Sup- 
po.se  you  were  to  have  a  poor  teacher?"  The  answer  to  that  objection  is  obvious. 
How  long  would  the  people  tolerate  a  poor  teacher,  if  they  understood  that  she  was  to 
remain  with  the  children  for  two  years  ?  Many  teachers  are  retained  in  the  public  schools 
today  whose  equipment  and  success  are  not  what  they  should  be,  because  of  the  dilliculty 
of  dismissing  them,  and  because  the  parents  feel  that  the  children  will  not  suffer  materially 
Vjy  b<ing  in  their  rooms  one  term. 

Give  the  boys  and  girls  something  to  do,  so  that  they  can  see  there  is  some  relation 
between  school  and  life.  Get  the  teacher  who  is  in  sympathy  with  the  children.  And 
many  of  the  difficulties  that  trouble  us  of  the  \i\^\wr  grades  will  disappear. 

C.  N.  Kkndall,  superintendent  of  schools,  IndianajMilis,  Intl. — Pupils  in  the  gram- 
mar schools,  near  the  Ixginning  of  the  adolescent  [Mriod,  are  at  an  age  when  they  recjuire 
ti-achcrs  of  .strong  personality.  Is  it  generally  advisable  to  |ila(  e  sui  h  pupils  under  the 
charge  of  a  young  woman  just  out  of  the  normal  scIkmjI  and  with  no  experience  in  leaching? 

We  need  more  men  teachers,  of  course,  but  we  are  not  likely  to  git  the  right  sort  of 
men  in  the  grammar  schools  unless  greater  inducements  arc  held  out.  Greater  ran-  in 
the  transfer— I  do  not  like  to  say  promoti<jn — of  teachers  in  i)rimary  schools  to  positions  in 
grammar  schwis  will  make  Ix-tter  grammar  schools.  The  truth  is  not  generally  n-cog- 
niz<d1hat  an  efFerlivc  teacher  for  the  higher  grammar  s<  IkkjIs  is  not  so  readily  fouml  as 
an  eflettivc  teacher  for  .second,  third,  and  fourth  grades.     The  age  of  the  grammar-school 


jj6  national  educational  association  [Louisville 

pupil  is  such  that  it  is  imperative  that  he  shall  have  a  teacher  who  shall  really  be  "captain 
of  his  soul,"  as  Dr.  Hall  has  put  it.  A  great  waste  is  going  on  in  some  sixth,  seventh, 
and  eighth  grades  because  the  teacher  cannot  command  the  situation.  I  am  not  referring 
to  school  discipUne,  for  that  has  generally  taken  care  of  itself  in  the  better  school  cities 
of  the  country;  but  I  mean  the  teaching  or  training  situation.  We  are  hkely,  however,  to 
have  some  unsatisfactory  teachers  in  these  grades  so  long  as  teachers'  salaries  remain 
where  they  were  before  the  present  era  of  high  prices  set  in;  so  long,  too,  as  we  must 
await,  not  one  Horace  Mann,  but  a  dozen  Horace  Manns,  to  go  up  and  down  certain 
parts  of  the  country  preaching  with  convincing  eloquence  that  people  in  this  time  of  over- 
abounding  prosperity  can  spend  more  money  for  really  good  schools  than  they  are  doing. 

Under  the  present  conditions,  with  some  unsatisfactory  teachers  in  the  grammar 
schools,  these  schools  should  be  systematically,  courageously,  and  intelligently  supervised. 
Supervision,  to  increase  the  efficiency  of  the  school,  should  aim  in  the  large  to  make  better 
teachers.  Every  school,  in  a  sense,  should  be  a  training-school.  Every  small  school 
system  is  a  real  training-school  for  teachers,  if  it  be  capably  superintended.  Every  school 
building  in  a  large  city  school  system  is  a  training-school  for  teachers,  if  the  man  or  woman 
in  charge  of  it  be  an  intelligent  leader  of  teachers,  with  sound  convictions  about  educa- 
tion and  with  ability  to  carry  these  convictions  into  practice  in  the  operation  of  his  school. 
Such  a  superintendent  or  principal  earns  his  salary  half  a  dozen  times  over.  In  such  a 
school  the  fundamental  truth  in  school  administration  is  realized,  that  the  growth  of  the 
pupil  cannot  go  on  apart  from  the  growth  of  the  teacher. 

Supervision  should  include  testing  the  skill  or  power  of  the  pupils.  How  many 
pupils  in  the  sixth  year  cannot  read,  judged  by  reasonable  standards  ?  Principals  should 
know  who  such  pupils  are,  and  the  reasons  why  they  are  deficient.  These  tests,  while 
unscientific  and  crude,  are  valuable  in  revealing  the  deficiency  of  pupils  and  promoting 
eflBciency.  Some  time  we  may  have  an  accepted  standard  of  what  pupils  may  be  expected 
to  do  and  know  at  a  given  age  or  grade.  Until  then,  each  must  in  a  measure  estabUsh 
his  own  standard,  and  each,  however  good  his  schools  or  proficient  his  pupils,  may  be 
open  to  the  charge  of  failure  to  train  in  the  so-called  fundamental  branches.  Not  the 
least  useful  result  of  the  testing  is  the  interest  it  should  arouse  in  pupils.  Every  principal 
or  superintendent  with  not  more  than  fifteen  hundred  pupils  should,  thru  his  teachers 
or  otherwise,  know  all  those  children  who  are  abnormally  bright  or  abnormally  deficient. 

The  efiiciency  of  the  grammar  school  would  be  promoted  by  judicious  ehminations 
from  the  course  of  study.  Dr.  McMurry  pointed  out  two  years  ago  at  the  Atlanta  meeting 
what  some  of  these  eliminations  might  be.  I  can  only  add  here  that  my  experience  has 
taught  me  that  mere  generalities  to  teachers  about  eliminations  will  not  suffice.  Many 
teachers  require  a  bill  of  particulars. 

There  should  be  some  substitutions  as  well  as  ehminations.  The  city  grammar  school 
has  been  somewhat  tardy  in  responding  to  the  needs  of  the  times.  Better  civic  govern- 
ment is  widely  recognized  as  one  of  these  needs.  What  is  the  average  grammar  school 
doing  to  interest  its  pupils  in  city  government  by  concrete  examples  of  the  way  a  city  is 
governed  or  the  way  it  ought  to  be  governed?  The  appUcation  of  science  to  domestic 
and  industrial  life  is  familiar  to  everybody.  What  is  the  grammar  school  doing  to  acquaint 
its  pupils  with  some  of  the  simple  applications  of  science,  to  be  found  perhaps  within  a 
square  of  the  school  building? 

Bearing  in  mind  the  manifest  imperfections  of  the  grammar  schools  and  the  high 
schools,  the  fact  remains  that  these  schools  are  a  great  effective  force  for  righteousness 
and  for  the  promotion  of  right  ideals.  Never  so  much  need  as  now  for  the  grammar 
school  to  hold  up  ideals  of  life  by  means  of  large  reading  of  the  best  in  hterature;  of  his- 
tory, foreign  as  well  as  our  own;    and  also  by  means  of  instruction  in  art  and  in  music. 

A  grammar  school  is  not  a  good  school  in  proportion  to  the  number  of  facts  it  gives 
to  its  pupils.     It  certainly  is  not  a  good  school  unless  it  gives  to  its  pupils  power  to  get 


Superintendence]  CITY  SUPERINTENDENTS  OF  LARGE  CITIES  117 

facts  intelligently  and  in  a  self-reliant  way.  As  Dr.  McMurry  has  pointed  out,  the 
informational  ideal  must  give  way  to  the  ideal  of  power — power  to  use  books,  to  study 
from  books  after  the  teacher  has  disappeared. 

Under  the  stress  of  new  subjects  in  the  grammar  schools,  there  must,  first,  be  more 
intelligence  on  the  part  of  teachers;  second,  elimination  of  subjects,  much  talked  about, 
but  not  always  practiced;  third,  increasing  attention  to  teaching  pupils  how  to  study; 
fourth,  a  greater  purpose  to  give  pupils  the  power  to  use  books. 


ROUND  TABLES 


ROUND  TABLE  OF  CITY  SUPERINTENDENTS  OF 
LARGER  CITIES 


TOPIC— INTERRELATION  OF  FUNCTIONS  IN  A  CITY 
SCHOOL  SYSTEM 


INFLUENCE  OF  THE  SUPERVISOR 

ADA   V.-VN   STOVE   HARRIS,   SUPERVISOR   OF   SCHOOLS,   ROCHESTER,    NEW   YORK. 

The  term  "supervisor"  is  misleading,  as  it  is  used  to  cover  varied  responsibilities. 
In  some  school  systems  the  supervisor  is  in  reality,  an  assistant  superintendent — doing 
general  supervisor}'  work,  and  sharing  in  the  executive  functions  of  the  superintendent. 
In  other  systems  the  work  is  that  of  a  special  and  minute  supervisor  of  the  individual 
teacher — in  reality  an  extension  and  reinforcement  of  the  work  of  the  school  principal. 
It  would  conserve  clearness  of  thought  if  this  difference  in  functions  were  recognized 
in  the  title  used.  To  those  who  are  doing  general  supervisory  work  the  title  of  assist- 
ant might  be  given;  to  those  who  are  doing  special  supervisory  work,  the  title  of  director 

I  shall  have  in  mind  in  this  discussion  the  general  supervisor  or  assistant  superin- 
tendent, who  is  responsible  for  the  entire  field  of  work  for  a  given  number  of  grades, 
or  for  all  grades  in  co-operation  with  the  superintendent,  or  for  a  given  district. 

The  duties  of  a  general  supervisor  are,  from  the  educational  side,  identical  with 
those  of  the  superintendent,  in  a  more  limited  sphere.  The  need  in  many  cities,  however, 
is  to  make  the  school  system  feel  this.  The  teaching  corps,  the  principal  included,  should 
be  led  to  understand  that  the  supervisor  on  visiting  the  school  is  an  authority  recognized 
as  a  representative  of  the  superintendent;  that  when  the  supervisor  or  assistant  super- 
intendent speaks,  it  is  as  if  the  superintendent  were  speaking. 

The  relation  of  the  super\isor  to  the  superintendent  should  always  Ix-  that  of  a  co- 
worker, subordinate,  but  sharing  equally  all  duties  and  responsibilities,  failures  and 
successes.  A  supervisor  who  cannot  go  into  the  schools  in  hannony  with  the  spirit  of 
the  school  policy,  as  laid  down  by  the  superintendent,  has  no  moral  right  to  retain  the 
position. 

Two  of  th<-  al>solutely  necessary  attributes  of  a  supervisor  in  his  relations  to  the 
8up<-rintendent  are  unqualified  loyally  and  candid  frankness.  There  slujuld  Ix-  no  hesi- 
tancy to  exi)ress  a  conviction  regarding  the  policy  in  vogue.  He  should  at  all  times  set 
before  the  superintendent  his  plans  and  methods  of  instruc  lion,  so  that  all  instruction 
given  or  changes  in  plan  may  go  to  the  tea(  hing  (orps,  first  having  iiceive<l  the  approval 
of  the  su|xrinten<lent. 

It  is  the  sujx-rvi.stjr  who  gives  aid  ami  advi(  e  to  tin-  t<-achers  whom  the  sup»Tint<-nd- 
ent  appoints.  His  duty  is  to  make  the  teachers  Ixtter,  to  iiiil  in  raising  the  educational 
standards.     He  i.s  not   to  sit  in  judgment,  or  to  act  as  a  disciplinarian;    but  he  must 


jjg  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

be  a  sympathetic  counselor  who  wUl  guide  the  young  teacher  into  right  ways  of  teaching, 
and  the  older  teachers,  who  do  not  understand  the  meaning  of  the  course  of  study,  to 
a  wise  and  clear  interpretation  of  the  same.  It  is  the  supervisor  who  discovers  and  can 
point  out  to  the  superintendent  sources  of  strength  and  weakness  in  the  schools  as  a  whole, 
who  knows  where  questionable  practices  are  existing  which  should  be  modified;  and, 
if  he  is  equal  to  the  position  he  occupies,  he  should  be  able  to  offer  suggestions  which 
will  rectify  all  these  defects. 

It  should  be  the  business  of  the  supervisor,  as  of  the  superintendent,  when  visiting 
a  school,  to  talk  very  candidly  with  the  principal  about  the  work  of  the  school.  He  should 
state  definitely  what  suggestions  he  has  given  to  teachers,  and  point  out  where  the  weak 
points  of  the  school  are,  as  viewed  from  the  standpoint  of  one  who  sees  the  system  as  a 
whole.  If  orders  be  necessary,  or  advice  regarding  the  general  policy  of  the  school; 
if  any  new  instruction  of  consequence  is  to  be  given;  any  new  policy  outlined,  it  should 
be  made  plain  to  the  principal,  and,  if  possible,  the  hearty  co-operation  of  the  principal 
should  be  secured.  The  supervisor  should  always  recognize  the  principal  as  the  head 
of  his  school,  and  by  wise,  tactful,  and  sympathetic  counsel  assure  him  that  he  is  there 
to  construct,  to  help  him  to  build  up  a  stronger  school.  By  establishing  a  spirit  of  co-opera- 
tion, lending  a  helping  hand  in  every  direction,  the  principal  is  led  to  feel  that  he  is 
responsible  for  his  school,  and  will  be  held  so.  He  should  also  be  held  responsible  for 
his  attitude  toward  the  supervisor.  The  individuaUty  and  personality  of  a  school  should 
not  in  any  way  be  interfered  with — so  long  as  the  best  efforts  are  put  forth  by  the  teachers 
and  principals,  prompted  by  a  spirit  of  loyalty  and  co-operation  to  the  system  as  a  whole. 

One  of  the  most  vital  problems  which  confront  those  in  supervision  is,  how  best 
to  make  the  teachers  with  whom  we  are  associated  more  efficient.  Teachers  may  be 
made  more  efficient  thru  school  visitation,  teachers'  meetings,  institutes,  study  classes, 
and  personal  conferences.  The  measure  of  success  attained  in  this  work  depends  largely 
upon  the  tact  and  personal  qualities  of  the  supervisor.  The  function  of  the  supervisor 
is  not  that  of  a  police  officer,  nor  of  a  detective  to  spy  out  weak  teachers,  nor  even  that 
of  a  critic ;  but  primarily  that  of  a  helper  and  guide. 

The  supervisor  who  is  required  by  a  code  of  rules,  adopted  by  the  board  and  author- 
ized by  the  superintendent,  to  go  from  school  to  school,  and  from  class-room  to  class- 
room, and  simply  pass  upon  a  teacher  by  the  answering  of  a  series  of  specific  questions 
regarding  the  teaching  power  of  each  one,  can  never  realize  the  best  possibilities  and 
opportunities  of  his  position;  he  becomes  a  mere  critic.  He  soon  comes  to  be  looked 
U[)on  with  suspicion  by  the  teachers,  and  on  his  visits  he  is  rarely,  if  ever,  met  with  a 
cordial  welcome. 

The  business  of  the  supervisor  is  to  help  the  teachers  to  teach,  and  to  teach  well;  to 
make  it  easier  for  them;  to  guide  them;  and  to  stimulate  them  to  higher  ideals  of 
efficiency  by  bringing  to  them  the  best  possible  helps  in  the  way  of  suggestive  outlines, 
bibliographies,  and  materials;  by  directing  them  to  visit  places  where  the  most  effective 
and  efficient  work  is  being  done;  and  thus  to  inspire  them  to  a  greater  joy  and  larger 
beauty  in  their  chosen  profession. 

It  is  unfortunate  that  the  word  "criticism"  plays  so  large  a  part  in  our  educational 
work — "Criticism  destroys  genius,  dulls  brightness,  enervates  power,  and  saps  all  life. 
Criticism  is  too  often  destructive  and  discouraging,  leaving  the  teacher  without  clearer 
views  of  what  should  be  done,  and  too  frequently  without  inspiration  to  seek  a  better 
way.     Creative  and  stimulative  suggestion  is  far  more  effective." 

The  great  danger  in  all  supervision  is  in  emphasizing  the  negative  side.  By  holding 
before  us  positive  ideals,  seeking  only  for  the  good,  the  work  of  supervision  becomes 
an  inspiration  to  both  the  supervisor  and  the  supervised.  The  hearty  approval  of  some 
one  thing  seen  or  heard  in  a  class-room  arouses  the  cordiality  and  gratitude  of  the  teacher 
to  whom  it  is  given.     It  establishes  a  feeling  of  professional  kinship,  and  sets  the  teacher 


Superintendence]    CITY  SUPERIXTENDENTS  OF  LARGER  CITIES        ^  iiq 

to  analyze  her  own  work;  to  seek  for  opportunities  to  improve  in  other  directions,  in 
order  that  other  words  of  approval  may  be  spoken.  A  feeling  of  confidence  and  sympathy 
has  grown  up,  and  the  teachers  no  longer  dread  the  super^•isor's  visits  or  hesitate  to  go 
to  him  for  ad\'ice.  He  is  a  proven  friend,  helper,  and  guide.  All  sorts  of  difficulties 
come  to  be  laid  before  him  to  be  solved.  Office  hours  arc  filled  to  the  limit,  in  advising 
with  teachers  over  problems,  not  simply  with  reference  to  the  details  of  methods  or  class- 
room work,  but  with  reference  to  the  handling  of  peculiar  and  difficult  children.  Per- 
sonal matters  also  frequently  arc  laid  before  him  for  advice. 

\\'hcn  obser\-ing  a  class,  effort  should  always  be  put  forth  to  discover  the  teacher's 
reason  for  using  the  method  that  she  docs.  I  often  find  the  means  used  is  justified  in 
the  end  attained.  We  have  no  right  on  any  occasion  to  object  to  what  wc  find,  or  to 
say  to  the  struggling  soul,  "That  is  wrong,"  unless  we  can  concretely  put  before  her 
some  better  way,  which  leads  us  to  say:  "Try  this;  I  think  you  will  find  this  an  easier 
way,  and  you  will  attain  better  results." 

This  personal  conference  with  teachers,  if  properly  managed,  may  prove  a  source 
of  reciprocal  training.  The  best  sort  of  pedagogical  schooling  comes  by  being  compelled 
to  find  a  vahd  educational  reason  for  evcr>'  method  of  teaching  and  every  problem  of 
discipline.     Many  of  my  own  pet  theories  have  been  exploded  during  such  conferences. 

The  supervisor  needs  to  carry  into  every  class-room :  one  measure  of  ability  to  put 
himself  in  the  teacher's  place  and  stand  the  fire  of  inspection;  two  measures  of  the  saving 
sense  of  humor;  three  measures  of  appreciation  for  the  effort  put  forth;  four  of  timely 
suggestion;  and  five  of  stimulating  words  of  encouragement  and  commendation.  If  to 
these  you  add  a  very  large  measure  of  tact  and  sympathy,  the  prescription  left  will 
prove  a  never-failing  remedy  for  all  errors,  and  sunshine  will  come  into  the  life  of 
many  an  overburdened  teacher  thereby. 

As  year  after  year  he  goes  the  round  of  the  city,  visiting  classes  and  counseling  with 
teachers  and  principals,  he  comes  to  have  a  bird's-eye  view  of  the  whole.  He  knows 
and  has  advised  with  the  teachers  who  are  taking  special  courses,  because  they  are  ambi- 
tious to  succeed  and  desire  promotion.  He  knows  those  of  marked  and  exceptional 
ability,  who  possess  the  keenest  and  most  sympathetic  grasp  of  the  fundamental  prin- 
ciples as  laid  down  by  the  policy  of  the  system,  and  hence  may  be  ready  for  promotion 
as  critics  or  model  teachers  in  the  city  training-school,  or  for  promotion  to  a  principal- 
ship. 

When  modifications  are  necessary  in  the  course  of  study  for  the  best  development 
of  the  children  of  a  given  community  it  is  the  supervisor  who  can  touch  the  vital  point. 
Why  ?  Because  he  has  watched  the  development  of  the  work  with  the  children,  and 
has  counseled  with  the  teachers  regarding  the  practicability  of  the  method  used.  He  sees 
where,  if  certain  transfers  were  effected,  the  work  would  be  strengthened.  He  knows 
and  can  point  to  the  overcrowded  cla.ss-rooms,  where  teachers  arc  struggling  to  meet 
the  demands  of  the  work  as  laid  down  by  the  authorities.  He  can  point  out  where  the 
strong  and  skillful  work  may  be  found;  where  the  specific  defects  of  the  incompetent 
arc.  He  finds  the  young  teacher  who  is  fresh  from  the  normal  school,  who  is  struggling 
with  a  class  of  irrepressible  youngsters,  in  a  new  world  under  new  conditions;  helpless, 
but  not  hopeless.  He  detects  crying  evils  which  exist  in  certain  buildings  by  the  mass 
of  belated  pupils,  and  counsels  with  the  superintendent  that  these  evils  may  be  rectified 
at  once.  Conditions  of  all  sorts  and  kinds  which  need  to  be  modified  come  to  his  atten- 
tion;  even  to  pleas  for  more  cuplx)ard  room,  new  blacklwards,  new  window-shades,  etc. 

Complaints  arising  from  the  exactions  of  the  sp<-cial  sui»ervisors,  which  are  making 
grievous  inroads  U{)on  time,  strength."  and  energy,  n-ach  his  ears.  Here  his  work  is  most 
effective,  in  that  he  is  able  to  assist  in  organizing  the  work  of  the  special  .supervisors  so 
as  to  unify  the  whole.  From  the  [Kjint  of  view  of  a  well-roumled  scheme  of  educ  ation 
he  is  able  to  jKjint  out  most  definitely  whire  drawing,  manual  training,  and  domestic 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louis%Tlle 


arts  may  be  co-ordinated  with  the  other  subjects  of  the  school  curriculum.  This  uni- 
fying process  can  be  accomplished  only  where  the  super^-isor  has  gained  the  confidence 
of  the  special  teachers  thru  helpful  suggestions,  candid  criticism,  and  frequent  confer- 
ences which  will  help  them  to  see  the  system  as  a  unified  whole. 

With  this  general  view  of  the  situation,  seeing  and  realizing  the  needs,  the  super- 
visor brings  to  the  superintendent  invaluable  assistance.  The  hour  for  the  discussion 
of  these  problems  from  the  field,  of  ways  and  means  for  bettering  conditions,  proves  of 
mutual  benefit  to  all  when  brought  out  thru  the  superintendent's  round  table  of  assistants 
or  co-workers. 

Teachers'  meetings  hold  an  important  position  in  harmonizing  and  unifying  the 
work  of  a  city  system.  Just  how  to  conduct  and  make  these  meetings  most  effective 
is  often  a  problem  not  easy  to  solve,  especially  when  there  are  a  nvmiber  of  special  super- 
visors, each  eager  to  develop  his  own  subject  to  the  highest  point. 

If  I  may  be  pardoned  a  personal  reference,  I  ^\'ill  outline  a  system  used  in  my  own 
city  that  has  proved  exceedingly  valuable.  In  accordance  with  the  provisions  of  the 
state  law  which  allows  to  each  teacher  five  days  of  institute  work  during  the  school  year, 
there  has  been  developed  a  system  of  grade  institutes.  The  institute  is  held  on  Friday 
of  each  week,  vdxh.  morning  and  afternoon  sessions,  the  pupils  of  the  particular  grade 
being  dismissed  for  the  day.  VCe  have  held  each  year  for  the  past  five  years  an  average 
of  over  thirty  institutes,  thus  bringing  together  the  teachers  of  each  grade  at  least  three 
times  during  the  year. 

Teachers'  meetings  after  school  should  be  reduced  to  the  minimum.  In  thus  devoting 
three  days  of  regular  school  time  to  the  institute,  the  number  of  grade  meetings  that  would 
have  otherwise  been  essential  has  materially  been  reduced.  The  coming-together  of 
the  teachers  of  any  grade  for  the  day,  when  they  are  fresh  and  rested,  develops  a  spirit 
of  interest,  open-mindedness,  sympathy,  co-operation,  and  sociability  on  the  part  of 
all,  which  cannot  be  obtained  at  a  grade  meeting  after  the  fatigue  of  a  day's  work.  The 
aim  in  all  these  institutes  has  been  to  bring  to  the  teachers  good  cheer  thru  helpful  sugges- 
tion and  inspiration. 

In  the  beginning  illustrative  lessons  were  taught  in  all  grades  by  the  general  super 
visor.  Ways  and  means  for  the  development  of  the  course  of  study  for  the  particular 
grade  have  been  considered  and  discussed,  an  effort  always  bemg  made  to  meet  the  needs 
of  the  teachers  of  the  children  of  all  locaHties.  In  many  instances  suggestive  outUnes 
for  the  illumination  of  a  subject  have  been  given,  these  outlines  often  coming  from  the 
teachers  themselves.  Specimens  of  class  work  of  all  kinds  from  various  schools  are  always 
displayed  for  study,  suggestion,  and  comparison.  The  special  supervisors  are  in  attend- 
ance for  the  entire  day  and  here  outhne  their  work.  The  teachers  themselves  have  come 
to  contribute  largely  to  the  success  of  these  institutes  by  the  skillful  conducting  of  class 
exercises.  This  feature  of  the  work  has  been  full  of  suggestion  and  inspiration.  We 
have  had  from  time  to  time  class  exercises  in  all  of  the  branches  of  the  school  curriculum, 
and  have  aimed  to  make  the  conditions  surrounding  such  exercises  as  nearly  those  of 
the  schoolroom  as  possible. 

To  the  superintendent  and  the  supervisor  possibly  the  most  gratif}dng  results  from 
these  institutes  were  shown  in  the  last  series  held,  when  each  teacher  was  asked  to  bring 
a  hmited  number  of  specimens  of  her  class  work  in  all  subjects — these  to  represent  the 
best,  medium,  and  poorest  in  each  group — and  to  place  them  on  the  wall  for  study. 

Subjects  were  assigned  to  each  grade  for  a  free  and  open  discussion.  The  aim  and 
purpose  of  the  leader  of  these  conferences,  whether  superintendent  or  supervisor,  was 
to  bring  out  the  best  from  each  individual;  to  mold  all  diverse  opinions  into  a  harmonious 
whole;  in  short,  to  arrive  at  the  truth  by  comparison  of  views  and  suggestions  from  one 
another.  In  every  instance  the  discussion  extended  beyond  the  allotted  time,  and  was  full 
of  valuable  suggestion,  both  for  teachers  and  supervisors. 


Superintendence]    CITY  SUPERINTENDENTS  OF  LARGER  CITIES  121 

Through  these  institute  conferences  \ve  have  come  to  know  our  teachers  more  inti- 
mately. We  discover  often  that  someone  who  is  retiring  in  disposition,  and  whom  we 
have  not  considered  especially  strong,  is,  when  once  brought  out,  a  teacher  of  exceptional 
ability. 

I  believe  that  meetings,  the  character  of  which  I  have  described,  whether  held  all 
day,  a  half-day,  or  after  school  hours,  will  secure  the  confidence  of  teachers,  and  will 
aid  the  supervisor  to  impress  himself  upon  them,  not  as  a  dictator,  but  as  a  counselor, 
guide,  and  friend,  working  with  them  in  full  accord  and  for  a  common  end. 

In  meetings,  of  whatever  character,  the  supervisor  should  make  clear  his  ideals, 
views,  and  aspirations,  and  %nth  such  a  spirit  of  frank  opcn-mindedness  as  to  impart 
enthusiasm  to  his  teachers. 

The  work  cannot  rise  much  above  the  level  of  the  supervisor,  and  its  progress  may 
be  fairly  measured  by  the  character,  energy,  skill,  and  personal  attainments  which  he 
possesses,  and  the  zeal  with  which  the  teachers  co-operate  with  him.  The  head  and 
heart  and  soul  of  the  supervisor  must  be  great  enough  to  check  when  necessary,  to  direct 
definitely,  to  encourage  on  every  possible  occasion,  to  stimulate  to  the  highest  ideals, 
and  in  all  things  to  prove  himself  worthy  of  being  a  leader. 


THE  INFLUENCE   OF    THE  CITY   NORMAL   SCHOOL   OR    TRAINING- 
SCHOOL 

ELLA    FL.\GG    YOUNG,    PRINCIP.\L    OF    CHICAGO    NORXL\L    SCHOOL,    CHICAGO,    ILL. 

The  problem,  stated  definitely  in  its  bearing  on  the  di%-ision  of  the  forces  mentioned 
in  the  topic,  is  sometlung  hke  this:  The  city  normal  school  should  be  a  recognized  power 
in  the  system  of  which  it  is  a  part;  and  if  it  does  not  command  the  respect  and  co-operation 
of  the  high-school  faculties,  and  of  all  the  elementary-school  principals  and  teachers, 
why  ? 

Graduation  from  a  city  normal  school;  service  at  the  head  of  a  practice  school, 
and  in  the  academic  department  of  a  normal  school ;  and  membership  in  a  state  board  of 
education  whose  interest  hes  primarily  in  the  state  normal  university,  make  it  possible 
for  me  to  discu.ss  the  weakness  of  the  normal  school  without  creating  the  suspicion  of  hos- 
tility to  that  school  which,  notwithstanding  its  weakness,  represents  the  best  efforts  making 
for  the  advancement  of  the  elcmcntarj-  schools.  Some  day  the  high  school  will  be  included 
in  those  to  be  aided  by  the  normal  school. 

The  function  of  the  normal  school,  whether  exercised  within  the  limits  of  a  state 
or  of  a  city,  would  be  generalized  in  the  same  terms:  It  is  to  maintian  a  high  standard 
of  life  in  the  school  system.  The  normal  school  fails  of  its  purpose  if  it  does  not  nourish 
the  entire  school  system,  making  the  reality  of  life  more  definitive  and  the  charm  more 
genuine. 

There  are  two  groups  of  persons  whom  the  normal  school  aims  to  influence  direi  tly: 
those  preparing  to  teach,  and  those  engaged  in  teaching. 

Difference  in  the  extent  of  territory  of  whii  h  the  training-schw)!  or  coIKge  is  the 
center  does  not  affect  the  generalization  of  the  fun(  tion  of  a  state  or  a  city  normal  school. 
In  questions  of  detail,  however,  there  are  modifications,  arising  because  of  the  close  proxim- 
ity of  the  schools  with  which  the  city  normal  is  identified;  modifications  that  arc  not 
apparent  in  the  state  s<  hool.  The  rapid  increa.se  in  the  memlx-rship  of  the  lowest  primar)'- 
grades,  especially  in  the  crowded  districts  peopled  with  immigrants  from  the  continent 
of  Europe,  made  it  evident  to  city  sup<-rintendents  at  an  early  date  that  cheap  service 
r|ui(kly  prepared  was  eminc  ntly  d(  sirable.  Because  of  the  emphasis  thrown  on  the 
desirability  of  <  heap  iaU>r,  the  <  ity  normal  s<  h<K>l  wjus  founded  on  that  practice  whit  h, 
under  the  peculiar  title  of  "segngalion,"  h.us  Ixin  exploited  in  the  Mis-sissijjpi  Valley 
in  very  ncml  lime,  as  new  and  exjjcrimental. 


122 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


Young  women,  and  young  women  only,  were  admitted  to  classes  preparing  to  teach 
in  city  schools.  As  a  result  of  this  plan,  the  city  normal  schools  have  always  been  given 
over  to  young  women  students,  who  are  valued  very  largely  as  prospective  teachers  in 
the  most  poorly  paid  part  of  the  service,  altho  superintendents  of  schools  and  principals 
of  normal  schools  are  loath  to  state  the  matter  so  baldly.  Yet  such  is  the  condition,  and 
because  of  it  the  quahty  of  the  work  has  been  materially  lowered. 

To  plan  a  course  of  study  that  shall  ostensibly  fit  students  to  instruct  in  any  grade 
of  the  elementary  school,  and  then  to  administer  it  with  the  consciousness  that  an  over- 
whelming majority  of  the  class  will  be  fitted  to  teach  in  the  first  two  or  three  grades  only, 
must  influence  the  genuineness  of  the  instruction.  In  course  of  time  some  of  the  grad- 
uates arc  transferred  to  the  higher  grades;  but  so  insincere  has  been  their  preparation  for 
advanced  teaching  that  they  influence  almost  not  at  all  the  scholarship  or  method  of 
the  upper  grades  by  means  of  the  theory  and  practice  of  the  normal  school.  They  repro- 
duce very  largely  the  methods  and  point  of  view  of  the  teachers  who  taught  them  when 
they  were  pupils  in  the  upper  grades  of  the  elementary  school,  and  so  it  comes  about 
that  the  normal  school  is  not  felt  to  any  appreciable  extent  thruout  the  entire  city  school 
system. 

Efforts  made  in  recent  years  to  draw  young  men  into  the  city  normal  school  have 
not  had  a  marked  effect  on  the  situation.  Of  course,  the  same  conditions,  commercial 
and  professional,  have  been  operative  thruout  the  country,  have  been  effective  in  the 
large  cities;   but  the  taint  of  "segregation"  is  on  the  city  training-school  for  teachers. 

The  standard  of  admission  has  been  raised  thru  the  efforts  of  progressive  superin- 
tendents. This  has  not  affected  the  personnel  of  the  student  body,  altho  it  has  increased 
the  average  scholarship.  Much  of  the  woik  attempted  in  the  upper  grammar  and  high- 
school  grades  bears  evidence  of  haste  and  superficiality.  The  high  school  meets  the 
evidence  with  the  assertion  that  its  best  graduates  rarely  enter  a  normal  school.  This 
is  a  foolish  subterfuge.     The  high-school  student  carries  too  many  subjects. 

-  Every  city  normal  school  has  manv  students  who  are  endowed  with  fine  minds  and 
have  strong  characters.  The  difficulty  there  is  in  the  failure  of  the  school  to  develop 
talents.  The  old,  narrow  plan  is  still  in  force  for  students  who  are  not  fitting  to  take  a 
speciahst's  diploma.  Those  who  are  intending  to  enter  the  grade-  or  class-rooms  as 
teachers  are  not  given  opportunity  to  develop  their  powers  as  in  colleges  and  polytechnic 
schools.  The  all-around  fallacy  still  has  sway  in  one  school  beyond  the  high  school — 
the  normal  school.  The  lack  of  initiative  in  original  work  is  generally  admitted  to  be 
a  weakness  common  to  city  normal-school  graduates.  Why  not  develop  the  strength  of 
the  student  body? 

In  turning  to  the  second  group,  we  find  that  the  state  training-school  for  teachers 
has  always  had  a  large  clientele  of  experienced  teachers,  who  take  vacations  from  teach- 
ing in  order  that  they  may  return  to  complete  a  course  of  study  begun  years  before.  This 
explains  the  early  appreciation  of  the  whole  situation  by  the  state  school,  before  the  city 
school  realized  that  it  should  stand  in  direct  relation  to  teachers  in  active  service.  Today, 
however,  the  conception  of  a  city  normal  school  is  not  limited  to  an  activity  that  influences 
the  school  system  thru  the  young  teachers  only;  it  is  expanded  to  a  form  and  quah'ty  of 
life  that  pervade  the  whole  teaching  corps,  energizing  the  system  thru  its  many  members. 

But  the  members  forming  the  group  of  experienced  teachers  do  not  present  the 
same  conditions  to  the  faculty  which  desires  to  influence  them.  There  are  those  who 
eariy  in  their  professional  career  abandoned  all  efforts  in  Hues  of  advanced  study.  Often 
this  was  the  result  of  assignment  to  a  school  not  enveloped  in  an  atmosphere  of  invigor- 
ating work;  to  a  school  whose  principal  was  not  a  leader.  But,  in  the  large  cities,  the 
number  lost  to  all  interest  in  higher  pursuits  is  less  than  the  number  endeavoring  to  keep 
up  some  line  of  advancement.  It  is  a  revelation  to  many  a  stay-at-home  bookworm 
to  hear  the  descriptions  of  travel,  the  discus.sions  of  art  or  music,  the  accounts  of  club 


Superintendence]    CITY   SUFERIXTEN DENTS  OF  LARGER  CITIES  123 

work,  entertainingly  given  by  city  teachers.  It  goes  without  saying  that  the  hirge  cities, 
with  their  restless,  seething  thousands  of  human  beings,  develop  an  elasticity  of  mind 
and  a  poise  of  judgment  in  teachers  that  make  discriminating  and  appreciative  workers 
of  a  large  part  of  the  second  group  which  the  faculty  of  the  city  normal  school  aims  to 
influence  directly. 

The  means  of  approach  to  this  ser\-icc  are  thru  instruction  in  the  principles,  history, 
and  practice  of  education;  thru  instruction  in  advanced  academic  subjects;  thru  lab- 
oratory work  in  the  method  of  the  arts  and  the  sciences.  This  instruction  and  work, 
to  be  valuable,  must  keep  active  in  the  consciousness  of  the  students  and  the  teaching 
body,  not  only  those  knowledges  which  are  the  conservators  of  the  best  which  the  race 
has  done,  but  also  those  forces  which  purposely  develop  the  originality  of  the  individual. 
It  is  a  dehcate  task  to  discuss  the  method  of  instruction  in  the  normal  school.  With  a 
few  conspicuous  exceptions,  instruction  in  the  various  topics  under  education  might 
be  described  as  philosophizing  in  the  shallows.  As  a  rule,  educational  psjxhology  and 
the  philo'iophy  of  education  are  presented  before  the  students  have  a  basis  in  psychology 
and  philosophy  from  which  to  develop  the  applications;  before  they  have  even  a  little 
e.^pericnce  in  that  sort  of  thinking. 

Educational  psycholog)',  which  is  the  application  of  psychology  to  teaching,  is  taught 
before  the  students  have  acquired  the  power  to  analyze  their  own  consciousness.  The 
history  of  education  is  discussed  from  a  philosophical  standpoint  before  the  students 
have  a  bo\\-ing  acquaintance  with  a  single  system  of  philosophy.  A  few  words  and  phrases 
are  associated  with  the  names  of  Plato,  Aristotle,  Kant,  and  Hegel,  and  used  as  satis- 
fying substitutes  for  great  theories  of  life.  The  application  of  psychologic  terms  before 
the  principles  for  which  they  stand  have  been  thought  out,  and  the  phrasing  of  philo- 
sophic truths  before  the  generalizations  which  they  represent  have  been  grasped,  give  a 
fictitious  command  of  a  technical  vocabulary,  develop  a  language  technique,  which  mis- 
leads the  student,  who  acquires  facility  in  juggling  with  the  strange  tcmiinolog}'. 

The  result  of  this  method  is  apparent.  On  every  hand  complaint  is  made  that  normal- 
school  graduates  are  too  vague  and  indefinite  in  their  educational  comprehension  of  problems 
in  a  strange  environment;  that  they  do  not  get  close  to  the  actual  conditions  in  the  problems 
of  the  schoolroom,  and  in  those  arising  out  of  the  social  relations  of  the  childr  .n. 

Experienced  teachers  often  discover  in  this  kind  of  teaching  a  new  way  on  the  part  of 
the  instructor  of  stating  a  merely  personal  opinion  that  differs  from  their  own.  Observers 
sometimes  say  that  they  can  see  no  difference  between  the  methods  of  teachers  who  have 
studied  psychology  and  those  who  have  not.  Both  the  discovery  and  the  observation 
may  be  due  to  the  inability  of  the  listeners  and  the  observers  to  understand  all  that  is 
before  them;    or  contrariwise,  they  may  be  correct. 

There  is  a  study  of  psychology  that  develops  power  in  observing  and  interpnling 
mental  activity,  but  it  does  not  begin  with  the  enunciation  of  the  applications.  Tlure 
are  truths  about  life  that  are  intelligible  to  all  students  and  teachers,  but  they  should 
not  be  conveyed  in  the  peculiar  terminology  of  an  unfamiliar  school  of  philosophy.  Under 
such  conditions  their  meaning  is  hidden.  It  is  not  only  permissible  that  they  be  incor- 
porated in  the  talks  and  lectures  on  education  and  life;  it  is  obligatory  upon  the  teacher 
of  the  theory  of  education  to  bring  great  truths  into  the  petlagogic  consciousness;  but 
they  should  Ije  clothed  in  choice  Ivnglish  undefiled. 

Becaase  of  the  limited  range  of  subject-matter  presented  to  students  preparing  to 
teach,  the  instruction  in  academic  suljjccts  is  devoted  to  gentle  assumptions  as  to  the 
manner  in  which  the  pedagogical  child  would  approach  a  given  bit  of  subject-matter. 
Too  few  have  an  understanding  of  scientific  method  in  teaching.  Every  graduate  of 
a  normal  school  should  acquire  the  jxjwer  to  feel  the  method  of  mind  in  the  subji-ct  studied; 
should  recognize  her  own  mental  activity  in  getting  at  the  secret  of  the  subject-matter 
which  cmlx>die3  the  exi>crience  of  the  race  and  is  intirj)nted  by  her  own  ex|KTiencj-. 


124 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


Attempts  to  do  the  interpreting  for  children  not  present,  and  to  decide  how  to  teach 
that  whose  method  is  a  mystery  to  the  class,  wearies  the  best  minds,  dulls  the  faithful 
who  do  not  know  that  they  don't  know,  and  graduates  many  an  incompetent  one  into 
the  teaching  corps.  The  idea  that  a  teacher  learns  in  a  different  way  from  that  in  which 
other  people  learn  is  pernicious.  The  teacher  acquires  knowledge  as  other  human  beings 
acquire  it;  and  then  goes  on  to  organize  the  material  so  that  he  may  set  a  problem,  or 
make  plain  the  conditions  of  a  problem,  for  the  pupils. 

The  deepest  convictions  of  the  normal  school  should  be  a  belief  in  the  subtlety  and 
effectiveness  of  thought,  and  a  belief  in  development  thru  the  achievement  of  the  indi 
vidual.  With  these  convictions  incarnate  in  its  workings,  the  city  normal  school  will 
command  the  respect  and  co-operation  of  the  elementary  and  the  high  school.  Thru 
its  young  graduates  it  will  give  added  vigor  and  fulness  of  life  to  the  system.  By  means 
of  its  work  in  classes  of  experienced  teachers  it  will  break  up  the  tendency  to  ossification 
in  the  system. 

Everywhere  the  evolution  of  the  pubHc  school  system  as  an  organic  part  of  the  life 
of  the  city  has  been  singularly  uneven  and  inadequate.  The  city  normal  school  should 
function  more  positively  in  supplying  the  system  with  the  means  of  life,  not  the  means 
of  repetition  merely;  it  should  anticipate  a  progress  that  proceeds  spontaneously  and 
constructively  toward  an  end  which  is  within  the  activity  of  the  school  itself. 


B.    ROUND  TABLE  OF  SUPERINTENDENTS  OF  SMALLER 

CITIES 


TOPIC— THE  LOCAL  TRAINING-SCHOOL  AS  AN  AGENCY 
FOR  THE  PREPARATION  OF  TEACHERS 


WILBUR    F.    GORDY,    SUPERINTENDENT    OF    SCHOOLS,  SPRINGFIELD 

In  discussing  this  subject  it  is  well  to  bear  in  mind  that  the  point  of  view  will  greatly 
depend  upon  the  conditions  under  which  the  superintendent  finds  that  he  must  work. 
In  Springfield,  for  instance,  it  is  easy  to  reach  many  towns  and  cities  in  a  densely  popu- 
lated state  like  Massachusetts.  But  in  other  places,  where  the  population  is  not  so  dense, 
of  course  the  difficulties  of  securing  teachers  are  much  greater. 

There  are  manifest  advantages  in  having  a  local  training-school  as  an  agency  for  the 
preparation  of  teachers.     Such  a  school  oS^ers  an  opportunity  for  specific  training  in 
response  to  local  needs  and  ideals,  it  insures  a  plentiful  supply  of  teachers  to  meet  every 
emergency,  and  in  some  cities  and  under  existing  conditions  it  enables  the  school  authoi 
ities  to  maintain  a  higher  standard  of  teaching  efficiency. 

But  there  are  disadvantages.  In  the  first  place,  small  cities  are  not  likely  to  spend 
enough  money  upon  a  local  training-school  to  give  the  broad,  thoro  training  which  the 
present  complex  educational  situation  demands.  The  taxpayers  are  not  willing  to 
vote  a  sufficient  sum  of  money  to  train  teachers  in  a  broad  way.  State  normal  schools 
can  get  large  enough  appropriations  to  do  the  work  as  broadly  as  the  importance  of  the 
training  demands,  and  state  institutions  will,  therefore,  better  serve  the  interests  of  the 
teaching  profession  than  the  local  training-school  is  hkcly  to  do.  Never  before  have  the 
schools  so  greatly  needed  teachers  of  accurate  scholarship,  pedagogical  insight,  and 
teaching  skill.  We  often  speak  of  an  enriched  and  broadened  course  of  study,  but  it  is 
well  to  keep  constantly  before  us  the  important  fact  that  there  arc  in  reality  two  courses 
of  study;  one  of  these  is  that  outlined  and  existing  on  paper,  and  the  other  is  the  one 
which  is  actually  carried  out  in  the  everyday  work  of  the  schools.  After  all,  the  course  of 
study  will  be  no  broader  than  the  teacher's  power  of  interpretation.     If  the  teacher  is 


Superintendence]  SUPERIXTEXDENTS  OF  SMALLER  CITIES  125 

narrow,  the  course  of  study  wnll  be  narrow  in  its  operation,  no  matter  how  broad  it  mav 
be  as  outlined  by  pedagogical  experts.  There  is  not  so  much  lack  of  ingenuity  in  the 
use  of  devices  and  methods  as  in  the  ability  on  the  part  of  the  teacher  to  select  those  ped- 
agogical facts  that  best  illustrate  the  vital  forces  and  truths  which  should  be  taught. 

It  has  often  been  said,  but  it  needs  to  be  repeated,  that  quality  rather  than  quantity 
should  be  the  key-word  in  the  schoolroom.  One  reason  why  the  curriculum  is  so  over 
crowded  is  because,  thru  a  lack  of  perspective,  the  selective  principle  is  not  properly 
applied.  Therefore  we  need  a  larger  number  of  well-equipped  normal  schools  under 
the  control  of  the  state. 

But  not  only  will  the  state  normal  school  be  likely  to  do  a  broader  work  than  the 
local  training-school,  it  will  also  be  much  freer  from  the  baneful  influence  of  local  politics. 
Many  a  local  training-school  is  an  open  door  to  inefficiency,  and  furnishes  the  petty  poli- 
tician an  opportunity  for  putting  into  practice  his  pet  theory  of  doing  the  thing  that  bene- 
fits the  community.  ^Vhat  he  really  does  is  to  benefit  a  class  at  the  expense  of  the  entire 
community.  The  interest  of  the  community  is  served  by  getting  the  most  efficient  teachers 
possible,  wherever  they  may  be  secured,  and  the  politician  would  benefit  the  class  by 
selecting  from  that  class  people  to  do  the  work  of  the  schools,  whether  they  do  it  effi- 
ciently or  inefficiently.  If  there  is  a  local  training-school,  the  pressure  of  local  politics 
is  likely  to  be  so  strong  that  a  very  large  percentage  of  local  people  who  wish  to  teach 
will  be  admitted  to  the  school,  and  will  be  allowed  to  remain  until  they  graduate,  and 
then  secure  positions,  irrespective  of  their  ability  to  do  the  highest  grade  of  work.  This 
condition  of  afi'airs  is  true  in  many  cities  in  various  parts  of  the  United  States  today. 
The  local  training-school  is  easily  accessible  to  the  people  who  are  not  by  nature  fitted  to 
become  teachers,  and  who  would  not  go  to  the  expense  and  trouble  of  attending  a  normal 
school  that  is  not  within  easy  reach.  Many  such  people  had  better  go  into  other  occupa- 
tions, and  are  likely  to  go  into  other  occupations  if  a  local  training-school  is  not  near  at 
hand.  The  result  is  that  the  selections  are  made  without  any  reference  whatever  to  the 
ability  of  the  teacher  to  do  the  work.  The  selection  is  made  on  the  basis  of  favoring 
those  people  who  desire  to  get  something  to  do;  therefore  a  small  class  in  the  community 
gets  the  advantage,  while  the  community  at  large  suffers.  Higher  professional  standards 
must  be  insisted  upon  before  the  American  people  can  get  the  best  returns  for  the  money 
they  are  investing  in  education.  We  need  scholarship  and  professional  training;  but, 
most  of  all,  we  need  virihty  and  vitality  of  a  high  order  behind  the  teacher's  desk.  Let 
us  as  professional  educators  make  a  courageous  stand  for  these  things,  and  we  shall  find 
public  sentiment  rallying  to  our  support. 


DISCUSSION 


Superintendent  J.  M.  Greenwood,  of  Kansas  City,  Mo.,  said  that  he  had  not 
recommended  training-schools  and  did  not  have  for  them  the  highest  admiration.  He 
entered  upon  a  very  critical  analysis  of  the  qualifications  of  good  teachers. 

Superintendent  J.  N.  Study,  of  Fort  Wayne,  In<l.,  briefly  discus.sed  the  question. 
He  founfl  it  necessary  to  have  a  training-.school,  as  the  supjjly  of  nomial-sthool  graduates 
was  not  sufficient  to  meet  the  demand. 

Superintendent  A.  H.  Bi.odcktt,  of  Syrac  use,  N.  Y.,  had  a  local  training  sdiool 
in  successful  ojKration,  for  nonnal-.st  IuxjI  graduates  are  not  in  as  dosi-  tiiU(  h  with  hxal 
needs  and  local  methods  as  the  home-trained  teacher. 

.Superi.vtendent  R  .  E.  IJenkeld,  of  Duluth,  Minn.,  in  di.sfussing  the  Iruining- 
school,  said  that  Duluth  had  lx*en  forced  to  alx)li.sh  its  training-schcK)!  Ix-cnusi-  teachers 
trained  in  the  lo<  al  training-sthcxjl  had  not  Ix-en  able  to  (<)in|Mtc  with  graduat<-s  of  the 
state  normal  scho<jls. 


J 26  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

Superintendent  A.  K.  Whitcomb,  of  Lowell,  Mass.,  spoke  for  a  training-school 
of  a  different  kind.  He  advocated  a  training-school  for  normal  graduates  without  expe- 
rience, thus  enabling  them  to  become  acquainted  with  local  needs  and  conditions. 

Assist.-vnt  CoMiussiONER  A.  S.  Downing,  of  Albany,  N.  Y.,  said  that  experience 
has  proven  the  desirability  of  training-schools  in  small  cities.  He  said  that  all  objections 
against  local  training-schools  could  be  met  by  keeping  poor  material  out  of  them. 

Sxn'ERiNTENDENT  Martin  G.  BENEDICT,  of  Utica,  N.  Y.,  Said  that  he  had  sus- 
pended his  local  training-school  for  the  following  reasons: 

1.  A  small  city  in  New  York  cannot  duphcate  the  opportunities  which  the  state 
is  ofifering  in  its  various  normal  schools,  without  quite  unnecessary  expense. 

2.  Those  who  have  grown  up  thru  the  public  schools  of  a  small  city  "greatly  need  the 
broadening  influences  of  surroundings  entirely  different  from  those  of  their  own  city, 
before  they  settle  down  for  teaching  at  home  in  life-positions. 

3.  In  order  that  the  teaching  staff  may  be  kept  at  as  high  a  standard  of  efficiency 
as  possible,  it  is  desirable  that  there  should  be  quite  a  variety  in  the  training  which  new 
teachers  receive.  It  is  impossible  to  secure  an  adequate  variety  of  this  sort  where  a  large 
number  of' the  teachers  come  from  a  home  training-school  in  a  small  city. 

4.  Many  unpleasant  experiences  in  the  way  of  solicitation  on  the  part  of  parents, 
friends,  and  interested  politicians  are  avoided  when  a  state  institution  at  a  distance  is 
responsible  for  the  training  rather  than  the  local  authorities. 

5.  A  training-school  is  objectionable  when,  either  thru  board  regulations  or  thru 
pressure  of  outside  influences  in  the  community,  the  good,  bad,  and  indifferent  are  given 
places,  the  only  hmit  being  the  number  of  vacancies.  In  such  cases  a  local  training- 
school  becomes  a  menace  to  the  pupil  and  an  effective  agency  for  preventing  the  schools 
from  rising  above  the  dead  level  of  mediocrity. 

6.  A  training-school  Umits  the  selection  of  teachers  to  a  few,  and  does  not  permit 
the  taking  of  the  best  from  many. 

7.  A  training-school  greatly  increases  the  problem  of  school  administration,  and  is 
liable  to  decrease  the  effective  service  of  the  superintendent  and  school  authorities. 

8.  Under  the  policy  of  a  training-school,  as  found  in  some  cities,  free  education  is 
furnished  for  others  than  its  own  citizens,  and  gives  them  positions  in  preference  to  those 
of  their  own  city  who  by  their  determination  and  ability  have  extended  their  prepara- 
tion and  increased  their  mental  capacity  by  attending  a  state  normal  school. 

9.  In  most  cities  there  is  an  imperative  demand  for  additional  supervision — a  demand 
which  should  take  precedence  to  the  establishment  of  a  training-school,  as  such  super- 
vision will  bring  greater  return  to  the  children  of  the  city. 


THE    BEST     MEANS    AND     METHODS    OF     IMPROVING    TEACHERS 
ALREADY   IN    THE  SERVICE 

WILLIAM  MCKENDREE  VANCE,  SUPERINTENDENT  OF  PUBLIC  SCHOOLS,  MIAMISBURG,  OHIO 
It  is  probably  safe  to  say  that  most  teachers  are  made,  not  born;  else  most  of  us 
would  have  to  be  born  again;  and  regeneration  for  some  people  is  an  impossible  thing, 
as  Mrs.  Poyser,  in  Adam  Bede,  realized  when  she  said  it  was  a  pity  that  Mr.  Craig,  the 
gardener,  "could-na  be  hatched  o'er  again,  and  hatched  different."  The  born  teacher 
is  not  an  extinct  species,  and  happy  is  he  whose  commission  is  heaven-attested  and  heaven- 
sent; but  the  born  teacher  is  so  rare  that,  while  he  is  not  yet  classed  with  the  dodo  and 
the  apteryx,  he  is  as  seldom  seen  as  those  other  rarae  aves— the  born  orator,  the  born 
musician,  and  the  lx)rn  painter.  Whatever  debt  of  gratitude  and  admiration  we  may  owe 
those  souls  that  Ijurn  with  Promethean  fire,  the  fact  remains  that  the  world's  work  is 
not  now  being  done  by  geniuses,  but  it  is  being  done  by  ordinary  people  who  have  devoted 
a  fair  degree  of  intelligence  and  a  high  degree  of  conscience,  and  such  humbler  virtues 
as  courage  and  persistence,  to  rendering  themselves  efficient.  Indeed,  the  born  teacher 
who  does  not  exhibit  in  his  work  the  evidence  of  complete  mastery  of  the  technique 
of  his  art  will  hardly  succeed  in  getting  it  to  be  known  that  he  ever  was  born.  And  the 
masterv  of  technique,  whether  of  the  piano  or  of  preaching,  of  pugilism  or  of  teaching, 


Superintendence]       SUPERIXTENDENTS   OF   SMALLER   CITIES  12^ 

is  not  a  matter  of  long  hair,  nor  of  voice,  nor  of  muscle,  nor  of  memory,  nor  even  of  so- 
called  aptitude,  nor  of  any  other  accident  of  heredity;  but  it  is  a  matter — and  the  truth, 
tho  a  platitude,  needs  an  occasional  restatement — it  is  a  matter  of  practice.  The  mastery 
of  the  working  details  of  any  art  can  be  gained  only  in  this  way. 

The  statement  of  the  topic  implies  two  things:  first,  that  many  of  our  teachers  are 
a  more  or  less  inefiicient  lot;  and,  second,  that  their  improvement  is  conditioned  on  a 
set  of  reactions  due  to  external  stimuli. 

In  this  discussion  I  shall  take  for  granted  that  the  teacher  already  in  service  was 
possessed  at  the  beginning  of  her  career  of  average  capacity  and  attainments.  Of  course, 
the  teacher  who  has  passed  the  period  of  probation  without  exhibiting  promise,  who  has 
shown  that  she  is  possessed  of  a  positive  genius  for  missing  the  point,  is  impossible,  and 
ought  to  be  cut  off  without  benefit  of  clergy.  To  be  sure,  her  official  translation  should  be 
done  with  a  due  regard  for  the  dictates  of  humanity,  and  the  executive  intrusted  with 
this  sad  duty  may  well — I  think  he  usually  docs — pay  to  the  memory  of  her  well-inten- 
tioned but  misapplied  efforts  the  tribute  of  a  sigh,  if  not  a  tear.  This  discussion  is  not 
for  her.  But  it  is  for  her  who  is  capable  of  good  work,  against  whom  is  brought  the 
indictment  of  unrealized  or  lessened  efficiency. 

Upon  the  superintendent  more  than  upon  any  other  agency  depends  the  improve- 
ment of  teachers  after  they  have  become  members  of  his  corps.  And  to  this  work  he 
may  well  devote  his  supreme  powers;  for,  next  to  the  selection  of  teachers  in  the  first 
place,  no  function  of  his  office  is  of  higher  concern  than  the  training  of  his  corps  to  higher 
efficiency.  On  these  two  things,  the  selection  and  the  training  of  teachers,  hang  all 
the  law  (and  the  prophets)  of  school  progress.  There  are  no  good  schools  where  there 
are  no  good  teachers,  and  the  presence  of  even  one  or  two  poor  teachers  in  a  building 
greatly  reduces  the  quality  of  the  school's  educational  output. 

In  a  small  city  the  superintendent  finds  it  feasible  to  meet  his  teachers  with  such 
frequency,  and  to  know  them  so  well,  that  he  may  become  a  real  minister,  pedagogically 
speaking,  to  their  spiritual  needs.  The  first  condition  of  helpfulness  to  his  corps  is  the 
establishing  of  cordial  relations  on  the  basis  of  mutual  respect  and  appreciation.  When  a 
superintendent  loses  the  regard  of  his  teachers  for  any  cause  whatsoever,  just  or  unjust, 
tho  he  be  an  educational  expert  of  the  first  rank,  he  loses  likewise  the  opportunity  and 
power  to  help  them.  In  order  that  he  may  have  this  power,  he  must  needs  be  a  man 
of  broad  and  generous  scholarship,  of  clear  insight  and  wide  vision,  of  technical  profi- 
ciency in  the  teaching  art,  of  abounding  but  well-tempered  enthusiasm,  of  genuine  sym- 
pathy, of  transparent  honesty,  of  a  certain  degree  of  personal  magnetism,  of  a  cuUure 
which  "is  to  mere  knowledge  what  manners  are  to  a  gentleman,"  and  of  a  character 
like   that  of  the   Chevalier   Bayard. 

His  teachers'  meetings  will  be  frequent  and  of  many  kinds.  .Sometimes  the  meet- 
ing will  be  a  table-round,  where  each  shall  take  his  part  and  none  shall  lx>  heart-sore 
because  of  precedency;  sometimes  it  will  be  the  lists,  where  he  who  will  may  shiver  a 
lanre;  sometimes,  a  forum  for  the  full  and  formal  di.scussion  of  educational  creeds  and 
doctrines;  sometimes,  a  field  of  tactical  review  and  maneuver;  at  other  times,  and  oftenest, 
it  will  \h:  the  olive  grove  of  Academus  where  all,  superintendent  and  prin(  ijials  and  teachers, 
go  to  school  together. 

However,  this  ought  not  to  be  the  place,  in  spite  of  my  figun-,  where  things  academic 
are  learned.  Not  infrequently  superintendents,  either  from  a  sprit  of  mistaken  altruism, 
or  hecau.sc  they  are  unable  to  rondurt  a  Iwtter  kind  of  teachers'  meeting,  form  clas.srs 
for  the  review  of  common  brant  hes  to  enable  th<ir  teai  hers  to  pa.ss  forthcoming  exami- 
nations, or  to  win  certificates  of  a  higher  grade.  If  this  Ik-  not  an  actual  ixRcrsion  of 
the  superintendent's  office,  it  is,  in  my  judgment,  a  work  of  supererogation. 

The  same  objection,  however,  cannot  be  urged  against  his  conducting  classes  of 
teachers  in  prr)fe.ssional  study,  psychology,  pedagogy,  and  history  of  education.     Indeed, 


J 28  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

such  classes  are,  \vithout  doubt,  one  of  the  best  means  at  his  command,  not  only  for  the 
mental  enrichment  of  his  teachers  in  educational  theory  and  history,  but  also  for  training 
in  sound  thinking.  Certain  teachers  there  are  in  every  corps  who  lack  the  scientific 
spirit.  This  spirit  signifies  the  capacity  for  investigation,  the  love  of  truth  for  its  own 
sake,  its  acceptance  with  joy  and  thanksgiving  when  found,  and  its  immediate  adoption 
as  a  rule  of  action.  Now,  a  teacher  of  this  sort  is  usually  willing  enough  to  accept  truth  when 
she  sees  it,  but  usually  it  must  be  labeled  and  countersigned  by  her  superintendent,  who, 
in  her  estimation  perchance,  is  its  very  apotheosis;  or,  she  must  find  it  in  the  columns 
of  the  monthly  device  instructor  for  which  she  subscribed  at  the  annual  institute;  or, 
possibly,  she  may  stumble  across  it  in  a  book.  She  has  also  been  ready,  even  eager,  to 
adopt  what  she  conceives  to  be  truth  as  a  rule  of  action,  and  her  efforts  to  present  it  unal- 
loyed and  unabridged  to  her  pupils  in  the  shuttle-like  rush  of  the  daily  program  frequently 
results  in  pedagogical  strabismus.  Her  sense  of  values  is  imperfect;  perspective  is 
wanting;  her  whole  picture  of  educational  work  lacks  depth.  The  training  class  affords 
opportunity  to  the  superintendent  to  pursue  with  his  teachers  lines  of  investigation  which 
will  develop  in  them  the  power  of  constructive  thinking.  He  may  develop  in  them  an 
unwillingness  to  accept  the  dicta  of  their  calling  from  superintendent,  or  principal,  or 
critic-teacher,  in  any  merely  docile,  unreasoning,  or  unreflective  way;  and  this  he  can 
do  without  risk  to  the  loyalty  of  his  corps  to  their  supervisors,  for  the  last  thing  that  any 
truth-loving  superintendent  wants  is  allegiance  based  on  a  czar-like  domination.  To 
us  who  are  engaged  in  elementary  and  secondary  education  the  word  of  all  words  should 
be  the  same  word  that  is  the  open  sesame  of  the  higher  education,  and  that  word  is  "  truth. " 
Veritas  is  the  motto  of  Harvard;  Lux  et  Veritas  is  the  motto  of  Yale.  On  one  of  the  Har- 
vard gates  is  inscribed  the  command  from  the  song  of  Isaiah:  "Open  ye  the  gates  that 
the  righteous  nation  which  keepeth  the  truth  may  enter  in;"  and  no  better  text  can  be 
taken  by  superintendent  and  teachers,  as  they  study  educational  problems  together, 
than,  "Ye  shall  know  the  truth,  and  the  truth  shall  make  you  free." 

In  this  connection  due  acknowledgment  should  be  made  of  the  great  value  of  the 
state  teachers'  reading-circles  in  the  preparation  and  improvement  of  teachers.  Altho 
these  courses  offer  at  times  pretty  strong  meat  for  the  babes  in  our  calling,  and,  at  other 
times,  only  a  grucl-like  decoction  for  those  who  have  cut  a  full  set  of  eye-teeth  and  molars; 
and,  altho  the  suspicion  is  not  wanting  that  occasionally  certain  books  have  gotten  on 
the  list  in  queer  fashion;  yet  the  movement  as  a  whole  has  resulted  in  conspicuous  benefit 
to  teachers  generally.  It  is  worthy  of  confidence  and  acceptation.  Superintendents 
commonly  welcome  it,  wholly  or  in  part,  as  a  ready  and  valuable  adjunct  of  teacher- 
training. 

Usually  the  superintendent's  best  work  is  done  in  meetings  where  the  teachers  of 
a  single  grade  only  are  present;  or,  at  most,  the  teachers  of  three  consecutive  grades, 
when  the  special  object  is  to  have  the  teachers  of  one  grade  come  into  a  fuller  appreci- 
ation of  the  setting  and  sequence  of  their  own  work  as  related  to  the  work  of  the  grade 
above  and  the  grade  below.  The  grade  meeting  will  be  in  the  nature  of  a  conference, 
marked  by  free  interchange  of  thought,  by  recital  of  experience,  and  by  courteous  sugges- 
tion of  better  plans  and  methods.  Here  the  superintendent  correlates  educational  doc- 
trine with  educational  practice.  Here  he  grants  the  largest  liberty  consistent  with  a 
logical  plan  of  work;  and  thus,  from  a  considerable  number  of  teachers,  temperamen- 
tally different,  and  hence  differing  in  plans  and  methods,  he  secures,  not  over-exact, 
but  essential  uniformity.  Here  the  course  of  study  is  discussed,  and  teachers  are  encour- 
aged to  make  their  contributions  thereto;  for  a  course  of  study  is  a  composite  thing, 
which  should  be  built  up  according  to  the  principle  of  eclecticism  from  the  best  things 
which  superintendent  and  principals  and  teachers  alike  may  have  to  offer.  A  course 
of  study  thus  constructed  is  a  human  document  which  may  be  inscribed  with  the  utterance 
of  Ulysses,  as  put  in  Tennyson's  verse:  "I  am  a  part  of  all  that  I  have  met."     The  teacher 


Superintendence]       SUPERINTENDEXTS  OF  SMALLER  CITIES  129 

who  feels  a  kinship  to  this  human  document,  because  of  her  own  contribution  to  its  exist- 
ence, will  experience  a  man'elously  vitalizing  influence  in  her  own  efforts  to  interpret 
it  into  the  life  of  the  schoolroom. 

The  superintendent  may  be  of  verj-  great  aid  to  his  teachers  by  class  visitation  and 
inspection.  The  negative  of  this  proposition  is  also  true.  It  is  largely  a  matter  of  man- 
ner. It  has  been  said  that  an  experienced  observer  could  tell  in  Parliament  which  way 
the  ministerial  wind  blew  by  noticing  how  Sir  Robert  Peel  threw  open  the  collar  of  his 
coat.  A  teacher  need  not  be  very  old  or  very  experienced  to  tell  which  way  the  execu- 
tive wind  is  blo\\-ing  when  the  superintendent  visits  her  school.  Woe  betide  her  if  it 
blows  strongly   and  continuously   from   the   east! 

In  a  small  city  the  superintendent  is  able  to  observe  class-room  work  so  frequently 
as  to  gather  an  intimate  knowledge  of  the  scholarship  and  working  power  of  his  teachers; 
here  he  notes  those  personal  traits  and  habits  which  are  the  unerring  indices  of  char- 
acter; he  discovers  in  the  management  of  the  school  the  presence  or  absence  of  right 
ideals  and  of  correct  educational  philosophy;  he  makes  a  mental  record  of  economic 
and  of  wasteful  methods.  And,  in  conference  with  the  teacher  afterward,  with  patience 
and  tactfulness  he  endeavors  to  correct  whatever  of  faulty  manner  or  method  he  may 
have  obser\'ed.  Of  course,  he  never  criticises  her  before  the  school;  but  the  meed  of 
praise  which  is  her  due  he  may  once  in  a  while  very  properly  utter  in  the  presence  of 
her  pupils.  His  approval  of  good  work  is  a  powerful  stimulus  both  to  teacher  and  school. 
Often  such  a  word  of  praise  has  created  for  the  teacher  a  favorable  sentiment  when  some 
antagonisms  have  arisen,  and  has  enabled  her  to  regain  her  lost  hold.  Often,  by  a  judi- 
cious setting  forth  of  her  good  qualities,  he  is  able  to  turn  from  her  the  fire  of  adverse 
criticism  from  a  hostile  patron.  But,  whatever  the  nature  of  the  superintendent's  com- 
ment, if  his  praise  be  without  fulsomeness  and  his  criticism  without  carping,  the  teacher 
will    respond    with   cordiality    and   gratitude. 

The  private  inter^^ew,  the  so-called  heart-to-heart  talk,  usually  is  a  means  of  help- 
fulness to  the  perplexed  or  unenlightened  teacher.  Sometimes  it  isn't.  Sometimes 
she  is  past  help;  sometimes  she  is  helplessly  inept;  and  sometimes  the  superintendent 
is  incapable  of  giving  the  help  needed.  But  where  normal  conditions  of  stimulus  and 
reaction  exist,  the  applicant  for  counsel  and  guidance  ordinarily  leaves  the  office  with 
clearer  vision,  stronger  purpose,  renewed  courage,  and  increased  devotion.  Here  the 
superintendent,  oftener  than  anywhere  else,  reveals  himself  to  his  teachers  as  guitle, 
f)hilosopher,  and  friend.  Once  in  a  while  there  is  a  bit  of  pedagogical  surgery  to  <io. 
The  wise  superintendent  renders  all  the  conditions  beforehand  as  aseptic  as  possible, 
and  then  performs  the  operation  with  neatness  and  dispatch.  Despite  careful  treatment 
afterward,  the  unofficial  records  show  that  the  fatalities  are  somewhat  in  e.xcess  of  the 
survivals. 

There  are  other  ways  in  which  the  superintendent  may  help  his  teachers  to  a  largii 
and  more  effective  experience.  Illustrative  teaching  is  one — done  either  by  himsi-lf,  or 
by  some  skillful  teacher  before  her  associates  of  the  same  grade.  The  visiting  of  sc1uk)Is 
is  another.  Occasionally  the  principal  of  the  building  may  take  her  room  for  an  hour, 
and  allow  her  to  slip  into  a  room  pnsided  over  by  one  of  real  teaching  |M}Wer.  Once 
or  twice  a  year,  perhaps  oftener  in  special  instances,  the  superintendent  ought  to  give 
her  and  her  as.sociates  the  op[K)rtunity  to  visit  high-grade  .schools  in  other  cities;  and 
this  should  Ix:  done  without  loss  of  pay.  In  Ohio  it  is  no  infrequent  occurrence  for  n 
superintendent  to  take  his  entire  corps  to  Chicago  for  a  two  or  three  days'  visit  to  the 
best  schools  of  that  city.  Within  recent  years  the  Central  Ohio  Teachers'  As-sociation, 
having  a  memlxrship  of  almost  three  thousand,  has  held  three  annual  meeting.s  outside 
of  its  own  lx)un«laries  for  the  expre.s,s  purfMJ.se  of  enabling  the  teai  hers  of  central  ( )liio, 
particularly  ihr  rank  and  file,  to  visit  the  schools  of  Cini  innati,  Indiana]H)Iis,  and  Clcve- 
land.     The  experience  is  heartening.     Teachers  gain  new  ideals  by  .seeing  tjiem  applied. 


I30  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

They  come  home  after  such  a  pilgrimage  with  something  of  the  exaltation  of  a  returned 
worshiper  from  a  shrine.  They  may  be  slightly  poorer  in  purse,  but  they  are  immeas- 
urably richer  in  the  things  of  the  spirit. 

The  community  also  has  its  part  in  increasing  the  efficiency  of  its  teachers.  The 
methods  which  it  may  employ  are,  chiefly,  two:  First,  the  community  may  stand  posi- 
tively and  aggressively  for  the  highest  ideals  of  education,  and  it  may  demand  that  those 
ideals  be  worked  out  in  a  highly  effective  way.  It  will  insist  upon  competency  in  the  teach- 
ing force,  and,  to  this  end,  it  will  intrust  to  the  educational  expert  at  the  head  of  the  sys- 
tem all  needed  powers  of  appointment  and  removal.  Teachers  must  grow;  else  they 
\vill  not  be  tolerated.  This  is  a  fine  example  of  the  argumentum  ad  hominem.  Second, 
the  community  should  put  a  higher  premium  upon  the  life  and  service  of  the  true  teacher 
— the  generous  award  of  profound  appreciation.  Teaching  needs  more  of  abounding 
enthusiasm  and  more  of  the  joy  of  living.  But  enthusiasm  and  joy  are  not  engendered 
by  the  fear  of  dismissal,  the  apprehension  of  poverty,  nor  the  consciousness  of  social 
inferiority.  The  marvel  is  that  so  much  of  sweetness  and  light  are  found  in  our  schools 
at  forty  dollars  a  month,  and  that  so  many  teachers  keep  sunny-tempered  all  their  lives. 

Of  course,  the  measure  of  a  teacher's  service  cannot  be  made  in  dollars  and  cents; 
it  transcends  ordinary  considerations  of  recompense.  Teaching  is  indeed  "the  poorest 
of  vocations,  but  the  noblest  of  arts;"  and  it  is  the  nobleness  of  our  calhng  that  dignifies 
the  contumely,  the  drudgery,  and  the  sacrifice,  and  draws  to  it  many  of  the  finest  natures 
that  dwell  below  the  skies.  But  it  is  also  true  that,  if  the  wage  were  less  meager,  the 
tenure  more  certain,  and  the  social  position  of  greater  prestige,  the  new  dignity,  and 
the  new  joy,  and  the  new  opportunities  which  would  be  experienced  by  every  teacher, 
would  be  speedily  transmuted  into  superior  service.  The  policy  of  the  community  toward 
its  teachers  ought  to  be  one  of  such  hberality  as  to  encourage  them  to  improve  them- 
selves in  a  broad  way.  There  is  no  class  of  workers  who  can  turn  to  such  good  account 
the  results  of  travel  and  good  books,  and  lectures,  and  concerts,  as  does  the  teacher; 
because  everything  which  she  assimilates  in  this  way  she  transmits  to  her  pupils.  A 
generous  policy  would  also  save  her  from  the  nervous  strain  due  to  overcrowded  rooms, 
and  from  the  brain-fag  of  countless  reports  and  papers. 

But,  after  all  is  said  and  done,  the  final  agency  to  be  brought  to  bear  on  the  teacher's 
improvement,  is  the  teacher  herself.  The  superintendent  has  rendered  his  best  service 
to  her  when  he  has  helped  her  find  herself.  He  may  disclose  to  her  sources  of  power, 
but  she  must  appropriate  them;  he  may  reveal  to  her  the  majesty  of  the  child,  but  she 
must  bow  to  it;  he  may  inspire  her  with  a  love  of  truth,  but  she  must  enter  upon  its  quest. 
Then,  after  she  has  come  into  a  consciousness  of  larger  life  and  power,  when  teaching 
has  become  an  abiding  joy,  vastly  different  from  the  sputtering  enthusiasm  of  earlier 
years,  she,  with  every  other  sincere  worker  in  whatever  field  of  human  endeavor,  may 
find  in  Henry  Van  Dyke's  lines  a  voice  of  yearning  and  content: 

Let  me  but  do  my  work  from  day  to  day 

In  field  or  forest,  at  the  desk  or  loom, 

In  roaring  market-place  or  tranquil  room; 
Let  me  but  find  it  in  my  heart  to  say, 
When  vagrant  wishes  beckon  me  astray: 

"This  is  my  work;    my  blessing,  not  my  doom. 
Of  all  who  live,  I  am  the  only  one  by  whom 
This  work  can  best  be  done  in  the  right  way." 

Then  shall  I  see  it  not  too  great,  nor  small, 

To  suit  my  spirit  and  to  prove  my  powers; 

Then  shall  I  cheerful  greet  the  laboring  hours, 
And  cheerful  turn,  when  the  long  shadows  fall 
At  eventide,  to  play  and  love  and  rest, 
Because  I  know  for  me  my  work  is  best. 


Superinlcndence]        SUPERINTENDENTS  OF  SMALLER  CITIES  131 

DISCUSSION 
StnPERiNTENDENT  Edwin  L.   Holton,  OF  Holton,   Kans. — I   desire  to  emphasize 
a   few  points  already  made  by  Superintendent  Vance,  and  perhaps  add  some   personal 
experience. 

1.  The  superintendent  should  visit  his  teachers  as  often  as  possible.  In  our  smaller 
cities,  ^\'ith  from  four  to  six  schools,  it  is  possible  to  visit  each  teacher  from  two  to  five 
times  a  week.  He  should  always  leave  a  message  of  sunshine  and  encouragement.  Do 
not  be  afraid  to  be  on  speaking  terms  with  your  teachers  on  entering  their  rooms.  Make 
them  feel  that  you  are  their  helpful  friend.  If  you  are  troubled  over  some  unsolved,  per- 
plexing problem,  and  feel  physically  exhausted,  better  not  visit  schools.  You  will  do  more 
harm  than  good. 

2.  Make  your  teachers'  meetings  helpful  and  interesting,  and  adapted  to  your  own 
local  conditions.  If  your  teachers  feel  that  the  teachers'  meetings  are  an  extra  burden 
placed  upon  them,  you  may  be  sure  there  is  something  wrong  with  the  meetings  or  the 
superintendent.  If  the  teacher  feels  that  the  meetings  are  helpful,  she  will  gladly  attend. 
Should  there  be  an  exception  to  this,  I  should  quietly  remove  the  cause,  if  possible;  if 
not,  the  teacher. 

3.  I  heartily  agree  with  what  was  said  concerning  teachers  visiting  other  teachers 
in  the  same  system  of  schools,  and  especially  the  entire  corps,  led  by  the  superintendent, 
visiting  the  best  schools  of  other  cities.  The  teachers  always  return  with  renewed  enthu- 
siasm and  determination  to  do  better  work.  We  annually  renew  our  supply  of  enthu- 
siasm by  visiting  the  schools  of  Kansas  City  and  Topeka. 

But  we  may  do  all  that  is  possible  to  be  done  by  personal  supervision;  we  may  have 
helpful  and  interesting  meetings;  we  may  take  the  teachers  to  see  expert  teaching;  we 
may  be  quite  efficient  in  oiling  and  running  the  machinery,  and  still  fail  to  render  our 
greatest  ser\'ice  to  the  teachers,  and  thru  the  teachers  to  the  boys  and  girls  for  whom 
the  school,  with  all  its  machinery,  exists. 

The  statement  was  made  at  the  last  N.  E.  A.  meeting  by  Superintendent  Greenwood, 
of  Kansas  City,  that  aboQt  80  per  cent,  of  the  teachers  ceased  to  read  systematically  after 
they  have  once  been  thoroly  installed  as  teachers.  If  this  be  true — and  I  do  not  question 
it — the  problem  of  finding  the  best  means  and  methods  for  improving  teachers  already 
in  the  service  is  an  urgent  one.  "How  can  the  teachers  be  induced  to  fall  into  studious 
habits  of  reading,  and  investigating  educational  problems?"  is  the  problem  which 
must  be  solved.  But  for  the  superintendent  of  a  system  of  schools  which  has  from 
fifty  to  sixty,  or,  as  it  sometimes  happens,  seventy,  pupils  in  each  room,  this  is  not 
his  most  serious  problem.  His  problem  is  how  to  get  more  teachers  into  the  ser\'ice, 
and  how  to  su[)ply  more  schoolrooms.  I  speak  of  this  because  I  know  these  conditions 
do  exist  in  many  smaller  and  some  larger  cities — and  they  are  not  all  in  Kansas,  either. 
We  can  expect  teachers  to  make  but  little,  if  any,  professional  improvement  under  such 
conditions. 

Therefore,  I  would  say,  the  first  thing  to  do  in  order  to  improve  teachers  already  in 
the  service  is  to  give  them  a  chance  to  grow.  Give  them  time  to  read  and  to  investigate 
educational  problems.  If  the  teacher  is  overloaded  with  n-gular  school  work  tluriiig 
the  day,  and  burdened  with  examination  papers  and  r(iK)rts  during  the  evening,  until 
her  energy  is  all  drained  away,  in  the  name  of  justice,  what  can  we  expect  but  that  she 
will  "cease  to  strive  after  higher  ideals  in  s(lf-imi)rovement"  and  move,  "with  an  accel- 
erated velocity  down  an  intellectual  incline"?  Teachers  are  human,  and  their  supply 
of  reserve  energy  can  Ix;  exhausted.  If  she  spends  six  hours  a  day  in  teaching  her  one 
section  of  thirty-six  pupils,  and  one  hour  in  preparing  the  work  for  the  next  day,  she 
should  Ix;  able  to  leave  her  schfxjlroom  not  later  than  five  o'clock,  with  all  her  .schtx)! 
work  completed  for  the  day.  Her  (vcnings  must  Ix-  kept  .sacredly  free  from  daily  school 
work,  and  the  drudgery  of  Io<jking  o%er  examination  pajxrs,  an<l  making  endless,  and 


1^2  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

many  times  needless,  reports.  Save  the  teacher's  energy  for  work  which  will  bring 
larger  returns  for  the  energy  expended.  Every  ounce  of  teacher's  energy  should  bring 
its  pound  of  character,  of  life  if  you  please,  and  not  stacks  of  reports  for  the  superintend- 
ent's office. 

In  our  httle  city  of  Holton  we  have  a  permanent  organization  of  teachers  called 
the  Teachers'  Club.  The  membership  in  this  club  is  wholly  voluntary,  but  at  present 
it  contains  loo  per  cent,  of  our  teachers.  We  read  the  best  books  on  educational  and 
related  subjects,  and  investigate  educational  problems.  For  this  year  our  general  subject 
is  religious  education.  At  this  time  we  are  reading  and  discussing  Coe's  Education  in 
Religion  and  Morals.  We  have  for  references  Hall's  Adolescence,  James'  Varieties 
of  Religious  Experiences,  Starbuck's  Psychology  oj  Religion,  Coe's  Spiritual  Life,  and 
a  few  other  such  books.  Along  with  this  work  we  are  investigating  the  workings  of  the 
juvenile  court. 

Early  in  the  year  we  decide  upon  the  general  subject  for  the  year  or  part  of  the  year 
and  each  member  investigates  for  the  best  material  in  the  way  of  books,  magazine 
articles,  papers,  reports,  etc.,  on  the  subject,  and  reports  the  results  of  his  investigation 
to  the  club.  From  these  reports  the  material  is  selected.  It  is  our  aim  to  read  and  dis- 
cuss the  latest  and  best  books  on  the  subject.  We  find  Commissioner  Harris'  reports 
an  invaluable  storehouse  of  material. 

I  find  that  the  teachers  are  deeply  interested  in  the  work;  and,  as  I  said  before,  it 
is  wholly  voluntary.  The  work  of  the  organization  is  purposely  not  mentioned  in  the 
printed  rules  and  regulations  of  the  board  of  education.  It  is  our  opinion  that  the  work 
must  be  entirely  elective.  It  is  my  firm  conviction  that  teachers  will  read  and  investi- 
gate, if  they  are  given  a  chance,  and  if  the  superintendent  or  principal  will  take  the  initi- 
ative. I  have  unbounded  faith  in  the  teachers  of  this  country.  They  are  willing  to, 
and  do,  drain  life 's  energy,  until  it  ceases  to  flow,  for  their  boys  and  girls. 

The  direct  good  resulting  from  such  an  organization  cannot  be  estimated  in  commer- 
cial values,  but  I  am  thoroly  convinced  that  it  is  giving  our  teachers  a  broader  view  of 
educational  problems  and  a  deeper  interest  in  the  teaching  profession,  and  therefore 
they  are  better  prepared  to  lead  the  boys  and  girls  into  the  larger  life  all  about  them. 

To  .summarize:     In  such  an  organization,  I  think,  the  following  points  are  essential: 

1.  Give  the  teachers  time  to  read  and  investigate. 

2.  The  membership  must  be  voluntary.  No  success  grade,  tenure  of  office,  or  salary 
proposition  should  be  used  as  a  pedagogical  whip  to  force  the  teachers  into  line. 

3.  Only  the  best  material  should  be  used,  and  live  questions  discussed. 

4.  The  superintendent  or  principal  must  take  the  initiative. 

With  conditions  approaching  what  I  have  mentioned,  the  teachers  will  gladly  take 
advantage  of  the  opportunities  for  broader  culture.  Whatever  else  may  be  said  for  or 
against  this  plan,  I  know  it  to  be  workable,  because  it  is  working. 


ROUND  TABLE  OF  STATE  AND  COUNTY  SUPERIN- 
TENDENTS 


TEACHERS'    SALARIES  AND    HOW   AFFECTED    BY    THE   OPERATION 
OF  THE  MINIMUM-SALARY  LAW 

FASSETT  A.  COTTON,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION,  INDIANAPOLIS,  IND. 

It  is  conceded  that  the  pay  of  teachers  is  not  commensurate  with  the  dignity  of  the 
profession  and  the  work  required.  While  the  professional  teacher  chooses  his  calling 
and  works  in  it  from  motives  higher  than  those  of  material  gain,  it  is  true  that  in  order 
to  do  his  best  work  this  teacher  must  have  money  and  the  things  that  money  will  buy. 
There   has   been    a   slow  and  steady  growth  in  salaries,  but  they  are  still  very  meager 


Supcriniendence]     STATE  AND  COUNTY  SUPERINTENDENTS  133 

and  unsatisfactory.     One  of  the  first  essentials  for  substantial  progress  is  an  intelligent 
understanding  of  the  actual  conditions  by  the  teachers  themselves. 

Here  arc  a  few  statistics  on  salaries  of  teachers  in  Indiana  for  the  years  ending  July 
31,  1904,  and  July  31,  1905: 

Total  paid  teachers  for  the  year  ending — 

July    31,     1904 $6,832,321.70 

July    31,     1905 7.356,056.31 

Increase  523,734.61 

Pay  to  teachers  per  day — 

1004       1 90s       Diff. 

In  townships,  men S2. 57  $2.75  $0.18 

women 2.37     2.53       .16 

In  towns,  men 3-45     3-44        •  o  r 

women 2.59     2.53       .06 

In  cities,  men 4.52     4.74       .22 

"       "       women 2.75     2.89        .14 

It  will  be  noted  that  men  and  women  in  the  rural  schools  received  an  increase  of 
18  and  16  cents  per  day,  respectively;  in  towns,  a  decrease  of  i  and  6  cents  respectively; 
and  in  cities,  an  increase  of  22  and  14  cents  per  day,  respectively. 

Commissioned  high  schools —  Per  Year 

July  31,   1904 $806.50 

July  31,   1905 818.37 

Increase 11.87 

Non-commissioned  high  schools — 

July  31,  1904 $500.04 

July  31,   1905 525.30 

Increase 25.26 

General  average  annual  pay  for  all  high  schools  for  year  ending — 

July  31,   1904 $684.81 

July  31,   1905 708.91 

Increase 24.10 

Average  annual  salary  of  all  teachers  for  year  ending — 

July  31,   1904  ($2.56  per  day) $440.20 

July  31,   1905  ($2.65  per  day) 472  27 

Increase 32  07 

Cost  of  living. — The  United  States  Bureau  of  Labor  gives  the  average  expenditures 
per  family  in  the  North  Central  States  as  $785.95  for  all  purposes,  and  as  $321.60  for 
food  alone.     From  this  it  will  be  seen  that  teachers  are  not  making  average  living  wages. 

This  growth  in  salaries  in  the  rural  and  small  town  schools  is  the  result  of  the  mini- 
mum-wage law  and  the  campaign  for  better  salaries.  The  growth  in  the  cities  and  high 
schools  in  particular  is  the  result  of  the  general  movement  in  the  interest  of  Ix-tter  salaries. 
The  reports  that  we  have  just  compiled  from  the  city  schools  indicate  that  there  has  been 
a  large  increase  in  payments  for  high-school  positions  the  current  year  over  last,  which 
is  the  direct  result  of  the  agitation  that  has  been  going  on  for  two  or  three  years.  We 
have  no  figures  on  the  salaries  paid  district  and  grade  teachers  for  this  year.  These  can 
not  be  secured  until  the  end  of  the  year,  July  31,  1906.  I  am  sure,  however,  these  repirts 
will  show  a  very  marked  increase  over  last  year. 

Slate  aid  to  poor  corporations. — The  law  which  provides  for  the  a.ssislance  of  poorer 
townships  and  towns  has  enabled  many  of  these  cori)orati()ns  to  have  .school  si.x  months 
this  year,  the  first  time  in  their  history.  This  will  add  very  materially  to  the  average 
.salary  of  teachers  in  the  townships  ihruout  the  slate.  This  same  law  has  enabled  s<  hool 
lx)ards  in  many  small  towns  to  employ  a  .sufTicient  numlx-r  of  teachers  to  do  the  work 
well,  thus  increa.sing  the  teaching  forte  in  the  state  more  than  the  usual  yearly  increa.se. 

There  are  many  evidences  of  interest  in  the  queslion  of  raising  the  salaries  of  teachers. 
Notable  among  the  ( itic-s  that  have  in<  reas<'(l  the  salaries  retenlly  is  Richmond.  The 
following  from  SuiK-rintendent  Mott  is  of  interest: 


J, 4  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

Our  rule  regulating  the  minimum  wages  in  the  grades  is  as  follows:  A  young  teacher 
or  a  new  teacher,  unless  otherwise  agreed  to,  is  paid  the  legal  rate  in  the  state  for  five 
years.  After  five  years'  teaching  no  teacher  is  paid  less  than  $55  a  month;  and  after 
eight  years'  teaching  no  teacher  is  paid  less  than  $60  a  month.  In  the  first  grades  we 
pay  at  least  S65  a  month,  four  teachers  getting  more.  In  the  seventh  and  eighth  grades 
no  teacher  gets  less  than  $65  a  month;  five  in  the  seventh  and  eighth  grades  are  getting 
$70  or  S75  a  month. 

Our  ward  principals,  in  eight-  and  ten-room  buildings,  get  |8o  a  month.  In  the 
high-school  teachers  begin  work  at  a  price  agreed  upon,  depending  upon  preparation 
and  experience.  Their  wage  is  increased  %o  a  year  until  $800  is  reached  in  case  of 
women  and  $900  a  year  in  case  of  men,  those  acting  as  heads  of  departments  in  high 
school   receiving  $1,000   a  year. 

The  above  statement  shows  the  regular  wages  paid.  A  few  receive  more,  but  none 
less.  Our  superAasors  receive  $1,100  a  year  after  they  have  been  with  us  for  long  enough 
time. 

The  new  country  lije. — These  statements  show  improvement  in  salaries,  but  it  is 
a  very  small  percentage  of  what  it  ought  to  be.  Then,  too,  the  increase  has  occurred 
mainly  in  the  cities  and  wealthy  townships  and  towns,  and  particularly  among  the  high- 
school  teachers.  The  lower  grades,  the  rural  and  small  town  schools,  which  serve  the 
great  masses  of  people,  must  be  improved  also.  Tremendous  advancement  in  all  phases 
of  country  Ufe  is  now  being  made,  and  the  betterment  in  our  schools  must  be  in  propor- 
tion to  this.  It  might  almost  be  said  that  a  new  era  has  dawned  in  country  hfe.  The 
past  quarter  of  a  century  has  marked  a  steady  advancement  in  all  things  relating  to 
the  farm.  Hand  labor  has  given  way  almost  altogether  to  more  efficient,  as  well  as 
more  expeditious,  machine  labor;  new  inventions  have  helped  and  relieved  the  fanner 
every  year  in  all  of  his  work.  Fertilizing  has  grown  to  be  generally  employed  all  over 
the  country;  and  fruit-grafting  is  no  longer  a  matter  of  wonder.  More  and  more  atten- 
tion has  been  paid  to  breeding;  in  everything  has  the  farm  and  its  work  been  bettered. 
Can  we  say  that  in  the  last  decade  or  two  our  rural  and  village  schools  have  been  corres- 
pondingly improved  ? 

Conditions  for  living  on  the  farm  have  also  improved  at  an  almost  marvelous  rate. 
Where  the  farmer  used  to  spend  half  a  week  hunting  helpers  and  arranging  for  the  "swap- 
ping" of  work,  so  common  during  the  harvest  time,  he  now  spends  a  few  moments  at 
his  telephone  to  accomplish  the  same  purpose.  He  employs  the  same  telephone  to  send 
to  the  near-by  town,  or  possibly  to  some  distant  manufacturing  city,  for  supphcs  needed 
at  once,  and  in  many  instances  the  cross-country  interurban  brings  the  articles  the  next 
morning.  He  hauls  his  heavily  loaded  wagons  about  now  during  rainy  weather  on  a 
firm  gravel  road,  instead  of  being  obliged  to  wait  for  dry  weather. 

Again,  if  the  farrner  of  twenty-five  years  ago  received  his  mail  every  Saturday,  he 
felt  satisfied.  But  if  he  lived  near  enough  to  the  oflBce  to  receive  his  mail  twice  each 
week,  he  considered  himself  fortunate  indeed.  Now  the  same  man  is  given  free  delivery 
of  mail  by  the  government.  His  letters,  his  daily  city  paper  containing  the  latest  market 
values,  are  brought  to  his  door  by  ten  o  'clock  every  day.  Perhaps  he  opposed  the  move- 
ment in  favor  of  establishing  rural  routes  and  free  delivery,  on  the  plea  that  it  would 
increase  the  taxes.  But  now  he  is  not  satisfied  with  news  a  week  old,  or  quotations  long 
since  changed;  he  must  know  within  a  few  hours  after  its  happening  any  event  of  impor- 
tance, any  change  made  in  prices.  So  everything  relative  to  the  farm  and  farm  hfe  has 
been  improved  in  the  past  few  years,  and  will  continue  to  improve;  and  the  up-to-date 
farmer  takes  advantage  of  all  these,  because  it  pays  to  do  so. 

Have  our  country  schools  kept  pace  with  this  marvelous  march  forward?  Have 
schoolhouscs  been  remodeled  and  refitted  proportionately  to  the  remodeling  and  refitting 
of  the  farms  and  farm-houses?  Have  the  country  teachers  received  larger  salaries, 
and  become  more  and  more  efficient  as  the  years  have  passed  ?  All  the  benefits  of  which 
the  farmer  has  taken  advantage  have  tended  to  make  better  his  financial  standing  and 
interests,  his  social  standing  and  interests.     Will  it  not  pay  as  an  investment  alone  to 


Superintendence]     STATE  AXD  COUNTY  SUPERINTENDENTS  135 

keep  the  school  up  to  the  standard  of  improvement  enjoyed  by  the  farm  ?  Is  it  not  neccs- 
sar>'  that  the  farmer's  children  be  educated  in  harmony  with  these  many  improvements? 
Is  it  not  necessary  to  his  future  standing  financially  and  socially  to  keep  up  with  modern 
advancement  at  school  as  well  as  at  home  ? 

Cause  of  low  salaries. — It  should  not  be  forgotten  that  tlie  salary  the  teacher  receives 
represents  the  community's  estimate  of  the  value  of  the  school  to  the  community.  The 
people  exalt  material  things  and  depreciate  the  spiritual  things.  They  generally  use 
good  judgment  in  their  business  transactions;  they  want  the  best  lawyer  to  look  after 
their  business  interests;  they  choose  the  best  physician  for  their  families;  but,  somehow, 
they  continue  in  the  notion  that  anybody  can  teach  school.  But  it  is  fair  to  say  that 
lack  of  prep;iration  on  the  part  of  the  teacher  is  partly  responsible  for  the  estimate  the 
public  places  upon  his  work.  Just  as  soon  as  the  people  learn  the  ditlerencc  between 
good  and  poor  teaching,  and  just  as  soon  as  they  learn  that  a  good  school,  as  well  as  scien- 
tific farming,  pays,  then  will  they  demand  good  teachers  regardless  of  the  cost. 

Again,  the  proper  relation  does  not  always  exist  between  teacher  and  patron.  The 
teacher  does  not  know  the  people,  and  hence  is  not  the  power  he  should  be  in  the  commu- 
nity. For  this  condition  the  teacher  is  responsible.  Sometimes  he  does  not  even 
live  in  the  community,  and  of  course  can  take  no  interest  in  it.  Sometimes,  when  he 
does  live  in  the  community,  he  acts  as  if  he  were  merely  a  transient  sojourner,  and  does 
not  enter  into  its  Hfc.  Sometimes  he  is  pedantic,  narrow,  and  not  well  enough  informed 
to  be  socially  agreeable.  He  docs  not  consult  with  the  leading  men  and  women  with 
regard  to  the  needs  of  the  community.  He  docs  not  invite  the  patrons  to  his  school  and 
confer  with  them  in  regard  to  his  work  and  that  of  their  children.  On  the  other  hand, 
the  patron  is  responsible,  too.  He  is  not  informed  on  schools  and  is  not  interested.  He 
does  not  cultivate  the  acquaintance  of  the  teacher.  Sometimes  he  stands  in  awe  of  the 
teacher's  superior  learning,  and  there  is  a  kind  of  a  restraint  Hke  that  which  sometimes 
exists  between  pastor  and  church  member.  He  thinks  the  teacher  doesn't  know  any- 
thing but  books  anyhow,  and  that  he  is  incapable  of  unbending.  The  fact  is  that,  if 
patron  and  teacher  would  only  take  the  trouble  to  get  acquainted,  each  would  be  sur- 
prised to  find  what  a  good  fellow  the  other  is,  and  that  humanity  is  pretty  much  the  same 
the  world  over. 

Lack  oj  revenue. — It  is  often  said  that  salaries  of  teachers  are  as  high  as  the  revenues 
will  permit.  But  why  are  the  revenues  so  limited  ?  The  answer  is  that  men  arc  not 
convinced  of  the  large  merits  of  education — they  do  not  see  that  it  pays.  As  soon  as 
they  understand  that  it  will  pay  large  returns,  they  will  be  willing  to  tax  themselves  for 
good  schools  All  men  should  pay  school  ta.xes  willingly.  The  man  with  children, 
that  his  children  may  be  educated;  the  man  with  no  children,  that  the  children  of  his 
poorer  neighbor  Inay  be  educated,  his  property  protected,  and  peace  preserved.  The 
man  of  wealth  often  does  not  seem  to  appreciate  the  close  relation  existing  between  free- 
dom and  free  schools;  between  the  safety  of  his  property  and  education.  He  does  not 
see  that  the  more  school  tax  he  pays,  the  less  he  will  Ix-  taxed  for  prisons,  courts,  poor- 
houses,  and  tramps,  to  say  nothing  of  graft. 

The  demands  of  the  twentieth  century  are  large. — Our  schools  must  really  educalr  tin- 
children — teach  them  to  do  things,  and  to  do  thtm  well  and  skillfully.  M<ire  than  that, 
they  mu.st  teach  them  to  want  to  cio  things.  They  must  teach  them  to  work,  and  to 
want  to  work,  for  tluir  salvation.  A  .system  of  education  th^it  haves  one  without  the 
power  to  undertake  and  a((  (>nii)lish  things  in  life  is  worw  than  worthless.  The  si  iuM>l 
mu.st  Ix:  brought  closer  to  the  home,  to  industry,  to  out-«f-d<Mirs,  to  life.  The  average 
farmer  and  busine.ss  man  will  \h-  qui<  k  to  take  advantage  of  this  sort  of  .s<  hool  work, 
Ixrause  it  will  soon  help  their  diildn-n  to  do  more  skillfully  the  cjaily  work  they  arc  called 
u[)on  to  do,  and  more  naturally  an<i  successfully  the  work  of  life;  in  other  words,  it  will 
pay,  and  they  will  Ix-  willing  to  pay  for  it. 


136  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

Men  and  women  as  teachers. — The  fact  that  men  are  leaving  the  profession,  and  that 
it  is  becoming  a  woman's  calling,  has  something  to  do  with  the  salaries.  It  is  not  a  ques- 
tion of  whether  the  pay  of  women  should  equal  that  of  men.  For  equal  service,  of  course 
it  should.  But  public  opinion,  the  law  of  supply  and  demand,  and  other  economic  prob- 
lems have  entered  this  question  of  teachers'  salaries.  It  is  true  that  the  more  men  that 
are  retained  and  the  higher  salaries  paid  to  them,  the  better  are  the  salaries  of  both  men 
and  women.  It  is  true  that  in  systems  where  few  men  are  employed  the  salaries  of  women 
are  perceptibly  lower  than  the  salaries  of  women  where  men  are  more  numerous.  Dr.  E.  B. 
Andrews,  while  superintendent  of  the  Chicago  schools,  tried  for  some  time  to  teach  the 
women  teachers  of  that  city  this  lesson  in  school  economy,  and  some  of  them  at  least 
refused  steadfastly  to  comprehend  it. 

Teaching  not  yet  a  profession.— After  all,  one  of  the  greatest  causes  of  poor  pay  to 
teachers  is  the  fact  that  the  vast  majority  of  teachers  are  not  professional  educators.  The 
calUng  is  still  a  stepping-stone  to  other  professions,  and  will  continue  to  be  so  as  long  as  pres- 
ent conditions  exist.  The  prospective  lawyer,  doctor,  and  minister,  are  willing  to  take 
temporary  employment  as  a  teacher  at  a  lower  salary  than  a  professional  educator  can 
afford  to  take  it.  There  is  a  great  deal  in  the  attitude  of  consciousness  with  which  one 
comes  to  a  calling.  Men  enter  law  and  medicine  for  life.  The  average  life  of  the  teacher 
is  four  years.  It  is  safe  to  say  that  a  large  percentage  of  those  who  teach  on  and  on  do 
so  in  yearly  anticipation  of  some  change  for  the  better  that  may  come  to  their  relief.  Many 
are  teaching  because  they  had  not  the  courage  to  starve  till  a  competence  might  come 
in  the  profession  of  their  choice.  Many  others  are  teaching  because  they  had  not  the 
means  to  go  into  business.  Poverty  makes  teachers  subservient  to  society.  They  get 
used  to  small  means  and  small  ways,  and  for  this  reason  are  incapacitated  for  the  big 
things  in  life. 

Reasons  for  belter  salaries. — The  professional  teacher  must  make  long,  careful  prepara- 
tion before  entering  his  life-work.  In  order  to  do  this,  he  must  receive  such  compensation 
as  will  enable  him  to  give  his  best  thought  to  his  work.  He  must  have  the  opportu- 
nity to  make  constant  daily  preparation  after  he  has  taken  up  his  life-work.  Under 
present  conditions,  he  is  often  compelled  to  do  other  work  "on  the  side,"  to  assist  him 
in  earning  a  living  for  his  family.  His  hours  are  long  and  his  work  hard.  He  must 
work  in  the  presence  of  people,  often  under  the  criticism  of  people  in  other  callings,  and 
too  often  under  unsympathetic  supervisors— mechanical  taskmasters  instead  of  the  pro- 
fessional artists  they  should  be.     This  is  a  severe  strain  on  the  nervous  system. 

Just  recompense. — To  begin  with,  every  teacher  should  have  comfortable  Uving 
expenses.  In  addition  he  should  have  enough  to  reimburse  his  expenditures  in  prepara- 
tion. There  should  be  sufficient  salary  to  enable  him  to  buy  the  books  and  apparatus 
necessary  to  carry  on  his  work.  It  should  be  possible  for  him  to  puf  by  a  small  sum, 
at  least,  every  year  for  the  time  when  he  can  no  longer  teach.  He  should  receive  full  pay 
while  off  duty  on  account  of  sickness.  If  any  abuse  this  just  privilege,  it  is  better  to  rid 
the  calling  of  such  offenders  than  to  make  the  innocent  suffer.  The  teacher  should  have 
his  annual  vacation,  and  every  few  years  should  have  a  year  off  on  half-pay  for  rest, 
recreation,  investigation,  and  added  preparation. 

In  our  rural  schools  the  minimum  salary  should  be  $600.  From  this  there  should 
be  rapid  increase  for  increased  efficiency  and  new  preparation.  Under  such  conditions 
good  professional  teachers  could  afford  to  become  residents  of  rural  communities,  and 
would  be  wilhng  to  attempt  a  solution  of  their  problems. 

OUR   MINIMUM   SALARY   LAW 

An  act  to  amend  an  act  approved  March  12,  1901,  entitled  "An  act  regulating  the 
mimmum  wages  of  teachers  in  the  public  schools  and  fixing  a  penalty  for  violation  of 
the  same,"  bemg  sees,  i  and  2  of  the  acts  of  1901.  (H.  B.  81:  approved  March  11, 
1903-) 


Superintendence]     STATE  AND  COUXTY  SUPERINTENDENTS  137 

Sec.  I.  Be  it  enacted  by  the  General  Assembly  of  the  state  of  Indiana  that  the  daily 
wagos  of  teachers  for  teaching  in  the  public  schools  of  the  state  shall  not  be  less  in  the  case 
of  beginning  teachers  than  an  amount  determined  by  mulliijlying  2J  cents  by  the  scholar- 
ship given  said  teacher  on  his  highest  grade  of  license  at  the  time  of  contracting;  and 
after  the  first  school  term  of  any  teacher,  said  teacher's  daily  wages  shall  not  be  less  than 
an  amount  determined  by  multiplying  2^  cents  by  the  general  average  of  scholarship 
and  success  given  the  teacher  on  his  highest  grade  of  license  at  the  time  of  contracting; 
and  after  three  years  of  teaching,  said  wages  shall  not  be  less  than  an  amount  determined 
by  multiplying  2}  cents  by  the  general  average  of  scholarship  and  success  at  the  time  of 
contracting;  provided  that  2  per  cent,  shall  be  added  to  a  teacher's  general  average  of 
scholarship  and  success  for  attending  the  county  institute  the  full  number  of  days,  and 
that  said  2  per  cent,  shall  be  added  to  the  average  scholarship  of  beginning  teachers. 

Sec.  2.  .\11  teachers  now  exempt,  or  hereafter  exempt,  from  examinations  shall  be 
paid  as  daily  wages  for  teaching  in  the  public  schools  of  the  state  not  less  than  an  amount 
determined  by  multiplying  2J  cents  by  the  general  average  of  scholarship  and  success 
given  said  teachers;  provided  that  the  grade  of  scholarship  counted  in  each  case  be  that 
given  at  the  teacher's  last  examination,  and  that  the  grade  of  success  counted  be  that 
of  the  teacher's  term  last  preceding  the  date  of  contracting. 

Sec.  3.  All  school  officers  shall  comply  with  the  provisions  of  this  act,  and  shall  i)ay 
the  teachers  employed  by  them  no  less  than  sucli  an  amount  as  shall  be  di'termined  bv 
sees.  I  and  2  of  this  act.  School  officers  who  shall  be  adjudged  guilty  of  violating  any 
of  the  provisions  of  this  act  shall  be  fined  in  any  amount  not  exceeding  Sioo  for  such 
oCfense.  The  state  superintendent  of  public  instruction  is  hereby  authorized  to  bring 
action  against  any  school  officer  violating  any  of  the  provisions  of  this  act. 

HOW  THE  L.AW  OPERATES 

I.  In  poor  townships  and  towns. 

1.  Encourages — 

o)  Poor  scholarship. 

b)  Indifference  as  to  high  success  grade  as  result  of  school-room  work. 

c)  The  employment  by  school  officials  of  poor  teachers,  and  young  teachers  with 
low  grade  of  scholarship.  Teachers  with  high  grade  of  scholarship  are  entitled 
to  larger  salaries  than  those  fixed  by  the  law.  Many  teachers  request  county 
superintendents  to  lower  grades  of  licenses  so  the  trustees  will  give  them 
employment. 

2.  On  the  whole,  the  law  increases  daily  salaries  in  the  poor  townships  and  towns, 
but  it  shortens  the  tenn  of  school. 

a)*But  our  last  legislature  remedied  this  by  the  enactment  of  the  "  deficiency 
law."     In  future  best  teachers  will  be  employed. 

II.  In  wealthy  townships  and  towns. 

1.  The  law  has  little  direct  effect  on  salaries  in  such  corporations,  as  salaries  here 
are  larger  than  those  fixed  by  law. 

2.  But  the  moral  effect  of  the  law  stimulates  the  school  officials  to  pay  better 
salaries. 

III.  The  law  should  be  framed  in  the  interest  of  the  teachers  who  make  preparation 
for  the  work  and  remain  in  the  profession.     But  this  cannot  be  done  until — 

1.  Number  of  teachers  is  reduced. 

2.  The  standard  raised,  when  the  corporations  that  are  able  will  rai.se  tlu-   lax 
levies  to  meet  requirements  of  a  better  wage  law.' 

The  ideal  for  country  schools. — In  our  state,  with  the  townshi|)  as  the  unit  of  our 
s<  hrx)!  system,  the  logical  thing  is  a  complete  central  scho<jl  in  each  township  to  which 
all  the  children  shall  go.  It  should  have  a  kindergarten,  the  eight  grades,  and  a  high 
school  with  a  four-year  course.  It  should  have  well-equipped  modern  buildings,  litre 
should  be  located  the  township  library,  which  should  contain  lKx)ks  si-lectcd  with  the  view 
of  melting  the  demands  of  the  community,  and  which  should  have  arrangements  for  <lis- 
tributing  Ijooks  by  means  of  transportilion  hacks  and  the  free  delivery  mail  system.  The 
s(  hool  center  easily  becomes  the  center  of  all  ( ommunily  interests,  and  all  nuelings  of  the 

•Sec  "Sutc  Aid  to  Poor  Cori>oralion»,"  .-iIkjvc. 

'  In  Imliana  wc  liavc  16,495  Icachcrn,  whcrraji«on  the  lioniit  of  ^o  \t\\\A\*  lo  llir  tcn>  litr.  wr  nrnl  only 
13,750,  tomritiitiK  likr  3,ooj  traclum  niorr  llimi  nrtcim.iry.  Tlirrc  ihousnixi  Iciuhrrs.  nl  avrriutc  annual 
salary  of  $.172.  <lraw  $1,416,000.  Tlii»,  ail<lr>l  to  aalnry  of  llic  1.1,750  nc«rMary.  wouM  rainc  avrr.T«c  annual 
talary  from  $.472  lo  $575,  or  an  inrrra»c  of  $103  for  rath  trai  lirr. 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


people  should  be  held  there.  The  school  hall  should  be  the  public  hall  for  township 
meetings  of  the  people,  and  there  everything  pertaining  to  the  pubUc  welfare  should  be 
considered.  It  should  have  a  small  farm,  equipped  for  scientific  elementary  nature  study 
or  agriculture.  It  should  have  manual-training  departments  for  boys  and  girls.  It  should 
be  in  session  at  least  eight  months  in  the  year.  Finally,  it  should  have  for  teachers  the 
best-prepared  men  and  women,  who  have  chosen  teaching  as  their  life-work,  who  shall 
live  in  the  community,  and  who  shall  be  paid  respectable  salaries. 

Such  a  system  would  reduce  the  number  of  teachers  and  encourage  better  preparation. 

CONSOLIDATION   OF    SCHOOLS    IN   INDIANA 

In  the  matter  of  consoHdation  substantial  progress  has  been  made.  The  following 
statistics  recently  collected  will  show  the  actual  status  of  this  problem  better  than  any 
discussion : 

The   Small   School 

1.  Number  of  schools  with  5  pupils  or  fewer 49 

2.  Number  of  schools  between  5  and  10  pupils 286 

3.  Number  of  schools  between  10  and   15  pupils 1,090 

4.  Number  of  schools  between  15  and  20  pupils Ij932 

Consolidation 

1.  Number  of  schools   abandoned 699 

2.  Number  of  consolidated  schools 280 

3.  Number  of  wagons  used  in  transporting  children 484 

4.  Number  of  children    transported 8,312 

5.  Cost  of  transportation  per  day $824.85 

6.  Average  cost  of  wagons  per  day $1 .  70 

7.  Number  of  townships  in  which  roads  are  suitable  for  transportation.     .     .     ,       659 

8.  After  a  fair  trial,  are  the  people  in  favor  of  transportations.  Forty-three  counties 
answer  "Yes;"  nine  counties  answer  "No;"  forty  counties  answer,  "Not  sufficiently 
tried  to  determine." 

THE    NEXT    STEPS    IN    EFFORT    TO    SECURE    BETTER    SALARIES 

In  these  days  of  great  prosperity,  living  expenses  are  perceptibly  higher  than  they 
were  in  less  prosperous  times.  Under  such  conditions  many  of  our  best  teachers  leave 
the  profession.  Something  must  be  done  to  attract  the  best  men  and  women  to  teaching, 
and  make  it  worth  while  for  them  to  undertake  it  as  their  life-work.  All  are  agreed  that 
something  must  be  done,  but  it  is  difficult  to  name  the  next  most  important  steps.  In 
my  judgment  they  are  as  follows: 

The  people  must  be  aroused. — First,  the  public  must  be  awakened  to  an  appreciation 
of  good  teaching.  The  people  are  always  willing  to  pay  for  good  school  advantages. 
The  one  thing  that  most  parents  are  striving  for  is  the  happiness  and  welfare  of  their 
children,  and  there  is  no  sacrifice  they  will  not  make  for  this  purpose.  Looked  at  from 
this  point  of  view,  the  welfare  of  teachers  lies  ahnost  wholly  in  their  own  hands.  Better 
preparation,  more  professional  zeal,  larger  interest  in  the  children,  closer  study  of  the 
needs  of  the  community,  will  bring  immediate  returns  and  a  large  promise  for  the  future. 

More  adequate  facilities  for  training  teachers. — Second,  the  state  must  raise  its  standard 
to  make  large  requirements  in  scholarship  and  professional  training  on  the  part  of 
teachers.  The  standard  must  be  raised  to  eliminate  those  who  are  poorly  prepared 
and  those  who  are  "makeshifts"  in  the  caUing.  When  the  supply  is  less  than  the  demand, 
sufficient  funds  will  be  provided  to  induce  the  best  young  men  and  women  to  prepare 
for  the  work.  This  can  be  brought  about  very  easily.  The  school  authorities  can  set 
a  date  for  better  conditions,  and  everybody  wiU  work  toward  their  accomplishment. 
Suppose  it  should  be  agreed  that  after  September,  1911,  no  teacher  will  be  employed 
who  does  not  have  certain  qualifications;  there  would  be  five  years  and  more  for  prepa- 
ration. I  do  not  know  just  what  the  qualifications  ought  to  be,  but  surely  something 
like  this:  (1)  Teachers  in  the  rural  schools,  and  in  the  grades  of  towns  and  cities,  should 


Superintendence]     STATE  AND   COUXTY  SUPERINTENDENTS  139 

have  scholarship  equivalent  to  that  of  a  graduate  of  a  commissioned  high  school  with 
one  or  two  years  of  professional  training.  (2)  Teachers  in  high  schools  should  have  a 
scholarship  equivalent  to  that  of  a  college  graduate  with  one  year  of  professional  train- 
ing- (3)  These  would  certainly  require  more  adequate  facilities  for  training  teachers. 
These  might  easily  be  provided  in  a  system  of  training-schools  over  the  state  which  would 
sustain  short  courses,  graduation  from  which  would  entitle  to  teach  in  the  district  and 
grades  three  or  four  years  without  examination.  Then  those  who  remain  in  the  pro- 
fession might  be  required  to  pursue  their  work  in  the  central  graduate  school. 
Such  a  system  of  preparation  would  certainly  raise  the  standard  of  teaching 
and  do  much  toward  making  the  calling  the  profession  it  ought  to  be. 

A  commission  appointed  by  the  governor. — Third,  the  whole  question  needs  the  care- 
ful study  of  experienced  educators.  At  our  last  state  teachers'  association  the  writer 
suggested  that  a  strong  forward  movement  can  be  best  determined  by  a  commission, 
composed  of  our  best  students  of  the  problem,  to  be  appointed  by  the  governor.  By 
unanimous  vote  the  association  requested  the  appointment  of  such  a  commission. 

The  teachers  must  organize. — Fourth,  finally,  there  should  be  a  perfect  organiza- 
tion of  the  teachers  themselves  to  aid  in  bringing  the  recommendations  of  this  commis- 
sion before  the  next  general  assembly.  This  organization  should  be  undertaken  by  the 
state  teachers'  association,  which  should  appoint  and  pay  some  competent  man  to  take 
charge  of  the  work.  This  chief  should  call  to  his  aid  a  number  of  men  and  women,  who 
shall  constitute  the  state  advisory  board.  This  board  might  be  composed  of  one  person 
from  each  congressional  district.  This  member  from  the  congressional  district  should 
in  turn  have  a  board  made  up  of  members  chosen  from  the  counties  in  the  district,  one 
from  each  county.  The  members  of  the  congressional  district  board  should  in  turn  be 
the  head  of  a  county  board  made  up  of  members  chosen  from  each  township  in  the  county. 
Then  each  township  should  have  an  organization  of  the  teachers  of  the  districts.  With 
such  an  organization  the  teachers  could  make  an  intelligent,  aggressive,  educational  cam- 
paign, and  could  secure  recognition  at  the  hands  of  the  legislature. 

Can  we  afford  to  pay  larger  salaries? — Here  are  some  actual  figures  of  American 
expenditures: 

Annual  national  government  expenditures S    600,000,000 

All  other  government  expenditures 2,000,000,000 

.Annual  national  pensions  to  old  soldiers 145,000,000 

.\nnuai  drink  expenditures 1,450,000,000 

.Annual  expenditures  for  beer  alone 700,000,000 

.•\nnual  expenditures  for  tobacco        750,000,000 

.Annual  expenditures  for  education 275,000.000 

The  annual  per  capita  expenditure  for  alcohol  and  tobacco  is  $29,  and  for  all  forms 
of  education  $3. 50.  Our  national  wealth  anfl  annual  bu.siness  are  each  rated  at  nearly 
one  hundred  billion  dollars.  We  do  not  begin  to  compn-hend  our  stupendous  resources. 
We  simply  do  not  know  what  fjossibilities  are  within  our  reach. 

The  outlook  encouraging. — With  all  our  difliculliis,  we  are  making  i)n)gress.  The 
outlrxjk  w;is  never  more  hoprful.  The  calling  was  never  more  respected.  The  pi-ople 
never  showed  a  more  willing  spirit  towarfi  educational  work.  They  were  never  more  willing 
to  pay  teachers  respectable  salaries.  And  teachers  have  never  realized  inori-  fully  than 
they  do  now  that  something  depends  ujKjn  them.  Patrons  and  teachers  are  awake  to 
the  imfKjrtance  of  the  problem,  and  both  sides  have  determined  on  Iktler  things. 

No  more  splendid  army  ever  marched  to  victory  than  the  nnghty  army  of  .s(  luwd- 
tearhers  who  have  their  faces  s<t  against  ignorance  and  idliMuss  in  the  land.  Otuc 
arou.s<-d  and  every  man  to  his  duty,  sut  h  a  public  sc-ntimcnt  will  Ik-  c  nated  in  the  intcn-st 
f>f  lj<ttcr  salaries  for  teachers  that  "we  the  [M-ojile"  will  take  hold  of  townships,  and 
munif i[)alities,  and  states,  and  the  nation,  and  will  swecj)  away  the  things  th.il  make*  for 
ignorance  and  idleness,  and  will  enthrone  tin-  forces  that  make-  for  cnligliteiinietil  and 
jjersonal  righteousness. 


I^O  NATIONAL  EDUCATIONAL  ASSOCIATION  ILouisviUe 

DISCUSSION 

Nathan  C.  Schaeffer,  state  superintendent  of  public  instruction,  Harrisburg,  Pa.— 
I  have  been  asked  to  tell  how  Pennsylvania  got  its  law  fixing  a  minimum  salary  for  teach- 
ers, and  the  effect  of  this  legislation  upon  the  school  system.  The  story  sounds  Hke  a 
romance.  I  used  to  lie  awake  at  night,  scheming  how  to  secure  an  increase  in  teachers ' 
salaries.  Finally  a  woman  and  a  newspaper  reporter  came  to  the  rescue.  The  woman 
had  been  a  teacher  and  was  married  to  a  laviyer,  who  was  elected  to  the  legislature.  When 
he  bade  her  good-by  to  go  to  Harrisburg,  she  said:  "Do  something  to  improve  the  com* 
pensation  of  teachers."     The  reporter  was  a  representative  of  the  Philadelphia  Press. 

At  dinner  he  asked  whether  there  was  anything  new  in  school  matters.  "Nothing 
new,"  I  replied;  "but  the  thing  that  keeps  me  awake  at  night  is  the  low  compensation 
which  many  teachers  get."  "Tell  me  about  that,"  was  his  next  remark.  Before  long 
Representative  Snyder,  whose  vwfe  had  been  a  teacher,  introduced  a  minimum  salary  act, 
and  the  Philadelphia  Press  began  a  campaign,  during  which  the  school  department  became 
the  storm  center.  Maps  were  printed  showing  the  "black  belt"  in  which  the  teachers  got 
the  lowest  wages.  The  friends  of  better  salaries  finally  compromised  on  thirty-five  dollars 
per  month.  This  had  its  effect  outside  the  so-called  black  belt.  When  the  compensation 
of  substitute  teachers  was  raised  in  the  cities,  there  became  necessary  an  advance  along  the 
whole  line.  In  Philadelphia  the  agitation  filled  the  largest  assembly  hall  in  the  city,  and 
resulted  in  an  increase  of  the  salaries  of  all  teachers  below  the  high  school.  In  Pittsburg 
the  agitation  brought  about  a  classification  of  teachers  on  the  basis  of  efficiency.  This 
caused  an  awakening  never  dreamed  of  by  those  who  inaugurated  the  movement.  The 
Carnegie  Library  suddenly  discovered  that  alcoves  devoted  to  pedagogy  did  not  contain 
enough  books  to  supply  the  demand.  The  university-extension  lecturers  had  to  seek 
larger  assembly  rooms  in  order  to  seat  their  audiences. 

So  far  as  I  have  been  able  to  learn,  it  has  not  led  the  school  boards  to  hire  the  cheap 
teacher  in  preference  to  the  teacher  with  the  better  grade  of  certificate.  Fortunately,  we 
have  had  no  uniform  examination  law  to  deprive  the  superintendents  of  their  power  to 
grant  certificates  to  the  best  qualified  teachers,  and  to  make  it  impossible  for  others  to  teach 
by  refusing  them  hcenses  or  certificates  of  scholarship.  Uniform  examinations  level  from 
above  as  well  as  from  below,  and  sometimes  prevent  the  best  districts  from  demanding 
the  qualifications  which  they  could  secure  under  a  system  of  examinations  based,  not  upon 
the  average  standard,  but  upon  superior  excellence.  Moreover,  the  state  superintendent 
can  withhold  a  district's  share  of  the  five  and  a  half  million  dollars'  state  appropriation, 
if  the  school  directors  fail  to  comply  with  the  law.  The  experience  which  we  have  had 
with  the  minimum-salary  law  convinces  me  that  this  legislation  has  benefited  the  schools 
in  every  section  of  the  state. 

Thomas  C.  Miller,  state  superintendent  of  free  schools,  Charleston,  W.  Va. — 
West  Virginia  can  justly  claim  the  place  of  pioneer  in  the  matter  of  fixing  minimum  sala- 
ries for  teachers.  By  reference  to  the  code,  I  find  that  on  March  15,  1882,  a  bill  was 
passed  by  the  legislature  as  follows: 

Teachers  having  certificates  of  the  grade  of  No.  r  shall  be  paid  not  less  than  twenty- 
five  dollars  per  month;  those  holding  certificates  of  the  grade  of  No.  2,  not  less  than  twenty- 
two  dollars  per  month;  those  holding  certificates  of  the  grade  of  No.  3,  not  less  than  eight- 
een dollars  per  month. 

Since  that  enactment  this  provision  has  been  amended  twice,  and  salaries,  as  now 
fi.xed,  are  $35,  $30,  and  $25,  respectively,  for  No.  i,  No.  2,  and  No.  3  certificates.  While, 
of  course,  this  provision  apphes  to  the  entire  state,  it  dqes  not  affect  more  than  20  per  cent, 
of  the  school  districts,  and  the  measure  was  first  enacted  to  protect  the  school  interests  of 
communities  where  the  idea  of  economy  seemed  to  be  too  dominant.  In  these  places  the 
law  has  had  a  good  effect,  and,  in  fact,  its  influence  has  been  a  helpful  one  thruout  the 
state,  even  tho  the  minimum  has  been  low. 


Superintendence]     STATE  AND  COUNTY  SUPERINTENDENTS  141 

At  the  last  session  of  the  legislature  a  bill  was  proposed  fixing  the  minimum  salary  for 
a  No.  I  certificate  at  $40  per  month,  but  the  delegates  from  a  few  portions  of  the  state  showed 
that  such  a  measure  would  lead  to  burdensome  local  taxation,  and  tliis  led  to  the  framing 
of  a  bill  providing  for  additional  financial  aid  for  such  districts.  Unfortunately,  this  meas- 
ure failed,  but  I  confidently  believe  that  our  next  legislature  will  proN-idc  some  means  for 
aiding  school  districts  having  a  scant  school  population  and  small  material  development. 
When  this  is  done,  the  provisions  of  the  minimum-salarj'  law  will  be  more  readily  carried 
out,  and  I  think  the  amount  will  be  fixed  at  $40  per  month.  I  am  glad  to  report,  however, 
that  the  average  salary  thruout  the  state  in  country  districts  is  considerably  above  that  fixed 
by  this  minimum  law.  For  No.  i  certificates  the  general  average  is  S39.70;  for  No.  2, 
$31.66;  for  No.  3,  a  little  above  $25.  The  average  salary  in  the  state  for  all  grades  of  cer- 
tificates, based  on  the  length  of  term,  is  S34.58. 

The  conditions  of  material  development  in  West  Virginia  are  so  varied  that  there  will 
necessarily  be  a  great  deal  of  difTerence  in  carrying  out  the  provisions  of  any  measure. 
When  we  note  that  in  two  adjoining  districts  one  may  have  an  eight-months'  term  on 
a  25  cents  (or  2  J  mill)  levy,  while  the  other  can  only  scantily  support  a  five-months'  term 
on  a  50  cents  (or  5  mill)  levy,  it  will  be  seen  under  what  disadvantage  some  districts  labor. 
These  conditions  arc  made  possible  by  the  larger  industrial  development  in  some  sections, 
whereas  in  others  the  material  progress  is  slow  and  valuations  of  property  low  in  the 
aggregate. 

Of  course,  teachers  wll  go  where  they  can  secure  the  longest  terms  and  the  best  salaries, 
and  this  for  a  time  left  some  of  these  remote  sections  of  the  state  with  the  teachers  holding 
the  lower-grade  certificates,  and  in  some  sections  there  was  a  shortage  of  teachers.  But 
the  law  of  supply  and  demand  has  worked  very  well  even  here,  and  I  can  say  that  the 
minimum-salary  requirement  has  worked  well. 

But  a  more  potent  influence  in  behalf  of  salaries  for  teachers  is  the  uniform  examina- 
tion system  pro\'ided  for  early  in  1903.  Like  a  thunderclap  came  this  new  law,  and  at 
first  there  was  almost  consternation  in  the  teaching  ranks;  but  now  the  new  system  is 
viewed  as  ha\'ing  wrought  the  greatest  amount  of  good  in  the  shortest  period  of  time  that 
any  educational  measure  has  ever  produced  in  the  state.  The  certificates  issued  by  the 
state  superintendent  are  valid  in  any  county,  and  this  new  measure  has,  without  doubt, 
had  more  effect  in  increasing  salaries  than  the  minimum  law  itself.  Boards  of  education, 
in  order  to  retain  their  best  teachers,  have  been  compelled  to  advance  salaries,  and  there 
is  considerable  competition,  not  only  between  counties,  but  between  magisterial  districts 
in  the  same  county,  for  the  services  of  the  more  competent  instrjctors.  It  is  true  that  dis- 
tricts with  less  material  development  and  scant  financial  resouro.s  may  for  a  time  seem  to 
bj  at  a  disadvantage,  but  the  effect  of  the  uniform  examination  system  has  been  to  increase 
teachers'  salaries  very  materially,  anfl  it  is  now  almost  universally  commended.  Of  course, 
there  are  many  other  features  of  this  new  system  that  are  recognized  as  having  wrought 
mu(h  for  our  educational  upbuilding,  but  we  do  not  underestimate  tlie  influence  of  the 
uniform  examinations  in  advancing  teachers'  wages. 

Under  our  new  revenue  system  wc  confidi-ntly  expect  to  have  a  much  larger  s(  hool 
fund,  and  this  will,  no  doubt,  extend  our  term  and  give  teachers  fairer  remuneration. 


RURAL  SCHOOL  ARCHITECTURE 

J.  W.  OL^EN,  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTIO.V,  ST.  I'AUI.,  MINN. 

Your  presirling  f>ffic(T  has  r(f|U(Ster|  me  to  "pre.scnl  some  rural  sch<K)l  plans  (floor 
plans  at  h-asl)  which  shall  differ  in  elalx)rateness  and  b<'  prepared  in  such  a  way  that  they 
will  give  valuable  suggestions  to  builders,  a.s  well  as  l<j  state  and  (ounty  supcrinlendi-nls, 
with  estimates  of  cost,  plans,  cut.H,  etc." 

In  endeavoring  to  comply  with  the  ric)uest,  while  I  have  confined  this  pajM-r  to  the 
so-called  "material"  Ix-nefits  to  Ix-  derived  from  the  building  of  s(  h(x>ls  modern  and  sani- 


142 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


tary,  I  would  say  that  the  writer  has  had  always  in  mind  such  schools  as  may  furnish  to 
the  growing  and  coming  generations  a  more  pleasing  picture  than  "the  little  red  school- 
house"  brings  before  the  retrospective  vision  of  the  older  generations.  It  is  only  to  the 
narrow  mind  of  a  Gradgrind  that  the  beautiful  and  the  useful  are  incompatible. 

The  school  site  should  be  selected  with  as  much  regard  to  its  natural  surroundings 
and  its  scenic  possibilities  as  the  hmitations  of  district  distances  will  admit.  Those  in- 
trusted with  the  choosing  of  it  should  see  that  it  affords  ample  scope  for  playgrounds 
deserving  of  the  name.  The  school  should  not,  for  penny-wise  economy,  be  relegated  to 
some  lonely,  isolated  spot  that  makes  drainage  impracticable  and  miniature  farming  and 
landscape  gardening  a  chimera.  It  should  fitly  crown  some  elevation  near  main  traveled 
roads — a  beacon  light  of  prosperity  and  culture  to  the  wayfarer,  an  abiding  joy  and  pride 
to  its  district,  the  real  ethical  schoolhouse.  The  structure  itself  should  be  an  expression, 
in  stone  or  brick  or  wood,  of  the  best  in  modern  architectural  thought.  It  is  not 
necessary  that  it  be  costly,  but  it  should  be  true  in  proportion,  graceful  in  line,  harmonious 
and  restful  in  coloring,  simple  and  dignified— architecture  humanized;  a  building  that  is 
at  once  an  invitation,  an  inspiration,  and  a  fadeless  memory,  free  from  obtrusive  gaudi- 
ness,  rich  in  essentials. 

In  igoi  the  National  Educational  Association  declared  itself  as  follows: 

We  believe  that  the  standards  for  school  architecture,  including  the  proper  seating, 
heating,  lighting,  ventilation,  and  ornamentation  of  school  buildings,  should  be  as  definite 
as  the  standards  for  teaching.  The  law  should  fix  the  dimensions  and  all  other  require- 
ments for  school  buildings,  as  well  as  the  size  and  character  of  the  school  grounds. 

On  p.  54  of  the  Virginia  School  Laws  (edition  of  i892)we  find  that  "no  pubhc  school 
shall  be  allowed  in  any  building  which  is  not  in  such  a  condition,  and  provided  with  such 
conveniences,  as  are  required  by  a  due  regard  to  decency  and  health,"  and  that  it  shall 
be  the  duty  of  the  county  superintendent  to  condemn  unfit  schoolhouses.  Legisla- 
tion should  be  enacted  giving  independent  central  authority,  under  safe  restrictions,  power 
to  condemn  unsuitable  buildings  and  sites.  Massachusetts,  New  York,  and  Pennsylvania, 
have  reaUzed  the  importance  of  more  adequate  ventilation  of  public  buildings  than  now 
exists,  and  have  passed  laws,  calling  for  the  proper  heating  and  ventilation  of  public-school 
buildings.  Massachusetts  has  a  state  inspector  to  whom  drawings  may  be  submitted  with 
a  view  to  determining  whether  or  not  the  plans  meet  the  requirements  of  law  and  can  be 
approved;   while  par.  6,  art.  4,  p.  556,  Vol.  II,  Laws  0}  New  York  (1894)  reads  as  follows: 

No  schoolhouse  shall  be  built  in  any  union  free  school  district  until  the  plans  for  the 
ventilation,  heating,  and  lighting  of  such  schoolhouse  shall  be  approved  in  writing  by  the 
school  commissioners  or  commissioner  of  the  district  in  which  said  schoolhouse  is  to  be 
built. 

Many  states  have  laws  adequately  protecting  the  inmates  of  almshouses,  jails,  prisons, 
and  other  charitable  and  penal  institutions,  providing  them  vrith  fresh  air,  and  other  means 
for  comfort  and  the  preservation  of  health.  Too  often  the  poorest,  most  unsightly,  and 
worst-adapted  building  in  a  whole  neighborhood  is  the  schoolhouse,  frequently  insanitary 
and  endangering  the  health  of  the  pupils,  who  can  do  their  best  work  only  in  the  most  health- 
ful and  comfortable  environment.  No  wonder  that  country  children  seek  the  city  with  its 
attractive  school  surroundings!  The  time  has  come  when  educators  should  have  the 
courage  to  make  themselves  heard  in  behalf  of  our  school  children,  that  at  least  the  same 
protection  be  afforded  them  as  is  thrown  about  our  paupers  and  criminals.  Not  only 
should  the  central  authority  have  power  to  condemn  unsuitable  buildings  and  sites,  but, 
when  buildings  are  to  be  constructed,  the  plans  should  be  subject  to  its  approval.  This 
docs  not  necessarily  mean  added  cost  for  construction;  but  experience  has  shown  that 
many  of  those  who  plan  school  buildings,  even  with  the  best  of  intentions,  do  not  under- 
stand how  to  provide  proper  heating,  lighting,  and  ventilation,  nor  how  to  arrange  the  black- 
boards, cloakrooms,  and  seats  so  as  to  secure  the  greatest  convenience  and  economy  of 
space. 


Superintendence]      STATE  AND  COUNTY  SUPERINTENDENTS  143 

The  material  most  suitable  for  schoolhouse  construction  depends  upon  climate  and 
other  local  conditions.  Architects  who  can  plan  a  hannonious  and  well-appearing  exterior, 
and  who  can  give  directions  as  to  the  most  suitable  buiUiing  material,  can  everywhere 
be  consulted;  engineers  can  plan  and  install  heating  and  ventilating  plants;  but  not  one 
architect  in  a  hundred  can  plan  a  schoolhouse,  especially  a  small  one,  so  that  its  in- 
terior arrangement  "will  aid  modern  methods  of  school  work  and  facilitate  discipline." 
I  shall,  therefore,  devote  most  of  the  time  allotted  me  to  a  discussion  of  the  schoolhouse 
from  the  teacher's  point  of  view. 

The  schoolhouse  should  be  situated  on  a  dry  hill,  so  that  the  ground  slopes  away  from 
it  on  all  sides.  If  the  locality  is  flat,  the  basement  should  be  well  set  up,  wilhout  much 
excavation,  and  the  ground  should  then  be  graded  up  about  the  outside,  so  that  the  hill  to 
some  extent  will  be  made  where  the  building  stands. 

It  should  not  be  situated  near  stagnant  pools,  as  dangers  arc  often  associated  with 
the  putrefaction  of  organic  matter.  It  is  not  desirable  to  place  the  schoolhouse  on  or 
below  the  north  slope  of  a  steep  hillside,  because  this  will  prevent  the  free  access  of  .sunlight 
during  the  winter  months.  Where  a  basement  is  not  provided,  the  grpund  under  the 
schoolhouse  should  be  as  free  as  possible  from  dampness.  If  necessary,  a  drain  should  be 
built  from  under  the  building.  The  site  most  suitable  will  depend  in  a  measure  upon  the 
climate.  In  a  warmer  climate,  the  advantages  of  placing  an  attractive  schoolhouse  upon 
the  highest  hilltop  seem  manifest.  On  the  other  hand,  in  a  severe  climate  it  is  better  to 
build  in  a  less  exposed  place.  It  should  have  some  trees  about  it — natural  timber  pre- 
ferred— to  form  a  setting,  and  to  afford  shade  and  protection;  but  not  so  many  as  to  shut 
out  the  light,  to  make  it  damp  and  unhealthful,  nor  to  close  out  altogether  the  view.  The 
soil  should  be  porous,  making  drainage  easy. 

In  ray  judgment,  the  following  are  desirable  features  to  combine  in  every  school- 
house,  and  in  the  plans  submitted  it  is  aimed  to  combine  them: 

1.  A  large  porch,  protected  by  a  roof,  in  which  the  pupils  may  exercise  in  damp  weather 
and  be  benefited  by  the  fresh  air,  instead  of  suffering  from  undue  exposure. 

2.  U'ell-ligltted,  long  cloakrooms,  in  which  the  pupils  may  keep  their  wraps,  and  thru 
which  they  may  pass  in  and  out  in  regular  order.  It  is  very  desirable  that  tluse  should 
open  in  plain  view  of  the  teacher's  desk. 

3.  Sanitary  lighting. — The  light  should  come  in  at  the  left  side  of  the  pupils  and,  on 
dark  days,  from  the  top  of  rear  windows  near  the  ceiling.  (I  think  we  have  about  come  to 
the  conclusion  that  Ught  should  be  brought  in  over  the  left  shoulder  of  the  pupil.)  The 
windows  at  the  pupils'  left  side  should  reach  to  within  a  few  inches  of  the  ceiling,  and 
should  be  grouped  with  as  little  space  as  possible  between  them.  The  best  light  comes  in 
from  the  highest  point.  Blinds  or  dark  shades  should  not  be  used.  The  narrow  stn-aks 
of  light  admitted  thru  blinrls  are  injurious  to  the  eyes.  The  shades  should  roll  upward 
from  the  Ixittom,  and  should  be  made  of  light-colored,  translucent  material.  The  wintlows 
in  the  rear  of  the  room  should  not  be  more  than  a  third  the  length  of  tho.si-  at  the  side, 
should  Ix*  placed  as  close  as  possible  to  the  ceiling,  and  should  Ix-  protected  by  curtains  of 
light  material  that  can  be  drawn  aside  on  cloudy  days  as  necessity  demands. 

4.  Pupils  should  be  seated  facing  the  main  entrance. — This  will  tieter  thciu  from 
involuntarily  turning  around  every  lime  the  front  do<jr  opens,  and  has  the  added  advantage 
of  having  the  teacher  near  at  hand  wlien  a  visitor  calls. 

5.  A  long,  unbroken  wall  space,  giving  the  teacher  and  |)U|)ils  plenty  of  blac  kUiard  for 
continued  work.  Mow  frequently  an  otherwi.s*-  well-appointed  .schoolroom  has  iK-en 
S|xjile<l  by  cutting  uj)  the  walls  so  that  the  blac  klxjard  is  all  in  patches!  Long  coni|»act 
blar  klxiards  for  cla.ss  drill  are  indispensjible  for  the  bisl  work. 

6.  A  library  and  teacher's  room  dire(  lly  connected  with  the  .schcx>lnM)m,  where  lxK>ks 
and  charts  can  be  kept  clean,  and  not  be  subjected  to  unu.sual  wear  and  tear.  This  rcMim, 
if  needed,  tan  Ix*  used  for  .siK-cial  .study  and  as  a  nxitation  utom. 


144 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


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Superinttndtncel     STATE  AND  COUNTY  SUPERINTENDENTS 


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[^6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

7.  An  exterior  plan  so  arranged  that  three  sides  appear  to  be  fronts. — This  adds  to  the 
beauty  of  the  building  and  helps  to  prevent  any  controversy  as  to  which  way  it  should  face, 
if  situated  where  the  roads  cross. 

8.  Sanitary  heating  and  ventilation. — The  heating  and  ventilation  system  should  fur- 
nish ample  heat,  evenly  distributed  thruout  the  schoolroom,  should  introduce  fresh  air  in 
proportion  to  the  actual  needs  of  the  pupils,  and  should  draw  off  the  foul  air  from  near  the 
floor  thru  a  shaft  or  shafts  properly  heated  for  the  purpose.  There  are  two  means  of  venti- 
lation: (i)  mechanical  power  applied  to  the  forcing  of  air  by  fans;  (2)  the  gravity  system- 
ventilation  by  motion  of  air  resulting  from  the  difference  in  the  specific  gravity  between  the 
hot  air  and  the  cold.  For  our  rural  schools  it  is  useless  to  consider  the  elaborate  machinery 
of  the  fan  system.  We  must  content  ourselves  with  the  less  scientific  gravity  system  which, 
if  properly  installed  and  used,  will  greatly  improve  conditions  for  physical  and  mental 
development.  In  Massachusetts  the  law  provides  that  schoolhouses  shall  be  so  constructed 
as  to  supply  each  pupil  with  1,800  cubic  feet  of  fresh  air  an  hour.  To  comply  with  this 
law,  the  air  of  a  schoolroom  (30X24,  with  a  12-foot  ceiling)  must  be  changed  every  Qy*^^ 
minutes,  or  six  times  every  hour.  Special  provision  should  be  made  for  drawing  off  the 
foul  air  from  the  cloakrooms,  to  prevent  its  contaminating  the  schoolroom.  Every  school- 
room should  be  provided  with  a  fireplace,  not  only  to  add  beauty  and  homelikeness  to  the 
room,  but  to  take  off  the  chill  and  dampness  on  those  days  when  furnace  heat  is  unneces- 
sary, and  in  warmer  weather  to  provide  ventilation,  which  may  be  secured  by  heating  the 
fireplace  shaft  with  a  lamp.  Burrage  and  Bailey,  in  their  work,  School  Sanitation  and  Dec- 
oration, in  discussing  this  subject  say: 

Each  school  building  requires  a  special  study  by  itself.  Two  buildings  constructed 
on  exactly  the  same  architectural  plan  might  require  entirely  different  heating  and  ventilat- 
ing systems  because  of  slightly  different  orientation  or  exposure. 

This  is  true;  but,  as  a  general  rule,  I  beUeve  it  advisable  to  have  the  fresh  hot  air 
introduced  for  the  entire  schoolroom  from  one  place  about  eight  feet  from  the  floor  near  the 
center  of  the  end  wall  that  is  least  exposed.  Let  it  sweep  thru  the  schoolroom  and  return, 
to  be  drawn  off  from  near  the  floor  thru  a  foul-air  exit  under  the  hot-air  intake.  In  a  one- 
room  country  schoolhouse,  where  a  responsible  janitor  cannot  be  in  constant  attendance, 
and  where  the  fires  must  be  looked  after  by  the  teacher,  furnace  heat  from  the  basement  is 
considered  by  some  a  doubtful  good;  it  is  maintained  by  them  that  more  satisfactory 
results  can  be  had  from  the  right  kind  of  stove  with  a  proper  ventilating  system  attached. 
(It  is,  however,  to  be  borne  in  mind  that  provision  must  be  made  in  any  event  for  the  admis- 
sion of  fresh  air  from  without  in  such  a  way  that  it  can  be  thoroly  heated  before  it  is  thrown 
into  circulation  in  the  room,  and  for  drawing  off  the  foul  air  from  near  the  floor  thru  a  prop- 
erly heated  shaft.)  In  case  the  plans  here  submitted  are  followed  (except  that  no  base- 
ment be  made),  another  room  on  the  same  side  as  the  library  and  shop  should  be  added  for 
the  fuel,  and  should  be  connected  with  the  schoolroom  proper  by  a  door. 

9.  The  water-closets  for  the  boys  and  girls  should  be  separated,  should  be  of  ample 
size,  and  should  have'each  apartment  divided  into  stalls.  "In  no  case  should  the  boys  be 
exposed  to  one  another  when  standing  at  the  urinals."  The  passageway  from  the  rear 
doors  of  the  schoolhouse  to  the  closets  should  be  inclosed  for  the  girls,  so  that  they  may 
not  be  unnecessarily  exposed  to  the  weather. 

The  cost  of  this  building  will  depend  upon  local  conditions.  Some  years  ago  when 
materia!  was  cheap,  a  building  practicallv  the  same  as  this  one,  except  that  the  porch  was 
not  provided  (the  inside  measurements  of  the  schoolroom  being  23X33  feet,  with  a  12-foot 
ceiling;  the  Hbrary  and  teacher's  office,  8X10;  a  fuel-room  instead  of  the  shop,  12X8;  a 
6-foot  hall  running  across  the  front  end  of  the  building;  no  fireplace)  cost  for  timber  of 
good  quality,  carpenter's  work,  and  everything  complete  above  the  foundation,  except 
blackboards  and  furniture,  $765,  not  including  the  hauUng  of  the  lumber  from  the  station 
to  the  schoolhouse,  which  labor  was  contributed  by  the  patrons  of  the  district. 


Supcriniendencf]     STATE  AND   COUNTY  SUPERINTENDENTS 


147 


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HERM^vTSAi     KRETZ.  ARCHITECT. 
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SIDE    -ELEVATIOAS 


HEn>\AAiy4      KRETZT.AHCH. 


148  NATIONAL  EDUCATIONAL  ASSOCIATION  ,Louisville 

It  vdW  be  seen  that  the  essential  features  of  the  building  may  be  retained,  even  if  it  be 
necessary  to  reduce  its  size  and  eliminate  some  of  its  conveniences. 

I  submit  herewith  plans  also  for  a  two-room  building,  in  which  I  have  tried  to  keep 
the  advantages  described,  with  the  added  one  of  throwing  both  schoolrooms  into  an 
auditorium.  As  the  school  should  be  a  social  center,  it  is  well  to  have  such  a  place  where 
lectures,  concerts,  and  other  entertainments  may  be  held. 

The  partition  between  the  two  schoolrooms  is  provided  with  counter-weights,  so  that 
it  can  be  raised  when  necessary.  This  building  also  has  a  library  and  teachers'  room 
directly  connected  with  both  rooms.  As  you  will  see  from  the  elevation,  the  purpose  is  to 
locate  it  on  a  hillside,  to  make  excavation  and  drainage  easy.  This,  too,  will  make  it  com- 
paratively easy  for  the  building  committee  to  have  the  basement  as  small  or  as  large  as  funds 
will  permit.  The  halls  are  light,  and  when  the  cloakroom  doors  are  opened,  the  teachers 
can  see  practically  clear  thru  them;  while  a  stairway  leads  directly  from  the  hall  into  the 
basement,  thru  which  the  girls  may  pass  to  the  closets  without  undue  exposure  in  severe 
weather.  This  is  a  modified  form  of  a  building  put  up  in  a  rural  district  in  Dakota  County 
near  the  city  of  St.  Paul,  in  1899.     It  cost  as  follows: 

Contract  price $2,285.26 

Furnace          150.00 

Slate  blackboards 115.00 

Desks  and  window  shades 263.78 

Total $2,814.04 

I  trust  that  these  plans  may  furnish  suggestions  or  points  for  criticism  that  will  enable 
the  combined  wisdom  of  this  body  to  submit  to  the  public  better  plans  for  rural  school- 
houses  than  have  hitherto  been  devised. 


D.    ROUND  TABLE  CONFERENCE  ON  SIMPLIFIED 

SPELLING 


SIMPLER  SPELLING:    WHAT  CAN  BE  MOST  WISELY  DONE  TO 

HASTEN   IT? 

E.  BENJAMIN    ANDREWS,  CHANCELLOR   OF    THE   UNIVERSITY  OF    NEBRASKA,  LINCOLN,  NEBR 

We  shall  help  spelling  reform  much  by  clearly  explaining  what  it  is  not. 

Unfortunately,  reform  spelling  is  often  straightway  identified  with  phonetic  spelling. 
No  alphabet  ever  popularly  employed  is  complete.  Till  such  is  invented  and  introduced, 
silent  letters  must  often  be  used.  A  letter  itself  silent  may  be  needed  to  tell  the  sound  of  a 
neighboring  letter.  Instance  the  a  in  the  present  tense  of  read.  A  letter  otherwise  idle  may 
be  of  value  in  distinguishing  one  sense  of  a  word  from  another,  like  the  u  in  Saviour,  more 
specific  than  savior.  The  late  Professor  Whitney's  retention  of  the  u  in  Saviour  in  editing 
the  Century  Dictionary  was  wholly  consistent  with  his  position  as  a  devotee  of  reform 
spelling. 

Progress  in  orthography  is  hindered  by  what  is  understood  as  the  "immediate  eman- 
cipation "  program.  Many  changes  in  the  word-forms  are  desirable  and  ultimately  possible 
which  you  cannot  bring  about  today  or  this  year.  Crudities  in  spelling  must  be  laid  aside 
a  few  at  a  time.  The  late  Francis  A.  Walker,  an  enthusiastic  tariff  reformer,  lamented 
that  the  Wilson  tariff  bill  attacked  any  other  duty  than  that  on  wool.  Introduce  the  wedge 
by  its  bit,  he  said.  Many  people  quite  willing  to  spell  reasonably  recoil  before  the  philo- 
logical societies'  "Ten  Rules." 

Not  a  few  find  the  reform  ridiculous  because  of  the  assumption,  which  some  of  its 
champions  appear  to  make,  that  if  all  crooked  spelling  were  today  straightened,  characters 
perfectly  representing  sounds,  reform  would  thus  be  achieved  fully  and  forever.  That 
woyld,  of  course,  not  follow.     Human  nature  being  what  it  is,  the  devil  of  bad  spelling  is 


Superintendence]       CONFERENCE  ON   SIMFLIEIED  SPELLING  149 

not  cast  out  so  easily.  Whereas  the  sounds  of  words,  being  liquid,  ever  tend  to  change,  the 
script  forms  of  words,  not  being  liquid,  ever  tend  to  fixity.  But  the  fact  that  many  reform 
spellings,  if  adopted,  would  in  time  themselves  have  to  be  reformed  is  no  argument  against 
endeavor  to  introduce  them.  If  script  can  never  be  made  perfectly  to  imitate  sound,  Kt 
not  the  gap  between  them  widen  to  a  chasm. 

The  cause  is  aided  also  by  showing  that  the  slowness  of  its  progress  is  naught  against 
it,  but  rather  precisely  what  we  ought  to  e.xpect. 

Follies  in  spelling  take  their  own  time  in  passing  away.  Vou  cannot  hurry  them  with 
the  lash.  No  step  in  the  progress  of  orthography  is  made  possible  or  easier  by  efforts  at 
coercion  or  dictation.  The  movement  has  always  been  spontaneous  and  will  continue  so- 
You  cannot  hasten  it  by  edict  any  more  than  you  can  stay  it  by  jest.  If  a  man  wishes  to 
write  though  for  tho,  using  just  100  per  cent,  more  time,  work,  jjajjcr,  and  ink  than  neces- 
sary, it  is  of  no  use  to  flay  him;  better  humor  him. 

Wisdom  is  justified  of  her  children.  Thoughtful  men  and  women  become  impressed 
with  the  unreason  of  such  spelling,  and  little  by  little  change  their  practice.  Others  follow, 
influenced  by  example.  All  is  voluntary.  Innovators  and  laggards  alike  are  derided, 
The  first  spelling  reformer  who  wrote  music  for  musick  was  pronounced  a  crank.  After  a 
time  any  who  added  the  k  were  considered  cranks.  And  so  the  reform  has  spread,  never 
swiftly  enough  to  pacify  faddists,  laughed  at  by  the  thoughtless,  but  not  materially  retarded 
by  any  of  its  opponents. 

Ardent  reformers  fail  to  appreciate  the  dilficulty  which  one  wishing  to  spell  well  en- 
counters in  writing  for  different  sets  of  readers.  In  making  manuscript  for  one's  own  eyes, 
or  to  be  read  by  a  spelUng  reformer,  one  can  with  impunity  spell  well.  Not  so  in  working 
for  the  press  or  in  miscellaneous  correspondence.  One  rule  in  an  exceedingly  useful  style- 
book  for  proofreaders  lying  on  my  table  bids:  "Unless  otherwise  instructed,  follow  in  spell 
ing  the  authority  in  use  in  the  office."  People  not  proofreaders  often,  in  effect,  have  to 
'follow  authority"  in  spelling.  Even  if  not  bound  to  do  this,  you  may  have  drilled  your- 
self to  certain  forms  so  as  to  vary  with  difiiculty.  Then  sometimes  you  fail  to  vary  when 
you  would  have  hked  to,  and  find  you  have  offended  a  friend  or  lost  a  market  for  a 
manuscript.  Stenography  adds  its  plague.  Stenographers,  of  course,  employ  common- 
law  spelling.  If  you  use  a  stenographer,  you  must  follow  custom  in  spelling,  or  else  be 
incessantly  revising  his  work — a  frightful  task.  These  practical  difTiculties  discourage 
many  proselytes,  who,  tho  .sighting  a  better  life,  continue  in  their  sins. 

Were  one  with  a  sense  for  sane  spelling  to  write  without  reference  to  his  readers,  his 
spelling  program  would  be  simple  enough.  Remembering  that  a  letter  may  be  silent 
and  vet  of  use  to  tell  the  sound  of  a  near  letter  or  to  distinguish  one  sense  of  a  word  from 
another,  he  would  proceed  according  to  precepts  somewhat  like  these: 

1.  When  a  letter  or  combination  of  letters  is  in  no  sense  helpful  or  necessary,  leave 
it  out. 

2.  When  a  letter  or  combination  differing  from  the  usual  one  renders  the  sound  Ixttir 
than  the  usual  one,  substitute  it  for  the  usual  one. 

But  such  a  program,  simple  as  it  is,  would,  if  carried  out  all  at  once,  produc  e  odd  and 
surprising  changes,  which,  as  so  many  of  us  write  for  non  reformers  and  rhili.stines,  would 
give  much  offense  and  hinder  progress  in  spelling  instead  of  sjjeeding  it.  Real  refonn 
must,  therefore,  perforce,  be  moderate,  not  attempting  too  muc  h  .it  once.  Advcnacy  of 
the  use,  forthwith,  of  many  new  spellings,  or  of  siM-llings  over  which  men  i)ause  to  a.scertain 
their  meanings,  is  the  sign  of  the  doi  trinaire.  A  spiller  who,  as  a  good  Ix-ginning,  .simply 
writes  tho,  and  keeps  the  ue  off  prohf^  and  its  cognates,  helps  the  (  ause  much  more. 

To  make  the  two  rulis  workable,  real  nua.sures  of  reform,  I  therefore  sa<iille  each 
with  the  proviso  thai  the  new  spelling  must  not  in  a  context  necessitate  study  or  o<  casion 
doubt,  uncertainty,  or  ambiguity  res|Mrtiiig  the  word  it  denotes. 

To  ditcrminc  whether  a  new  .spelling  sIiDuid  \h-  used  in  plai  i-  nf  llic  old  wi-  should  usk: 


ISO 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


1.  Is  it  more  economical  either  {a)  in  the  learning  of  it,  or  {b)  in  the  using  of  it  ? 

2.  Would  it,  if  employed  in  a  context,  involve  ambiguity  or  occasion  hesitation  or 
study  in  respect  to  its  meaning?  If  ambiguity  is  going  to  result,  the  spelling  is  not  to  be 
recommended,  as  it  cannot  prove  a  step  in  reform. 

In  spite  of  all  vicissitudes,  revision  of  English  orthography  has  gone  far  of  late  and  is 
progressing  with  rapidity.     The  most  rabid  foes  of  reform  spelling  use  reform  spellings. 

Professor  Peck,  himself  writes  music  and  almanac,  never  musick  or  almanack.  Nearly 
all  nice  spellers,  however  conservative,  have  for  years  followed  Soule  and  Wheeler's  Manual 
instead  of  Webster.  Few  Americans  longer  tolerate  labour  or  honour.  Yet  no  raticnal 
argument  can  be  adduced  for  printing  music,  almanac,  labor,  or  honor  in  lieu  of  the  older 
forms,  which  is  not  equally  cogent  for  a  thousand  other  improved  spellings.  Considera- 
tions of  this  nature  affect  scholarly  and  thoughtful  men  more  and  more.  Manifestos  by 
the  Philological  Society  of  England,  the  American  Philological  Association,  and  the  Modern 
Language  Association  of  America  have  also  told. 

The  great  influence  of  the  National  Educational  Association  of  the  United  States  is  now 
cast  in  the  same  direction.  We  are  no  longer  shocked  to  read  tho,  altho,  demagog,  prolog, 
(and  so  all  the  compounds  of  logos),  thoro  (and  its  compounds),  thru,  thruout,  and  program. 
The  non-use  of  final  e  in  words  like  hav,  giv,  ar  where  it  is  not  needed  to  lengthen  the  pre- 
ceding vowel;  the  use  of  /  for  ph,  as  in  geography;  the  omission  of  every  silent  gh,  as  in 
bou{gh)  and  m{gJi);  and  the  spellings  coud,  sovrein,  {w)hole.  Hand,  and  gastly,  will,  most 
of  them,  be  equally  familiar.  Most  of  these  proposed  innovations  will  be  approved,  and 
they  will  be  gradually  followed  by  others. 

The  study  of  great  poets  helps  this  movement,  for,  from  Homer  down,  great  poets 
have  with  much  boldness  trimmed  the  dress  of  words  to  suit  sound  and  sense. 

Any  man  with  a  voluminous  correspondence  is  aware  how  widely  these  influences 
have  wrought.  Unless  compelled  by  employers  to  do  otherwise,  the  best  proofreaders  now 
spell  tho,  altho,  decalog,  etc.,  with  the  National  Educational  Association.  They  also  say 
controller,  draft,  drouth,  or  drout,  dulness,  fulness,  skilful,  wilful,  and  bazar.  They  use 
simple  e  for  fe  and  oe  ligatures  in  all  fully  Anglicized  words,  even  proper  names  (as  Cesar), 
and  follow  good  usage  against  the  dictionaries  when  the  two  are  at  variance.  Remember- 
ing the  via  dolorosa  of  reforms  in  general,  and  the  rough  riding  which  this  reform  in 
particular  has  had  to  encounter,  one  must  pronounce  its  victories  in  recent  years  fairly 
satisfactory. 

We  can  gain  much  by  jjointing  out  on  proper  occasions  how  vapid  the  logic  of  our 
opponent  is. 

Arguments  against  reform  in  spelling,  as  distinguished  from  arguments  against  a 
special  spelling,  or  against  this  or  that  effort  to  introduce  the  reform,  are  ridiculously  weak. 
One  editor  solemnly  warns  booksellers  that,  were  the  new  spelling  to  prevail,  all  present 
literature  would  have  to  be  reprinted.  Could  extant  books  be  buried  so  easily,  all  being 
disused  which  could  not  get  themselves  reprinted,  such  a  chance  of  doing  good  would 
swell  spelling-reformers''  ranks  by  a  host.  But  all  who  know  how  easy  it  is  to  read 
Chaucer  see  at  once  that  the  assumption  is  idle. 

Anti-reformers  appeal  to  the  sacredness  of  usage.  "  Spare  the  spelling  of  the  fathers ! " 
But  not  a  man  who  j)leads  thus  uses  the  speUing  of  the  fathers.  To  do  that  you  would  be 
compelled  to  put  down  ayre  for  air,  cuppe  for  cup,  fysche  for  fish,  sunne  for  sun,  howse  for 
house,  trewe  for  true,  and  so  on.  The  spellings  urged  in  opposition  to  proposed  revisions 
are  usually  not  old  or  reversed  at  all,  but  hail  from  yesterday.     Says  Max  Miiller: 

We  have  only  to  go  back  a  very  short  way  in  order  to  see  the  modern  upstart  charac- 
ter of  what  is  called  historical  spelling.  We  now  write  pleasure,  measure,  and  feather,  but 
not  very  long  ago,  in  Spenser's  time,  those  words  were  spelled  plesure,  mesure,  fether.  Again, 
tung  (AS.  tunge,  German  Zunge)  and  yung  (AS.  jung,  geong,  German  jung),  as  spelled  by 

Sj)enser,  have  a  more  historical  aspect  than  tongue  and  young The  two  strongest 

arguments,  therefore,  against  phonetic  spelling,  that  it  would  destroy  the  historical  and 
etymological  character  of  the  English  language,  are,  after  all,  but  very  partially  true  and 


Superiniendence]       CONFERENCE  ON   SIMPLIFIED  SPELLING 


151 


I  believe  that,  taken  as  a  whole,  the  loss  occasioned  by  consistent  phonetic  spelling  would 
hardly  be  greater  than  the  gain. 

Professor  Skeat  is  "convinced  that  the  cliief  argument  in  favor  of  present  spelling,  viz., 
'that  it  preserves  the  etymology,'  wojfuUy  breaks  down  when  carefully  examined."  He 
adds:  "In  the  interest  of  etymolog}'  alone,  I  wish  that  the  present  spelling  might  be  utterly 
smasht It  is  impossible  to  enumerate  all  the  numerous  anomalies  which  the  disas- 
trous attempt  to  make  etymology  visible  has  intr'-di'ccd." 

Language  exists  not  for  etymologists'  sake,  but  to  aid  communication.  It  is.  how- 
ever, pertinent  to  notice  that  the  origin,  histor)',  and  real  meanings  of  words  are  in  most 
cases  far  clearer  when  their  useless  letters  are  laid  aside.  Program,  labor,  prolog,  and 
colleag  are  examples. 

What  anti-reformers  usually  have  in  mind  as  etymology  is  something  far  difTerent. 
'Yh:  burdening,  for  instanc.-,  of  humor  with  a  sup?rnunT,'rary  u  is  no  etymological  affair. 
Originating  as  a  Gallicism,  it  is  now  in  effect  a  freak  of  ignorance,  like  the  "Linkun" 
for  Lincoln  written  by  some  of  President  Lincoln's  ancestors,  simply  because  they  did  not 
know  any  better.  It  cannot  be  denied  that  freak  spellings  possess  a  certain  sort  of  histori- 
cal value,  showing  how  funnily  ignorance  and  conceit  may  manifest  themselves,  as  the 
highfalutin  rhetoric  and  false  historical  references  of  old  writers  do.  But  this  is  surely  no 
reason  why  hunchback  and  varicose  forms  of  words  should  be  continued.  As  well  per- 
petuate in  use  antique  firearms,  clothing,  tools,  wagons,  and  ships!  Abhominable  would 
certainly  teach  a  little  etymolog\',  but  who  would  put  in  the  h  on  that  account  ?  It  would 
be  abominable. 

Sam  Walter  Foss'  poem  entitled  "The  Calf-Path"  has  already  been  cited  against 
anti-reformers,  but  will  bear  repeating  in  the  .same  interest. 


One  day  thru  the  primeval  wood 

.\  calf  walked  home,  as  good  calves  should. 

But  made  a  trail  all  bent  askew, 
A  crooked  trail,  as  all  calves  do. 

Since  then  two  hundred  years  have  fled, 
.\nd  I,  infer,  the  calf  is  dead. 

But  still  he  left  behind  his  trail. 
And  thereby  hangs  my  moral  tale. 

The  trail  was  taken  up  next  day 
Hy  a  lone  dog  that  pa,ssed  that  way; 

Anfl  then  a  wise  bell-wether  sheep 
Pursued  the  trail  o'er  vale  and  steep, 

.^nd  drew  the  flock  behind  him,  too. 
As  gr)od  bell-wethers  always  do. 

And  from  that  day,  o'er  hill  and  glade, 
Thru  those  old  woods  a  path  was  made, 

.\nd  many  men  wound  in  and  out, 
Anfl  doflgid  and  turned  anrl  bent  alxjut, 

.\nd  uttered  words  of  righteous  wrath, 
J'.ccause  'twas  such  a  crcxjkerl  j)alh. 

Hut  .still  they  followed  —do  not  laugh  - 
The  first  migrations  of  that  calf, 

.•\nd  thru  this  winding  wood-way  stalkc! 
Hecau.s<;  he  wohblef!  whi-n  he  walkefl. 

This  forest  path  Ixcame  a  lane. 
That  Ixnt  and  turmd  and  turned  again; 

This  rrfKjkcrl  lane;  Ixrann-  a  road, 
Where  many  a  fKXJr  hors<-,  with  hi.*"  load, 


Toiled  on  beneath  tlie  burning  sun. 
And  traveled  some  three  miles  in  one. 

.\nd  thus  a  century  and  a  half 
They  trod  the  footsteps  of  that  calf. 

The  years  passed  on  in  swiftness  fleet. 
The  road  became  a  ^'illage  street. 

And  this,  before  men  were  aware, 
A  citv's  crowded  thorofare, ' 

And  soon  the  central  street  was  this 
Of  a  renowned  metropolis. 

And  men  two  centuries  and  a  half 
Trod  in  the  foot.steps  of  that  calf. 

Each  day  a  hundred  thousand  rout 
Followed  the  zigzag  calf  alx)Ut; 

And  o'er  his  crooked  iourru  y  went 
The  traffic  of  a  continent. 

\  hundred  thousand  men  were  led 
By  one  calf  near  three  centuries  deail. 

They  followi<i  .still  his  cnniked  way, 
.\n<l  lost  one  hundred  years  a  ilay. 

I'or  thus  such  reverence  is  lent 
To  well -established  precedent. 

A  moral  lesson  this  might  teach. 
Were  I  ordained  and  railed  to  preach. 

I'or  men  are  prr)ne  to  go  it  blind 
Along  the  calf  i>alhs  of  the  mind, 

;\nd  work  away  from  sun  to  sun 
To  do  what  other  men  have  done. 


1^2  A^^  TIONA  L  ED  UCA  TIONA  L  A  SSOCIA  TION  [Louisville 

They  follow  in  the  beaten  track.  But  how  the  wise  old  wood-gods  laugh, 

And  out  and  in,  and  forth  and  back,  Who  first  saw  the  primeval  calf: 

And  still  their  devious  course  pursue,  Ah!  many  things  this  tale  might  teach- 

To  keep  the  path  that  others  do.  But  I  am  not  ordained  to  preach. 

Of  course,  reformers'  last  and  chief  resort  is  the  positive  argument  in  favor  of  simpler 
spelling. 

If  spelling  refonn  be  understood  as  a  sober  propaganda  to  effect  in  time,  by  those 
gradual  changes  which  alone  can  be  expected,  the  closest  desirable  paralleHsm  between 
the  correct  sounds  of  words  and  their  written  and  printed  forms,  the  argument  for  the 
reform  is  imposingly  strong.  Serious  people,  who  can  be  induced  really  to  consider  it, 
will  not  dismiss  it  as  a  fad  fussed  into  notice  by  the  idle,  the  thoughtless,  and  the  queer. 

Why  do  men  write  or  print  at  all  ?  Is  it  not  that  they  may  communicate  thought  ? 
This  is  the  final  cause  of  all  speech.  Whatever  on  the  whole  ministers  to  this  end  is 
good,  and  ought  to  be  encouraged.  Any  method  of  writing,  on  the  other  hand,  which 
hinders  communication,  puts  friction  into  it,  makes  it  awkward,  cumbrous,  needlessly 
consumptive  of  time,  or  in  any  way  detracts  from  its  efficiency,  is  an  evil  to  be  abated. 
We  do  not  write  to  preserve  the  history  of  speech,  still  less  to  pubhsh  the  whims  or  igno- 
rance of  obtuse  printers  in  past  ages,  but  to  be  understood  here  and  now.  To  say  the 
reverse  or  to  go  upon  any  other  principle  is  pedantry.  Turgid  spelling,  the  weighting 
of  words  vdth  idle  letters,  is  no  more  justifiable  than  pleonasm,  verbiage,  or  tautology  in 
rhetoric. 

THE    EVILS    OF    TRADITIONAL    SPELLING 

Nothing  is  more  certain  than  that  the  current  spelling  of  our  tongue  needlessly  clogs 
communication,  needlessly  interrupts  the  flow  of  thought  between  human  beings.  It 
renders  writing  and  printing  lo  per  cent,  unnecessarily  slow,  laborious,  and  expensive, 
inevitably  lessening  to  a  great  extent  the  use  of  these  invaluable  devices.  It  obstructs 
reading,  prolongs  the  time  necessary  for  a  given  amount  thereof,  and  wastes  eyesight 
power.  In  this  way  again  the  usefulness  of  reading  is  seriously  restricted  in  scope.  The 
force  of  this  point  may  be  easily  tested.  Let  a  person  acquainted  vrith  English  and 
equally  so  with  Italian  (whose  spelling  closely  follows  sound)  try  the  two  languages, 
printed  in  type  of  a  given  size,  in  a  very  dim  light.  He  will  find  the  Italian  a  great  deal 
the  easier  to  make  out. 

A  consideration  of  moment  quite  independent  of  the  above  is  the  waste  of  time 
involved  in  learning  the  traditional  spelhng.  The  estimate  that  tliis  amounts  to  two 
years  in  educated  persons'  average  School  life  seems  to  me  within  bounds.  Here  is  the 
chief  reason  why  American  youth  of  eighteen,  constantly  in  school  since  they  were  six, 
average  to  be  in  studies  two  years  behind  German  and  French  students  of  the  same  age 
likewise  in  school  since  six.  The  foreign  boy,  that  is,  has  learned  in  ten  years  as  much 
as  the  American  in  twelve.  French  print,  too,  has  its  useless  letters,  but  they  occur 
according  to  a  method  which  keeps  them  from  balking  the  learner  as  ours  do. 

Spelling  is  not  alone  at  fault  in  the  above  matter,  for  there  are  other  particulars 
wherein  our  pedagogy  is  behind  Europe's  best.  But  the  defect  is  mainly  due,  directly 
or  indirectly,  to  our  difficult  spelling.  The  evil  reaches  the  latest  school  years,  inferior 
composition  being  among  its  baneful  sequels.  Every  teacher  charged  wdth  the  correction 
of  juveniles'  manuscripts  bewails  the  precious  hours  he  must  spend  in  amending  orthog- 
raphy, which,  were  this  unnecessary,  he  might  devote  to  promoting  literary  power. 

I  reckon  that  thoro  spelling  reform  would  each  year  save  about  lo  per  cent,  of  the 
English-speaking  worid's  printing  bill.  The  work  of  proofreading  would  be  reduced 
more  than  this.  I  think  half  of  it  would  be  saved.  The  cost  of  composition,  ink,  paper, 
press-work  and  power  therefor,  electrotyping  and  the  interest  of  capital  invested  in  print- 
ing would  each  be  extensively  lessened.     I  have  at  hand  no  means  of  computing  the 


Superintendence]        CONFERENCE   ON   SIMPLIFIED    SPELLING 


153 


aggregate  which  useful  economy  in  spelling  would  thus  yearly  add  to  the  world's  wealth, 
but  it  would  clearly  reach  nullions. 

A  needless  drain  would  be  stopped  in  the  schooling  of  the  young.  One  of  the  two 
school  years  above  described  as  practically  sacrificed  to  bad  spelling  between  the  ages 
of  six  and  eighteen  is  lost  in  the  first  eight  years  of  this  time.  With  amended  spelling 
the  eighth  year  the  entire  cost  of  the  eighth  grade  could  be  ehminated,  pupils  learning 
as  much  in  seven  years  as  now  in  eight.  Upon  a  rough  computation,  in  which  the  cost 
of  land  and  buildings  is  ignored,  I  make  out  that  by  carrying  its  elementary  schooling 
thru  seven  grades  only,  and  canceling  the  eighth,  Chicago  could  save  not  less  than  4  per 
cent,  of  what  the  present  eight-grade  system  costs.  The  lessened  amount  necessary  for 
land,  buildings,  and  high-school  expenses  would  certainly  swell  the  saving  to  5  per  cent. 

This  percentage  might  be  expected  to  amount  to  a  considerably  higher  figure  but 
for  the  following  reason,  which  shows  that  it  is  impossible  to  separate  this  economic 
consideration  from  the  pedagogical  one.  Sane  spelling,  by  cutting  off  a  year  from  the 
elementar}'-school  course,  would  very  considerably  increase  the  proportion  of  the  pupils 
who  complete  that  course  and  the  proportion  who  press  on  into  and  thru  the  high  school, 
thus  enabUng  the  school  system  to  accomplish  its  end  much  more  completely  than  now. 

Suppose  the  percentage  of  reduction  by  this  means  suggested  to  be  but  5  per  cent., 
the  yearly  saving  effected  by  Chicago,  with  a  population  of,  say,  two  million,  would  approxi- 
mate three  hundred  thousand  dollars — enough  to  make  a  sensible  addition  to  teachers' 
wages.  At  the  same  rate  a  nation  of  eighty  million  would  save  yearly  twelve  million 
dollars.  This  figure  relates  only  to  the  public  or  common  schools.  •  For  all  the  schools, 
academies,  colleges,  and  universities  of  every  kind  in  a  nation  of  eighty  million  it  would 
probably  rise  to  fifteen  milhon  dollars  or  more. 

To  make  the  above  remarks  practical,  I  beg  leave  to  move  as  follows: 

Resolved,  That  the  Department  of  Superintendence  be  recommended  to  overture 
the  National  Educational  Association  to  order  the  twelve  forms  "bizncss, "  "enuf, " 
"fether, "  "mesure, "  "plesurc, "  "red"  (past  tense  of  read),  "ruf, "  "trawf, "  "tru," 
"tuf, "  "tung, "  "yung, "  used  hereafter  in  all  its  publications  instead  of  the  longer  forms 
now  used. 

Resolved,  That  the  Department  of  Superintendence  be  recommended  to  urge  that 
-superintendents  advise  their  teachers  that  in  appraising  pupils'  work  words  spelled  after 
the  styles  of  the  National  Educational  Association  be  not  considered  misspelled. 


WHAT  CAN  MOST  WISELY  BE  DONE  TO  HASTEN  SIMPLER  SPELLINGS 

J.  GEDDES,  JR.,  DEPARTMENT  OF  ROMANCE  LANGUAGES,  BOSTON  UNIVERSITY,  BOSTON,  MASS. 

A  bric-f  answer  to  this  question  may  .saf,.'ly  be  offered  in  the  reply:  .'\t  the  out.si't,  it 
were  certainly  most  wise  to  endeavor  to  profit  by  the  hard  experience  of  the  past.  Inas- 
much as  this  problem  has  presented  itself  for  generations  in  many  countries,  notably  in 
England,  France,  and  Germany,  th;'re  is  considerable  experience  to  draw  from.  More- 
over, the  present  moment  appears  particularly  opportune  for  continuing  to  enlist  public 
interest,  for  the  subject  has  received  of  late  an  unusual  amount  of  attention  at  home  and 
abroad.  Japan  is  on  the  eve  of  adopting  a  phonetic  alphabet  of  Roman  letters.  In 
(Jemiany  the  university  men  and  the  magazine  writers  are  bringing  strong  influence  in 
the  direction  of  common-sen.sc  to  bear  upon  the  written  language.  This  is  seen  particu- 
larly in  the  adoption  more  and  more  of  Roman  type  in.stead  of  the  German  in  printing, 
anrl  in  the  suf)j)nssion  of  capital  letters  in  the  spelling  of  common  nouns.  Useless  letters 
arc  being  gradually  rlriven  out;  for  example,  the  words  for  animul,  worth,  and  red 
are  no  longer  spelled  with  an  h  as  formerly,  but,  nsp((  tively,  Iter,  iverl,  rot.  Tradition, 
prejudice,  and  con.servatism  offer  formidable  op|)osilion  to  such  innovations;  yet,  not- 
withstanding, sfjmelhing  in  the  way  of  simplification  is  gradually  being  accomplished. 

France  has  been  aroused  as  never  before  by  the  rejwrt  of  the  learned  commi.ssion 


154 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


appointed  by  the  minister  of  public  instruction.  This  commission  was  intrusted  with 
the  duty  of  presenting  suggestions  for  the  simplification  of  spelling.  The  report  was 
presented  in  July,  1904,  and  created  a  sensation.  Nevertheless,  according  to  M.  Paul 
Meyer,  the  well-known  professor  at  the  Ecole  des  Chartes,  the  reforms  recommended 
were  not  revolutionary,  merely  aiming  to  preserve  the  spelling  that  corresponds  to  the 
true  pronunciation  as  well  as  to  logic  and  common-sense.  The  principle  seems  to  have 
been  to  suppress  useless  letters,  and,  in  a  certain  number  of  words,  to  adapt  the  spelling 
to  the  pronunciation.  The  arguments  for  so  doing  were  based  on  logic  or  common-sense. 
The  opposition  was  violent.  It  came  largely  from  artists,  poets,  or  prose-writers,  to 
whom  words  mean  more  than  mere  stenographic  signs.  They  cannot  bear  to  see  the  poems 
of  their  favorite  authors,  and  especially  their  own  productions,  appear  in  a  form  which 
renders  them  monstrous  or  comical.  To  them  such  simplifications  are  sacrilegious  and 
the  reformers  are  hateful  iconoclasts.  The  report  of  the  French  Academy  accepted 
changes  in  150  words  only,  for  which  two  spellings  will  be  tolerated,  one  the  proposed 
rational,  the  other  the  traditional.  This  result  shows  the  force  of  the  resistance  that 
any  similar  proposition  is  bound  to  encounter. 

Here  in  our  own  country  there  are  several  quite  well  defined  movements  aiming  in 
the  same  general  direction,  that  is,  toward  the  simpHfication  of  complex  conditions — the 
-  Ben  Pitman,  the  Carnegie,  the  Phonetic  English  Alphabet  recently  prepared  by  a  joint 
committee  representing  the  National  Educational  Association,  the  American  Philological 
Association,  and  the  Modern  Language  Association  of  America,  and  lastly  the  Boston 
University  movement.  All  of  these  efforts  deserve  the  cordial  support  of  those  who  desire 
to  see  something  accomplished  in  the  direction  of  indicating  pronunciation  phonetically. 
The  principle  involved  is  absolutely  right.  As  a  matter  of  fact,  the  progress  that  any 
of  these  efforts  makes  in  bringing  to  pass  the  object  aimed  at  is  almost  infinitesimal — cer- 
tainly out  of  all  proportion  to  the  time,  labor,  and  money  expended.  Tradition,  force  of 
habit,  conservatism,  and  indifference  are  some  of  the  immediate  obstacles  that  have 
proved  practically  insuperable — not  to  mention  direct  opposition.  It  is  obviously  easy 
to  criticise  each  of  the  above  plans  for  bringing  about  ultimately  the  object  sought— 
simpUcity  of  sound-notation.  Pitman's  dot,  for  instance,  making  the  vowel  long,  occur- 
ring rather  frequently,  is  nothing  other  than  a  diacritic,  the  absence  of  which,  inadvertently 
or  otherwise,  works  complete  disaster.  Of  the  twelve  words — program,  catalog,  etc., 
proposed  for  simplification  by  the  promoters  of  the  Carnegie  movement,  the  two  just 
cited  are  those  that  have  had  some  measure  of  success.  The  serious  obstacle  encountered 
here  is  that,  even  tho  you  write  these  words  as  suggested,  the  publishers  will  rarely 
print  them  so.  This  method  has  been  compared  to  trying  to  shave  one's  self  by  pluck- 
ing out  each  individual  hair.  The  growing  keeps  pace  with  the  plucking.  The  time, 
effort,  and  money  expended  is  out  of  all  proportion  to  the  tangible  results. 

As  regards  the  Joint  Committee's  Phonetic  English  Alphabet,  it  simply  takes  its  stand 
with  the  series  of  other  phonetic  alphabets  awaiting  recognition.  Moreover,  prepared 
by  American  scholars,  without  the  participation  of  English  scholars,  it  is  questionable 
whether  the  latter  will  use  it.  This  effort,  then,  simply  continues  existing  conditions, 
and  adds  one  more  key  to  the  numerous  dictionary  keys  already  in  existence.  Besides, 
inasmuch  as  the  Joint  Commission  decided  to  adopt  the  system  of  the  International  Pho- 
netic Association  to  indicate  the  pronunciation  of  French  words  used  in  English,  we  have 
here  two  keys  in  one  dictionary.  As  the  foreign  words  are  those  most  likely  to  be  looked 
up  for  pronunciation,  the  chances  are  that  the  foreign  key  will  become  the  more  familiar 
of  the  two. 

These  remarks  are  in  no  wise  intended  to  disparage  the  above  laudable  efforts,  but 
to  show  the  nature  of  the  criticism  upon  them. 

Lastly,  the  Boston  University  movement,  aiming  primarily  to  secure  uniformity 
in  indicating  pronunciation  in  all  dictionaries  and  standard  works  of  reference;  and,  sec- 


Superinlendence]       CO?^FEREXCE  OX  SIMPLIFIED  SPELLING  155 

ondarily,  by  so  doing,  accomplishing  something  in  the  direction  of  simplification  of 
spelling.  On  August  26,  I904,  Boston  University,  complying  with  a  request  indorsed  by 
some  120  prominent  men,  issued  a  preliminary'  circular  inviting  opinions  on  the  proposal  to 
hold  an  international  phonetic  conference  for  the  purpose  of  adopting  a  universal  alphabet 
to  ser\e  as  a  key  to  pronunciation  in  dictionaries  and  standard  works  of  reference. 
Briefly  summarized,  the  need  of  such  an  alphabet  was  explained  as  follows:  As  a  matter 
of  necessity,  ever)-  important  dictionary  uses  a  key  to  pronunciation,  but,  owing  to  the 
multipUcity  of  keys,  not  one  of  them  becomes  familiar  to  the  public;  on  the  contrary, 
the  number  and  divergence  of  these  keys  render  them  for  the  majority  of  students  prac- 
tically useless.  There  is  no  satisfactory  reason  why  Murray's  English  Dictionary  should 
use  one  system  for  indicating  pronunciation,  the  Century  Dictionary  another,  and  Web- 
ster and  Worcester  still  another.  That  is,  there  is  no  good  reason  why  all  these  dictionaries 
should  not  use  the  same  key  to  pronunciation.  Moreover,  there  is  no  adequate  reason  why 
the  letters  comprising  that  key  should  not  have  such  form  as  would  be  convenient  also  for 
ordinary  writing  and  printing.  Such  a  universal  key  to  pronunciation  would  at  once  estab- 
lish a  universally  recognized  phonetic  spelling.  Students  of  foreign  languages  would  find 
it  convenient  to  have  the  pronunciation  indicated  to  them  by  letters  with  which  they  were 
already  familiar.  The  system  once  introduced  in  all  dictionaries  would  soon  be  used  in 
manuals,  primers,  and  in  all  books  in  which  it  is  desirable  to  indicate  pronunciation. 

The  criticisms  to  the  movement  for  a  universal  alphabet,  together  with  the  replies 
thereto,  will  be  found  in  the  Circular  Inviting  Opinions  issued  in  1905  by  tlie  Boston  Univer- 
sity. Let  it  suffice  here  to  say,  in  reply  to  the  objection  that  the  scheme  is  impractical:  Look 
at  the  extensive  use  to  which  the  alphabet  of  the  International  Association  is  already  put  for 
every  kind  of  purpose  here  and  abroad.  The  reply  to  the  objection  that  such  an  alphabet,  in 
the  nature  of  the  ca^e,  must  be  cumbersome  is  that  the  average  student  has  no  occasion  to 
use  all  the  signs,  and  generally  uses  but  a  few  more  than  he  is  obliged  to  in  transcribing 
his  native  tongue.  Practically,  instead  of  being  applied  to  all  languages,  as  the  name  "uni- 
versal" would  imply,  the  alphabet  would  largely  serve  its  purpose  in  its  application  to  Eng- 
lish, French,  German,  Italian,  and  Spanish.  The  three  last-named  tongues  being  written 
far  more  phonetically  than  either  English  or  French,  the  alphabet  would  have  its  greatest 
practical  bearing  upon  these  two  unphonetic  tongues.  A  uniform  system  once  generally 
recognized  for  indicating  the  pronunciation  of  these  five  world-languages  would  make  its 
influence  felt  upon  other  languages  in  the  direction  of  their  conformity  to  the  universal, 
or  world  alphabet. 

Thousands  of  children  who  arc  now  growing  up  and  receiving  a  good  education  are 
taught  not  only  the  essentials  of  one  foreign  language,  but  of  two,  or  even  three — Latin, 
French,  and  German.  Phonetics  is  not  a  fad  in  language  studv;  it  has  come  to  stay.  The 
|)rinriples  involved  in  acquiring  the  soun<Js  of  any  language  are  the  same. 

In  Norway,  Sweden,  Denmark,  Germany,  France,  and  England,  i)honetic  transcrip- 
tion in  acquiring  the  sounds  of  language  is  being  used  more  widely  than  ever.  Modern 
civilization  is  rendering  us  every  day  more  cosmojx)litan,  more  international.  Why,  then, 
should  a  child  first  learn  a  phonetic  spelling  for  English,  another  for  Latin,  a  third  for 
French,  and  still  another  for  German  ?  Such  a  method  is  confusing,  and  leads  to  the  same 
senseless  result  obtained  by  the  divergent  dictionary  keys — c-ach  one  serving  to  efface  the 
other.  In  a  word,  what  is  most  wanted  is  not  a  jjarticular  system  adapted  to  s|k  i  iai  needs, 
but  a  uniform  phonetic  transcription  that  scholars  everywhere  will  u.se  for  po|)ular  si  ientific 
purjxjscs.  Such  a  universal  system  will  not  only  accompli.sh  il.s  obj<-(  t,  but  will  in  s<>  doing 
illustrate  as  never  Ixfore  tin-  value  of  the  science  of  phonetics. 

Introduced  into  geographical,  s(  ientific,  and  language  works,  in  wiii<  li  iiroruiiiit  ation 
i.s  u.sually  indicated,  the  ri.sing  generation,  continually  in  touch  with  the  system  thru  jiriniers 
anrl  manuals,  will  gel  into  the  habit  of  using  that  alphaUl  whenever  liny  have  occasion 
to  indicate  pronunciation.  They  will  Inconie  familiar  with  the  |)l)onetic  s|K-lling  as  well 
as  with  the  tradititjiial. 


1^6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

The  main  object  desired,  then,  is  not  merely  an  alphabet — because  there  are  scores  of 
them  and  good  ones — but  an  alphabet  that  will  be  used.  The  stress  is  emphatically  upon 
the  will  be  used.  For  the  past  four  centuries,  alphabets  have  been  invented  and  treatises 
written  in  the  orthography  of  the  inventor.  These  alphabets  have  been  singularly  unsuc- 
cessful in  gaining  the  attention  of  the  pubHc.  Nevertheless,  the  ardor  of  inventors  who 
continue  to  offer  phonetic  alphabets  has  in  no  wise  diminished.  The  stress  has  always 
been  placed  on  perfection  instead  of  utihty.  In  the  nature  of  the  case,  perfection  is  an 
impossibility.  What  alphabet,  however  restricted,  is  perfect  ?  In  the  solution  of  this  prob- 
lem, perfection  is  a  relative  factor,  whose  importance  has  been  so  magnified  as  to  nullify 
almost  completely,  up  to  the  present  time,  the  end  in  view.  In  a  certain  sense,  it  may  be 
said,  the  more  perfect  the  alphabet,  the  less  its  utiHty.  Consequently,  alphabets  for  specific 
needs  have  but  few  who  use  them.  The  cUmax  of  the  quest  for  absolute  accuracy  is 
reached  when  each  dictionary  employs  a  key  of  its  own. 

In  this  country  there  are  three  main  objects  for  which  a  phonetic  alphabet  is  useful: 
(i)  as  a  key  in  dictionaries;  (2)  in  dialect  research;  (3)  in  class  work  in  languages,  parti- 
cularly French. 

The  first  use  of  a  phonetic  alphabet,  as  a  key  to  pronunciation,  in  dictionaries,  is  so 
obvious  that  it  is  needless  here  to  say  more.  Let  it  suffice  to  say,  in  regard  to  the  second 
use,  that  of  dialect  research,  that  there  is  sufficient  work  of  that  character  done  in  this  countrj' 
to  justify  the  existence  of  the  American  Dialect  Society.  It  is  in  the  third  use,  that  of  lan- 
guage work  in  classes,  that  the  use  of  a  phonetic  alphabet  is  most  clearly  shown.  It  is  here, 
too,  that  its  ultimate  influence  in  hastening  simplicity  in  spelling  is  likely  to  make  itself  most 
felt.  At  the  present  time,  for  example,  a  certain  French  grammar  indicating  the  pronuncia- 
tion by  means  of  the  symbols  of  the  International  Phonetic  Association  is  very  widely  used 
thruout  the  United  States  and  Canada.  The  meaning  of  this  statement  is  that  now  thou- 
sands of  children  are  familiarizing  themselves  with  this  system  of  indicating  pronunciation. 
Moreover,  a  whole  series  of  international  dictionaries  with  this  same  system  of  figured 
pronunciation  is  in  process  of  publication.  The  volume  French-English  and  English- 
French  has  already  appeared,  and  is  being  much  used  in  school,  college,  and  library  work. 
This  statement,  like  the  preceding,  is  significant. 

Aware  of  what  has  been  done  in  the  past,  as  well  as  of  what  is  now  taking  place,  it  is 
the  belief  of  the  promoters  of  the  Boston  University  movement  that  what  can  most  wisely 
be  done  to  hasten  simpler  spelling  is,  first  and  foremost,  the  avoidance  of  the  repetition  of 
the  experience  of  the  past.  Instead,  then,  of  adding  to  the  numerous  phonetic  alphabets 
already  in  existence  by  inventing  a  new  one,  take  the  one  already  most  widely  used  thruout 
the  world  for  the  purposes  just  enumerated,  and  use  it  for  just  such  purposes.  The  ex- 
perience of  four  centuries  shows  that  any  new  system,  be  it  ideal  if  you  will,  simply  has  to 
take  its  chances  vnth  all  the  others  already  awaiting  recognition  and  go  thru  precisely  the 
same  vicissitudes. 

Of  the  scores  of  existing  phonetic  alphabets,  there  is  one  that  is  decidedly  in  the  van. 
This  well-known  method  is  being  used  more  widely  than  ever,  not  only  on  the  continent 
and  in  England,  but  in  this  country.  It  employs  the  phonetic  transcription  of  the  Inter- 
national Association.  At  present,  in  different  countries,  there  are  published  more  than  one 
hundred  books  in  which  this  uniform  alphabet  is  used.  Some  of  these  works  have  had  a 
very  large  sale,  spreading  the  system  far  and  wide:  the  Passy-Rambeau  Chrestomathie 
Frangaise,  the  best-known  book  of  the  kind  in  this  country,  and  the  most  generally  used 
of  the  works  on  French  phonetics;  Miss  Soames's  book  in  England;  the  Passy  books  in 
France;  Rossmann  and  Schmidt  in  Germany;  the  Eraser  and  Squair  French  Grammar  in 
this  country;  and  also  a  set  of  international  dictionaries  of  foreign  languages  published  by 
Hinds,  Noble  &  Eldredge  in  New  York.  The  Fraser  and  Squair  Grammar  has  been  widely 
used  thruout  the  United  States  and  Canada,  and  is  today  the  most  effective  means  of  intro- 
ducing the  system  of  the  International  A.ssociation  to  the  rising  generation. 


Superintendence]       CONFERENCE  ON  SIMPLIFIED  SPELLING  157 

The  Hinds,  Noble  &  Eldrcdgc  dictionary  enterprise  bids  fair  to  erlipse  in  magnitude 
all  similar  ventures,  and  to  spread  far  and  wide  this  useful  phonetic  system,  which  is  com- 
ing of  itself,  and  which  can  easily  be  promoted  and  hastened.  It  must  be  obvious  that  in 
any  attempt  to  adopt  universal  alphabet  the  International  System  will  have  to  be  reck 
oned  with. 

Meantime,  the  question  is:  What  can  most  wisely  be  done  to  hasten  the  coming  of 
simpler  speUing  ?  The  reply  is:  Using  the  moSt  widely  used  phonetic  alphabet.  That 
will  hasten  what,  as  just  pointed  out,  is  already  coming  of  itself.  The  principle  involved 
is  that  a  system  that  is  uniform,  tho  far  from  adequate,  if  it  comes  into  general  use  renders 
incomparably  better  service  than  the  countless  individual  systems  employed  only  by  their 
inventors. 

In  order  the  sooner  to  secure  an  alphabet  that  will  be  generally  used,  all  of  those  inter- 
ested in  the  simplification  of  spelling,  in  uniform  keys  for  dictionaries,  in  dialect  research, 
and  in  language  instruction  in  class  work  should  get  together  in  a  solid  phalanx  and  use  for 
their  particular  purpose  one  unifonn  system.  In  reply  to  an  inquiry,  the  editors  and  pub- 
hshers  of  the  leading  American  dictionaries  have  declared,  with  practical  unanimity,  that  if 
phonetists  would  agree  on  a  uniform  scientific  alphabet,  that  alphabet  would  of  necessity 
be  used  as  a  key  to  pronunciation  in  future  editions  of  dictionaries.  The  importance  of  this 
statement  can  hardly  be  overestimated.  It  has  been  truly  said:  "Agree  on  a  uniform 
alphabet  and  fold  your  arms,  the  spelling  reform  will  come  of  itself." 

Out  of  some  eight  hundred  replies  received  by  the  promoters  of  the  Boston  Universitv 
movement  for  securing  uniformity  in  indicating  pronunciation,  comprising  many  from  the 
most  qualified  experts  at  home  and  abroad,  only  three  per  cent,  were  opposed  to  the  project. 
The  ninety -seven  per  cent,  composing  the  majority  declared  a  conference  to  be  the  only 
satisfactory  means  to  arrive  at  any  agreement.  Without  an  agreement,  reform  cannot  be 
hastened.  Reform,  in  fact,  means  agreement.  The  problem  is  then  reduced  to  a  question 
of  money.  The  foremost  authorities  in  phonetics  are  well  known.  Even  tho  all  the  results 
hoped  for  thru  such  a  commission  might  not  be  rcaUzcd,  yet  many  points  upon  which 
agreement  is  possible  and  desirable  could  be  settled.  For  instance,  the  marking  of 
stress,  quantity,  nasality,  voice,  voiceless,  word-division,  etc.  This  result  in  itself,  small 
as  it  may  seem,  would  make  a  conference  worth  while,  and  hasten  the  ultimate  object. 

Besides  the  efforts  of  Boston  University  for  the  cause.  New  York  University,  Leland 
Stanford,  the  University  of  Wisconsin,  and  the  I'nivcrsity  of  Maine  arc  acting  as  receivers 
of  fun<Js  which,  in  small  sums,  are  constantly  coming  in.  Moreover,  pledges  to  contribute 
certain  sums  have  been  received  from  representatives  of  many  colleges  and  universities, 
not  only  in  this  country,  but  all  over  the  world,  as  well  as  from  private  individuals  desirous 
of  promoting  the  cause.  Educational  institutions  and  men  of  science  are,  however, 
proverbially  poor  in  material  resources,  yet  thus  far  they  have  furnished  not  only  their 
powerful  moral  support,  but  what  they  could  financially  for  the  cause. 

It  has  been  estimated  that  the  sum  of  $10,000  would  be  sulVicient  to  realize  such  a  con- 
ference as  contemplated.  In  view  of  the  fact  that  donations  for  public  purposes  in  the 
United  States  have  recently  averaged  $100,000,000  a  year,  it  ought  not  to  be  diflkult  for 
the  friends  of  the  present  movement  to  obtain  the  small  sum  needed  for  a  work  of  such 
manifest  necessity  and  such  far-rracliing  im|)(jrlance. 

By  abandoning  the  attempt  to  insist  on  the  form,  and  by  jmtiiii^;  the  stress  (in  unity, 
you  are  likely  to  gel,  in  the  first  i)lace,  results;  sc-condly,  you  can  iniprnve  on  tluiii  later. 


DISCUSSION 

President  David  Felmlkv,  of  the  Normal  University,  Normal,  111. — English  sinlling 
tends  to  shatter  a  child's  Ixlief  in  the  <loclrine  that  this  is  a  world  of  law.  What  ought  to  Ix- 
done  ?     The  N.  E.  A.  list  is  loo  .short.     Prehi<ienl  Felniliy  then  read  exlrarts  from  a  letter 


j^g  NATIONAL  EDUCATIONAL  ASSOCIATION  (Louisville 

from  Professor  Calvin  Thomas  suggesting  that  the  National  Educational  Association  cause 
a  spelling  primer  to  be  made  and  offered  to  primary  schools  with  its  sanction. 

President  Charles  McKinney,  of  the  State  Normal  School,  Milwaukee,  Wis.,  re- 
ported on  some  investigations  made  for  the  purpose  of  learning  to  what  extent  the  educa- 
tional journals  of  the  country  are  using  the  N.  E.  A.  simpUfied  spelling  hst,  and  whether 
they  would  agree  to  use  a  more  extended  Hst  if  it  were  offered.  Somewhat  more  than  a 
fourth  of  all  such  Journals  now  use  all  of  the  list,  about  one-half  use  only  a  portion  of  it,  and 
a  fourth  say  that  they  are  opposed  to  it.  He  suggested  that  persons  present  might  aid  the 
cause  by  efforts  to  induce  their  state  educational  journals  to  use  the  N.  E.  A.  list. 

W.  T.  Harris,  U.  S.  Commissioner  of  Education,  commended  Chancellor  Andrews' 
paper  and  Professor  Hempl's  remarks,  and  cautioned  against  too  much  haste  in  the  cause. 
He  said  that  real  advance  in  the  cause  will  be  made  only  when  the  children  in  some  school 
begin  to  use  the  hst,  and  when  a  pronouncing  alphabet  has  been  made  and  accepted. 


THE  INCORRIGIBLE  CHILD 

MISS   JULIA   RICHMAN,    DISTRICT   SUPERINTENDENT   OF   SCHOOLS, 
NEW   YORK   CITY 

The  incorrigible  child  makes  me  think  of  the  story  of  a  band  of  street 
boys,  one  of  whom  had  a  big  apple  and  was  eating  it  alone.  Six  pairs  of 
eyes,  hungry  and  envious,  watched  him  sadly.  One  lad,  at  last,  could  con- 
tain himself  no  longer:  "Say,  Dick,"  he  burst  out,  "will  yer  gimme  de  core  ?" 
Between  bites,  Dick  replied:    "Dere  ain't  goin'  ter  be  no  core." 

"Dere  ain't  goin'  ter  be  no  incorrigible  child,"  ladies  and  gentlemen, 
when  we  shall  have  come  to  see  that  every  child,  properly  understood  and 
properly  trained,  is  "good  to  the  core."  I  need  not  define  the  incorrigible 
child.  We  all  know  him  as  the  child  that  hates  school,  torments  the  teacher, 
demoralizes  the  class,  disobeys  the  rules,  and  defies  authority — even  the  laws 
of  the  state.  He  is  present  in  every  school,  and,  if  reports  may  be  relied 
upon,  is  pre.sent  in  ever-increasing  numbers.  He  it  is  who  is  responsible  for 
the  nervousness  and  breakdown  of  many  a  teacher  who  succumbs  to  his  tor- 
ments. He  it  is  who  burdens  and  weights  down  the  best  of  teachers  by  his 
presence  in  the  class.  He  it  is  who  robs  the  rest  of  the  class  of  time  and 
instruction  by  his  drafts  upon  the  energy  and  patience  of  the  teacher.  But 
"with  all  his  faults,  I  love  him  still." 

I  have  seen  and  am  seeing  the  incorrigible  boy  at  his  worst — in  a  section 
of  the  congested  East  Side  of  New  York  City,  where  over  twenty-five  thousand 
school  children,  of  both  sexes,  are  hou.sed  within  an  area  of  less  than  half  a 
square  mile.  For  many  years  school  accommodations  in  this  section  of  the 
great  metropolis  have  been  inadequate.  Even  now,  after  eight  years  of  con- 
stant effort  on  the  part  of  recent  boards  of  education,  the  number  of  schools  is 
not  equal  to  the  needs  of  the  district.  For  many  years  children  had  been  kept 
upon  a  waiting  list,  or  sent  away  from  school,  because  there  was  "no  room." 
The  compulsory-education  law  could  not  be  enforced,  because  there  was  no 
school  place  for  the  non-attendant.  Have  you  any  idea  of  what  happens  to 
the  boy  of  the  tenements,  if  he  is  left  on  the  streets  for  a  year  or  two  ?   Take 


Superintendence]  THE  INCORRIGIBLE   CHILD  1 59 

the  history  of  the  boys  committed  to  city  or  penal  institutions  durint;  the  last 
ten  years,  and  you  will  learn.  Read  the  biography  of  the  city's  professional 
loafer,  and  you  will  find  out.  The  boy  kept  out  of  school  gets  his  education 
on  the  streets,  and  graduates  in  loaferism,  gambling,  and  burglary  by  the 
time  he  is  fourteen.  This  has  been  the  fate  of  many  hundreds  of  boys,  ruined 
for  life  because  of  administrative  niggardliness,  or  because  of  the  official 
wickedness  of  those  teachers  and  principals  who  attem]>t  to  maintain  di.^ci- 
pline  by  driving  the  troublesome  boys  out  of  school.  But  this  condition  has 
gone  by  in  New  York.  "Compulsory  truancy"  is  a  thing  of  the  past,  because 
every  child  must  now  attend  school,  even  tho  for  the  younger  children  in  some 
sections,  owing  to  the  lack  of  accommodations,  only  part-time  instruction  can 
be  afforded.  In  consequence  of  better  administrative  methods,  hundreds  of 
children,  mainly  boys,  have  been  brought  into  the  schools,  lawless,  undisci- 
plined, untutored;  fitted  by  age  and  size  for  the  middle  and  upper  grammar 
grades,  unfitted  in  book-learning  for  any  l)ut  the  lowest  primary  classes; 
ignorant  as  new-born  babes  of  all  that  the  course  of  study  demands;  wise  as 
veterans  in  all  street  shrewdness  and  knowledge  of  the  seamy  side  of  life. 
Introduce  five  or  six  of  these  street  arabs  into  any  class,  and  can  you  not 
foresee  the  result  ?  Tired,  discouraged  teachers  must  refer  extreme  cases  of 
discipline  to  the  principal;  tired,  discouraged  principals  must  give  valuable 
time  and  their  best  energies  to  the  investigation  and  treatment  of  the  acts  of 
delinquents.  Add  to  these  internal  burdens  the  additional  one  of  the  boy 
paroled  by  the  children's  court;  the  boy  known  to  be  a  thief;  the  boy  known 
l)y  his  classmates  to  have  been  arrested;  the  boy  known  by  his  confederates 
to  have  been  sent  back  to  school  unpunished;  the  boy  whose  answer  to  the 
(juestion,  "What  did  they  do  to  you  in  court?"  is,  "Oh,  nuttin';  dc  judge 
jest  talked  soft  ter  me" — and  the  result  is  disheartening. 

The  incorrigible  child,  now  counted  by  the  score,  must  soon  be  counted 
by  the  hundred,  unless  remedial  and  preventive  measures  can  be  immediately 
applied.  On  the  one  hand,  there  are  the  boys  already  bad,  who  nuist  he 
reclaimed;  on  the  other  hand,  there  are  the  boys  not  yet  corrupted,  who 
must  be  saved.  In  every  clas.s  there  are  children  several  years  beyond  the 
age  for  which  the  regular  grade  work  is  designed.  Think  of  the  cfTcct  upon  tiie 
boy  of  twelve  or  fourteen  who,  having  spent  years  upon  the  street  peddling, 
gambling,  and  often  .stealing,  is  forced  to  attend  sduiol  with  forty,  or  lifty. 
or  sixty  little  felNjws  of  six  or  .seven,  and  compcllc.j  to  repeat  with  tlu-m, 
"One  apple  and  two  apples  are  three  apples'."  Think,  too,  of  the  etTe(  t  upon 
these  .six-  or  scven-ycarold  babes  of  associating  with  the  boy  who  swears, 
gambles,  and  smokes,  anrj  who  has  eaten  of  the  fruit  <.f  llic  tree  of  knowl 
edge,  of  less  good  than  evil.  Let  me  say  right  here  that  tlie  first  year  classes 
are  meant  for  the  babes,  and  the  second  year  clas.scs  for  those  a  bit  older;  and 
the  c  hilfl  of  ten  or  eleven  or  twelve  or  older  has  no  place  in  the  regular  cla.sses 
of  the  first  three  years,  no  matter  how  ignorant  he  may  be  of  reading,  writing, 
or  arithmetic.     .Such  a  classification  of  the  older  boy  has  a  bad  siibjec  tive 


j6o  national  educational  association  [Louis^•me 

influence  upon  him,  and  a  correspondingly  bad  objective  influence  upon  the 
child  for  whom  the  grade  work  was  planned. 

My  first  recommendation,  therefore,  to  meet  the>e  conditions,  is  the  forma- 
tion of  special  classes  for  the  children  over  age.  It  will  be  found  that,  with 
few  exceptions— so  few  as  to  be  almost  a  negUgible  quantity— the  incorrigible 
child  will  find  his  way  into  the  special  class,  which  at  once  reHeves  the  regular 
classes  of  the  most  objectionable  material.  The  teachers  for  special  classes 
must  obviously  be  selected  with  great  care,  in  order  to  secure  for  these  back- 
ward children  the  teaching  power  and  the  sympathy  and  the  encouragement 
necessary  to  bring  them  forward  more  rapidly  than  is  possible  in  the  regular 
classes.  The  so-called  non-essential  studies  should  be  taken  from  the  course, 
and  the  teacher's  whole  energy  devoted  to  carrying  the  children  on  to  meet 
the  academic  requirements  of  the  child-labor  law.  Much  attention,  too, 
should  be  given  to  physical  training.  Promotion  from  group  to  group  and 
from  class  to  class  should  be  promised,  and  given  at  any  time  that  progress 
is  evident,  and  each  child  should  be  made  to  understand  that  this  special 
grading  is  solely  for  his  benefit.  In  New  York  this,  experiment  showed 
good  results  from  the  beginning.  ]Many  a  boy,  responding  for  the  first  time 
to  a  real  interest  in  his  welfare,  began  to  realize  the  importance  of  trying  to 
please  his  teacher;  and  later  not  only  showed  interest  in  his  work,  but  a  real 
desire  to  learn.  Many  of  these  boys,  who  had  been,  or  were  destined  to 
become,  incorrigible  under  the  old  classification,  were  saved  by  being  placed 
where  work  was  provided  suited  to  their  years  and  ability,  and  where  an 
earnest  teacher  was  willing  and  able  to  give  them  the  individual  help  and 
encouragement  they  needed. 

The  formation  of  special  classes  helped  much,  but  it  did  not  solve  all 
the  difl5culties.  The  incorrigible  child  and  the  chronic  truant  were  still  too 
much  in  evidence.  The  former,  after  having  had  a  fair  trial  under  at  least 
two  teachers,  was  officially  suspended  by  the  principal.  To  have  returned 
to  his  old  school,  a  suspended  boy,  whether  sinned  against  or  sinning,  would 
not  only  have  had  a  bad  efi'ect  upon  other  children,  but  it  would  have  made 
it  difficult  for  the  delinquent  to  do  his  best.  -There  is  much  truth  in  the  old 
adage:  "Give  a  dog  a  bad  name  and  hang  him."  The  transfer  to  another 
school  was  accompanied  by  a  warning  that  a  second  suspension  would  result 
in  commitment  to  the  truant  or  parental  school — a  threat  invariably  executed. 
The  principal  of  the  school  whither  the  boy  was  transferred,  was  made 
acquainted  with  the  circumstances,  and  the  boy  placed,  if  possible,  in  the 
class  of  a  good  teacher.  He  was  also  placed  on  parole  to  the  district  superin- 
tendent, at  whose  office  he  was  compelled  to  report  every  Saturday,  bringing 
with  him  a  record  of  daily  attendance  and  conduct.  In  like  manner,  all 
chronic  truants,  and  all  children  placed  on  probation  by  the  children's  court, 
-were  compelled  to  report  to  the  district  superintendent.  A  word  of  praise,  a 
word  of  admonishment,  a  moment's  friendly  conversation,  the  loan  or  gift  of 
a  book,  a  ticket  to  a  ball  game  or  some  good  entertainment — these  things 


Superintendence]  THE  INCORRIGIBLE  CHILD  l6l 

give  the  superintendent  a  hold  upon  paroled  boys,  and  a  claim  which  most 
of  them  will  recognize.  In  my  experience,  several  got  to  a  point  where  they 
would  polish  their  shoes,  smooth  their  hair,  and  wear  collars,  when  they 
came  to  see  me.  I  did  not  always  talk  "soft."  When  a  boy  deserved  a 
scolding,  he  got  it;  and  he  respected  me  all  the  more  for  it,  so  long  as  I  "plaved 
fair."  It  is  "playing  fair"  that  wins  a  boy's  heart.  On  one  occasion  I  gave 
a  letter  to  a  paroled  boy  who  had  removed.  In  this  letter  I  asked  the 
principal  of  an  up-town  school  to  place  Harry  in  the  class  of  a  teacher  who 
would  encourage  him  when  he  tried  to  do  what  was  right.  I  read  the  letter 
to  the  boy  and  asked:  "Do  you  know  what  I  mean  by  that,  Harrv  ?"  "Yes, 
you  mean  a  teacher  who  won't  holler  at  me  for  every  little  thing."  It  is  the 
teacher  who  "hollers"  at  a  boy  or  class  "for  every  little  thing"  that  helps 
to  make  the  incorrigible  child.  If  only  all  teachers  could  be  taught  to  "play 
fair"! 

The  chronic  truant  gives  much  trouble.  There  are  many  causes  which 
lead  to  truancy,  and  scientific  treatment  will  eradicate  much  of  the  evil.  The 
subject,  however,  merits  a  chapter  of  its  own.  "The  call  of  the  street"  is 
irresistible  to  some  boys.  After  two  or  three  attempts  on  the  part  of 
the  attendance  officers  to  keep  a  truant  at  school,  the  parent  and  child 
are  summoned  to  appear  before  the  district  superintendent.  If  upon  inves- 
tigation it  appears  that  the  parent  is  to  blame,  the  case  is  dismissed  upon  the 
understanding  that  following  the  next  offense  the  matter  will  be  taken 
before  a  magistrate,  with  a  request  that  he  impose  a  fine  upon  the  parent. 
If,  owing  to  lack  of  parental  control,  the  blame  rests  solely  upon  the  boy, 
he  is  warned,  placed  upon  parole,  and  upon  a  repetition  of  the  truancy  is 
committed  to  the  truant  school. 

Unfortunately,  the  capacity  of  the  two  truant  schools  in  New  York  i>  only 
about  one  hundred  and  eighty.  With  a  school  population  of  over  half  a 
million,  such  an  equipment  is  absurdly  inadequate.  Better  accommodations 
are  under  way,  but  some  of  our  troubles  past  and  present  are  due  to  this 
inadequacy.  It  takes  but  a  few  weeks  after  the  opening  of  the  fall  term  to 
fill  the  truant  .schools;  then  follow  other  trials  and  commitments.  In  order 
to  accommodate  the  newer  commitments,  vacancies  in  the  truant  school  nui>t 
be  created,  either  by  returning  a  good  boy  to  his  home  or  by  sending  an  exceed- 
ingly troublesome  (^nc  to  some  reformatory  institution.  Tiiis  is  tlie  weakest 
and  wickedest  i)art  of  the  truancy  system.  The  boy  sent  lumu'  too  soon 
invariably  has  a  relapse.  The  boy  sent  to  a  correctional  in>titution,  after 
some  months  u^iually  comes  back  wholly  cf)rrupte(l.  Intimate  association 
with  hoys  worse  than  himself  corrupts  the  individual  boy  to  a  point  almost 
beyond  rcdemj)tion.  Last  s[)ring  the  rcmctval  from  our  city  of  one  threat 
institution  .sent  about  a  thousand  children  back  to  their  homes.  .Ml  under 
fourteen  were  ordered  to  attend  .school.  Many  of  these  became  the  most 
demoralizing  element  in  the  schools,  and  witliin  two  months  the  majority  of 
those  sent  to  niv  district  had  to  hi-  recommitted,  eilht-r  thru  the  children's 


1 62  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

court  or  thru  my  office.  Unfortunately,  however,  before  their  recommitment 
they  had  organized  their  own  Httle  gangs,  and  had  started  other  lads  on  the 
evil  road.  Many  of  my  paroled  boys,  perhaps  more  weak  than  wicked, 
attracted  by  the  strong  personality  of  one  or  another  of  these  young  law- 
breakers, drifted  into  evil  ways,  and  arrest  often  followed.  For  a  time  last 
spring  it  seeemd  as  tho  all  our  efforts,  which  for  many  months  had  been 
unremitting,  had  proved  futile;  complaints  from  the  schools  became  more 
frequent;  discouragement  met  us  at  every  turn.  The  heaviest  burdens  were 
directly  traceable  to  the  "  ticket-of-leave "  boys  from  correctional  institutions. 
With  this  absolute  knowledge  in  my  possession,  there  came  a  determination 
to  keep  my  boys,  even  my  "  incorrigibles, "  out  of  all  institutions  if  possible, 
and  to  try  to  bring  about  reform  in  some  other  way.  It  was  easy  to  determine 
that  I  should  recommend  no  more  for  commitment;  but  what  could  I  do 
with  the  bad  boy  ?  To  turn  him  adrift  was  out  of  the  question;  to  keep  him 
in  the  regular  school  was  equally  out  of  the  question;  I  would  not  send  him 
to  the  truant  school;  consequently  a  special  school  was  needed. 

Our  school  board  authorized  the  establishment  of  a  special  school  for 
truant  and  incorrigible  boys,  using  for  the  purpose  a  small,  old-fashioned 
school  building  in  my  district.  (The  bad  girl  must  be  differently  dealt  with, 
and  before  long  something  definite,  I  trust,  may  be  undertaken  for  her  recla- 
mation.) Altho  this  special  school  was  designed  solely  for  the  most  unde- 
sirable material  in  the  regular  schools,  it  was  deemed  ill-advised  to  stigmatize 
it  by  giving  it  a  name  which  might  carry  with  it  offense  either  to  the  children 
enrolled  or  to  their  parents.  Therefore  it  goes  by  its  old  name.  Public  School 
1 20,  under  the  same  general  management  and  supervision  as  the  regular 
elementary  schools. 

It  was,  of  course,  essential  that  no  mistake  be  made  in  the  choice  of  a 
principal.  Not  only  was  it  necessary  to  find  some  one  fitted  to  do  this  delicate 
and  important  work;  it  was  quite  as  necessary  that  he  or  she  should  be  will- 
ing to  undertake  a  task  so  beset  with  trials  and  opportunities  for  discourage- 
ment. Thank  God  that  among  the  men  and  women  in  our  profession  there 
are  not  a  few  of  the  class  whom  Matthew  Arnold  characterizes  as  "divinely 
touched,"  and  a  more  capable,  patient,  earnest,  loyal,  God-serving  group  of 
men  and  women  than  forms  the  teaching  force  of  Public  School  No.  120  it 
would  be  hard  to  find.  The  school  was  organized  about  the  middle  of  last 
October.  The  pupils  were  taken  from  a  new  and  novel  kind  of  eligible  list. 
Every  principal  within  my  districts  was  directed  to  make  a  Hst  of  the  most 
serious  discipline  cases  among  the  boys  in  his  or  her  school,  writing  out  a 
short  history  of  each  case,  and  arranging  the  list  in  the  order  of  demerit — the 
worst  boy  at  the  top.  I  shall  never  forget  the  impression  made  upon  me  upon 
my  first  visit  to  that  school.  About  sixty  boys,  every  one  of  them  with  a  history; 
hardness,  miitrust,  ugliness,  written  on  almost  every  face;  a  latent  desire  to 
resist  authority  in  every  heart — it  seemed  to  me  as  tho  I  had  done  a  cruel 
thing  in  loading  such  a  responsibility  upon  the  principal  and  her  teachers. 


Superintendence]  THE  IXCORRIUIBLE  CHILD  i6; 


That  was  four  months  ago.  Today  those  same  boys,  and  others  of  their  kind, 
who  have  since  been  sent  to  the  school,  are  growing  more  and  more  susccp- 
lible  to  good  influences;  and  I  believe  that  from  their  ranks  there  will  come 
boys  so  clearly  and  definitely  started  in  the  right  way  that  many  of  them 
will  develop  into  respectable  citizens,  if  not  even  successful  men.  The 
majority  of  the  boys,  altho  averaging  thirteen  years  of  age,  were  absolutely 
unfittetl  for  intellectual  work  of  any  kind.  Some  could  not  write  their  names; 
some  could  not  work  the  simplest  examples;  most  were  chronic  truants; 
almost  all  were  cigarette-smokers  and  crap-shooters;  most  were  liars;  many 
were  known  to  be  thieves;  ])rofanity  rolled  from  almost  everv  {)air  of  lips. 
One  feeling,  however,  was  strong  within  me:  that  whatever  might  be  the 
effect  upon  the  boys,  the  teachers,  or  the  ])rincipal  of  this  school,  the  effect 
upon  the  regular  schools,  brought  abt)ut  by  the  removal  of  this  element, 
must  be  tremendously  helpful. 

Every  incentive  was  offered  to  make  the  school  attractive.  Academic 
requirements  were  kept  in  the  background,  until  resjject  for  the  teacher- 
respect  for  authority,  and  self-respect  had  been,  in  part  at  least,  developed. 
The  school  was  a  boon  to  those  boys:  boys  who  had  been  driven  from  pillar 
to  post;  boys  who  had  been  the  disturbing  influence  in  their  classes;  boys 
who  had  been  beaten  by  their  parents  with  or  without  cause;  boys  who  had 
been  run  down  by  the  police — the  veritable  pariahs  of  school  life.  Have 
you  any  idea  what  it  means  to  such  a  boy  suddenly  to  find  himself  under  an 
iniluence  so  directed  that  he  discovers  that  he  is  of  interest  to  .somebody; 
that  someone  cares  for  him;  that  when  lie  tries,  someone  is  plea.sed;  that 
when  he  backslides,  someone  is  grieved.  This  is  what  many  of  those  bovs 
found  for  the  first  time;  and,  under  the  sunshine  of  friendly  interest  and 
thoughtful  care,  some  of  the  hardness  that  had  grown  about  the  tender  spot 
which  can  be  found  in  almost  every  boy's  heart  began  to  .soften  and  to  melt; 
a>  the  soft  spot  showed  its  pre.sence,  the  skillful  teacher,  tenderly,  carefully, 
I>rayerfully,  kept  on  melting  the  hard  outer  crust  and  giving  the  warm  >i)ot 
encfturagemcnt  to  develop;  and  as  the  heart  grew  warm,  .something  in  the 
face  changed.  The  hard,  sullen,  rebellious  look  disappears  at  times;  occa- 
sionally there  is  the  light  of  hope  on  the  face;  in  a  few  ca.ses  the  old  look  has 
entirely  disa[)peared.  Some  day  some  of  these  boys,  who  but  for  this  inllu- 
eiK  (•  in  their  lives  would  have  found  their  way  into  the  House  of  Refuge,  and 
into  f)thcr  hotbeds  of  vice  and  inicpiity,  will  Ik-  alilc  to  hold  u|t  their  heads 
a>  honest,  decent,  law  abiding  citizens,  ("an  any  greater  rewanl  i  oiiic  lo 
the  teacher  than  the  knowledge  that  he  or  .she  has  achieved  this? 

Success  has  not  come  in  every  case.  One  boy  has  already  had  to  be 
given  up  as  ho))eless,  not  only  because  he  would  not  lend  himself  to  any  of 
the  good  influences  at  work,  but  because  his  inlhicncc  over  the  other  boys 
was  .so  terribly  demoralizing  that  for  their  sakes  he  h.id  to  be  rcinoscd.  His 
case  was  referred  to  the  Children '>  Society.  .Another  boy  had  to  be  sent  to 
an  asvlum  for  mental  defectives.     Kive  or  six  have  been  lo^t  to  ns  Ixi.iusc; 


J 54  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

of  criminal  conduct  outside  of  school,  which  led  to  their  arrest  and  commit- 
ment by  the  court.  Some  were  sent  back  to  the  regular  schools  at  the  begin- 
ning  of  the  February  term,  pronounced  absolutely  cured  by  their  teachers 
and  principal.  Several  were  carefully  prepared  to  meet  the  academic  require- 
ments of  the  child-labor  law,  and  they  have  gone  out  to  work  now  properly 
quaUfied  and  properly  certificated.  In  some  of  these  cases  the  boys  were 
carried  forward  thru  the  essentials  of  three  or  four  regular  grades.  Many 
of  them  had  keen  minds  and  needed  merely  to  be  shown  how,  and  to  be 
encouraged,  to  enable  them  to  make  astonishing  progress.  The  boys  are 
proud  of  their  school,  and  in  most  cases  a  class  pride  has  enabled  them  to 
make  effort  that  was  impossible  to  the  individual  child. 

Considerable  attention  has  been  given  to  physical  training  and  athletic 
development.  One  of  the  most  astonishing  phases  of  this  work  was  disclosed 
when  these  boys,  who  had  lived  their  lives  on  the  street,  were  found  to  be 
absolutely  unable  to  do  regular  physical  exercises.  They  seemed  to  be  utterly 
without  muscular  development;  the  simplest  physical  tasks  seemed  beyond 
them.  They  were  awkward,  unwieldy,  and  heavy-footed.  The  change  in 
this  direction  has  been  marked.  A  basket-ball  team  was  organized  soon 
after  the  opening  of  the  school,  and  the  boys  have  learned  how  to  do  creditable 
team  work.  Their  team  had  been  practicing  less  than  six  weeks  when  they 
asked  permission  to  compete  in  an  interschool  contest  in  the  district.  They 
were  of  course  beaten,  because  the  other  teams  had  been  in  practice  for  many 
months.  They  took  their  defeat  amiably,  but  demanded  that  they  should 
be  taught  a  school  cry  of  their  own,  because  the  winning  team  had  its  school 
cry. 

Many  incidents  might  be  here  recorded,  but  for  lack  of  time  I  shall  narrate 
only  one. 

Philip,  thirteen  years  of  age,  was  placed  high  upon  the  eligible  list  at  the  time  that 
the  school  was  opened.  He  was  a  chronic  truant,  and  at  the  time  of  his  transfer  was 
a  vagrant,  not  having  slept  at  home  for  some  time.  It  took  two  attendance  officers  and 
two  teachers  three  weeks  to  find  the  boy  and  bring  him  into  school.  He  remained  about 
two  hours  and  then  ran  out,  and  was  gone  for  another  week.  Finally  he  was  brought 
back  again,  and  this  time  he  remained.  About  four  weeks  later,  during  which  time 
he  had  not  once  played  truant,  and  in  several  other  ways  had  shown  a  desire  to  do  well, 
he  went  into  the  principal's  office,  where  the  following  conversation  took  place: 

Boy:  Say,  Miss  Jones,  there's  two  fellers  on  my  street  what  don't  go  ter  school. 
If  I  make  'cm  come,  will  yer  take  'cm  in  ? 

Principal:  Why  don't  they  go  to  school  ? 

Boy:  They  ain't  been  in  no  school  for  a  long  while. 

Principal:  Where  did  they  use  to  go  to  school? 

Boy:  They  didn't  go  ter  no  public,  they  went  ter  dc  Brudder's.  Say,  Miss  Jones, 
won't  yer  take  'em  in  if  I  make  'em  come  ? 

Principal:  You  can't  make  them  come. 

Boy:  Now,  never  yer  mind  what  I  can  do.     Will  yer  take  'em  in  if  I  make  'em  come  ? 

Principal:  I'll  take  them. 

And  he  went  off.  Next  morning  he  came  into  Miss  Jones'  office  and  literally  threw 
two  boys  at  her,  having  brought  them  into  the  school  holding  each  by  the  collar.     Their 


Superintendence]  THE  INCORRIGIBLE   CHILD  165 

home  was  fully  half  a  mile  from  the  school.  "Here's  them  two  fellers.  Didn't  I  tell  ycr 
I  could  bring  'cm?"  And  he  had.  The  two  boys  in  question,  upon  investigation,  were 
found  to  have  been  away  from  school  for  seven  months,  spending  their  entire  time  upon 
the  street.  They  were  at  first  irregular  in  attendance,  but  two  or  three  visits  to  the  home 
of  the  grandmother,  with  whom  they  lived,  and  a  rather  sharp  letter  to  the  father,  brought 
about  reform  in  this  direction,  and  they  are  now  attending  regularly. 

I  leave  it  to  the  psychologist  to  discover  what  was  Philip's  motive  in 
bringing  these  two  boys  into  the  fold.  In  my  optimistic  moods  I  like  to 
believe  that,  having  felt  the  good  inlluence  of  the  school,  he  wished  his  friends 
to  share  that  influence;  but  there  are  other  times  when  I  think  a  feeling  of 
envy  that  these  boys  could  be  on  the  street  while  he  was  at  work  mav  have 
been  the  dominating  force.  However,  this  is  not  the  time  to  analyze  motives. 
Three  chronic  truants  are  now  attending  regularly,  and  that  in  itself  is  ju.sti- 
fication  enough  for  the  existence  of  such  a  school  as  the  one  I  have  described. 

One  of  the  teachers  in  this  special  school  told  me  that  he  never  hesitated 
to  talk  to  the  boys  about  their  bad  reputation: 

They  knew  that  they  were  bad  boys,  and  they  knew  that  I  kne%v  it.  By  comparing 
the  results  of  honest  life  and  earnest  work  with  the  results  of  dishonesty  and  idleness,  I 
aroused  a  slight  spirit  of  shame  and  hurt  pride,  and,  I  beUeve,  created  a  little  desire  to 
do  right.  I  appealed  at  first  to  the  material  side  of  every  question  of  right  and  wrong. 
I  talked  dollars  and  cents  as  the  result  of  work,  and  the  lack  of  them  as  a  consequence 
of  neglect.  The  response  was  astonishing.  Later,  after  I  had  gained  a  fair  control  of 
the  class  and  developed  some  spirit  of  right-doing  by  simple  talks,  I  tried  to  get  the  Ixays 
to  do  right  because  they  wished  to  do  so.  Having  grown  up  in  New  York  streets  myself, 
I  am  "wise"  to  everything  they  do.  I  astonish  them  a  little  by  a  few  stories  about  the 
street,  and  make  them  understand  that  they  are  wasting  time  when  they  try  to  lie  to  me. 
In  consequence  they  have  stopped  lying,  and  now  only  exaggerate.  The  gymnasium 
and  shop  raised  high  hopes  of  having  a  fine  time.  These  hop^-s  were  turned  to  use,  and 
the  boys  were  led  to  accomplishing  set  tasks.  Their  predominating  characteristics  arc 
personal  pride  and  a  supersensitive  feeling  of  injustice  to  themselves.  By  app>'aling 
to  class  pride  I  have  had  an  almost  perfect  attendance  for  many  weeks.  .'\  boy  played 
truant  one  morning;  about  half-past  ten  he  came  in,  confessed  he  ha<i  been  "on  the 
hook,"  felt  ashamed  of  having  spoiled  the  class  record,  and  .so  came  in  willing  to  accept 
his  punishment.  I  have  appealed  to  individual  pride,  wherever  possible,  by  praising 
every  time  I  could  find  the  slightest  chance.  Praising  one  boy  j)ublicly  for  something 
that  others  had  failed  to  do  has  a  good  effect  upon  the  boys  who  fail.  They  recognize 
the  jxjint  quickly,  and  a  rivalry  for  obtaining  this  praise  is  easily  arousi-d.  One  boy 
punched  another  in  the  eye,  because  that  other  had  received  from  me  more  praise  than 
the  puncher  thought  he  deserved.  Among  these  Ixjys  the  will  is  exceedingly  strong.  In 
most  cases  it  is  perverted.  The  great  diHicully  is  to  overcome  this  perversion.  The  only 
way  clear  to  me  is  to  develop  feeling  inslrad.  Sympathy  toward  them  is  an  absolute 
ncces-sity.  They  are  quick  as  Topsy  t<J  notice  any  aversion.  The  teacher's  rewanl  for 
cfTort  comes  mainly  from  their  ready  res|K)nsc  to  personal  kindness.  The  teaching  of 
l}<X)k  knowledge  Ls  a  difficult  matter.  The  Iwys  have  a  strong  iiversi«)n  to  work  at  .set 
tasks.  To  overcome  this,  all  [Kjssible  interest  must  l>c  aroused.  Here,  also,  the  matirial 
side  of  life  must  be  us<-d  as  an  argument.  I  remin<l(il  them  of  giKxl  jolis,  fine  jMisilions, 
lilji-ral  salaries  obtained  by  others  bei  ause  they  <ouM  ilo  just  sui  h  wnrk  as  I  was  attenqit- 
ing  to  teach.  The  psixins:-  was  astonishing.  In  <Iialing  with  thes»-  Ixiys  the  lea<  her's 
patience  must  be  inexh.iustible.  F^.k  k  of  attention  and  lack  of  application  are  very 
strong  habits  in  the  bad  l>oy.     The  hoi)e  of  reward  proves  a  stronger  incentive  than  to 


l56  NATIONAL  EDUCATIONAL  ASSOCIATION  FLouisville 

ordinary  boys.  They  are  born  "grafters,"  and  will  work  for  prizes  or  pay,  when  work 
for  work's  sake  is  impossible.  Because  of  the  hope  of  reward  and  some  form  of  praise, 
I  have  scon  my  class,  as  a  whole,  steadily  working  at  one  set  task  for  a  full  hour.  That 
alone,  in  my  opinion,  was  a  victory  over  them;  that  alone  showed  the  worth  of  just  such 
special  treatment  as  we  are  now  giving  them.  It  is  possible  to  make  these  boys  worth 
much,  altho  the  process  is  long,  tedious,  and  at  times  very  discouraging.  They  do  not 
retain  well  anything  that  is  taught  them,  except  possibly  arithmetic.  This,  however, 
should  not  prove  discouraging,  because  there  is  enough  victory  for  the  teacher  if  these 
boys  can  be  induced  to  attend  regularly,  obey  willingly,  and  apply  themselves  to  work. 
A  premium  should  be  placed  upon  effort,  not  knowledge.  This  causes  the  boy  to  try. 
Our  work  here  has  been  difi&cult;  but  all  of  us  feel  that  the  school  has  met  a  great  neighbor- 
hood need,  and  that  it  is  achieving  an  immeasurable  amount  of  good. 

From  all  the  teachers  I  have  reports  on  individual  progress.  Every  case 
is  worthy  of  record.  The  limitations  of  a  single  address  make  it  impossible 
to  do  more  than  quote  one  typical  case. 

S.,  age  fourteen,  was  both  a  truant  and  incorrigible.  For  the  first  few  weeks  he 
persisted  in  leaving  his  seat,  walking  about  the  room,  and  talking  every  minute  of  the 
time  except  when  fighting  his  neighbor.  His  main  purpose  seemed  to  be  saucy  to  his 
teacher  and  to  let  everybody  know  he  had  no  fear  of  punishment.  He  knew  absolutely 
nothing.  He  could  not  read  and  would  not  attempt  to  read.  He  would  grow  ugly  if 
I  made  the  mistake  of  asking  him  to  do  so.  I  found  out  that  he  Hked  arithmetic  because 
he  knew  a  little  more  about  such  work.  I  gave  him  twice  as  many  examples  as  the  others, 
assuring  him  that  I  knew  he  could  do  double  the  work  that  any  other  boy  could  do  in  the 
same  time.  Later  I  informed  him  that,  if  he  could  read  as  well  as  he  could  cipher,  he 
might  stand  highest  in  the  class.  He  waited  after  school  every  day  for  private  help.  I 
began  with  the  blackboard  and  a  first  reader;  later  a  second  reader.  In  six  or  seven 
weeks  he  had  mastered  the  subject.  Today  he  will  read  any  book  he  can  lay  a  hand 
on.  I  consider  this  boy  one  of  the  best  cases  of  reform  in  the  school.  The  other  day  he 
handed  me  an  old  blankbook  and  said:  "Please  write  in  here  the  things  you  said  about 
me.  My  father  doesn't  think  it's  true  that  T  am  a  good  boy."  Recently  he  changed 
his  seat  to  get  next  to  a  friend.  Foreseeing  the  result,  I  said:  "S.,  you  may,  if  you  wish 
to,  sit  there;  but  I  should  like  to  see  you  sitting  just  where  I  can  look  at  you  and  where 
I  always  know  I  can  find  you."  A  smile  came  over  that  face,  and  the  reply  was:  "I 
don't  care  much  for  myself;  it  is  just  as  you  want  me."  Within  a  month  this  boy  will 
be  able  to  take  out  his  employment  certificate,  and  will  carry  with  him  into  life  respect 
for  every  individual  in  authority.     How  can  I  help  calling  this  a  case  of  complete  reform  ? 

The  following  table  is  a  fair,  accurate  statement  of  the  condition  of  the 

special  school  on  February  i : 

Total  number  admitted  to  date 140 

Sent  back  to  regular  schools  cured 5 

Received  employment  certificates  (3  more  to  go  soon) 4 

Went  to  work  at  sixteenth  birthday 6 

Mentally  not  responsible *i2 

Mi-ntally  lacking  (not  so  pronounced  as  former) "i'6 

Arrested  and  committed  by  court  since  admitted  to  Public  School  No.  120  ...     .  6 

Arrestcrl  and  paroled^-fiitto      " 7 

Chronic  truanLs  before  attending  Public  School  No.  120 118 

Number  of  these  absolutely  cured  of  truancy 100 

(Those  not  yet  reformed  are  mainly  pupils  lately  admitted) 

Number  thoroly  reformed  on  all  charges 33 

(Of  these  5  will  always  need  special  care) 

Number  improving  steadily 42 

*  Soon  to  be  placed  in  a  special  class  for  defectives. 


Superintendence!  THE   INCORRIGIBLE   CHILD  1 67 

Number  impro\nng  spasmodically 32 

Number  improving  but  vcr}-  slightly 10 

NumlxT  showing  no  improvement  at  all 20 

(This  last  item  includes  6  arrested  and  committed,  and  6  not  yet  attending  a  month) 

Surely,  no  further  evidence  is  needed  to  convince  even  the  most  skejjtical 
that  a  school  of  this  kind  would  Ije  a  benefit  to  any  community.  But  such 
schools  would  not  be  so  imperatively  needed,  had  i)ro|ier  measures  always 
been  applied  in  our  regular  schools  and  classes.  If  the  true  hi>t()rv  of  each 
one  of  these  boys  were  written,  it  would  be  shown  that  many  sins  of  commis- 
sion, as  well  as  of  omission,  on  the  part  of  teachers,  principals,  and  superin- 
tendents, helped  to  make  tliesc  deiinciucnts  what  they  were. 

I  referred  some  time  ago  to  the  special  classes  for  children  over  age.  This 
cjuestion  needs  attention.  The  special  class  appeals  stronglv  to  the  Ijackward 
child,  who  has  often  been  troublesome  because  he  was  not  interested  in  the 
work  of  his  class.  An  appeal  to  his  good  .sense  brings  about  a  co-operation 
with  the  teacher  in  her  efforts  to  carry  him  thru  two  or  more  grades  of  .school 
work  in  one  term.     I  have  on  hand  many  records  wliicli  read  as  follows: 

L  v.,  age  twelve,  went  from  iB  to  4A  in  five  months.  E.xtreme  discipline  problem 
bc-fore  being  put  into  special  class;    now  an  earnest  worker. 

L.  R.,  age  fifteen,  from  2A  to  4B  in  five  months.  Bad  boy  before  being  placed  in 
special   class;    now  good  and  industrious. 

J.  S.,  age  thirteen,  from  3A  through  5.^  in  seven  months.  Had  been  very  trouble- 
some;   now  obedient  and  industrious. 

H.  S.,  age  twelve,  t,.\  to  5A  in  seven  months.  Very  disorderly  before  being  placed 
in  special  class;   thoroly  reformed. 

The  foregoing  were  all  boys. 

L.  S.,  a  girl,  age  twelve,  from  iR  to  3B  in  five  months.  Previously  known  as  a 
bad  girl. 

S.  K.,  age  eleven,  iB  to  3B  in  two  months.     Previously  known  as  a  bad  girl. 

R.  F.,  age  twelve,  from  2B  to  4.^  in  seven  months.  Troublesome  and  dilTiruU  to 
handle  before  being  placed  in  special  class;    now  gives  no  trouble. 

And  so  the  records  run. 

Is  there  anything  that  can  be  done  for  the  iiuorrigible  child,  where  con- 
ditions are  not  favorable  for  organized  reform  along  tlie  lines  of  special  clas.ses 
or  special  schools?  Have  you  ever  seen  a  number  of  dnldren  playing  the 
game  <  ailed  "Follow  Master"?  The  leader  is  (lio>fn,  or  i  hooscs  himself, 
and  the  laws  of  the  game  recpiire  all  that  follow  him  to  imitate  exac  tly  what- 
ever he  docs  or  .says.  Xo  matter  how  al)suril.  no  mattir  liow  ridii  ulous,  no 
matter  how  foolish,  no  matter  how  dangerous  his  movements  may  be,  the  game 
riemands  from  all  the  others  blind,  unthinking  imitation.  We,  at  the  top  of 
our  professi<»n,  are  leading  our  |)rintipals  and  ti-ai  hers  in  a  great  game  of 
"  follow  master.  "  .\re  we  po.ssibly  leading  our  followers  to  do  what  is  absurd, 
or  ridiculous,  or  foolish,  or  even  dangerous?  There  is  something  pathetic 
in  the  way  prim  ijials  and  tc-ai  hers  try  to  do  those  things  wliiili  they  liflic\i- 
the  superintendent  desires  them  to  do.  Are  we  superinttndiiits  always 
leading  wisely  in  this  great  game  ?     Is  it  n«)t  |)().ssible  that  while  we  have  been 


j68  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

leading  toward  penmanship  of  a  certain  character  and  style;  reading  accord- 
ing to  this,  that,  or  the  other  method;  brilliant,  immediate  results  in  arith- 
metic or  technical  grammar;  marvels  in  the  production  of  juvenile  composi- 
tions; wonderful  exhibits  of  manual  and  constructive  work;  high  averages 
for  promotion  or  graduation;  or  the  other  details  which  to  us  seem  pedagogi- 
cally  important,  we  may  have  forgotten  to  lead  along  those  lines  which 
would  have  helped  the  incorrigible  child  and  prevented  some  others  from 
joining  the  ranks  of  the  incorrigible  ?  Do  you  not  feel,  in  this  blessed  privi- 
lege of  leadership  that  has  been  given  to  us,  that  if  we  had  made  it  clear  to 
those  who  follow  that  character  means  more  than  knowledge;  that  effort 
in  the  right  direction  means  more  than  tabulated  results;  that  the  rescue 
of  the  soul  of  one  child  is  a  greater  achievement  for  any  teacher  than  the 
promotion  or  graduation  of  90  per  cent,  of  his  class,  possibly  more  might 
have  been  done  for  the  incorrigible  child  ?  Is  it  not  time  that  all  superin- 
tendents should  declare:  "It  is  not  what  your  children  do,  but  what  they 
are,  that  is  the  measure  of  your  success;  it  is  not  the  number  of  questions 
your  children  can  successfully  answer,  but  it  is  the  number  of  temptations 
that  they  can  successfully  resist,  that  proves  you  to  have  been  a  successful  or 
an  unsuccessful  teacher"? 

Our  poor  teachers!  They  work  so  hard;  they  work  so  incessantly; 
and  the  pity  of  it  is  that  so  much  of  their  energy  is  misdirected.  Why  ? 
Chiefly  because  from  time  immemorial  we  have  placed  the  shadow  above 
the  substance.  We  have  prided  ourselves  on  what  has  been  done  for  the 
child  who  survives.  We  have  never  recorded  what  has  become  of  the  child 
who  fell  by  the  way.  Is  it  not  time  that  a  higher  standard  be  imposed  ? 
Does  not  this  country  need  character  more  than  it  needs  knowledge  of  facts  ? 
Understand,  I  know  full  well  that  all  good  teachers  and  good  principals 
constantly  hold  before  the  children  standards  of  right  living  and  of  true  worth, 
and  that  many  a  child  is  benefited  thereby;  but  this  has  not  prevented  thou- 
sands of  children  from  going  thru  school  and  out  into  life  with  a  lack  of 
character  that  is  a  reflection  upon  any  school  system,  and  that  tends  to  lower 
the  standards  of  citizenship  thruout  our  land.  We  are  expected,  in  com- 
munities largely  made  up  of  foreigners,  to  give  correct  American  standards 
of  living  to  the  children  of  the  alien.  Are  the  standards  of  living  in  American 
communities  wholly  creditable  ?  Would  the  general  corruption  in  municipal 
government,  would  the  general  unethical  basis  of  the  commercial  world,  be 
possible,  if  correct  ethical  standards  had  been  given  to  the  men  who  control 
the  affairs  of  the  world  today,  at  the  time  we  had  them  as  little  boys  in  school  ? 
But,  as  Kipling  says,  "that  is  another  story;"  so  let  us  get  back  to  the  incor- 
rigible child. 

There  are  home  conditions  of  poverty  and  of  degradation,  or  of  indulgence 
and  bad  judgment,  which  send  even  the  httle  child  to  us,  morally,  if  not 
intellectually  handicapped.  It  is  the  sacred  obHgation  of  the  teacher  in  whose 
class  this  child  is  first  placed  to  find  out  something  of  his  home  conditions, 


Superintendence]  THE  INCORRIGIBLE  CHILD  1 69 

and  by  a  deeper  interest,  a  sweeter  patience,  an  infinite  tact,  to  make  good 
to  that  child  what  it  failed  to  get  by  the  accident  of  l)irth.  Under  such  treat- 
ment, what  do  you  think  would  be  the  response  from  the  child  ?  Do  you 
think  that  the  baby  under  this  special  sympathetic  treatment  would  develop 
the  germs  of  incorrigibility  ?  Pass  him  on  to  the  next  class,  and  let  the  teacher 
who  sends  him  on  pass  on  a  word  of  enHghtenment  to  the  next  teacher,  so 
that  she  too  may  take  the  little  fellow  into  her  heart  and  smooth  out  the  path 
for  him;  and  so  on  term  after  term.  Is  this  Utopian?  I  think  not.  But 
it  is  impossible  when  the  teacher  lacks  tact,  patience,  and  warmth  of  sym- 
pathy. "The  teacher  who  hollers  at  you  for  every  little  thing"  is  the  dis- 
penser of  as  much  poison  as  is  the  hospital  nurse  w'ho  mistakes  a  bottle  of 
carboUc  for  a  sedative!  We  have  reached  that  stage  of  civilization  and 
enlightenment  in  municipal  affairs  where  the  first  indication  of  contagious 
physical  disease  is  detected,  and  the  patient  is  removed  for  the  protection  of 
the  rest  and  for  the  improvement  of  its  own  condition.  Is  it  not  time  then 
for  us  to  begin  to  train  teachers  to  look  for  and  detect  the  first  symptoms  of 
contagious  discipHne  disease,  and  to  compel  them  to  take  proper  means  to 
insure,  not  only  the  safety  of  others,  but  the  improvement  of  the  child  in  whom 
these  symptoms  have  been  detected  ?  The  first  symptoms  of  contagious 
discipline  disease — what  are  they  ?  Were  one  to  ask  our  teachers  to  answer 
that  question  honestly,  I  believe  that  a  majority  of  the  replies  would  give 
evidence  that  they  are  laying  too  much  stress  upon  unimportant  things.  To 
require  children  to  sit  perfectly  still,  in  furniture  often  physically  uncomfort- 
able, is,  I  think,  the  root  of  many  of  our  discipline  problems.  To  keep  them 
at  tasks  lacking  every  element  of  interest  increases  the  evil.  The  energy, 
the  time,  and  the  nervous  strain  expended  to  make  children  do  what  is  not 
worth  the  doing  is  appalling.  I  remember  well  in  my  early  teaching  days 
when,  in  every  penmanship  lesson,  tremendous  emphasis  was  laid  upon  the 
proper  crossing  of  the  /  and  the  accurate  dotting  of  the  i.  Most  of  us  have 
rei>ented  in  sackcloth  and  a.shes  for  our  folly  in  this  direction,  and  realize  now 
that,  if  penmanship  be  free,  rapid,  and  legible,  it  makes  no  dilTerence  where 
the  /  is  cros.sed  or  where  the  i  is  dotted;  but  in  tho.se  days  wc  made  so  much 
oi  the  cro.s.Mng  of  the  /  and  the  dotting  of  the  /  that  we  lost  sight  of  the  impor- 
tance of  freedom  and  speed.  Are  we  not  living  thru  a  similar  crisis  in  our 
dis(  ipline  problems  ?  Do  not  some  of  the  things  that  teachers  demand  (and, 
remember,  teachers  and  [jrincijjals  are  playing  the  game  of  "Follow  Master," 
and,  as  a  rule,  demand  what  they  think  the  superintendent  desires)— do  not 
sf)me  of  these  things  bear  the  same  relation  to  true  disc  ipline  that  the  crossing 
of  the  /  and  the  dotting  of  the  /  bear  to  real  penmanship?  Wiiat  we  need 
is  clearer  vision  for  ourselves.  ;\  vibrating  enthusiasm  for  any  great  move 
can  be  aroused  in  any  teadiing  body,  provided  enough  enthusiasm  goes 
out  from  the  leader  to  set  in  motion  the  vibrations  in  the  mass.  If  we  feel 
this  to  ije  true  and  translate  our  feeling  into  our  utterantes,  both  sp«)ken 
and  written,  c  an  we  not  thereby  <  reate  a  public  opinion  that  will  fon  <•  its  way 


l^O  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

thru  our  utterances  to  the  attention  of  the  living,  acting  community?  If, 
on  the  other  hand,  we  feel  that  our  ofhcial  duty  is  discharged  by  the  occasional 
commitment  of  an  incorrigible  child,  instead  of  tracing  incorrigibility  to  its 
causes,  and  trying  to  remove  those  causes,  do  we  not  show  ourselves  unfit 
for  the  responsibility  of  leadership  ?  It  is  too  late  to  solve  discipline  prob- 
lems when  the  extreme  case  is  brought  to  official  notice.  We  must  begin 
lower  down,  and  we  must  begin  at  once.  For  a  time  the  present  trouble 
must  last,  because  lawlessness  has  been  so  steadily  on  the  increase  among 
our  boys  that  remedial  measures  will  be  required  for  some  time;  but  this 
same  lawlessness  will  increase  at  an  appalling  rate  unless  we  capture  the 
little  ones  now  and  remove  from  their  lives  those  influences  which  have  made 
the  bad  boy  of  today  what  he  is.  Boys  already  so  defiant  of  all  authority, 
so  willful  and  disrespectful,  as  was  the  material  out  of  which  my  special 
school  was  constructed,  must  be  removed  and  placed  in  small  classes  under 
specially  chosen  teachers. 

But  that  is  not  enough.  Permanent  preventive  work  can  come  only 
from  taking  measures  to  change  the  standards  of  discipline  in  the  entire 
teaching  body.  We  must  watch  closely  every  teacher  in  whose  class  truancy 
and  other  violations  of  the  law  are  most  frequent;  and  if  lack  of  sympathy, 
lack  of  tact,  or  bad  temper  on  the  part  of  the  individual  teacher  is  found  to 
be  responsible,  in  whole  or  in  part,  for  these  troubles,  we  must  have  the  courage 
to  prefer  charges  against  such  a  teacher,  and  remove  him  or  her  before  further 
damage  results.  Drastic  measures  in  removing  two  or  three  of  the  worst 
offenders  would  insure  an  improvement  on  the  part  of  others  who  by  their 
harshness,  injustice,  and  unkindness  are  helping  to  embitter  the  school  life 
of  many  a  child.  Emmy  Lou's  "Ogress"  must  disappear  from  our  schools; 
Emmy  Lou's  "Dear  Teacher"  is  needed  in  every  room.  We  hear  very 
little  about  the  incorrigible  child  from  "Dear  Teacher."  If,  however,  the 
fault  does  not  lie  with  the  teacher,  there  must  be  something  inherently  wrong 
in  the  troublesome  child,  or  something  in  his  environment  that  tends  to  mih- 
tate  against  the  best  influences  of  the  school.  Some  plan  must  be  devised 
to  make  special  provision  for  the  proper  training  of  such  children.  Children 
who  cannot,  or  will  not,  obey  the  laws  of  a  school,  as  administered  by  a  sane, 
tactful,  sympathetic  teacher,  must  be  treated  as  diseased,  and  must  be  iso- 
lated for  their  own  good  and  for  the  protection  of  others.  We  dare  not  wait 
until  the  child  infected  has  advanced  in  years,  with  ever-increasing  disrespect 
for  authority.  The  disease  must  be  treated  in  its  incipiency.  Physicians 
have  proved  beyond  question  that  a  cure  is  possible  in  every  case  of  incipient 
tuberculosis,  if  pro])erly  treated.  Beyond  the  incipient  stage  recovery  is 
less  frequent,  and  the  danger  of  infection  to  others  immeasurably  greater. 
So,  too,  with  our  discipline  problems.  In  the  incipient  stage,  under  proper 
treatment,  all,  or  practically  all,  can  be  cured.  Once  allow  a  child  to  get 
well  beyond  the  incipient  stage  of  lawlessness,  and  recovery  is  not  only  doubt- 
ful, but  the  spread  of  the  disease  is  a  natural  sequence. 


Superintendence]  THE  INCORRIGIBLE   CHILD  I7I 

It  has  taken  years  to  educate  the  public  to  a  proper  conception  of  the 
duty  of  every  individual  toward  checking  the  spread  of  the  white  plague.  It 
must  now  become  our  duty  to  educate  teachers,  parents,  and  public  opinion 
generally  to  the  fact  that  defiance  to  authority  presents  a  greater  menace  to 
our  country  than  does  tuberculosis.  The  spread  of  moral  disease  is  infinitely 
more  far-reaching  in  its  influence  for  evil  than  the  spread  of  physical  disease. 
If,  then,  it  be  essential  for  the  public  to  help  physicians  stamp  out  incipient 
tuberculosis,  how  much  more  necessary  is  it  that  the  same  jniblic  should 
be  appealed  to,  to  help  teachers  stamp  out  incipient  lawlessness  ?  Let  me 
continue  the  comparison.  What  would  be  thought  in  medical  circles  of 
physicians  and  nurses,  charged  with  the  care  of  tuberculous  patients,  who 
recklessly  scatter  the  germs  of  disease  instead  of  carefully  destroying  the 
same  ?  What,  then,  must  be  thought  of  the  teacher  or  principal  whose  prime 
function  is  to  train  the  child  of  today  for  future  citizenship,  if  he  recklessly 
scatters  the  germs  of  incipient  lawlessness  so  that  the  spread  of  the  evil  is 
bound  to  follow  ?  Such  germs  must  be  exterminated ;  proper  preventive 
measures  must  be  applied  to  the  control  of  the  contagion.  The  teacher, 
under  the  influence  of  nervous  excitement  and  irritability,  due  to  conflict 
with  the  troublesome  child,  is  recklessly  scattering  these  germs,  so  that 
others  in  her  class  not  yet  contaminated  are  in  the  greatest  danger.  Tact, 
courage,  sympathy,  and  infinite  patience  on  the  part  of  the  teacher  arc  the 
only  remedies  for  incipient  lawlessness.  Teachers  must  learn  that,  if  the 
strong  will  of  a  child  is  set  up  in  opposition  to  the  teacher's  mandate,  insist- 
ence upon  immediate  surrender  to  the  teacher's  will  is  l)()un(i  to  carry  with 
it  humiliating  consef|uences.  It  is  far  better  to  ignore  such  an  outbreak,  to 
take  no  notice  of  the  child  at  that  particular  moment,  and  to  wait  for  the  right 
opportunity  in  which  to  gain  the  (li>pute(l  ])oiiit.  Thi>  point  is  rarely  gained 
by  forcing  the  issue  at  the  moment  that  the  child  is  controlled  by  stubbornness, 
and  the  teacher  by  temj^er.  Many  a  boy  has  grown  hard  and  ugly  as  a  result 
of  battles  of  this  kind,  when  at  the  mdiiuiit  of  rebellion  the  display  of  syni- 
|)athy,  tact,  and  judgment  on  the  teacher's  part  would  have  resulted  in  future 
control,  not  only  of  the  teacher  over  the  child,  but  possibly  of  the  child  over 
himself. 

Here,  then,  is  one  line  of  thought  for  the  teat  lier  who  is  tormented  by  an 
unruly  boy.  Posse.ss  your  soul  in  ])alience  and  await  your  oppdrtunily. 
How  (an  you  e.xpet  t  to  teat  h  a  willful  t  liild  xlf  i  iintml,  uluii  yuu  iannol 
control  your  own  mood  under  provoi  atioii  ?  \  (onte.st  with  an  angry  child, 
or  with  a  sullen  (hild,  is  bound  to  s|)read  the  germs  of  disea.se.  Treat  the 
case  scientifically,  an<l  rcnuinbir  that  even  germs  cannot  always  be  destroyed 
on  the  spot.  (;ne  must  carefully  gather  them  together,  and  carry  them,  as 
opportunity  offers,  to  those  places  where  their  dcstrut  tion  is  assured.  If 
only  we  could  learn  to  treat  lawlessness  as  wc  treat  tuberculosis! 

Our  poor  teachers'.  The  whole  world  sympathizes  with  their  struggles. 
Paradoxical  th(j  it  may  seem,  I  reserve  the  term  "poor  icaiher"  for  only  the 


172 


NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 


good  teacher.  The  really  poor  teacher  does  not  deserve  much  sympathy. 
If  the  recording  angel  is  doing  his  duty,  there  will  be  a  long  account  for  the 
poor  teacher  to  settle,  some  day;  and  when  that  day  comes,  may  God  help 
her!  Fifty  years  hence  what  difference  will  it  make  if  the  present  official 
school  record  of  any  teacher  be  good  or  poor  ?  But  think  of  the  difference 
if  the  record  in  the  Great  Beyond  be  a  poor  one !  Some  day  each  of  us  will 
stand  before  the  Great  Judge.  How  shall  we  then  answer  such  questions  as 
these:  "What  did  you  do  with  all  those  little  children  intrusted  to  your 
guidance  ?  How  many  young,  erring  souls  did  you  save  from  destruction  ?  " 
These  are  serious  thoughts;  but  does  not  the  very  sacredness  of  our  work 
make  it  necessary  for  us  to  think  seriously  ?  Is  there  not  something  more  to 
teaching  than  the  mere  assigning  of  tasks,  the  hearing  of  lessons,  the  making 
of  records,  the  promoting  of  children,  and  the  doing  of  the  thousand  and  one 
things  that  now  seem  of  such  great  importance  ?  Is  there  not  something 
higher  to  be  aimed  for  ?  Cannot  teachers  be  led  to  feel  that  the  final  aim 
in  teaching  is  the  directing  and  organizing  of  the  entire  educational  process, 
so  that  every  child  shall  find  self-realization  in  a  happy  and  useful  manhood 
or  womanhood  ?  Is  a  happy  and  useful  manhood  or  womanhood  possible 
for  the  incorrigible  child?  Yes,  but  on  one  condition  only:  all  traces  of 
incorrigibility  must  be  removed  from  his  character  before  the  influence  of  the 
school  is  taken  out  of  his  life.  This  can  be  done;  this  must  be  done.  "If 
it  were  well  done  when  'tis  done,  then  'twere  well  it  were  done  quickly." 

We  who  are  in  the  official  position  to  change  or  dictate  school  policies, 
to  shape  school  legislation,  to  guide  and  direct  teachers,  must  assume  our 
share  of  the  responsibility,  and  assume  it  quickly.  It  is  we  who  must  see  that 
every  child  gets  tasks  according  to  his  age  and  needs.  It  is  we  who  must  see 
that  special  schools  or  special  classes,  under  most  carefully  chosen  teachers, 
are  provided  for  all  children  who  are  defiant  toward  authority.  It  is  we  who 
must  train  teachers  to  give  to  all  cases  of  incipient  lawlessness  the  scientific 
treatment  accorded  to  physical  disease.  It  is  we  who  must,  if  necessary, 
remove,  or  cause  to  have  removed,  all  teachers  who,  because  of  tempera- 
mental defects,  by  their  impatience  and  unreasonableness,  are  driving  chil- 
dren into  truancy  and  defiance.  It  is  we  who  must  lead  all  teachers  to  see 
that  the  development  of  proper  character  in  the  child  transcends  all  else  in 
importance,  and  that  a  teacher's  highest  duty  lies  in  saving  the  soul  of  the 
child  who  otherwise  might  fall  by  the  way. 

There  must  be  a  change  in  the  special  attitude  of  the  teacher  toward 
misdemeanors  and  misdemeanants.  On  the  teacher's  part  there  must  be  the 
yearning  and  eager  activity  to  save  and  redeem.  This  activity  is  bound  to 
react  upon  the  child  until  it  is  fair  to  expect  him  to  repent,  or  to  cause  him 
to  feel  the  need  of  repentance.  The  child  who  repents  can  easily  be  saved. 
The  proper  attitude  toward  the  misdemeanant  demands  that  the  teacher 
consider  his  obligation  as  a  labor  of  pity  and  love.  Instead  of  threats  and 
condemnation,  the  teacher  must  give  the  chance  for  hope,  admiration,  and 


Superintendence]   £X.4-1//.V.4  T/O-V   OF  EVES  OF  SCHOOL   CHILDREN  173 

love  to  work  their  wonders.  Even  in  a  hardened  sinner  a  part  of  the  soul 
often  remains  untainted.  Think,  then,  what  evil  must  result  when  a  teacher 
refuses  to  look  for  and  nourish  the  untainted  part  of  tlic  soul  of  a  cliild.  No 
labor  of  love  and  pity  is  ever  wasted. 

"Talk  not  of  wasted  affection,  affection  never  was  wasted; 
If  it  enrich  not  the  heart  of  another,  its  waters,  returning 
Back  to  their  springs,  Hke  the  rain,  shall  fill  them  full  of  refreshment." 

It  is  this  refreshment  that  will  l)e  the  salvation  of  the  teacher  and  of  the 
incorrigible  child.  Affection  and  not  condemnation  must  be  the  teacher's 
attitude.  No  child  is  so  hardened  that  it  will  not  respond  to  so  gentle  an 
emotion;  no  child's  life  so  spoiled  that  the  untainted  part  is  beyond  redemp- 
tion; no  child's  habits  so  formed  that  a  change  in  aim  and  achievement 
cannot  be  brought  about.  Teach  every  child  that  success  cannot  come  to 
all;  but  that,  if  he  cannot  reach  success,  he  may  still  win  life's  first  prize — 
character.  Some  day,  perhaps,  every  teacher  may  learn  that  his  or  her  truest 
mission  lies  in  giving  to  the  child  inspiration  and  stimulus  for  right  living 
and  for  the  formation  of  true  character;  some  day,  perhaps,  every  child  may 
learn  that  no  success,  that  no  achievement,  can  be  compared  in  worth  to 
true  character.  ^Vhen  that  day  comes,  there  will  be  few  or  no  discipline 
problems;  when  that  day  comes,  pessimism  will  give  way  to  optimism;  when 
that  day  comes,  the  teacher's  heaviest  burden  will  disappear;  iclicti  that  day 
comes,  there  will  be  no  incorrigible  child. 


THE  EXAMINATION  OF  THE  EYES  OF  SCHOOL  CHILDREN 

JOHN  C.  EBERHARDT,  DAYTON,  OHIO 

The  development  of  the  mental  faculties  depends  largely,  if  not  entirely, 
upon  the  functions  of  perception,  and  these  should  tlierefore  receive  critical 
attention  flaring  childhood.  Professor  'J'ait,  of  the  University  of  Edinburgh, 
Scotland,  in  his  treatise  on  light  says:  "All  our  other  sen.ses  together,  except 
uncler  very  special  conditions,  do  not  give  us  one  tithe  of  the  information  ob- 
tained at  a  single  glance,  and  sight  is  also  that  one  of  our  senses  whic  h  we  are 
able  most  effectively  and  extensively  to  assist  by  proper  apjiaratiis. 

The  phonograph,  reproducing  the  falsely  i)itchcd  voice  and  nerve  racking 
discords  of  a  distemj)ered  piano,  grai)hi(ally  demonstrates  the  undiilatory 
thetjry  of  sound;  nor  can  we  criticise  tlie  faiihful  rcprodui  tion>  of  these 
sound  photogra|)hs. 

Sight  is  purely  a  mental  plu-nomenon,  for  tlie  image  of  cxtt-rnal  ol)jei  Is 
reflected  ujKjn  the  inner  wall  of  the  eye  is  transmitted  over  tlu-  million  nerve 
fibers  comjjosing  this  wall  to  the  innermost  recesses  of  the  brain,  where  con- 
sciousness of  vision  is  bftrn  and  where  al><»,  phonogra|)h  like,  mental  im]»res- 
sions  are  retorded,  whic  h,  even  after  the  lap^e  of  years,  will  i-naiiic  llic  mind's 
eye  to  pass  in  review  that  whic  h  caused  them. 

In  the  phonograph  we  know  the  accuracy  of  construe  tion  and  dc-iii  acy  of 


1-4  NATIONAL  EDUCATIONAL  ASSOCIATIOK  [Louisville 

adjustment  essential  to  its  satisfactory  operation.  We  should  certainly  be 
equally  critical  in  dealing  with  that  choicest  of  possessions — the  eye. 

Environment  largely  influences  the  mind  for  good  or  evil.  The  deformed 
eye  therefore,  which  constantly  transmits  to  the  brain  distorted  images,  must 
undoubtedly  have  a  demorahzing  influence  upon  the  mentality.  That  this  is 
true  is  evidenced  by  the  statistics  of  our  reformatories,  homes  for  the  feeble, 
minded,  inebriate  retreats,  and  insane  asylums,  showing,  as  they  invariably  do- 
large  percentages  of  visual  defects  in  the  inmates. 

Allen  Greenwood,  M.D.,  in  an  address  before  the  Boston  Medical  Society, 
recently  urged  that  municipalities  take  up  the  investigation  of  the  eyes  of  schcol 
children,  emphasizing  the  fact  that  alarmingly  large  percentages  of  backward 
and  feeble-minded  children  examined  had  been  found  to  be  afflicted  with  de- 
formities of  the  eyes  impairing  vision,  all  of  whom  evidenced  marked  improve- 
ment mentally  and  physically  when  defects  of  sight  had  been  corrected. 

The  Medical  Review  oj  Reviews  quotes  the  results  of  investigations  con- 
ducted by  Dr.  Theodor  Gelpe,  of  Vienna,  in  which  he  states  that  72  per  cent, 
of  feeble-minded  children  examined  had  been  found  possessed  of  extremely 
defective  eyes,  largely  of  a  congenital  character,  capable  of  marked  improve- 
ment by  properly  adapted  glasses. 

Dr.  John  J.  Cronin,  chief  of  division  of  school  inspectors  of  New  York  City, 
reports  that  out  of  7,166  pupils  examined  TjT,  per  cent,  were  found  to  have  defec- 
tive sight ;  whereas  in  Philadelphia  the  health  board  recently  recommended  that 
the  authorities  provide  funds  for  supplying  suitable  examinations  and  glasses 
to  the  large  numbers  of  poor  school  children  in  need  of  them. 

One  of  the  frequently  encountered  defects  is  a  marked  deformity  or  sub- 
development  of  one  eye,  which,  owing  to  the  resultant  low  vision  and  conse- 
quent non-use,  leads  either  to  its  total  loss,  a  condition  of  cross-eye,  or  the 
various  phases  of  nerve-suffering  and  mental  degeneration  herein  referred  to. 

During  childhood,  when  development  is  as  yet  incomplete,  nature  sends  to 
each  function  blood  and  nerve  supply,  not  only  for  the  purpose  of  enabhng  it  to 
perform  its  work,  but  also  to  contribute  to  its  growth.  If,  therefore,  owing  to  a 
deformity  or  faulty  development,  an  excessive  activity  is  involved,  a  correspond- 
ingly excessive  expenditure  of  nutrition  and  energy  will  result,  depleting  the 
part  and  interfering  with  its  development. 

The  question  presenting  itself  is,  therefore :  Can  an  effective  and  feasible 
means  be  provided  by  which  these  cases  can  be  discovered  ?  It  has  been  found 
impracticable  to  acconipUsh  this  by  means  of  speciahsts,  as  the  task,  owing  to 
the  large  numbers  involved,  is  a  difficult,  if  not  an  impossible,  one.  Several 
years  ago  the  speaker  suggested  a  plan  which,  if  carried  into  effect,  would  result 
in  the  discovery  of  at  least  many  such  afflicted  pupils. 

For  this  purpose  the  regular  wall  test-chart  is  used.  As  many  pupils  as 
possible  are  seated  in  two  rows  facing  the  wall,  and  about  twenty  feet  away. 
The  rest  of  the  puj)ils  leave  the  room.  Each  of  these  pupils  is  provided  with  a 
sheet  of  paper  on  which  to  write  his  name. 


Superintendence]  EXAMIXATIOX  OF  EYES  OF  SCHOOL  CHILDREN  175 

The  pupils  are  now  requested  to  cover  one  eye  with  a  handkerchief  (or 
strips  of  musHn  can  be  used),  the  teacher  displays  the  test-chart  on  the  wall,  and 
the  pupils  are  instructed  to  copy  the  test-letters  thereon,  holding  up  their  hands 
when  completed.  Some  will  accomphsh  this  task  quickly,  while  others  will 
hesitate,  and  after  considerable  effort  abandon  the  attempt.  (The  teacher  can 
here  obtain  considerable  information  of  their  acuteness  of  vision.)  When 
sufficient  time  has  been  allowed,  the  chart  is  removed,  and  the  pupils  are  re- 
quired to  cover  the  other  eye,  when  the  reverse  side  of  the  chart,  containing 
other  letters,  is  displayed  and  copied  in  a  similar  manner.  These  papers  will 
at  once  indicate  the  acuteness  and  accuracy  of  vision  of  each  eye,  those  showing 
unsatisfactory  results  being  later  again  submitted  to  the  test. 

Where  one  or  the  other  eye  is  very  deficient,  the  result  will  al  once  indicate 
it,  and  parents  can  be  notified.  The  principal  should  always  have  this  chart 
at  hand  for  the  purpose  of  investigating  the  eyes  of  the  dull,  non-studious,  un- 
ruly, or  truant  scholar,  which  may  freciucntly  furnish  evidence  of  inestimable 
value. 

Experience  has  demonstrated  that  marked  deformities  of  the  eye  are  fre- 
quently due  to  malformations  of  the  skull,  which  the  analytical  observer  readily 
learns  to  recognize,  whereas  those  pupils  having  deeply  wrinkled  foreheads,  or 
those  comjjlaining  of  periodical  headaches,  .should  always  be  suspected  as  being 
possessed  of  eye-defects,  and  be  subjected  to  e.xaraination. 

The  following  cases  are  typical  and  demonstrate  possibilities:  Two  years 
ago  a  boy  thirteen  years  of  age  was  brought  to  me.  His  virion  was  stated  to 
be  .satisfactory,  but  nerve  disturbances,  which  had  evidenced  themselves  since 
his  first  school  year,  had  gradually  become  more  marked,  until  they  had  devel- 
oped into  a  well-defined  condition  of  e])ilc])sy,  the  Ijoy  having  had  .several 
attacks  of  falling  fits  monthly.  He  had  been  under  treatment  for  four 
years,  without  relief,  whereas  recently  attacks  had  become  more  severe  and 
frequent.  E.xamination  revealed  an  extreme  distortion  of  the  left  eyeball, 
with  vision  in  this  eye  very  imi)erfect  and  accom])li>hed  at  the  cost  of  great 
strain,  leading  to  acute  headaches  if  the  eyes  were  used  for  any  length  of  time. 
The  (orrec  tion  of  the  defect  by  the  rcfjuisite  glass,  and  the  enforced  at  ti\  ity  of 
the  defective  eye,  graduall\'  not  onl\-  brought  vision  in  this  vyc  u|)  to  tlu-  nor 
mal,  but  has  contributed  to  such  an  extent  to  imi)roved  ])hysiial  conditions 
that  for  the  jKist  eighteen  months  he  has  attended  school  regularly,  wliic  h  he 
had  not  been  al)le  to  do  for  .several  years  ]irior  to  tliis  tinii-,  and  nrrvc  disturb 
ances  have  entirely  disappeared,  the  boy  not  having  liad  an  attac  k  in  over  a 
year,  whereas  his  school  |)enentages  show  a  marked  advanc  e. 

The  .second  case  was  that  of  a  boy  of  twelve  bntught  inc  by  one  of  our 
j)rin(  ipals.  He  was  the  M)n  of  extremely  poor  parents,  who  ridiiuled  the  idea 
of  glasses.  He  was  given  to  truancy,  was  ditlu  ult  to  (ontrol,  was  non  studious, 
and  apparently  was  mentally  deficient.  The  corredion  of  an  extreme  ana- 
tf)mi(al  deformity  of  both  eyeballs  by  suitable  glasses  not  only  (levelo|)ed 
vision  where  he  had  been  to  all  intents  blind,  .so  far  as  <»l»je(  ts  !>evond   ten  feet 


176 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


were  concerned,  but  his  vicious  tendencies  disappeared,  and  he  became  fond 
of  his  studies  as  evidenced  by  the  marked  change  in  his  percentages.  He  is 
now  working  after  school  hours,  and  his  employers  commend  him  and  are 
interested  in  him,  and  I  am  firmly  convinced  that  the  boy's  future  has  been 
largely  influenced  for  good. 

The  third  case  was  that  of  a  young  girl,  age  sixteen,  who  since  her  eighth 
year  had  suffered  from  periodical  attacks  of  headache,  which  in  recent  years 
had  been  accompanied  by  digestive  disturbances,  evidencing  themselves  by 
acute  nausea,  which  had  defied  medical  treatment.  An  examination  revealed 
the  fact  that,  while  the  left  eye  was  normal,  the  right  was  so  defective  in 
formation  that  well-defined  vision  was  an  impossibility.  Upon  being  ques- 
tioned, she  insisted  that  her  vision  was  perfect,  she  being  able  to  see  test-let- 
ters either  on  the  wall  chart  or  at  reading  distance.  Upon  being  requested  to 
hold  her  hand  over  the  left  eye,  she  for  the  first  time  reaHzed  that  she  had  no 
vision  in  the  right  beyond  the  ability  to  perceive  light.  With  the  proper  glass 
before  this  eye  she  could  with  difficulty  vaguely  discern  letters  one-half  inch 
in  size  when  brought  to  within  six  inches  of  the  eye,  and  these  for  only  a 
minute,  when  they  became  blurred  and  then  faded  away.  Why  ?  Because, 
owing  to  the  existing  deformity  and  consequent  non-use,  the  visual  func- 
tions in  this  eye  had  not  developed.  Spectacles  containing  an  opaque  glass 
before  the  normal  eye,  and  the  corrective  lens  before  the  deformed  eye,  were 
prescribed  for  exercise  use.  By  this  means  the  dormant  eye  was  forced  into 
activity  for  short  periods  at  first,  as  exhaustion  speedily  evidenced  itself. 
After  the  first  week  improvement  was  marked,  and  the  eye  could  now  read 
headlines  in  a  paper  for  ten  minutes.  At  the  end  of  the  second  month  the  eye 
was  able  to  read  regular  newspaper  print  for  half  an  hour.  At  this  time  clear 
glass  was  placed  before  the  good  eye,  and  glasses  have  since  been  worn 
constantly.  Recent  examinations  reveal  vision  to  be  normal  in  the  deformed 
eye  thru  the  corrective  lens,  but,  what  is  most  significant,  headaches,  and 
nerve  and  stomach  disturbances,  have  disappeared,  and  the  general  health  is 
vastly  improved. 

This  case  would  undoubtedly  have  been  discovered  by  the  test  suggested, 
because  the  girl  could  not  see  even  the  largest  letters  on  the  test-chart  with  the 
defective  eye,  whereas  a  study  of  facial  proportions  at  once  revealed  a  marked 
distortion  of  the  right  side  of  the  face,  due  to  a  cranial  deformity. 

The  query  constantly  propounded  by  the  pubhc  is:  "What  has  caused 
conditions  necessitating  the  extensive  use  of  glasses  by  the  young?"  Sta- 
tistics dating  back  to  the  early  part  of  the  last  century  show  that  in  the  uni- 
versity centers  of  the  Old  World  the  percentage  of  defective  sight  among 
students  was  very  large,  and  scientists  now  generally  concede  that,  at  least  so 
far  as  that  condition  known  as  myopia  or  near-sightedness  is  concerned,  defi- 
cient light,  and  the  consequent  tendency  on  the  part  of  the  pupil  to  approach 
abnormally  close  to  his  books,  is,  in  a  manner,  responsible;  whereas  many 
maintain  that,  in  view  of  the  fact  that  the  human  eye  in  early  childhood  is  mark- 


Superintendence]      PROMOTION  AND  INCREASE  OF  SALARIES  i-jy 

edly  subnormal  in  development,  whereas  the  demands  upon  it  are  constantly 
increasing,  e'cry  effort  should  be  made  to  assist  it  by  proper  apfniratus  during 
this  period,  wherever  such  are  found  acceptable.  But,  what  of  the  conditions 
here  so  briefly  described  ?  Anatomists  are  agreed  that  the  violation  of  nature's 
laws,  attending  the  demands  of  modern  fashion,  has  to  such  an  extent  modified 
certain  portions  of  the  female  anatomy  as  to  make  motherhood  extremely  dif- 
ficult, necessitating  in  a  constantly  increasing  percentage  of  cases  the  aid  of 
mechanical  adjuncts,  to  the  use  of  which  the  cranial  deformities  referred  to 
can,  in  a  large  measure,  be  traced. 

Can  we  contemplate  these  possibilities  unmoved?  How  many  children 
may  be  struggling  on  under  your  very  eyes,  condemned  to  live  within  a  circum- 
scribed mental  as  well  as  visual  horizon,  to  whom  science  might  give  invaluable 
sen'ice  were  she  but  appealed  to  ? 

Cultivate  the  ability  to  read  aright  the  hieroglyphics  graven  by  suffering 
upon  the  faces  of  the  young.  Note  the  faulty  position  assumed  by  some 
students,  the  extreme  tilting  to  one  side  of  the  head,  a  disposition  to  squint 
until  the  eye  is  scarcely  visible.  Add  to  this  the  simple  visual  test  suggested, 
and  you  will  encounter,  where  you  least  suspect  them,  visual  deficiencies,  the 
correction  of  which  will  not  only  be  of  great  value  to  the  ones  afflicted,  but 
will  prove  a  fascinating  and  grateful  field  of  research,  and  lead  to  the  discovery 
of  new  truths. 


WHAT    SHOULD    BE     THE    BASIS    FOR    THE    PROMOTION 

OF    TEACHERS   AND    THE   INCREASE   OF 

TEA  CHERS '  SA  LA  RIES  ? 

JAMES  H.  VAN  SICKLE,  SUPERINTENDENT  OF  SCHOOLS,  BALTIMORE,  Ml). 

By  "promotion  of  teachers"  I  understand  adxance  to  positions  of  greater 
responsiliility  or  authority,  as,  for  example,  head  of  department,  first  assist- 
ant, vice-principal — positions  in  which  a  higher  order  of  executive  ability  is 
required  than  is  essential  in  work  limited  to  a  single  class-room.  The  kind  of 
executive  ability  required  in  a  given  jjosition  must  be  discovered  chielly 
by  observing  the  individual's  way  of  doing  things,  his  judgment  dis])layed 
in  meeting  difficult  .situations,  and  his  .skill  and  tact  in  preventing  difficulties 
from  arising.  An  examination  .serves  this  purpo.se  but  little,  exccj)t  in  so 
far  as  it  widens  the  area  of  choice  of  candidates  by  inviting  competition 
from  beyond  the  home  locality.  An  examination  may,  liowever,  serve  to 
disclose  weaknesses  that  were  not  even  suspected;  and,  when  this  is  the  lase, 
its  negative  value  is  very  great. 

In  the  twenty  minutes  allotted  to  me  I  prefer  t<>  M.nsiijer  tlu-  ^eioiid  jiaii 
of  the  tojnc,  "the  basis  for  inc  reasc  of  leailiers'  salaries,"  as  I  believe  tlii^  to 
lie  the  more  vital  of  the  two  phases  of  the  subjec  t  at  the  preMul  lime. 

Salary  should  not  depend  upon  grade  taught. 

I  do  not  here  refer  to  extra  compensation  given  in  certain  grades  for 


178 


NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 


teaching  special  subjects,  as  Latin  or  a  modern  language;  nor  to  the  higher 
salary  which  in  some  places  is  given  to  male  assistants,  teachers  of  ungraded 
classes,  or  such  special  positions;  but  to  regular  salary  schedules.  To  make 
increase  in  salary  depend  upon  assignment  to  a  higher  grade  is  to  cause 
teachers  to  regard  their  present  work  as  temporary  and  of  relatively  small  im- 
portance, and  to  divert  their  attention  from  the  finer  problems  of  the  work 
with  the  group  of  children  immediately  in  their  charge.  This  poHcy  in  school 
management  tends  to  lessen  the  efficiency  of  service  in  the  grades  from  which 
transfer  is  sought.  For  the  sake  of  the  children  for  whom  the  schools  exist, 
therefore,  teachers  should  be  able  to  secure  advance  of  salary  in  present  work, 
not  exclusively  away  from  it;  at  least  they  should  not  be  forced  by  considera- 
tions of  salary  to  bend  their  efforts  toward  getting  away  from  present  work- 
Taste  and  aptitude  should  govern  in  such  adjustments.  To  place  a  higher 
money  value  on  teaching  in  the  upper  grades  would  imply  that  these  grades 
require  more  of  the  teacher  in  education,  training,  skill,  and  effort  than  is 
required  for  thoroly  good  work  in  lower  and  intermediate  grades.  Really 
good  work  anywhere  costs  effort.  Poor  work  is  no  more  to  be  tolerated  in 
the  intermediate  grades  than  in  those  above.  If  the  authorities  fix  a  higher 
salary  for  upper-grade  work,  teachers  not  well  adapted  to  it  will  seek  it  solely 
on  account  of  the  financial  inducement  offered.  It  is  to  be  expected  that 
they  will  magnify  the  value  of  the  work  that  carries  the  higher  salary,  and  to 
a  proportionate  extent  belittle  the  value  of  service  in  lower  grades. 

Teachers  whose  powers  and  aptitudes  point  to  seventh-  and  eighth-grade 
assignment  as  most  appropriate  are  not,  as  a  rule,  found  averse  to  taking 
such  assignments  even  where  no  salary  inducement  exists;  furthermore, 
when  a  mistake  is  made  in  assigning  a  teacher,  it  is  much  easier  to  correct 
that  mistake  when  such  correction  involves  no  loss  of  salary.  From  various 
points  of  view,  therefore,  it  seems  to  me  unnecessary  and  unwise  to  offer 
financial  inducement  to  teachers  to  take  upper-grade  work.  It  may  immedi- 
ately be  asked,  then:  Why  pay  high-school  teachers  more  than  elementary- 
school  teachers?  We  demand  of  all  who  teach  in  elementary  schools  the 
academic  attainments  evidenced  by  the  high-school  diploma;  from  those 
who  are  to  teach  in  our  high  schools,  the  attainments  evidenced  by  the  col- 
lege diploma  or  its  equivalent.  At  the  point  where  we  estabhsh  the  higher 
educational  requirement  we  may  admit  the  force  of  the  argument  for  a  differ- 
ent schedule  of  salaries  based  on  the  added  cost  of  collegiate  education. 

Even  tho  we  grant  that  a  teacher  can  do  business  after  a  fashion  in  the 
lower  grades  on  a  smaller  capital  of  knowledge  than  would  be  required  to 
avert  failure  in  the  upper  grades  of  the  elementary  school,  we  find  that  our 
recognized  national  standards  do  not  set  up  a  lower  educational  demand  for 
lower-grade  work.  For  the  elementary-school  teacher,  both  in  primary  and 
grammar  grades,  the  recognized  standard  on  the  academic  side  is  high-school 
graduation.  We  do  not  willingly  accept  less  even  from  those  who  are  to 
teach  in  our  kindergartens. 


Superinlendcnce]      PROMOTION  AND  INCREASE  OF  SALARIES  179 

When  advance  in  salary  comes  from  good  work  in  anv  grade,  teachers 
seek  assignment  to  the  grade  for  which  they  are  best  fitted  by  disjwsition  and 
attainments,  whether  that  grade  be  high  or  low;  not  so  when  increase  in 
salary  depends  upon  transfer  to  a  higher  grade.  For  the  sake  of  teachers 
and  children,  the  suj)erintendent  should  have  the  greatest  possible  freedom 
in  lixing  and  changing  grade  assignment.  This  can  be  had  onlv  bv  elimi- 
nating grade  taught  as  a  factor  in  salary  advance.  The  same  priiu  i])le  should 
hold  also  in  the  high  schools:  highest  salaries  should  not  be  given  exclusively 
to  teachers  conducting  the  most  advanced  work;  first-vcar  })U])ils  should 
share  with  advanced  puj)ils  the  best  instruction  that  the  school  affords. 

Salary  advance  beyond  a  certain  ])oint  should  not  be  ba.sed  on  vears  of 
service. 

For  a  time,  the  period  differing  in  individual  cases,  there  comes  increased 
efficiency  with  increased  experience.  This  is  likely,  however,  after  the  first 
few  years  to  be  limited  to  ease  of  control,  with  small  increase  in  teaching 
skill.  There  is  a  tendency — a  very  strong  one,  too — to  fall  into  a  lifeless 
routine;  to  lose  the  early  interest  in  the  work  itself;  to  perform  the  dailv  duties 
as  a  task  rather  than  as  a  vitally  interesting  piece  of  the  world's  work.  Tho 
this  tendency  may  not  ap])car  in  the  "born  teacher,"  yet  the  great  army  of 
teachers,  like  the  great  army  of  people  earning  their  daily  bread  in  other 
occupations,  begin  their  work  without  any  heaven-sent  call.  They  must 
be  trained.  In  these  days,  when  salary  advance  is  in  the  air,  we  owe  it  to 
our  calling — which  we  hope,  if  not  now,  then  at  an  early  day,  to  call  a  pro- 
fession— we  owe  it  to  our  profe.ssion  to  see  to  it  that,  in  the  words  of  the  Com- 
mittee on  Taxation  of  our  A.ssociation,  "we  can  i)oint  to  a  dollar  of  value 
in  .service  for  every  dollar  added  to  the  tax  budget;"  or,  as  I  prefer  to  say, 
we  can  point  to  the  best  possible  teaching  that  the  money  of  the  taxjiayers 
will  secure. 

Thi.i  has  seemed  to  me  to  be  the  consideration  that  would  guide  the  owner 
of  a  large  private  business  in  employing  the  members  of  his  force  and  in 
fixing  their  salaries.  To  test  this,  I  addres.sed  ten  letters  of  iii(|uiry  to  as 
many  representative  men  in  mv  city,  each  interested  in  the  management  of 
a  bu.sine.ss  involving  large  cajjital,  and  emjtloying  many  subordinates.  The 
questions  were  as  follows: 

1.  Do  you  pay  level  salaries  in  a  given  departmcnl  ? 

2.  To  what  extent,  if  any,  (l<j  years  of  service  count  in  fixing  salaries  or  in  making 
promotions  ? 

3.  To  what  extent  ability  sliown  or  (luality  of  service  rendered  ? 

4.  What  provision  is  made  for  the  aged  emjjloyee  the  value  of  whose  service  is  dimin- 
ishing year  by  year  ? 

(Jne  writes: 

1.  We  do  not  pay  level  salaries  in  any  department,  altho  we  are  paying  skilled  lalxir 
a  minimum  rate  fixed  by  lalxir  unions,  .is  we  employ  all  union  laUir.  (The  more  <  apable 
workmen   receive  more  than  the  minimum   rate.) 

2.  Years  of  s<rvire  «lo  not  r  ouiit  in  fixing  salaries  or  making  promotions. 


j8q  national  educational  association  [LouisviUe 

3.  Ability  and  quality  of  service  only  are  recognized  in  fixing  salaries. 

4.  To  the  extent  of  our  ability,  we  find  sinecure  positions  for  aged  employees  who 
have  been  in  our  service  for  a  number  of  years,  but,  as  we  have  an  average  of  a  couple 
of  thousand  employees,  we  cannot  make  an  arbitrary  application  of  this  rule. 

Another  writes: 

In  response  to  your  favor,  I  think  the  question  of  merit  prevails  almost  universally 
in  all  commercial  houses,  promotion  of  employees  being  dependent  upon  their  usefulness 
and  ability,  and  it  is  frequently  the  case  that  employees  are  promoted  above  those  who 
have  been  very  much  longer  in  service. 

We  do  not  pay  level  salaries  in  a  given  department,  but  there  are  some  positions 
that  would  naturally  carry  a  maximum  salary,  and  the  maximum  salary  is  obtained  and 
retained  by  those  showing  efficiency,  while  inefficient  persons  do  not  retain  those  posi- 
tions for  any  long  period. 

From  our  experience^  it  is  the  exception  and  not  the  rule  to  pension  employees  who 
have  been  long  in  service,  but  in  special  cases  this  is  done. 

In  closing  one  makes  this  remark: 

Permit  me  to  say  that  I  fully  agree  with  your  idea  that  the  same  considerations  should 
obtain  in  the  management  of  public  business  and  pubUc  money  as  in  private,  and  I  hope 
the  time  will  come  when  Baltimore  will  be  managed  as  economically  and  efficiently  as 
are  the  cities  of  Great  Britain  and  Germany,  and  especially  that  our  schools  may  be  con- 
ducted on  broai  lines  solely  for  the  greatest  good  to  our  children. 

These  letters  are  typical  of  all.  No  employer  pays  level  salaries.  No 
employer  makes  salary  dependent  chiefly  on  years  of  service.  All  make  the 
chief  consideration  ability  shown  and  quality  of  service  rendered. 

Why  do  not  such  considerations  prevail  more  generally  in  public-school 
work  ?  Are  public  funds  to  be  used  with  less  regard  to  returns  than  private 
funds  ?  The  business  man  does  not  hesitate  to  estimate  the  value  of  service 
and  arrange  his  salary  schedule  accordingly.  He  has  standards  of  efi&ciency, 
and  he  applies  them.  We  may  differ  as  to  the  particular  merit  plan  we  adopt; 
but  as  professional  men  and  women  it  seems  to  me  that  we  cannot  stand  for 
level  salaries  regardless  of  the  value  of  the  service  rendered,  so  long  as  it 
ranks  above  failure.  I  beheve,  further,  that  the  merit  system  is  full  of  encour- 
agement to  those  who  expect  to  become  teachers.  Under  such  a  system 
trained  and  efficient  teachers  are  not  put  at  a  disadvantage  in  competition 
with  those  poorly  prepared  for  their  work. 

In  speaking  of  the  considerations  that  should  govern  in  salary  increase, 
I  quote  with  full  approval  a  paragraph  from  the  last  report  of  the  superin- 
tendent of  schools  of  Chicago. 

If  the  welfare  of  the  children  in  the  schools  is  the  fundamental  consideration,  we 
must  be  governed  in  fixing  teachers'  salaries  by  an  estimate  of  the  value  of  the  services 
rendered  by  the  teacher.  Any  consideration  is  invalid,  except  in  so  far  as  it  affects  effi- 
ciency. Any  increase  of  salary  based  upon  length  of  service  can  be  defended  only  in  so 
far  as  it  can  be  shown  that  length  of  service  conduces  to  greater  efficiency  in  the  work  of 
the  schoolroom.  Difference  of  salary  based  upon  sex  can  be  defended  only  by  showing 
that  sex  is  a  factor  that  must  be  considered  in  estimating  the  efficiency  of  the  teacher. 
Increase  of  salary  based  upon  zeal,  student-like  habits,  and  scholarship  must  alike  be 
tested  by  this  criterion  of  efficiency. 


Superintendence]      PROMOTION  AND  INCREASE  OF  SALARIES 


By  way  of  illustrating  the  application  of  these  principles  to  actual  prac- 
tice, I  may  be  permitted  to  tell  of  what  we  are  now  doing  in  Baltimore.  On 
the  first  of  January,  igo6,  rules  went  into  operation  in  our  city  that  will  in 
the  near  future  raise  the  salary  level  in  the  elementary  schools  40  per  cent. 
The  immediate  increase  amounts  to  fully  20  per  cent.  These  rules  represent 
the  outgrowth  and  completion  of  a  promotion  plan  inaugurated  on  a  small 
scale  three  years  ago.  The  oi)eration  of  the  plan  requires  an  estimate  of 
each  teacher's  efficiency  in  the  terms  "excellent,"  "good,"  "fair,"  or  "poor." 
The  estimate  is  made  by  the  principal,  hut  is  subject  to  correction  bv  the 
superintendent,  and  the  superintendent  undertakes  personally  to  investigate 
doubtful  cases.  Appointment  to  the  service  is  for  one  year  on  trial  after 
one  year  or  more  spent  in  substitute  work.  Prior  to  this  the  candidate  must 
have  completed  a  high-school  course  and  have  spent  two  years  at  our  teachers' 
training  school.  During  the  trial  year  the  young  teacher  is  supervised  bv 
the  training-school  teacher  known  as  the  director  of  practice. 

The  trial  year  over,  advance  in  salary  is  automatic  for  three  years,  when 
to  secure  further  increase  the  record  of  efficiency  must  be  at  or  above  the 
point  denominated  "good."  This  record  having  been  secured,  an  advance 
in  salary  of  $200  in  installments  averaging  $40  a  year  may  be  secured  by 
passing  a  promotional  examination  which  includes  the  record  mentioned 
above. 

The  examination  is  in  two  parts.  The  first  part  may  be  taken  during 
the  third  year  of  service,  and  the  second  part  two  years  later.  In  our  book 
of  rules  the  promotional  examination  is  thus  defined: 

The  Promotional  Examination,  Part  I,  shall  consist  of:  (a)  the  teacher's  efficiency 
record,  which  must  not  be  lower  than  "good,"  as  determined  by  inspection  of  regular 
class  work  by  the  respective  principals  and  the  superintendent;  together  with  {b)  an 
impersonal  test  of  the  correct  and  effective  u<5c  and  interpretation  of  English. 

The  Promotional  Examination,  Part  II,  shall  consist  of:  (a)  a  written  report  of  the 
working-out  of  some  problem  of  teaching,  or  of  the  study  of  a  particular  group  of  ciiiklren ; 
{b)  such  a  defense  of  the  report  as  will  evince  famili;irity  with  educational  literature  Ix-ar- 
ing  on  the  problem  or  study;    and  when  required  (c)  a  class-room  demonstration. 

These  tests  are  not  nece.ssarily  difficult,  but  they  will  readily  lend  them- 
selves to  gradually  advancing  standards.  Take  the  test  in  English,  for 
instance:  mere  correctness  may  go  along  with  woodenness  or  emptiness; 
for  this  reason  the  word  "cfi"ective"  is  added.  The  writer  must  have  some- 
thing to  .say,  and  then  .say  it  in  such  a  way  as  to  make  a  definite  impression. 
Furthermore,  to  interjiret  to  a  child  is  one  thing,  to  an  adult  aiiollur  thing. 
KfTectivc  interjjretation  must  regard  the  audieiue  as  well  a^  llii'  |»iece  of 
literature  to  be  inter[)reted.  We  scict  t  ICnglish  for  this  examination  because 
it  is  the  universal  subject.  It  occupies  approximately  one  third  of  each 
day  on  our  school  programs  in  one  form  or  another,  i>esides  being  the  vehicle 
of  instruclicjn  in  all  other  subjects.  If,  then,  any  one  study  should  engage 
the  attention  of  a  young  teacher  on  her  way  up  to  tlu-  first  regular  salary 
level,  that  study  is  English.     It  i'^  a  good  thing  for  tlic  tc-ruhcT  during  her 


l82  NATIONAL  EDUCATIONAL  ASSOCIATION  fLouisville 


first  three  years  of  service  to  be  preparing  to  meet  the  EngHsh  test — a  good 
thing  for  the  teacher,  and  a  good  thing  for  the  children  she  teaches.  Study 
carried  on  with  a  view  to  such  an  examination  in  English  will  be  directed 
along  hnes  helpful  to  the  schools.  This  is  our  purpose — to  strengthen  the 
language  side  of  our  work. 

As  to  Part  II  of  the  promotional  examination,  a  teacher  may  take  it  after 
the  fifth  year  of  service,  if  she  has  been  promoted  under  the  rules  governing 
Part  I.  By  this  time  she  should  have  developed  some  independence  and 
considerable  professional  skill.  The  test  imposed  for  eUgibility  to  the  maxi- 
mum salary  is  one  in  the  power  to  discover  problems  in  the  daily  class  work. 
It  is  a  test  in  thoughtfulness — ^not  in  memory.  It  is  a  highly  professional 
test.  Its  tendency  cannot  fail  to  be  toward  greater  sympathy  with  children, 
closer  observation  of  their  individual  characteristics,  their  home  environment, 
and  the  many  things  which  the  true  teacher  needs  to  take  into  consideration, 
if  she  would  reach  a  high  level  of  efficiency. 

It  may  be  objected  that  the  so-called  cultural  studies  are  too  little  in 
evidence  in  this  examination.  This  will  hardly  be  charged  of  Part  I,  the 
test  in  English.  As  to  Part  II  (the  discovery  of  a  problem  and  the  prepara- 
tion of  a  report  upon  it),  such  a  defense  of  the  report  is  required  as  will  evince 
familiarity  with  the  educational  hterature  bearing  on  the  problem  studied. 
To  some  extent,  surely,  this  is  cultural;  if  not  sufficiently  so,  we  can  easily 
improve  it  in  this  respect  when  we  are  able  to  add  another  $ioo  to  the  annual 
salary,  not  now  very  high.  The  two  tests  have  the  merit  of  being  progressive. 
The  second  is  in  no  particular  a  repetition  of  the  first,  either  in  substance  or 
method  of  management.  An  examination  conducted  on  the  plan  of  the 
thesis  and  its  defense  attains  a  dignity  that  the  ordinary  examination  lacks, 
and  it  affords  the  examiners  an  opportunity  to  know  more  fully  the  profes- 
sional equipment  of  a  teacher  than  it  would  be  possible  to  learn  by  the  obser- 
vation of  schoolroom  work  alone  or  by  the  ordinary  written  examination. 
Each  teacher  who  submits  a  report  must  be  able  to  explain  it  fully,  and  defend 
it  by  reference  to  recognized  authorities  and  to  actual  conditions  in  her  own 
schoolroom.  In  order  to  do  this  well,  it  is  necessary  to  make  thoro  prepara- 
tion. To  one  well  prepared  the  ordeal  seems  easy  enough,  and  so  it  should 
be;  but  to  one  who  so  underestimates  its  searching  character  as  to  sHght 
in  any  way  the  prehminary  work,  or  to  adopt  any  fine-sounding  pedagogical 
phrases  not  clearly  understood,  the  examination  seems,  as  it  should,  severe 
indeed.  Both  parts  of  the  examination — Part  I  and  Part  II — have  the  merit 
of  directing  the  attention  of  the  teacher  to  the  regular  daily  work,  and  to  the 
children  she  is  to  teach. 

In  order  to  retain  the  maximum  salary,  a  teacher  must  continue  to  render 
acceptable  service;  the  advance  is  not,  therefore,  to  be  regarded  as  neces- 
sarily permanent. 

Altho  it  does  not  come  exactly  under  the  topic  of  this  paper,  I  venture 
to  mention  another  problem  taken  up  by  the  Baltimore  board — it  is  the  prolilem 


Superintendence]      NEXT  STEP  IX   THE  SALARY   CAMPAIGN  1S3 

of  the  teacher  who  has  served  the  city  many  years,  but  who,  thru  advancing 
age  or  other  causes,  is  no  longer  efficient.  A  school  system  as  extensive  as 
ours  requires  a  large  number  of  substitute  teachers  to  take  temporarily  the 
classes  of  regular  teachers  who  are  visiting  other  schools  or  are  absent  on 
account  of  illness.  It  is  the  opinion  of  the  board  that  teachers  no  longer 
fully  efficient,  but  who  have  given  their  best  days  to  the  schools  at  a  salary 
out  of  which  they  have  been  able  to  lay  up  little  or  nothing,  may,  with  entire 
justice  to  the  taxpayers,  be  allowed  io  do  as  much  of  this  occasional  substi- 
tute work  as  they  are  able  to  do,  and  such  clerical  work  as  all  large  schools 
afford.  For  three  years  a  rule  has  been  in  existence  which  allows  such 
teachers,  upon  their  application,  to  be  ])lace(l  upon  a  list  of  special  substitutes 
at  a  salary  of  S360  per  year.  Our  city  has  as  yet  no  fund  for  pensioning 
teachers.  The  state  pension  is  only  $200  per  year.  Our  special  substitute 
list  is,  therefore,  a  welcome  half-way  station  for  worthy  teachers  who  can 
no  longer  do  full  work. 

It  is  not  difficult  to  estabUsh  new  rules  for  new  teachers;  but  when  the 
new  rules  operate  to  stop  the  unconditional  advance  of  the  less  meritorious 
teachers  of  the  regular  force  along  the  new  salary  schedule,  a  situation  arises 
that  must  be  met  with  firmness,  and  yet  with  kindness  and  consideration. 

The  care  now  exercised  in  training  our  teachers,  the  freedom  from  inter- 
ference which  we  enjoy  in  sifting  out  the  unpromising,  and  the  encourage- 
ment offered  to  teachers  while  in  service  to  become  highly  efficient,  should 
in  future  enable  us  to  ehminate  to  a  great  extent  the  problem  of  the  inefficient 
teacher. 


THE  XEXT  STEP  IN  THE  SALARY  CAMTAIUX 

DAVID    FELMLEV,  PRESIDENT   OF   STATE   NORM.\L   UNIVERSITY,  NORMAL,  ILL. 

The  discussion  of  this  topic  as  a  question  of  national  scope  is  rendered  some- 
what difficult  by  the  fact  that  teachers  are  selected  and  their  salaries  deter- 
mined by  local  authorities,  limited  only  by  state  regulations  regarding  revenue 
and  teachers'  qualifications.  In  some  communities  in  every  state  an  intel- 
ligent and  insistent  public  oj^nion  demands  that  salaries  be  high  enough  to 
secure  and  retain  teachers  of  personal  worth  and  adecjuate  training.  In  some 
states  where  the  educational  forces  have  been  so  fortunate  as  to  .secure  wise 
and  capable  leadership,  ample  revenue,  a  high  standard  of  (lualiluations,  and 
a  living  salary  have  been  .secured  by  legislation.  The  splendid  advaiue  in 
the  neighboring  state  of  Indiana  made  during  the  last  four  years,  under  the 
leadership  of  y(jur  president  is  a  case  in  jjoint. 

Hence  any  detailed  discussion  of  this  topic  must  <leal  with  the  lon.htions 
in  particular  states;  the  conclusions  reached  may  be  of  interest  so  far  as  like 
conditions  are  found  elsewhere.  I  offer  this  apology  for  my  frc<nuni  n-fer- 
ence  to  conditions  in  Illinois.  A  furllier  justification  may  be  found  in  the  fact 
that  the  Illinois  school  .system  is  almost  completely  decentralized,  permis.sive 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


rather  than  mandatory  in  its  legislative  provisions;  hence,  in  spite  of  the  effec- 
tive work  done  in  Chicago  and  a  few  other  communities,  it  stands  well  to  the 
rear  in  organized  effort  to  better  the  salary  situation  thruout  the  entire  state. 

The  statement  of  the  question  by  your  president  assumes  that  at  least  one 
substantial  step  has  already  been  taken.  He,  doubtless,  has  in  mind  the  ex- 
haustive investigation  of  teachers'  salaries  made  during  the  past  two  years  by 
a  committee  of  the  National  Educational  Association,  under  the  chairmanship 
of  Carroll  D.  Wright.  The  report  of  this  committee,  along  with  the  authorita- 
tive data  collected  under  state  auspices,  makes  clearthat,  while  in  many  of 
our  larger  cities  teachers  are  fairly  well  paid,  yet  in  the  majority  of  our 
smaller  cities  and  villages,  and  almost  everywhere  in  rural  districts,  the  scale 
of  wages  is  entirely  too  low  to  maintain  the  schools  even  at  their  present  level 
of  efficiency. 

It  is  not  necessary  to  marshal  statistics  to  demonstrate  this  proposition. 
It  is  proved  by  the  prevailing  scarcity  of  teachers.  I  assume  that  this  scarcity 
is  a  matter  of  common  knowledge.  It  is  certainly  known  to  superintendents 
charged  with  the  selection  of  teachers.  In  more  than  one  county  in  every 
state  in  the  Middle  West  schoolhouses  are  standing  empty  because  a  suitable 
teacher  cannot  be  found.  County  superintendents  and  boards  of  examiners 
have  been  obhged  to  lower  their  standard  of  requirements  for  admission  to  the 
profession,  to  reject  fewer  appHcations  for  certificates.  One  county  super- 
intendent reports  that  last  year  he  rejected  only  two,  while  two  years  before  he 
turned  away  forty-three.  Under  such  conditions  the  children  must  suffer. 
The  schools  must  be  supplied  with  teachers.  All  who  can  pass  muster  with 
the  county  superintendent  are  reasonably  sure  of  employment,  while  he  in  turn 
must  level  his  requirements  to  the  ability  of  the  available  candidates. 

An  examination  of  the  roll  in  any  particular  county  will  show  that  many  o^ 
the  best  teachers  are  leaving  the  work;  the  men  to  farm,  to  study  law  or  medi- 
cine, to  become  insurance  agents  and  traveling  salesmen,  or  to  enter  the  gov- 
ernment service;  the  women  to  marry,  to  become  trained  nurses,  stenographers' 
responsible  bookkeepers,  and  saleswomen.  There  has  always  been  this  out- 
flow from  the  profession;  but  just  now  it  is  greater  than  before;  fewer  young 
people  are  ready  to  fill  the  vacant  places;  and  I  think  we  must  all  agree  that; 
in  view  of  the  needs  and  responsibilities  of  modern  education,  too  few  are  look- 
ing seriously  to  a  career  in  this  profession  and  making  adequate  preparation 
for  it. 

Why  are  teachers  scarce  ?  The  economic  law  is  that  labor  drifts  from  one 
occupation  to  another  according  to  the  relative  inducements  offered  in  each. 
At  all  times  teachers  have  been  drawn  to  their  vocation  by  a  variety  of  consid- 
erations. The  social  position  and  public  respect  accorded  to  worthy  teachers 
are  no  mean  inducement.  People  who  love  knowledge  for  its  own  sake,  not 
merely  for  the  uses  to  which  it  may  be  put,  usually  fmd  delight  in  sharing  their 
treasures  with  others.  Many,  too,  are  attracted  to  the  schoolroom  by  a  genuine 
love  of  children.     To  most  of  us,  I  take  it,  teaching  is  more  than  an  occupation; 


Superintendence]         NEXT  STEP  IN   THE  SALARY   CAMPAIGN  185 

it  is  a  veritable  calling;  there  has  been  something  of  a  spiritual  summons;  an 
ideal  of  bettering  the  world  thru  the  ministrations  of  the  school.  Along  with 
these  inducements  has  been  the  salary,  which  we  have  valued  nearly  as  much 
as  a  mark  of  the  juiblic  respect  accorded  us  as  for  the  material  comforts  that  it 
commands. 

Now,  as  compared  with  other  occupations,  it  seems  to  me  that  tlie  moral  or 
spiritual  inducements  to  become  a  teacher  are  as  potent  as  ever.  But  the  (|ues- 
tion  of  salary  is  becoming  in  every  sphere  of  activity  a  larger  consideration 
than  it  has  been  in  the  jiast.  The  cause  is  fundamentally  in  the  industrial 
changes  that  have  removed  the  domestic  industries  from  home  and  farm  to 
factory  and  shop.  Our  pioneer  forefathers  ])roduccd  with  their  own  hands 
nearly  everything  in  and  about  their  homes.  They  saw  little  of  the  wares  of  the 
merchant.  Their  luxuries  and  personal  adornments  were  largely  the  product 
of  their  own  taste  and  skill.  Now  the  world  buys  and  sells  relatively  five  times 
as  much  as  a  century  ago.  We  serve  others,  and  are  served  by  them  in  turn. 
The  measure  of  comforts  that  we  shall  enjoy  depends  very  largely  u})on  our 
command  of  the  market.  The  standard  of  living  is  determined  by  these 
changed  conditions.  In  s])ite  of  all  the  moralists  may  say  in  ])raise  of  the 
sim])le  life,  teachers  know  that,  to  retain  a  due  measure  of  respect  in  the  eyes 
of  the  public,  if  not  in  their  own,  they  must  in  dress,  in  style  of  living,  pay 
.some  regard  to  prevailing  standards.  The  teacher,  therefore,  is  not  to  be 
upbraided  because  he  sometimes  turns  from  his  work  to  consider  the  cjuestion 
of  pay.  It  is  true  that,  whether  his  salary  be  great  or  small,  he  owes  all  that 
he  can  give  to  the  children  under  his  care;  but  when  the  day  for  signing  a 
contract  has  arrived,  it  is  his  privilege  to  make  the  best  possible  bargain. 

Teachers'  salaries,  as  a  whole,  have  undoubtedly  made  a  great  gain  in  the 
last  thirty  years.  Thus  in  Illinois  the  average  for  men  has  risen  from  $48.19 
to  S67.33  per  month.  \\'omen's  average  monthly  wages  have  ri.^en  from 
$33.46  to  S57.95.  Thi>  is  for  the  entire  state.  The  increase,  however  has 
been  mainly  in  Cook  County,  employing  one  fourth  of  the  teachers,  and  in  a 
few  large  cities  outside.  In  62  counties  out  of  the  102  the  average  salary  of 
women  teachers  is  less  than  S40  per  month;  in  4  it  is  less  than  S30.  In  10, 
men  are  paid  an  average  salary  of  less  than  $40  per  month.  Tlie  10,000  teaih- 
ers  in  our  rural  schools  average  less  than  S300  per  year.  From  the  re])orl  of 
your  committee  it  is  evident  that  similar  lonchtions  exist  in  every  northern 
state  east  of  the  Mis.souri  River,  witli  the  exception  of  Massac  hu>('tt-~.  Kliode 
Islanfi,  New  Jersey,  and  Inrliana.  In  36  Illinois  counties  the  average  montldy 
wages  of  men  teachers  arc  lower  than  thirty  years  ago.  In  iS,  women  are  ])aid 
less. 

In  the  meantime  the  population  of  the  country  has  douhk-d;  its  wealth 
has  trebled.  Land  and  all  produ(  Is  of  the  land  have  risen  in  value.  Wages 
for  every  other  species  of  .service  demanding  skill  and  lidclily  liavi-  risi-n. 
ICven  wiiere  teachers  are  most  libc-rally  paici,  all  skilU-d  mec  lianics  brie  k- 
lavers,  mac  hinisls,  moMc-rs     enjov  a  larger  annual  income,  while  the  common 


l86  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

laborers  on  the  streets  and  sewers  are  better  paid  than  the  lowest  teacher  in 
these  same  cities. 

In  1902,  the  last  year  for  which  we  have  complete  statistics,  the  average 
annual  earnings  of  all  the  workers — men,  women,  and  children — in  fifty-five 
leading  manufacturing  industries  in  Illinois  was  $502.92.  The  average  annual 
earnings  of  men  teachers  the  same  year  was  only  $490.69. 

It  is  not  necessary  to  multiply  evidence  upon  this  point.  It  is  a  matter  of 
common  knowledge  that  the  country  schoolmaster  is  fortunate  whose  net  earn- 
ings are  better  than  those  of  a  good  farm  hand.  Many  good  teachers  earn  less 
than  stenographers,  seamstresses,  and  cooks.  Our  wages  have  remained  prac- 
tically stationary,  while  the  cost  of  living  has  advanced  nearly  20  per  cent. 
Moreover,  the  demands  upon  teachers  have  multiplied.  Institutes,  books, 
periodicals,  and  summer  schools  have  brought  home  to  them  the  need  of  pro- 
fesssional  preparation.  When  this  need  is  realized,  the  conscientious  teacher 
feels  that  he  must  obtain  the  preparation  or  quit  the  ranks.  I  believe  today 
that  the  demand  for  this  preparation  is  stronger  among  teachers  than  among 
employers.  I  have  personally  known  several  promising  teachers  who  have 
left  the  work  because  they  keenly  felt  this  need,  but  could  not  realize  from 
present  salaries  enough  to  make  the  necessary  expenditure. 

The  inadequate  compensation  is  not  because  our  people  as  a  whole  do  not 
believe  in  education,  nor  spend  money  generously  for  its  support.  During  the 
past  twenty-five  years  the  cost  of  public  education  in  Illinois  has  increased  175 
per  cent.,  while  the  population  has  increased  only  70  per  cent. ;  but  the  enlarged 
expenditures  have  been  for  fine  buildings,  for  equipment,  apparatus,  libraries, 
and  especially  for  developing  the  somewhat  expensive  high  schools  in  our  cities 
and  towns.     Salaries  in  the  elementary  schools  have  seen  the  least  advance. 

A  fine  school  building  especially  appeals  to  the  American  spirit.  It  is  the 
pride  of  the  town  to  be  exhibited  to  the  prospective  investor.  It  is  regarded 
as  a  wise  expenditure  for  advertising  purposes.  But  teachers'  wages  are  largely 
determined  by  custom.  No  organization  or  trades-union  methods  have  been 
operative  to  force  them  up.  Competition  has  been  unrestricted.  With  unre- 
stricted competition,  wages  are  bound  to  sink  to  the  lowest  level  at  which 
laborers  will  consent  to  live.  This  level  is  reached  in  that  large  class-  of 
young  women,  fresh  graduates  from  the  public  school,  who,  while  Uving  with 
their  parents,  are  willing  to  accept  any  small  salary  sufficient  for  their  per- 
sonal expenses.  Wherever  school  boards  are  willing  to  employ  teachers  with 
this  standard  of  preparation,  all  discussion  of  the  salary  question  is  useless. 

What  wages  should  teachers  receive  ?  What  wages  should  be  paid  for  any 
service  ?  The  answer  is:  Society  should  provide  for  all  its  servants  charged 
with  any  vital  function  the  conditions  and  means  essential  to  effective  service. 
Teachers  should  be  free  to  teach.  The  citizen  teacher  of  the  early  days  could 
teach  in  winter  and  farm  in  summer.  Few  teachers  are  content  with  the 
standard  of  excellence  then  possible.  Excellence  in  the  calling  now  involves 
professional  training,  books,  magazines,  summer  schools  and  institutes,  travel, 


Superintendence]        XEXT  STEP  IN   THE  SALARY  CAMPAIGN  187 

lectures,  and  concerts.  A  vacation  outing  is  no  extravagance  if  it  buvs  vigor 
and  inspiration  for  the  schoolroom.  The  teacher's  salary  should  be  sufficient 
to  reimburse  him  for  his  outlay  for  professional  training,  to  maintain  his  pro- 
fessional growth,  to  enable  him  to  live  in  the  part  of  the  town  and  dress  in  thp 
style  which  the  community  demands,  to  bring  up  and  educate  his  family,  and 
lay  by  something  for  old  age. 

In  the  Indiana  Report  on  Taxation  and  Teachers'  Salaries  the  following 
recommendations  are  made: 

For  the  rural  schools,  $400  to  $600  per  year. 

For  grade  teachers  in  towns  and  villages,  S480  to  $650. 

For  grade  teachers  in  cities  of  25,000  inhabitants,  $600  to  S800. 

For  grade  teachers  in  cities  like  Indianapolis,  S750  to  $1,000. 

For  principals  of  elementar}'  schools  in  smaller  cities,  $900  to  $1,000. 

For  such  principals  in  larger  cities,  $1,200  to  $1,800. 

For  high-school  teachers,  the  same  salaries  as  for  ward  principals. 

For  high-school  principals  salaries  should  be  about  50  per  cent,  greater. 

County  superintendents  should  be  put  on  a  par  with  other  county  officers. 
City  superintendents  should  be  paid  as  well  as  the  postmasters  of  the  same 
cities.  In  Chicago  and  a  few  of  its  suburbs  the  superintendent  of  schools  is 
better  paid  than  that  official.  In  the  220  Illinois  cities  paying  their  school 
superintendent  $1,000  or  more  the  postmaster's  salary  averages  one-third 
larger.  His  responsibilities  are  surely  no  greater;  the  required  standard  of 
character,  ability,  knowledge,  and  culture,  no  higher. 

Three  remedies  are  proposed  for  the  existing  salary  situation.  The  first  is 
a  sort  of  laisser-jaire  policy  that  would  rely  upon  the  methods  that  have 
hitherto  bettered  conditions  in  our  progressive  conimuniiios.  It  would  say  to 
teachers,  in  the  words  of  Newton  Bateman :_ 

The  higher  law  by  which  teachers'  salaries  are  graduated  by  the  (|iiaiity  of  service 
rendered,  and  the  law  of  supply  and  demand,  will  not  be  set  aside  for  their  benefit;  that 
law  is  unchangeable  and  inexorable;  it  is  a  cold,  relentless,  emotionless  principle  of  politi- 
cal economy  which  has  controlled  the  whole  question  of  wages  with  a  pitiless  and  des- 
potic sway  for  centuries  past.  Hence  the  thing  to  do  is  to  quit  weeping  and  wailing  over 
low  wages  and  the  non-recognition  of  the  teachers'  profession,  so  long  the  twin  themes 
of  unmanly  lamentation,  and  go  to  work.  There  is  plenty  of  room  higher  up.  If  you  are 
willing  to  spend  th'.-  time,  thought,  energy,  perseverance,  and  money  vital  to  the  best 
preparation  and  service,  the  world  will  recognize  you,  appreciate  you,  reward  you. 

The  trouble  with  this  policy  is  that  it  presumes  a  larger  measure  of  interest 
in  education  and  knowledge  of  good  teaching  than  school  boards  yet  po.ssess, 
or  are  likely  to  [jo.s.scss  for  a  long  lime  to  come.  Teaching  is  harder  to  judge 
than  any  other  form  of  expert  .service.  In  most  services  requiring  special 
knowledge  or  skill,  if  we  cannot  judge  of  the  work  while  in  progress,  we  can 
judge  of  the  results.  If  the  blacksmith  is  un.skillful,  the  horse  goes  lame.  If 
the  builder  is  a  botcher,  his  roof  leaks,  his  doors  sag,  his  paint  scales,  or  liis 
plaster  falls.  The  poor  lawyer  loses  his  case;  the  physician,  his  patient.  lUit 
for  [)oor  teaching  there  is  no  |)rompt  or  ready  test.  In  fad,  most  otherwise 
intelligent  ])eople  have  very  hazy  notions  of  what  the  s(  hool  ought  U\  liriiig  to 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


pass.  Our  people  believe  in  "education,"  without  knowing  exactly  what  the 
word  means. 

Suffice  it  to  say  that  from  a  good  school  the  youth  should  come  forth  with 
a  body  sound,  healthy,  graceful;  with  a  mind  furnished  with  a  goodly  stock  of 
knowledge  of  the  sciences  that  underlie  our  civilization,  and  of  the  best  litera- 
ture in  which  its  ideals  and  spirit  are  expressed.  It  will  have  trained  his  powers 
of  perception  and  reasoning;  it  will  have  estabhshed  that  scientific  spirit  that 
does  not  believe  and  take  for  granted,  but  weighs  and  considers;  it  will  have 
secured  reasonable  proficiency  in  reading,  writing,  drawing,  computing,  sing- 
ing, speaking,  and  the  art  of  good  behavior. 

The  daily  administration  of  the  school  will  have  established  habits  of 
punctuality,  order,  industry,  courtesy,  and  self-control,  of  fideUty  to  obliga- 
tions, and  a  due  sense  of  responsibihty.  It  will  have  implanted  high  ideals  of 
life,  the  love  of  excellence,  a  passion  for  justice,  a  chivalrous  sense  of  honor. 
In  brief,  the  school  should  turn  out — to  adapt  the  words  of  Milton — honest, 
honorable,  high-minded  men  and  women  able  to  discharge  justly,  skillfully, 
and  magnanimously  all  the  duties  of  public  and  private  life. 

Now,  the  best  teaching  will  not  always  bring  this  to  pass.  It  may  be  nulli- 
fied by  the  influence  of  home  and  street,  of  press  and  stage.  The  point  is  that 
few  employers  know  what  to  expect  from  the  schools ;  fewer  still  can  separate 
the  mingled  currents  in  adult  knowledge  and  character,  and  trace  each  to  its 
source.  In  any  case,  to  judge  of  today's  schools  by  results,  we  must 
wait  a  generation.  Evidently,  then,  those  charged  with  the  employment 
and  supervision  of  teachers  must  be  able  to  know  good  teaching  when  they 
see  it. 

Now,  the  average  layman  asks  only  two  questions:  "Do  the  children  like 
the  teacher?"  "Does  he  keep  order?"  Both  are  good  tests,  as  far  as  they 
go;  yet  this  audience  knows  that  the  affection  of  children  is  easily  won^quite 
as  easily  by  him  who  entertains  as  by  him  who  instructs.  The  value  of  order 
in  the  schoolroom  depends  very  much  upon  whether  it  is  secured  by  threats 
and  bribes,  by  appeals  to  fear  or  selfishness,  or  whether  it  is  secured  thru  the 
preoccupation  of  the  children  in  interesting  and  profitable  work.  What  we 
call  the  atmosphere  of  the  schoolroom  is  not  a  decisive  test.  Often  school 
exercises  that  seem  skillful  or  even  beautiful  are,  when  judged  by  standards  of 
ultimate  educational  value,  useless  or  worse. 

I  cannot  argue  this  point  further.  I  sulmiit  the  proposition  to  your  serious 
judgment  that  in  no  other  form  of  service  is  the  difference  between  true  excel- 
lence and  mediocrity  harder  to  detect.  This  fact  puts  trained  and  worthy 
teachers  at  a  serious  disadvantage  in  competition  with  relatives  of  the  board, 
with  "deserving  girls"  from  the  "home  school,"  and  the  general  pressure  of 
"economy."  So  long  as  teachers  are  everywhere  employed  by  local  boards, 
and  are  licensed  by  a  county  superintendent  elected  by  popular  vote,  the  silent 
plea  of  effective  service  will  not  alone  bring  the  salary  deserved. 

The  second  remedy  is  the  poHcy  that  has  been  so  effective  in  raising  wages 


Superintendence]         NEXT  STEP  IN   THE  SALARY   CAMPAIGN  189 

in  the  skilled  trades  and  in  enhancing  the  prices  of  hundreds  of  staple  com- 
modities of  commerce  organization. 

In  the  country  where  I  Hve  a  lawyer  in  good  standing  must  have  his  $25  to 
handle  the  most  trivial  case  before  the  circuit  court;  the  physician,  $2  per  visit ; 
the  plumber,  60  cents  an  hour.  These  prices  are  fixed  by  "an  understanding 
among  gentlemen,"  by  a  resolution  of  the  county  medical  society,  or  by  the 
union  scale.  The  person  employed  fixes  the  price  for  his  services;  if  I  need 
the  service,  I  must  pay  the  price  or  go  without  the  service.  But  teachers' 
salaries  are  usually  fixed  by  employers.  Yet  under  our  school  laws,  especially 
where  the  bulk  of  teachers'  licenses  are  issued  by  the  county  superintendents, 
teachers  may,  with  the  help  of  that  official,  obtain  almost  any  reasonable  in- 
crease in  salary.  This  has  been  effectively  demonstrated  by  the  teachers  of 
one  lUinois  county.  In  February,  1904,  the  Saline  County  Teachers'  Asso- 
ciation appointed  a  committee  on  the  state  of  teachers'  salaries.  The  com- 
mittee examined  the  assessment  records  in  the  office  of  the  county  clerk,  con- 
sidered llie  number  of  pupils  enrolled  in  the  various  schools,  and  prepared  a 
schedule  of  minimum  salaries  carrying  from  $25  to  $100  per  month  for  the 
various  positions  in  the  county.  This  schedule  was  mailed  to  every  teacher 
in  the  county,  with  a  request  that  he  stand  by  the  committee's  schedule.  Many 
of  the  directors  complained  bitterly  of  the  proposed  increase,  when  they  found 
that  every  applicant  for  a  particular  school  demanded  the  same  salary;  but  the 
best  sentiment  of  the  county  supported  the  teachers.  Only  fifteen  of  the  125 
teachers  accej)ted  positions  at  less  than  the  scheduled  rate,  while  some  boards 
paid  Sio  or  $15  above  the  scheduled  minimum.  Several  superior  teachers 
were  attracted  from  neighboring  counties.  There  has  been  a  revival  of  educa- 
tional sentiment  in  the  community,  and  of  professional  s])irit  among  the  teach- 
ers. The  average  monthly  salary  of  men  is  now  $45;  of  women,  S40.  The 
average  three  years  ago  was  for  men,  $34.77;  for  women,  $28.87. 

Teachers  know  that,  when  they  go  into  the  market  with  their  earnings  to 
buy  the  services  of  others  or  the  goods  of  manufacturers,  they  find  in  nearly 
every  ca>e  tlie  price  of  such  services  or  goods  enhanced  by  combinations 
formed  to  resist  or  control  competition;  they  know  that  in  all  other  callings  de- 
manding special  knowledge  or  skill,  organization  may  go  on  unrestrained,  while 
llieir  own  .salaries  are  subject  to  the  free  play  of  competition:  The  tiniptation 
to  use  the  weai)on  to  secure  just  (onipelilion  is  very  great;  yet  nio>t  of  us  do 
not  lake  kindly  to  this  idea  of  organization  to  enforce  our  demands.  Ourioal 
indu-try  now  |)re>ents  the  spectacle  of  two  arnuil  ( ;nn])s  one  of  slot  kholdiTs 
and  investors,  the  other  of  wage  earners  whose  olVu  ers  o( coionally  meet 
under  a  Hag  of  tru<e  to  settle  the  terms  upon  which  the  armistice  may  lon- 
tinue  for  another  year.  I'lHJir  modern  industrial  conditions  has  almost  en 
tirely  di-,ai)peared  the  human  sympathy  that  under  an  earlier  system  bound 
together  master  and  man  in  a  common  interest.  \\  ho  would  leach  if  the  same 
spirit  of  antagonism  is  to  reign  in  the  relations  of  teac  hers  and  llie  i  onnnuiiity 
whic  li  they  server"     Set,  I  lake  it,  we  shall  resort  to  no  trader  union  methods. 


ipo  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

We  shall  continue  to  present  our  claims  with  dignity  and  moderation,  confi- 
dent that  the  sense  of  justice  and  the  generous  disposition  of  the  American 
people  will  give  them  due  recognition. 

The  third  remedy  is  legislative  action  prescribing  the  minimum  salary  that 
may  be  paid.  Five  states  have  recently  enacted  such  laws.  Pennsylvania 
makes  the  minimum  salary  $35  for  at  least  seven  months.  Maryland  makes 
it  $300  for  the  year.  West  Virginia  provides  minimum  monthly  salaries 
of  $40,  $35,  $28,  respectively,  for  the  three  grades  of  teachers'  licenses. 
South  Dakota  provides  a  minimum  of  $45  for  the  better  grade  teachers.  The 
Indiana  law  enacted  in  1903  provides  that  in  the  case  of  beginning  teachers 
the  daily  wages  shall  not  be  less  than  2\  cents  multipUed  by  the  scholarship 
grade  on  his  license.  After  the  first  term  of  teaching  the  multipHcand  is  2^ 
cents;  after  three  years,  2f  cents.  The  multipHer  is  increased  for  attendance 
upon  the  annual  institute  and  for  professional  ability  or  schoolroom 
success. 

The  examinations  for  teachers  licenses  are  uniform  thruout  the  state;  85 
per  cent,  is  the  minimum  grade  upon  which  a  license  can  be  issued.  Under 
the  provision  of  this  law,  the  poorest  teacher  in  Indiana  cannot  be  paid  so  little 
as  $40  per  month.  In  three  years  the  law  has  effected  an  average  rise  in  teach- 
ers' wages  of  36  per  cent.  The  increase  has  been  all  along  the  Hne,  but  great- 
est in  the  salaries  of  women  teachers  in  rural  schools,  who  now  receive  in 
Indiana  an  average  monthly  salary  of  $49.77,  while  in  sixty-two  counties  in 
Illinois  the  average  salary  of  all  women  teachers  is  less  than  $40  per  month 
of  twenty-one  days  teaching. 

There  can  be,  I  think,  no  vaHd  objection  to  such  legislation.  Teachers 
are  public  employees.  The  salaries  and  fees  of  many  public  officers  in  minor 
political  divisions  are  prescribed  by  statute.  In  most  of  the  states  the  legisla- 
ture has  made  only  general  provisions  for  schools,  leaving  to  the  discretion  of 
the  various  districts  the  amount  of  money  to  be  raised,  the  salaries  paid,  the 
length  of  the  term,  the  branches  to  be  taught,  and  the  selection  of  the  teacher. 
In  experience  it  has  been  found  that  the  inteUigence  and  pubHc  spirit  of  some 
communities  are  not  sufficient  adequately  to  execute  the  educational  purpose 
of  the  state.  The  legislature  has  been  obliged  to  play  the  schoolmaster  by 
requiring  a  certain  length  of  school  year  and  prescribing  the  quahfications  of 
teachers.  A  minimum-salary  law  is  only  another  step  in  the  same  direction. 
It  recognizes  that  the  education  of  the  children  of  the  state  is  the  concern  of 
the  entire  state,  and  not  merely  of  families  or  neighborhoods.  It  brings  the 
inteUigence  and  the  authority  of  the  commonwealth  to  the  support  and 
assistance  of  localities  where  educational  sentiment  is  weak. 

The  fear  is  sometimes  expressed  that  the  passage  of  such  a  law  tends  to 
create  the  sentiment  that  the  prescribed  minimum  salary  is  sufficient.  I  have 
yet  to  learn  of  any  such  law's  working  that  way. 

Prior  to  1884  the  salaries  of  county  superintendents  of  schools  in  Illinois 
were  fixed  by  county  boards.     Thirty-eight  of  them  in  that  year  received  $400 


Superintendence]        NEXT  STEP  IN   THE  SALARY  CAMPAIGN 


191 


or  less;  only  16  received  as  much  as  Sr,ocx>.  The  next  year  the  legislature 
established  minimum  salaries  of  $600,  S800,  and  Si, 000,  according  to  the  num- 
ber of  schools  in  the  county,  and  a  maximum  of  $1,252.  After  twenty  years 
these  results  appear: 

The  maximum  salary  is  paid  in  84  counties,  altho  rc(iuirc(l  by  law  in  but 
60  counties. 

The  limitation,  while  possible  in  42  counties,  is  ai)plicd  in  only  18. 

In  no  county  is  the  salary  held  down  to  the  limit  permitted  to  the  county 
board. 

At  a  convention  of  school  officers  I  heard  one  say:  "I  believe  we  are  all 
agreed  that  salaries  in  this  county  ought  to  run  ten  dollars  a  month  higher  than 
they  do;  and  I  beheve  we  are  also  agreed  that  the  present  teachers  arc  not 
worth  more  than  they  are  getting."  For  such  a  condition  a  law  providing  a 
decent  minimum  is  a  remedy.  Surely  better  teachers  will  not  appear  until 
salaries  are  improved.  High  salaries  attract  and  retain  superior  teachers, 
and  make  it  possible  to  raise  the  standard  of  (jualifications.  If  paid 
for  a  year  or  two  to  the  present  poorly  qualified  force,  they  are  enabled  to 
cjualify  themselves  by  further  schooling  for  meeting  the  advancing  require- 
ments. 

In  many  states  a  minimum-salary  law  will  not  be  elTective  unless  supple- 
mented by  suitable  means  for  securing  a  high  standard  of  qualifications.  This 
will  not  always  result  automatically  from  better  pay.  Some  rural  districts 
and  most  villages  are  scarcely  able  to  raise  revenue  enough  to  pay  liberal 
salaries  under  the  revenue  laws  of  many  states.  The  number  of  such  rural 
districts  is  not  great.  A  minimum-salary  law  might  impel  small  and  weak 
districts  to  consolidate.  In  the  states  where  .schools  are  supported  mainly  by 
local  taxation,  there  should  be  provided  a  state  school  tax  supplying  one  third 
of  the  total  school  revenue,  to  be  distributed  in  such  a  manner  as  shall  espe- 
cially encourage  backward  districts.  In  our  great  cities  the  wealth  on  the 
avenues  helps  to  educate  the  children  in  the  slums.  No  argument  is  needed 
here  for  the  wisdom  of  such  policy.  In  tlu-  same  way  llic  wealth  of  all  the 
state  should  stand  pledged  for  the  schooling  of  all  the  c  hililren  in  tiie  >tate. 
no  matter  where  the  diildren  may  haj)|)en  to  roide.  Tlic  bulk  of  the 
funds  should  -till  be  rai-i-d  by  local  taxation  to  stimulate  in  the  peoi)le 
local  [trifle  in  Ihrir  .-(hool,an(l  at  the  same  time  promote  a  due  (•(onoiny  in 
expenditure. 

I  believe,  Mr.  President,  that  the  next  step  in  the  salary  campaigu  .should 
be  to  sec  ure  the  cnac  tment  of  minimum  salary  laws  in  the  various  states,  sup- 
plemented i;y  such  other  legislation  as  may  be  needed  to  make  them  elTective. 
There  seems  to  be  no  way  to  overcome  the  inertia  of  our  village  and  rural  com- 
munities. As  a  great  body  of  |)ublic  servants  diarged  with  a  fuiu  lion  mt)st 
vital  to  the  prosperity  and  perjietuity  of  the  {(tmmonwealth,  we  may  with 
flignity  and  .self-respect  ask  from  our  legislatures  sU(  h  tonipensatioii  as  will 
enable  Us  to  do  the  work  whercunto  we  are  cilled. 


jg2  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

DISCUSSION 

Miss  Adelaide  S.  Baylor,  superintendent  of  schools,  Wabash,  Ind. — I  agree  with 
ail  that  President  Felmley  has  said  concerning  legislation.  But  it  seems  to  me  that  the 
next  step  is  to  find  what  can  be  done  to  raise  the  standard  of  teaching.  With  the 
question  of  salaries,  let  us  also  consider  what  are  the  requirements  for  admitting  people  to 
the  profession  of  teaching,  and  what  we  are  doing  for  the  growth  of  those  already  in  the 
profession.  I  ask  this  with  the  greatest  respect  for  those  who  are  teaching.  I  know 
however,  that  there  are  those  in  the  profession  thoroly  incompetent  both  by  nature  and 
by  training.  About  three  weeks  ago  a  young  lady  in  my  own  city  came  to  me  and  said: 
"I  should  like  to  enter  the  training  school."  I  remembered  her  as  a  young  girl  in  the 
high  school,  being  without  any  special  qualifications  for  teaching — sensitive,  not  self- 
assertive,  not  especially  popular  among  the  students,  and  not  very  sympathetic.  I  had  a 
long  and  earnest  talk  with  her,  and  she  left  saying  she  would  consider  it.  I  asked  her 
mother  a  few  days  later  as  to  her  daughter's  plans,  and  was  told  that  she  had  plenty  to 
do  at  home,  but  the  folks  at  home  thought  that  it  would  be  a  nice  httle  experience  for 
her  to  teach  a  year  or  two.  I  wondered  what  would  be  the  experience  of  the  children 
for  the  year  or  two  under  her  teaching. 

Three  years  ago  a  principal  was  taking  me  past  one  of  the  rooms,  and  when  I  proposed 
to  go  in,  she  said:  "We  do  not  often  take  visitors  in  there."  Recently  I  asked  that  prin- 
cipal how  the  teacher  of  that  room  was  getting  along.  The  report  was  that  she  was  still 
doing  poor  work.  T  have  wondered  whether  it  would  not  be  wise  to  appoint  a  committee 
to  investigate  these  conditions  and  make  such  report  as  would  aid  school  boards  in  dealing 
with  such  conditions.  Our  courses  of  study  have  been  revised  thru  the  recommendations 
of  N,  E.  A.  committees  of  investigation.  We  ask  a  teacher:  "What  are  you  doing  in 
history  or  in  English?"  and  the  reply  is:  "I  am  following  out  the  recommendation  of 
the  Committee  of  the  National  Educational  Association. ' '  Book-publishers  are  preparing 
books  in  accordance  with  the  recommendations  of  the  Committee  of  Ten.  We  hear 
constantly  of  the  Committee  of  Ten,  or  Committee  of  Twelve,  or  Committee  of  Fifteen. 
If  these  reports  can  produce  results  so  general,  if  a  Report  on  Taxation  is  helpful  in 
shaping  plans  for  taxation,  I  think  a  report  on  standards  of  teadiing  would  be  advisable. 
The  work  of  such  a  committee  should  consist  of  a  systematic  investigation  of  standards 
thruout  the  country.  In  at  least  ten  large  cities  in  the  country,  standards  have  been 
estabhshed  for  the  placing  and  promotion  of  teachers,  and  in  many  smaller  cities  there 
are  such  merit  systems.  Such  systems  of  promotion  for  teachers  should  be  known  thru- 
out the  country.  I  think,  therefore  that  the  next  step  in  the  salary  campaign  should  be 
in  this  direction,  and  recommendations  resulting  from  such  investigation  will  put  back- 
bone into  school  boards  and  superintendents  in  the  selection  of  teachers,  and  when 
proper  efficiency  is  secured  much  of  the  salary  problem  will  be  solved. 


THE  NEW  PHONETIC  ALPHABET 

GEORGE  HEMPL,   PROFESSOR  OF  ENGLISH  PHILOLOGY  AND   GENERAL  LINGUIS- 
TICS, UNIVERSITY  OF  MICHIGAN,   ANN  ARBOR,   MICH. 

There  are  three  movements  on  foot  at  present,  which  are  more  or  less 
related,  and  therefore  likely  to  be  confounded.  These  are:  (i)  the  move- 
ment for  the  reform,  or  at  lea.st  the  simplification,  of  English  spelHng;^  (2) 
the  movement  aiming  at  the  establishment  of  a  uniform  phonetic  alphabet 
designed  to  indicate  English  j)ronunciation  in  dictionaries,  spellers,  readers, 
etc.;    (3)  the  movement  that  looks  to  the  establishment  of  such  a  uniform 

■  Address  for  information :  The  Simplified  Spelling  Board,  i  Madison  Avenue,  New  York  City. 


Superintendence]  THE  NEW  PHONETIC  ALPHABET  193 

phonetic  alphabet,  not  only  for  English,  l)ut    for  all   the   most    imj)ortant 
modern  languages.* 

Whatever  the  interrelations  of  these  movements,  no  one  of  them  is  depen- 
dent upon  the  other  two;  and  any  man  may  favor  and  advocate  one  and 
be  inditTcrent  or  hostile  to  the  others.  It  is  therefore  necessary  to  be  care- 
ful not  to  transfer  thoughtlessly  to  the  others  such  unfriendly  feeling  as  one 
may  chance  to  entertain  for  one  of  them.  For  e.xample,  many  a  person  who 
is  averse  to  spelling  reform  will,  on  consideration,  lind  much  to  enhst  his 
sympathies  for  the  movement  that  aims  to  furnish  a  uniform  system  of  repre- 
senting English  sounds  and  groups  of  sounds.  It  is  this  latter  movement 
about  which  I  wish  to  say  a  few  words  this  morning.  I  shall  limit  myself  to 
stating  what  is  aimed  at,  and  to  pointing  out  the  chief  advantages  of  the  project. 

The  movement  originated  in  the  minds  of  members  of  this  Association 
and  in  response  to  a  great  need  felt  by  practical  teachers.  No  one  or  two 
dictionaries  now  hold  the  lield  and  wield  authority.  The  growth  of  scholar- 
ship and  the  development  of  the  English-speaking  world  have  demanded  and 
made  possible  the  preparation  and  sale  of  many  good  dictionaries.  These 
have  different  .systems  of  indicating  pronunciation.  A\'hen  it  is  necessary  to 
look  up  a  word  and  compare  authorities,  the  searcher  is  at  once  confronted 
by  the  task  of  deciphering  and  interpreting  the  various  letters  and  diacritic 
marks  employed,  and  these  are  so  different  and  so  differently  used  in  the  \  arious 
dictionaries  that  it  is  often  almost  impossible  to  find  out  and  remember  what 
the  authorities  have  to  say  on  the  subject.  If  teachers  and  other  adult  users 
of  dictionaries  find  this  proce'ss  beset  with  diflSculty,  what  must  it  be  to  the 
children  in  our  schools  ?  How  serious  this  matter  is  and  how  real  the  trouble, 
one  may  estimate  when  he  learns  that  practical  dictionary  workers,  the  men 
who  make  dictionaries  and  are  daily  empk)ycd  upon  them,  and  who  are  sup- 
posed to  know  the  different  systems  thoroly,  constantly  hud  lluMUselves  mis- 
interpreting and  confusing  the  signs  emplo}ed. 

I  may  cite  one  or  two  cases  in  illustration  of  the  dilluulty  that  (ontroiUs 
the  users  of  our  dictionaries.  The  j)ronunciation  of  either  is  given  in  most 
dictionaries  as  e  or  i,  in  the  0,\ford  dicli(jnary  as  i  or  >'/,  in  the  Stamlard  as  i. 
Xcnv,  all  these  mean  the  same,  exce|)t  that  tlie  Staiuiard  docs  not  care  to  rec  og- 
ni/.e  the  younger  pronunciation.  But  who  will  blame  the  boy  who  comes 
back  from  a  search  of  the  dictionaries  and  says  that  the  Oxford  Dictionary 
favors  the  pronunciation  with  ei  sounded  like-  eye  and  that  tlic  Standard 
all(jw>  only  this?  When  one  finds  the  pronunciation  of  mustiuhe,  or  moiis 
hidie,  given  as  folhnvs,  what  i>he  to  make  out  of  it  ?  Cassell  »<</.  Century  //  <i, 
Imperial  11  a,  Student's  Imperial,  do  it,  Inlcrnalional  00  <;,  Standard  u  u. 
Shormonth  (w  d,  Webster's  Collegiate  ii  ii.  The  markings  rejiresenl  \\\k'  dif 
ferent  pronunc  iations,  but,  of  course,  it  will  not  do  to  associate  the>e  with 
the  differences  in  marking,  for  the  .same  .sound  has  one  sign  in  one  die  lionary 
and  ancjther  in  another,  and  the  same  sign  has  different  values  in  different 

'  I  or  ind.rmalion  ;i«l<lrc!ui;    I'rufewMjr  J.  Cicddcit.  Jr     lii.^ii.n  I  nmisiiv,  lli.,i..ii.  M.im. 


International 

Standard 

Cassell 

Century,  etc. 

bring 

bring 

bring 

bring 

brink 

brink 

brink 

bringk 

ig4  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

dictionaries.  Indeed,  the  same  dictionary  often  uses  different  signs  for  the 
same  sound.  Thus  Webster's  Collegiate  and  the  International  respell  soon 
with  00,  and  tnie  with  w,  and  Cassell's  prints  oo  in  soon  and  He  in  true.  The 
pronunciation  of  the  two  last  letters  in  bring  and  brink  is  represented  as  follows: 

Oxford 
briri 
brirjk 

All  these  markings  mean  exactly  the  same  thing,  but  what  child  could  be 
expected  to  find  that  out  ?  Further  examples  would  make  the  absurdity  of 
the  usual  systems  even  more  evident,  but  this  is  unnecessary.^ 

It  is  clear  that  we  must  do  one  of  three  things:  (i)  Let  the  matter  go, 
and  permit  our  pupils  to  continue  to  wander  in  a  maze  of  confusion  and 
uncertainty.  (2)  Banish  all  but  one  dictionary  from  the  school-room,  and  suffer 
the  consec^uent  limitation  of  knowledge.  (3)  Estabhsh  a  uniform  phonetic 
alphabet.  Fortunately,  it  was  the  last  of  these  that  was  decided  upon.  The 
initiative  was  taken  at  the  meeting  of  the  Department  of  Superintendence  in 
February,  1903,  when  a  committee  representing  the  National  Educational 
Association  was  appointed  to  confer  with  like  committees  of  the  Modern  Lan- 
guage Association  and  the  American  Philological  Association,  and  recommend 
a  universal  system  of  notation  for  indicating  pronunciation,  or  at  least  a 
simple  practical  phonetic  alphabet. '^ 

At  the  conference  held  in  Boston  (July  9,  1903),  Professor  Calvin  Thomas 
was  made  chairman  and  was  instructed  to  appoint  a  joint  committee  of  five, 
of  which  he  should  be  chairman,  to  prepare  a  report  to  be  submitted  at  a 
subsequent  meeting  of  the  joint  conference.  The  other  members  of  the  Joint 
Committee  were  Professor  O.  F.  Emerson,  of  Western  Reserve  University; 
Dr.  C.  P.  G.  Scott,  of  the  Century  Dictionary;  Mr.  E.  O.  Vail,  then  editor 
of  Intelligence;  and  myself.  This  committee  made  a  tentative  report  in  the 
summer  of  1904  and  pubhshed  it  in  the  form  of  a  pamphlet. 3  At  the  request 
of  the  representative  of  the  National  Educational  Association,  in  order  to 
facilitate  progress,  this  report  was  presented  by  the  representatives  of  the 
American  Philological  Association  and  the  Modern  Language  Association 
directly  to  these  associations  at  their  next  meetings. 

At  the  meeting  of  the  American  Philological  Association  (St.  Louis, 
September,  1904)  it  was  voted-*  that  the  association  entertained  a  serious  interest 
in  the  deliberations  and  recommendations  of  the  Joint  Committee  and  requested 
those  members  of  the  committee  that  represented  the  association  to  continue 
in  that  capacity  and  to  submit  their  final  report  when  ready. 

At  the  meeting  of  the  Modern  Language  Association  (Providence,  Deccm- 

'  A  comparative  table  of  the  vowel-notations  used  in  the  more  important  dictionaries  will  be  found  in 
the  Repwrt  of  the  Joint  Committee.     See  p.  131,  footnote,  below. 

'  .See  the  Proceedings  of  the  National  Educational  Association  for  1903,  p.  140. 

3  Report  of  a  Joint  Committee  .  ...  on  the  Subject  of  a  Phonetic  English  Alphabet,  to  be  had  of  Pro- 
fessor Calvin  Thomas,  Columbia  University,  New  York. 

'^  Proceedings loT  September,  1904,  p.  xxvii. 


Superintendence]  THE  NEW  PHONETIC  ALPHABEl  195 

her,  1904)  the  report  was  presented  by  Professor  Thomas,  on  whose  motion 
the  association  resolved  that  the  president  of  the  association  appoint  a  com- 
mittee of  five  to  examine  the  report  and  suggest  what,  if  any,  amendments 
are  desirable  before  the  alphabet  proposed  by  the  Joint  Committee  should 
be  submitted  to  the  association  for  fanal  action.'  This  Revising  Committee 
of  the  Modern  Language  Association  consisted  of  Professor  E.  S.  Sheldon, 
of  Harvard,  chairman;  Professor  James  W.  Bright,  of  the  Johns  Hopkins 
University;  Professor  C.  H.  Grandgent,  of  Harvard;  Professor  Raymond 
Weeks,  of  the  University  of  Missouri;  and  myself.  Its  report*  was  pre- 
sented to  the  Modern  Language  Association  at  its  meeting  at  Haverford  last 
December,  and  was  unanimously  adopted  and  ordered  printed.  The  same 
report  was  presented  to  the  American  Philological  Association  at  its  meeting 
in  Ithaca  a  day  or  two  later,  and  was  also  unanimously  adopted,  the  associa- 
tion voting  that  it  sanction  the  alphabet  and  recommend  its  use  to  the  makers 
of  dictionaries,  and  that  the  report  of  the  committee  be  printed  in  the  Pro- 
ceedings. 

The  phonetic  alphabet  that  has  thus  received  the  sanction  of  these  two 
national  philological  bodies  is  not  a  new  invention.  It  is  based  upon  the 
phonetic  alphabets  already  in  wide  use  in  philological  books  in  Europe  and 
America,  notably  the  alphabet  of  the  International  Phonetic  Association, ^ 
the  alphabet  employed  in  the  great  O.xford  English  Dictionary,-*  and  the 
alphabet  sanctioned  by  the  American  Philological  Association  in  1877. s  In 
many  respects  these  alphabets  are  ahke.  Where  they  ditTer,  choice  was 
determined  by  certain  important  considerations.  In  general,  the  simplicity 
of  the  alphabet  of  the  International  Phonetic  Association  was  aimed  at.  In 
the  selection  and  the  employment  of  individual  characters,  tho.se  of  the  Oxford 
Dictionary  were,  in  most  cases,  preferred,  that  thus  there  might  be  no  unneces- 
sary deviation  from  the  practice  of  what  will  for  a  long  time  remain  the  greatest 
English  dictionary.  But  the  two  haj)py  forms  employed  in  tlu-  old  alphabet 
of  the  American  Philological  As.sociation  for  the  vowels  in  or  and  hid  were 
|)referrefl  to  the  less  suggestive  and  more  awkward  forms  employed  in  the 
other  aljihabets. 

It  may  jje  asked:  What  is  the  common  basis  of  all  the.se  alphabets?  It 
is  the  Roman,  as  adapted  to  English  |)honology  by  Henry  Sweet. ^  For  the 
English  sounds  that  do  not  occur  in  Latin,  variant  forms  of  Latin  and  Old 
English  letters  are  made  use  of.     (For  delailid  information,  sic  the  Report  of 

'  Pruceeilinns  for  1004,  p.  xii. 

'  Rf port  oj  Ihf  Committee  0/  the  Sioilrrn  l.nnRuage  A^^ortalion  im  Ihf  I'ropoM-d  I'lintiftu-  Alfhahrl,  n 
pamphlet  to  Ijc  had  of  I'rofcuHor  K.  S.  Sheldon,  CaniliridKe,    Mn.ns. 

•Sec  Aims  and  Prinriplei  0/  the  Intrrnntimuil  I'honelii  Ami'i  itUion.  a  paiiiphlrt  lo  l.r  had  of  I'nifriuuir 
I'aul  I'assy,  ItourK-lu  Keinc,  .Seine.   Trance. 

*A  Nrw  Kngliih  Diflionary  on  lliituriciil  l'rin(ipU\  {O.x/orJ  Uniiersily  I'rett,  Nru'   York). 

•  .\  modified  form  of  this  is  employed  in  ihe  .Slamlard  Ditluinary. 

*\n  hit  Hamlbook  0/  I'hanrtit  1  U'Ut  "I  print)  and  his  t'rimrr  v/  J'honrtia  (Oxford  Inivemily  I'reM. 
New  York). 


ig6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

the  Committee  of  the  Modern  Language  Association,  p.  131.)  No  other 
basis  has  half  the  claim  that  the  Roman  has.  The  adoption  of  it  simply 
means  a  return  to  what  was  the  foundation  of  all  western  alphabets,  our  own 
included.  Most  European  languages  have  departed  but  little  from  the  Roman, 
hence  a  return  to  the  general  virtues  of  the  original  is  not  only  natural  and 
simple,  but  by  far  the  most  scientific  and  the  most  practical  procedure.  The 
inadequacy  of  the  system  now  employed  in  most  English  dictionaries  is 
betrayed  by  the  many  strange  and  inconsistent  diacritic  marks  that  must  be 
used  to  eke  them  out.  The  new  alphabet  Hmits  the  use  of  diacritic  marks 
to  a  minimum;  and  when  it  employs  such  a  mark,  it  does  so  consistently — 
that  is,  the  mark  has  the  same  value  or  meaning  with  whatever  letter  it  is 
used. 

A  child  that  has  learned  the  new  phonetic  alphabet  in  the  primary  school 
would  require  less  than  an  hour's  instruction  in  the  pronunciation  of  Latin, 
while  the  task  of  learning  the  pronunciation  of  German  and  most  other  Euro- 
pean languages  would  be  reduced  to  a  minimum.  Instead  of  almost  invari- 
ably doing  the  wrong  thing  when  confronting  a  foreign  word  or  name,  the 
average  Enghsh-speaking  person  would  instinctively  hit  it  right  nine  cases 
out  of  ten.  What  an  immense  gain  this  would  be  for  the  now  isolated  Enghsh- 
speaking  peoples,  it  is  easy  to  see.  Of  even  greater  importance  is  the  immense 
saving  of  time,  referred  to  above,  for  all  those  engaged  in  learning  and  teach- 
ing Latin,  German,  and  other  foreign  languages. 

But  both  of  these  may  be  regarded  as  minor  matters  compared  with  instruc- 
tion in  Enghsh  itself.  With  the  so-called  English  values  of  the  letters,  it  is 
impossible  to  teach  the  truth  as  to  Enghsh  sounds.  This  is  due  in  part  to 
the  great  revolutions  that  have  taken  place  in  the  English  vowel  system. 
The  Old  English  long  vowels  have  changed  immensely  while  the  short  vowels 
have  shifted  but  little,  or  not  at  all.  In  this  way  the  former  have  long  since 
parted  company  with  the  corresponding  shorts,  and  the  continued  association 
is  not  only  absurd,  but  very  misleading.  What  we  call  "long  e"  now  has 
nothing  to  do  with  what  we  call  "short  e, "  and  so  on  thruout  the  Ust.  Arran- 
ging the  English  vowels  physiologically  with  our  current  spelhng,  in  the  most 
consistent  form,  we  have: 


fool 

feet 

fwll 

f/t 

no 

fate 

obey 

met 

all 

nui 

iur 

there 

or 

fat 

far     past 

There  could  hardly  be  a  greater  mix-up  of  letters,  and  any  attempt  to  com- 
prehend the  sounds  and  their  relations  on  such  a  basis  of  representation  is 
futile. 

The  various  systems  of  phonetic  representation  current  in  most  of  our 


Superintendence]  THE  NEW   PHONETIC  ALPHABET 


197 


dictionaries  and  school  books  are  particularly  defective  in  that  they  do  not 
provide  signs  enough  for  the  different  sounds.  They  are  thus  forced  to  add 
letters — not  to  represent  the  sound  they  nominally  stand  for,  but  to  indicate 
that  an  adjoining  letter  has  a  different  sound  from  what  it  usually  has!  It 
is  as  tho  a  new  settlement  in  the  West,  instead  of  getting  a  new  name,  should 
take  the  name  Chicago  and  then  attempt  to  indicate  by  the  addition  of  the 
name  Detroit  that  it  was  not  Chicago  that  was  meant,  but  a  new  place  that 
hadn't  any  name  of  its  own.  Certainly  as  perverse  a  method  of  doing  things 
as  one  can  imagine.  This  is  what  we  do  when  we  write  th  or  dh,  sli  or  zli, 
ch,  ng,  etc.  Such  a  spelling  as  ch  gives  no  idea  whatever  of  the  sounds  it 
represents.  There  are  two  sounds  and  two  letters,  but  neither  letter  rcj^c- 
sents  either  sound !  The  first  sound  in  the  group  is  /,  the  second  is  the  sound 
usually  spelled  sh.  Thus  catch  and  chip  differ  from  cash  and  ship  in  having 
a  /  before  the  sibilant.  This  makes  it  very  clear  how  nature  has  got  its  present 
sound.  The  first  element  of  the  group  that  we  call  "long  w"  has,  under  the 
influence  of  the  preceding  /,  become  the  sibilant  usually  spelled  sh — that  is 
all.  When  we  attempt  to  use  ch  as  a  phonetic  spelling,  the  phonetic  facts 
are  concealed.  Indeed,  it  is  difficult  to  persuade  most  people  that  chip  begins 
with  /,  tho  they  will  admit  it  in  catch  because  it  is  written  there.  Similarly) 
in  the  case  of  ng  in  bring  above,  and  in  iong,  etc.  In  brink  and  longer  we 
observe  that  we  have  a  pure  k  and  a  pure  g,  each  ])rccc(lcd  by  a  nasal  that 
is  not  the  n  heard  in  in,  which  is  made  by  raising  the  tip  of  the  tongue,  but 
a  similar  sound  made  by  raising  the  back  of  the  tongue.  In  phonetic  spelling 
this  sound  is  represented  by  an  n  with  an  extended  leg,  namely  rj.  Now, 
longer  still  has  this  ■n-\-g,  but  long,  while  it  still  has  rj,  has  lost  the  g.  But 
the  spelling  ng  so  takes  possession  of  the  mind  that  it  is  very  hard  to  make 
most  people  realize  that  there  is  no  g  at  all  in  long,  or  that  when  a  man  says 
walkin  for  u-alking  he  is  simply  raising  the  tip  of  his  tongue  instead  of  the 
back  of  it,  that  is,  using  ;;  for  t;— and  not  "dr()])])ing  the  g,''  which  was  dn)pi)ed 
long,  long  ago.  If  we  use  ng  as  a  phonetic  spelling  for  r;,  wc  are  forced  to 
the  absurdity  of  using  ngg  and  ngk  to  represent  rjg  and  i]k.  Compare  the 
sjK'lling  of  bring  and  brink  above. 

Wc  have  considered  the  advantages  of  a  phonetic  spelling  based  on  the 
Roman  values  of  the  letters  (i)  in  the  study  of  foreign  languages  and  the 
learning  of  foreign  proper  names,  and  (2)  in  the  .study  of  Knglish  itself.  There 
is  still  another  situation  in  whic  h  it  lias  importanc  e.  English  is  now  .spreading 
as  no  other  language  is.  It  is  studied  everywhere,  and  in  many  places  it  is 
crowding  out  the  native  language.  In  this  we  are  all  mut  h  interested,  and  we 
surely  should  do  all  we  (an  to  promote  it.  Hy  presenting  to  these  foreigners, 
if  not  a  reformed  ICnglish  spelling,  at  least  a  phonetic  res|)elling  that  will  give 
them  (|ui(  kly  anrl  e.\a(  tly  the  information  they  desire,  we  shall  do  not  a  little 
to  leach  good  Knglish  to  the  inhabilants  of  our  dependencies  and  lo  spread 
our  mother  tongue  thruoni  the  world. 


igg  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 


WHAT  FORM  OF  INDUSTRIAL  TRAINING  IS  MOST  PRACTI- 
CAL AND  BEST  SUITED  TO  THE  COUNTRY  CHILD? 

O.  J.  KERN,  SUPERINTENDENT  OF  SCHOOLS  FOR  WINNEBAGO  COUNTY, 

ROCKFORD,  ILL. 

It  is  to  be  regretted,  perhaps,  that  we  do  not  have  a  better  term  to  express 
the  thought  of  this  afternoon's  program.  For  a  great  many  most  excellent 
people  today,  moving  along  Educational  Avenue  leading  up  to  the  pubHc 
school,  shy  and  stop  still  at  the  sight  of  the  word  "industrial"  as  appHed 
to  the  work  of  the  school.  Any  attempt  to  lead  them  closer  for  a  more  careful 
inspection  of  this  word  proves  unavaiHng.  To  their  thinking  industrial 
training  means  the  eUmination  of  "culture,"  whatever  that  may  mean,  and 
the  substitution  of  the  reform  school  or  the  trade  school.  For  them  the 
thought  has  not  yet  come  that  education  should  be  for  service  as  well  as  for 
sweetness  and  light;  that  the  children  in  our  schools  should  be  able  to  do 
things  as  well  as  to  know  about  things.  And  in  the  doing  of  things  there  is 
as  great  opportunity  for  culture  as  there  is  in  studying  about  what  men  have 
said  and  done,  as  revealed  by  the  printed  page. 

The  distinction  between  higher  education  and  industrial  education  has 
no  real  foundation  upon  which  to  rest.  It  is  a  survival  of  the  aristocratic 
ideas  of  the  Middle  Ages.  The  thought  is  not  original  with  the  writer  to 
claim  that  farming  and  blacksmithing  are  just  as  high  as  law  and  theology. 
Whether  it  is  better  to  be  a  blacksmith  than  a  minister  depends.  As  has 
been  well  said  recently:  "It  is  better  to  pound  an  anvil  and  make  a  good 
horseshoe  than  to  pound  a  pulpit  and  make  a  poor  sermon. " 

Quoting  further  from  this  same  writer: 

There  is  a  real  distinction  between  education  for  self-support  and  education  for  self- 
development;  between  culture  and  what  the  Germans  call  the  bread-and-butter  sciences. 
In  order,  if  not  in  importance,  the  bread-and-butter  sciences  come  first.  The  first  duty 
ev-ry  man  owes  to  society  is  to  support  himself;  therefore  the  first  ofiice  of  education  is  to 
enable  the  pupil  to  support  himself. 

And,  as  has  been  said  above,  industrial  education,  if  carried  on  aright,  con- 
tributes to  self-culture  as  well  as  to  self-support. 

It  is  taken  for  granted  that  everyone  present  this  afternoon  believes  that 
this  body  of  superintendents  and  the  National  Educational  Association  stand 
for  educational  leadership.  Their  dehberations  and  printed  reports  should 
give  the  trend  and  tone  to  educational  progress  in  our  country.  A  student 
of  industrial  education  for  the  country  child  cannot  fail  to  express  his  deep 
obligation  to  one  printed  report  which  is  in  trend  with  this  afternoon's  con- 
sideration. This  is  the  1905  report  of  the  National  Educational  Association 
on  "Industrial  Education  in  Schools  for  Country  Communities."  The 
committee  which  formulated  that  report  was  composed  of  expert  students 
of  this  particular  field,  and  there  is  no  one  better  qualified  to  speak  with 
authority  than  its  chairman,  Superintendent  L.  D.  Harvey,  of  Wisconsin. 


Superintendence]    INDUSTRIAL  TRAIKIXG  FOR  THE  COUNTRY  CHILD    199 

In  view  of  its  importance,  it  is  not  claiming,'  too  much  to  say  that  this 
report  should  be  studied  by  every  country-school  teacher  and  school  officer 
who  has  to  do  with  the  administration  of  the  country  school  system.  Some 
way  should  be  provided  to  create  a  demand  for  this  document.  No  better 
use  can  be  made  of  a  part  of  the  surplus  of  the  funds  of  the  National  Ktluca- 
tional  Association  than  to  send  a  number  of  copies  of  this  report  to  countv 
superintendents,  to  distribute  to  thinking  teachers,  school  officers,  and  patrons 
of  country  schools.  Not  all  county  boards  are  as  liberal  as  the  one  which 
permitted  its  county  superintendent  to  purchase  300  copies  for  distribution 
in  his  county.  A  free  distribution  of  this  report  will  tend  to  increase  the 
])restige  of  the  National  Educational  Association  as  respects  leadershij), 
and  at  the  same  time  remove  ])art  of  the  nervousness  on  the  part  of  its  mem- 
bership as  to  the  safety  of  its  ever-increasing  surplus  funds. 

This  paper  will  enter  into  no  argument  with  res])ect  to  the  why  and  how 
of  industrial  training  for  the  country  child.  The  report  referred  to  does 
this  in  a  most  logical  and  admirable  manner.  A  twenty-minute  discussion 
will  permit  only  an  emphasis  to  be  placed  on  a  few  practical  and  suitable 
thing>  that  can  and  should  enter  into  the  all-around  symmetrical  development 
of  the  country  child  in  his  training  for  service  in  the  new  age  of  countrv  life. 

My  discussion  calls  for  a  consideration  only  of  "What  Form  of  Industrial 
Training  is  More  Practical  and  Best  Suited  to  the  Country  Child." 

.\11  those  interests  and  activities  that  relate  to  agriculture  in  an  elementary 
way — quite  elementary  for  a  while — are  practical  and  suited  for  the  training 
of  the  country  child.  The  prosperity  of  this  nation  in  its  last  analysis  rests 
upon  agriculture.  A  very  great  majority  of  the  children  enrolled  in  the 
country  schools  will  remain  on  the  farm,  and  the  country  school  slu)ul(l  lielp 
them  to  a  better  understanding  of  the  new  phases  of  agriculture.  The  number 
remaining  on  the  farm  will  increase  when  right  ideals  prevail  in  the  instruction 
with  reference  to  the  dignity,  worth,  and  luiancial  possibiliiic>  of  tin-  kind  of 
farming  that  is  "higher  education." 

To  Ije  specific,  a  study  of  soil  by  means  of  the  school  garden  is  practical 
to  a  certain  extent  in  every  country  school.  To  be  sure,  a  live  teacher  will 
get  more  out  of  it  than  a  dead  one  who  does  not  yet  even  know  she  is  dead, 
liut  s(jmething  is  done  and  can  be  done.  A  start  i>  being  made.  To  wait 
till  all  the  teaching  force  is  ready  is  to  do  nothing. 

La.st  year  the  Department  of  Agriculture  at  Washington  surveyed  oxer 
fifteen  million  acres  of  farm  land.  'Hie  state  of  Illinois  is  s])endiiig  $25,000 
annually  in  its  soil  survey  and  .soil  e.xperimetits.  Thus  far  sixtmi  (ounties 
have  been  surveyed,  and  the  e.xpectation  is  to  (ontinuc  till  tlir  nitire  102 
(ounties  arc  surveyed.  Every  type  of  soil  as  small  as  ten  aire  lots  is  map|)f(i 
aiifl  described.  A  various-colored  m.ip  is  publishnl  and  put  in  bulletin 
form. 

Mere  is  a  map  of  one  county  (sliouiiig)  wliii  li  gives  you  an  idea  (tf  the  work 
uf  the  .soil  bureau.     \'ou  see  tlie  dilTerent  types  of  soil  for  this  particular 


200  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

county  represented  by  different  colors.  The  printed  matter  in  connection 
with  this  map  gives  an  accurate  account  of  the  early  settlement,  chmate, 
physiography  and  geology,  description  of  the  types  of  soil,  agricultural  con- 
ditions, markets,  transportation  facilities,  etc.  Laying  aside  all  thought 
of  industrial  training,  and  the  so-called  ehmination  of  "culture,"  and  the 
alleged  "making  farmers"  of  our  country  children  by  "putting  agriculture" 
into  the  country  school,  just  think  how  valuable  this  bulletin  is  simply  for 
the  study  of  home  geography!  Surely  there  is  time  for  the  study  of  geog- 
raphy in  the  average  country  school.  A  copy  of  this  map  and  bulletin  was 
put  into  the  library  of  every  country  school  of  this  county.  The  expense 
was  nothing.  And  this  map,  so  far  as  it  goes,  is  far  more  valuable  for  the 
teaching  of  agriculture  than  the  so-called  agricultural  charts  for  $40  which 
some  school  officers  are  buying  of  agents  who  are  posing  as  apostles  of  agri- 
cultural instruction  for  the  country  school. 

We  are  not  quite  accurate  when  we  speak  of  "putting  agriculture  into 
the  country  school."  Rather  let  us  attempt  to  put  the  school  into  agriculture 
— into  right  relation  to  its  environment. 

A  school  garden  is  practical.  True,  it  is  in  its  experimental  stage  as  yet. 
So  was  manual  training  for  the  city  child,  and  is  so  to  a  certain  extent  today. 
But  no  one  would  ehminate  manual  training  because  teachers  do  not  yet 
know  all  about  matter  and  method.  We  do  not  know  all  about  the  school 
garden  as  a  means  of  giving  instruction  with  reference  to  soil  and  plant  life- 
We  can  learn,  however,  and  learn  by  doing,  even  if  the  doing  is  crude  for  a 
few  years.  The  best  way  to  have  a  garden  in  the  country  school  is  to  have 
it,  even  if  it  is  not  larger  than  four  feet  square.  A  start  can  be  made,  and 
that  is  a  great  deal.  To  sit  down  and  contemplate  the  difficulties  is  to  remain 
seated. 

School-garden  work,  manual  training,  and  domestic  arts  for  the  country 
school  will  be  put  on  a  more  intelligent  and  permanent  basis  when  there 
can  be  trained  supervisors  for  this  work,  such  as  many  city  schools  now  have. 
This  will  come  when  the  county  superintendent  can  change  the  ideals  of 
the  country  people  so  that  they  will  regard  the  office  for  educational  leader- 
ship, and  not  subject  to  the  exigencies  of  party  politics.  The  job  of  changing 
the  ideal  in  this  respect  is  a  fairly  big  one. 

True,  if  we  could  have  such  gardens  as  the  Macdonald  gardens  of  Canada, 
better  results  would  be  obtained.  If  millionaires  of  this  country  would  find 
it  possible  to  do  as  this  man  is  doing — doing  something  for  the  country  child — 
a  great  educational  uplift  would  come  to  all  phases  of  country  life.  Here 
[showing]  is  a  most  interesting  pamjjhlet  describing  the  Macdonald  gardens- 
There  are  special  traveling  instructors  for  these  gardens,  which  are  two  acres 
in  extent.     One  or  two  quotations  are  sufficient  to  reveal  their  character. 

With  reference  to  the  place  of  the  garden  in  school  work : 

The  work  of  the  garden  is  recognized  as  a  legitimate  part  of  the  school  program, 
and  is  already  interwoven  with  a  considerable  part  of  the  other  studies.     The  garden  is 


Superintendence]   INDUSTRIAL    EDUCATION   FOR   CITY   CHILDREN  2CI 

becoming  the  outer  class  room  of  the  school,  and  the  plots  arc  its  blacklx)ards.  The  gar- 
den is  not  an  innovation,  or  an  excresence,  or  an  addendum,  or  a  diversion.  It  is  a  happv 
field  of  expression,  an  organic  part  of  the  school  in  which  boys  and  girls  work  among 
growing  things,  and  grow  themselves  in  body  and  mind  and  spiritual  outlook. 

Of  the  advantages  the  following  summary  only  is  given  here: 

1.  Educationally  it  affords  a  release  from  the  dull  routine  of  the  school- 
room and  puts  the  pupil  out  into  the  fresh  air  and  sunlight.  It  is  a  means  of 
help  by  affording  scope  for  motor  activities  that  are  natural  to  growing  chil- 
dren. The  garden  work  is  correlated  with  much  of  the  formal  work  of  the 
school,  as  arithmetic,  reading,  composition,  drawing,  etc.  It  serves  as  an 
introduction  to  the  development  of  literary  appreciation,  as  the  "ability  to 
appreciate  the  charm  of  many  of  the  best  poems  depends  not  a  little  on  abihty 
to  form  visual  images  of  natural  objects."  In  this  respect,  if  the  teacher  in 
the  country  school  is  alert,  the  country  child  has  the  advantage  over  the  city 
child.  For  "the  urban  eye  of  the  town-bred  child,  who  has  never  been  inter- 
ested in  garden  or  field,  must  fail  to  catch  the  imagery  of  our  best  nature 
poems. " 

2.  Economically  the  school  garden  teaches  the  composition  and  care  of 
the  .soil,  be.st  conditions  for  plant  life,  value  of  fertilizers,  seed  selection. 

3.  Nationally  the  school  garden  develops  an  interest  in  the  fundamental 
industry  of  the  country.  There  develoj)  the  sense  of  owncrshij)  and  respect 
for  property. 

In  the  care  of  their  own  plots  the  pupils  fight  common  enemies,  and  learn  that  a  bad 
weed  in  a  neglected  plot  may  make  trouble  for  many  others.  The  garden  is  a  pleasant 
avenue  of  communication  between  the  school  and  the  home,  relating  them  in  a  new 
and  living  way,  and  thereby  strengthening  the  public  interest  in  the  school  as  a  national 
institution. 

A  study  of  the  development  of  plant  life  is  practical  and  suik'(l  for  tlic 
country  child.  For  years  we  have  had  the  thorobred  horse,  the  j)ure-bred 
cow,  and  now  comes  the  high-bred  corn.  Here  is  an  ear  [showing]  of  high- 
bred corn  rai.sed  by  the  president  of  the  Illinois  Corn-Growers'  Association. 
This  was  taken  from  a  field  that  easily  made  one  hundred  bushels  per  acre. 
To  be  sure,  to  rai.se  hundred-bu.shel  corn  there  must  not  only  be  one-hundred- 
bushel  .seed,  but  al.so  hundred-bu.shel  soil  and  a  hundred-bu.shel  man.  ( )ur 
industrial  training  should  teach  the  children  in  the  country  schools  to  strive 
for  these  three  things,  viz.:  better  .seed,  increa.singly  fertile  .soil,  and  more 
intelligent  methods  of  operation.  Here  is  an  opportunity  for  the  school  to 
co-operate  with  the  home  and  train  the  ( hiidrcn  to  study  (urn  on  cx|»c'rinu'iital 
plats  at  home. 

Likewi.se  some  training  with  rcfercMci-  to  farm  anrnial  life  ;ind  a  con 
.sideration  of  some  of  the  elementary  principles  of  the  business  end  of  farming 
is  practical  and  suitable.  Farm  economics  is  |)ractical  arithmetic,  and 
(ould  well  take  the  pla(  e  of  nnu  h  text-book  matter  that  is  "taught  at.  "  Surely, 
the  average  country  school  has  time  to  Ic.k  h  the  ariihinctii  thai  the  pupils 
mu>t  Use  after  leaving  school. 


202  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 

With  the  country  high  schools — that  is,  the  village  high  schools — and 
the  country  consolidated  school  as  centers,  manual  training  for  the  country 
child  should  begin.  From  these  schools  this  educational  activity  will  spread 
into  a  large  number  of  one-room  country  schools.  This  will  be  slow;  for 
the  average  farmer  does  not  yet  distinguish  between  manual  training  and 
manual  labor.  If  all  the  data  could  be  collected,  it  would  appear  that  quite 
a  considerable  amount  of  manual  training,  elementary  in  form,  is  now  being 
carried  on  in  the  country  schools. 

Here  is  a  great  opportunity  for  the  school  to  co-operate  with  the  country 
home;  and  thru  the  inspiration  and  help  of  a  live  teacher  a  work-bench  can 
be  installed  in  the  home  workshop,  if  it  seems  impracticable  to  install  one 
in  the  country  schoolhouse.  The  boy  at  home,  and  the  girl  too,  along  home 
economy,  can  make  a  small  collection  of  simple  tools,  and  from  the  teacher 
receive  instruction  as  to  processes  of  work,  etc.  The  country  school  and  the 
country  home  should  come  closer  together.  The  lines  of  industrial  work 
suited  to  the  farm  and  farm  home  offer  an  exceptionally  fine  opportunity 
for  this  closer  union  for  a  common  purpose.  Most  of  the  old  farm  home 
activities  have  gone  since  the  introduction  of  farm  machinery  of  improved 
make.  With  this  change  have  gone  some  elements  in  the  training  for  the 
country  child  that  must  be  supplied  by  the  new  country  school  and  the  new 
farm  home,  to  meet  the  new  conditions  of  country  life  in  the  age  of  telephones, 
trolley  cars,  daily  delivery  of  mail,  improved  farm  machinery,  discoveries 
relating  to  the  science  of  agriculture,  and  improved  methods  of  farm 
operations. 

For  the  boy  this  manual  training  will  consist  in  a  working  knowledge  of 
the  care  and  use  of  simple  tools  for  repair  work  on  the  farm,  the  elements  of 
simple  carpentry,  farm  mechanics,  etc.  With  this  will  go  a  practical  knowl- 
edge of  materials. 

For  the  girl  there  will  be  instruction  in  household  economy  and  manage- 
ment, food  materials  and  the  preparation  of  food,  sewing  and  a  study  of 
textiles,  etc. 

There  need  be  no  alarm  that  the  country  child  will  not  receive  culture 
along  these  lines.     As  has  been  well  said: 

To  teach  a  boy  the  mechanics  of  homekeeping,  to  teach  a  girl  the  chemistry  of 
homekeeping,  is  as  much  self-culture  as  to  teach  either  what  kinds  of  homes  the  ancient 
Greeks  and  Romans  possessed.  Our  present  self  development  is  too  narrow.  We  need  to 
broaden  it.     Manual  training  is  necessary  to  make  the  "all-round"  man. 

We  can  take  this  culture  to  the  country  child,  and  in  addition  take  to  the 
country  school  good  books,  art,  and  music,  and  we  need  no  longer  be  under 
the  necessity  of  tearing  up  the  farm  home  by  its  roots  and  taking  the  children 
to  the  city  in  order  to  secure  the  country  child's  right  to  partake  of  the  best 
educational  opportunities  that  the  age  has  to  offer. 


Superintendence]    INDUSTRIAL  EDUCATION  FOR  CITY  CHILDREN  203 

FORMS   OF  INDUSTRIAL   EDUCATION   BEST  ADAPTED    TO 

CITY  CHILDREN 

CHARLES   H.  KEYES,  SUPERIXTEXDENT  OF  SCHOOLS,  SOUTH  DISTRICT, 
HARTFORD,  CONN. 

The  traditional  subjects  of  the  school  curriculum  aim  to  train  the  child 
thru  exercises  whose  perception  basis  is  either  visual  or  auditt)rv,  or  both. 
The  child's  seeing  and  hearing  alone,  condition  all  his  learning  within  the 
scope  of  the  time-honored  subjects.  But  manual  training  aims  at  the  devel- 
opment of  the  individual  thru  the  introduction  of  e.xperiences  based  on  other 
sense-perceptions  than  those  of  sight  and  hearing.  Touch  and  muscular 
resistance  are  called  into  j^lay  because  they  furnish,  independently  and  in  con- 
junction with  the  other  sense-avenues,  ex])eriences  which  react  in  the  devel- 
opment of  nervous  centers  and  forces  otherwise  left  practically  impotent,  so 
far  as  the  training  of  the  schools  is  concerned.  In  deciding  what  forms  of 
manual  training  are  especially  valuable  for  the  child  of  any  determined  envi- 
ronment, certain  governing  principles  must  be  kept  clearly  in  mind: 

I.  This  training  must  develop  capacity  which  is  a  new,  additional  positive 
contribution  to  the  child's  unconscious  endeavor  at  self-realization,  and  the 
school's  conscious  endeavor  to  transform  his  po.ssibilities  into  powers. 

2.  This  training  should  furnish  him  experience  which  enlarges  his  capacity 
to  adapt  himself  more  easily  and  efficiently  to  his  life-work  and  environment 
when  school  days  are  finished.  He  should  begin  to  learn  as  a  boy  things 
he  mu.st  do  as  a  man. 

3.  This  training  should  not  neglect  to  furnish  him  some  experiences 
lying  entirely  outside  the  field  of  his  prospective  life-activity,  and  e.specially 
.some  of  that  cla.ss  of  experiences  w-hich  will  enable  him  to  understand  and 
sympathize  with  the  endeavor  and  aim  of  large  grou])s  of  his  fellow  men 
whose  surroundings  and  occupations  are  decidedly  unlike  his  own.  He 
should  begin  to  get  the  view-point  as  a  boy  of  a  position  he  will  not  occupy 
as  a  man,  but  which  will  be  occujjied  by  thousands  of  his  fellow-men  with 
whom  the  good  of  the  commonwealth  and  the  nation  demands  that  he  shall 
have  intelligent  sympathy. 

4.  This  training  is  the  resultant  of  excrci.ses  in  which  the  pu|)il  is  making 
high  endeavors  at  .self-cxi)ression.  His  ideals  of  strength,  utility,  beauty, 
and  honesty  arc  modeled  in  the  day,  ( ut  and  carved  in  the  wood,  bent  and 
forged  in  the  iron,  braided  and  wo\en  into  the  raflia  and  rcc(U  which  lu- 
manipulates. 

With  these  print  iplc>  in  mind,  and  a  rc(  ognilion  of  the  fai  t  lli;it  the  inunr 
diate  direction   of  the  manual  training   work  of  the  great   majority  of  lity 
(hildren  must  be  in  the  hands  of  the  regular  grade  teaiher,  we  may  i)n)ceed 
to  make  some  specific  answers  to  the  (juestion:    "What  forms  of  industrial 
training  are  best  suited  tf)  the  diild  of  any  determined  envir<»nmenl  ?" 

Obedience  to  the  first  and   fourth  of  these  ]»rin(  i|)lcs  will  eliminate  .some 


204  NATIONAL  EDUCATIONAL  ASSOCIATION  [LouisviUe 

of  the  common  forms  of  manual  training  frequently  used  as  pedagogical 
soothing  syrup,  under  the  name  of  "busy  work,"  in  many  primary  schools. 
It  will  do  away  with  much  of  the  work  on  hard  and  fast  models,  in  which 
the  pupil  has  Httle  or  no  choice  or  initiative,  and  which  admit  of  only  a  com- 
paratively low  order  of  self-expression. 

So  far  as  the  Hfe  of  any  particular  city  or  class  of  cities  is  distinctive,  its 
conditions  must  guide  us  in  applying  the  second  and  third  principles,  which 
chiefly  determine  the  forms  proposed  for  our  discussion. 

Recognition  of  the  principle  that  in  manual  training  and  industrial  educa- 
tion the  pupil  should  be  taught  to  know  and  do,  as  a  boy,  things  which  he 
will  have  to  do  as  a  man,  is  now  widespread.  We  have  ceased  to  apologize 
for  any  special  form  of  manual  training  having  educational  value,  because  it 
gives  a  boy  the  skill  of  a  craft  in  which  he  may  later  earn  his  living.  We  are 
no  longer  ashamed  to  acknowledge  that  many  of  our  pupils  are  taught  in 
our  schools  the  very  art  or  arts  whose  exercise  in  the  business  world  gives 
them  their  support.  This  conclusion  is  the  only  justification  for  the  large 
place  that  cooking  and  sewing  have  long  enjoyed  in  the  schools  of  our  most 
progressive  cities.  Call  it  trade-school  work  if  you  will,  but  remember  that 
all  our  girls  must  be  trained  for  the  vocation  of  homemaker,  and  be  skilled 
either  in  practising  these  two  arts  or  in  the  direction,  supervision,  and  training 
of  others  in  their  exercise. 

I  may  probably  best  indicate  by  illustration  what  I  deem  to  be  wise  opera- 
tion of  the  law  that  the  special  character  of  the  business  Hfe  of  a  city  should 
affect  the  forms  of  industrial  education  in  its  schools.  My  own  city  (Hart- 
ford) is  known  thruout  the  business  world  as  a  banking,  insurance,  and 
manufacturing  center.  We  employ  thousands  of  clerks,  accountants,  copy- 
ists, bookkeepers,  typists,  and  stenographers  in  these  offices  of  our  banks, 
insurance  companies,  and  factories.  The  factories  are  devoted  largely  to 
the  production  of  high-grade  metal  manufactures.  Our  guns  and  auto- 
mobiles, our  tires  and  bicycles,  our  typewriters  and  automatic  machinery, 
go  into  every  quarter  of  the  world  where  efficiency  is  prized.  In  their  pro- 
duction we  employ  thousands  of  machinists,  pattern-makers,  draftsmen, 
smiths,  and  other  high-grade  mechanics.  The  ranks  of  all  these  must  be 
annually  recruited  from  the  boys  trained  in  our  public  schools. 

We  recognize,  accordingly,  that  penmanship  has  in  our  schools  a  place 
which  it  is  not  generally  accorded  or  entitled  to  in  many  other  cities.  We 
deliberately  teach  it  as  an  important  manual  art  all  thru  the  nine  grades  of 
the  grammar  schools,  and  in  the  high  school  as  well.  Similarly,  work  in 
wood  and  iron  is  begun  as  low  as  the  fifth  grade  of  the  grammar  schools  and 
carried  thru  the  high  school.  Drawing  and  design  begin  in  the  kindergarten? 
and  are  available  thru  every  year  to  the  end  of  the  high-school  course.  Type- 
writing, stenography,  and  bookkeeping  are  taught  in  our  high  school.  Our 
work  in  pattern-making,  mechanical  drawing,  and  machine-shop  practice  is 
more  extended  than  might  be  justified  in  a  city  of  different  commercial  hfe. 


Superintendence]    IXDUSTRIAL   EDUCATION  FOR  CITY  CHILDREN 


205 


Our  evening  high  school  has  not  hesitated  to  undertake  the  training  in  its 
shops  and  drafting-rooms  of  ambitious  young  men  from  the  factories.  With- 
out conscious  formulation  of  the  doctrine  that  the  schools  of  the  community 
should  teach  whatever  the  business  of  the  community  demands  in  a  large 
way,  we  have  accepted  it  in  our  practice. 

Because  of  recognition  of  the  principle  that  every  man's  vocation,  as  well 
as  his  location,  puts  limitations  upon  his  life  and  thought,  we  have  always 
deemed  it  necessary  to  teach  pupils  many  things  in  history,  literature,  and 
language,  largely  for  the  purpose  of  enabling  them  to  understand  people 
far  removed  from  them  in  time  or  territory.  We  know  the  moral  value  of 
the  suggestion,  "Put  yourself  in  his  place;"  but  we  have  not  fully  learned 
that  due  appreciation  of  the  dignity  of  manual  labor,  and  its  possible  intel- 
ligence and  self-respect  cannot  be  gained  without  doing  this  in  some  practi<!al 
way.  No  amount  of  reading  and  study  will  do  this  for  most  of  us  as  effi- 
ciently as  a  little  experience  with  the  life  work  of  the  class  we  would  under- 
stand. How  else  can  we  account  for  the  general  attitude  of  the  public  toward 
manual  and  industrial  education  ?  We  hear  enough  of  its  virtue,  we  read 
enough  of  the  value  of  its  contribution  to  the  efficiency  of  the  social  and 
political  life.  But  so  long  as  only  the  neglected  negro,  the  abu.sed  Indian, 
and  the  inmates  of  our  reformatories  and  penitentiaries  are  made  its  chief 
beneficiaries,  how  can  we  avoid  the  conclusion  that  it  is  not  truly  understood  ? 

Now  no  one  will  deny  that  it  is  highly  important  that  the  city  boy,  who 
as  a  man  is  to  live  in  the  city,  help  form  public  opinion  of  the  city,  and  express 
that  in  his  vote,  should  have  a  sympathetic  interest  in  the  work  of  the  farmer, 
the  horticulturist,  and  the  gardener.  The  good  of  the  commonwealth 
demands  it.  In  my  own  state  the  gravest  hindrance  to  progress  in  helpful 
legislation  for  both  city  and  country  is  mutual  misunderstanding  of  the  city 
view-point  and  the  country  view-point.  We  in  the  city  think  the  .^^hort- 
loming  and  the  duty  of  our  farmer  fellow-citizen  are  manifest;  but  is  it  not 
our  duty  to  give  our  children,  not  only  tuition,  but  industrial  experience  that 
will  make  it  easier  for  them  to  co-operate  mcirc  intelligently  anrl  sympa- 
thetically with  the  great  agricultural  class? 

And  not  alone  in  manufacturing  states  like  Conneiticut,  l)Ul  thruout 
the  Union,  the  city  children  need  this  opportunity  to  gain  at  least  an  elemen- 
tary a((iuaintance  with  the  life-endeavor  of  the  great  farming  class.  The 
best  place  to  train  our  city  boys  and  girls  to  this  open-eyed  and  open-hearted 
(f»  operation  with  the  millions  of  their  farmer  fellow  citizens  is  in  the  sihool 
garden.  The  school  garden  as  an  institution  ha.s,  of  course,  large  value  as 
a  nature-study  laboratory.  It  may  also  prove  a  .solution  of  the  vexed  i)roblem 
lying  between  too  many  hours  in  school  and  too  many  hours  on  the  street. 
But  its  chief  value  lies  in  the  fact  that  it  gives  thru  its  experience  the  oral 
and  intellectual  sympathy  which  I  have  urged  is  .so  needed  in  the  civic  and 
political  life. 

It  may  be  urged  that  the  garden  on  any  ackcjuate  scale  is  not  available 


2o6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


in  the  city.     It  is  not  and  will  not  be  in  the  city  on  the  day  in  which  we  do 
not  insist  on  the  minimum  land  interests  of  children.     No  man  would  under- 
take to  rear  a  score  of  good  Kentucky  colts  without  ample  grounds  in  which 
they  might  get  their  play  and  their  training.     To  limit  these  would  be  to 
insure  failure  with  the  noblest  quadruped  the  world  has  produced.     But 
dozens  of  communities  are  essaying  to  rear  a  thousand  American  boys  and 
train  them  on  a  school  site  but  Httle  larger  than  the  building — a  school  site 
covered  with  a  brick  house,  a  concrete  walk,  and  the  grave  of  man-making 
play,  above  which  rises  the  mournful  epitaph:  "Keep  off  the  grass."     Have 
we  not  reached  the  time  when  we  know  that  blooming  girls  and  bouncing 
boys  are  worth  more  than  springing  grass  and  budding  bush  ?     Whenever 
and  wherever  the  physical  rights  of  our  youth  are  properly  understood  by 
the  managers  of  our  schools,  we  can  trust  the  solution  of  the  land  question 
to  the  American  father,  whose  prayer  today  is  still  that  of  the  Grecian  hero 
before  the  walls  of  Troy:     "May  this,  my  son,  be  greater  than  his  father." 
Again,  let  me  illustrate  by  the  example  with  which  I  came  to  be  most 
familiar,  and  which  involved  all  the  type  difficulties  besetting  the  develop- 
ment of  a  city  school  garden.     The  Wadsworth  Street  School — the  central 
school  of  the  system  for  which- 1  am  responsible — is  situated  in  the  heart  of 
a  thickly  populated  district  of  our  city.     To  it  1800  boys  and  girls  went  daily. 
The  unoccupied  portions  of  the  site  were  barely  adequate  to  the  play  purposes 
of  the  school.     The  proper  appeal  to  the  school  committee  in  the  name  of 
the  open-air  rights  of  the  children  resulted  in  the  purchase  of  the  needed 
land  contiguous   to  the  school  site.     All  was  uninclosed,  and  to  the  com- 
mittee  it  seemed  desirable  to  keep  open  to  the  public  certain  walks  thru 
the  property  by  which  throusands  of  citizens  daily  traveled  to  and  from 
their  homes.     The  land  secured  was  enough  to  furnish  garden  opportunity 
for  from  300  to  400  children  in  one  year.     It  seemed  desirable,  then,  to  give 
the  garden  opportunity  to  the  children  of  the  youngest  grades.     The  first  year 
the  gardens  were  given  up  exclusively  to  the  children  of  six  kindergartens, 
under  the  leadership  of  an  enthusiastic  kindergarten  supervisor  of  limitless 
industry.     Nearly  all  of  the  kindergartners  and  the  great  mass  of  their  chil- 
dren caught  the  spirit  of  the  work,  and  the  gardens  were  a  great  success. 
The  boys  and  girls  of  the  neighborhood,  without  any  invitation,  took  upon 
themselves,  out  of  school  hours  and  during  vacation,  the  duty  of  protecting 
from  trespassers  and  marauders.     Remember  the  tract  was  unfenced  and 
that  from  5  p.  M.  to  6  A.  m.  no  teacher  or  school  official,  not  even  a  janitor, 
was  on  the  premises.     The  morals  of  young  and  old  in  the  neighborhood 
were  equal  to  withstanding  all,  or  nearly  all,  temptation.     Remember  too,  that 
there  were  scores  of  children  Uving  within  a  few  blocks  of  this  garden  who 
were  pupils  in  private  schools  and  had  possibly  never  attended  pubHc  schools. 
Bear  in  mind,  further,  that  there  was   no  special  police  protection  given  to 
this  block  more  than  to  any  others  in  the  vicinity.     When  the  watermelons 
approached  maturity,  and  before  the  frost  was  on  the  pumpkins,  the  watering 


Superintendence]       ART  AS  RELATED   TO  MANUAL   TRAINING 


207 


of  some  juvenile  mouths  and  the  longing  for  Jack-o'-lanterns  became  too 
powerful,  and  we  lost  a  good  portion  of  these  two  crops.  Otherwise  llowers 
and  vegetables  were  practically  unmolested. 

The  ne.xt  season  four  first  primary  grades  were  added  to  the  garden  squad. 
Their  teachers  brought  added  enthusiasm,  energy,  and  thoughtful  considera- 
tion to  the  managing  and  directing  forces.  We  were  fortunate  in  having  in 
these  departments  teachers  able  to  take  up  new  problems  intelligentlv,  and 
ready  to  follow  them  up  persistently.  The  gardens  were  now  a  i)ronounced 
success.  The  work  was  practically  all  done  by  the  children  and  their  teachers. 
The  highly  efficient  teacher  or  kindergartner  could  be  picked  out  as  readily 
in  the  garden  as  in  the  school.  We  had  answered  the  question:  ''Are  the 
school  hours  too  "long  for  the  primary  children?"  Too  long  always  for  the 
wrong  kind  of  work;  never  too  long  in  the  school  that  has  the  intelligence 
to  recognize,  the  courage  to  stand  ft)r,  and  the  freedom  to  serve  the  true 
interests  of  the  growing  child. 

Other  cities  of  varying  industrial  life  and  environment  may  furnish  varying 
specifications  in  their  answer  to  the  question  we  have  discussed.  The  j)rinci- 
ples  which  we  have  endeavored  to  enunciate  must,  however,  be  folk)we(i  by 
all.  The  best  forms  of  industrial  education  for  the  children  of  any  gi\en 
city  must  result  in  the  development  of  power  not  ade(juately  developed  in 
the  traditional  curriculum,  must  train  for  industrial  cfiiciency  in  the  citv, 
and  must  give  sympathetic  understanding  and  respect  for  the  life  work  of 
the  millions  in  the  country. 

ART  AS  RELATED  TO  MANUAL  TRAINING 

JAMES    EDWIN    .\DDICOTT,  PRIXCIIWL  OF  ISIDORE   NEWMAN  MANUAL-TRAINING 
SCHOOL,  NEW  ORLEANS,  LA. 

It  i^  my  purpo.se  today  to  make  clear  two  points:  first,  that  art  and  manual 
training,  as  expressed  in  private,  municipal,  and  national  life,  are  one  and  in- 
separable, and  consec|uently  should  be  so  j)resented  in  the  industrial-arts 
courses  for  our  pujjlic  schools;  second,  I  shall  altem])!  to  show  si)ecilically 
what  phases  (jf  art  and  manual  training  may  1k'  correlated  naturall)  and 
advantageously. 

This  paper  assumes  that  both  art  and  manual  iraining  constitute  cs.scnlial 
braiuhes  in  the  courses  of  study  of  our  elementary  and  secondary  schools. 
The  direct  (juestion  before  us  is:  Are  they  distinc  t  liraiu  lies  having  few  poirits 
(jf  contact,  or  are  they  fundamentally  related  ? 

The  answer  cannot  be  safely  settled  by  referring  to  texts  on  the  subject; 
neither  should  opinions  of  successful  teac  hers  of  the  inchvidual  subje(  Is  be 
wholly  relied  U|)on,  unless  perchance  they  aim  far  bcNond  tlu-  t(thni(|iie  and 
organization  of  s(  hool  work.  Rather  let  us  look  out  broadly  upon  the  neces- 
sities of  the  industrial  world  and  feel  the  pulsing  need  of  American  institu- 
tional life,  if  we  would  answer  the  (|ui-siion  rationally. 

To  be  more  spec  ific ,  it  nuist  be  adrnilttd  tliat,  on  ihe  one  hand,  there  may 


2o8  NATIONAL  EDUCATIONAL  ASSOCIATION  ILouisviUe 


be  a  few  individualistic  artists  whose  work  is  so  highly  specialized  as  to  go 
wholly  unrelated  to  structural  elements;  and,  on  the  other  hand,  there  may  be 
mechanics  whose  work  does  not  and  need  not  partake  of  any  artistic  feeling. 
It  seems  to  me,  however,  that  such  specialists  have  no  more  right  to  expect 
that  a  technical  preparation  for  their  callings  be  given  in  the  elementary  schools 
than  the  lawyer  has  to  expect  a  training  suflSicient  to  plead  a  case  of  criminality 
in  the  courts,  or  the  surgeon  that  all  pupils  be  qualified  to  treat  a  case  of  ap- 
pendicitis, or  the  clergyman  to  request  that  each  child  be  able  to  expound  the 
doctrine  of  the  Trinity. 

In  the  past  the  manual-training  movement  in  this  country  emphasized  highly 
specialized  technical  and  accuracy  features  as  essentials  of  a  preparation  for 
a  few  specific  forms  of  handicraft.  Likewise  much  of  art  in  the  schools  has 
been  and  still  is  a  series  of  drawings  arranged  in  such  sequence  as  eventually 
after  many  years  of  effort  to  prepare  the  pupil  for  some  specific  phase  of  so- 
called  "refined  art."  The  teacher  who  hopes  to  guide  educational  thought 
today  must  feel  the  relation  of  his  specific  branch  to  the  world's  work.  Ad- 
mitting the  narrow  specializing  aims  of  art  and  manual  training  in  the  past,  it 
is  but  just  to  say  that  they  approached  the  educational  ideal  as  closely  as  other 
school  branches:  for  we  not  only  claimed,  and  could  prove  by  the  theories  of 
the  pioneer  psychologists,  that  manual  training  and  art  trained  all  the  facul- 
ties at  one  sweep,  but  we  invented  some  new,  artistic,  and  mechanical  facul- 
ties which  were  developed  simultaneously  with  the  commonly  accepted  list. 

With  such  narrow  and  undemocratic  ideals,  and  with  such  an  inadequate 
theory  of  the  aim  of  education,  it  was  impossible  fully  to  comprehend  the 
fundamental  relations  which  naturally  combined  the  arts  and  crafts  into  a 
broad  and  unifying  educational  movement. 

Today  the  educational  ideal  has  shifted.  We  look  not  so  much  to  text- 
books, not  to  the  teacher,  not  to  the  rich  heritage  of  the  past;  rather,  we  look 
to  society,  and  to  the  great  industrial  and  commercial  enterprises,  if  we  would 
know  just  what  is  best  to  teach. 

The  thoughts  contained  in  texts,  the  ideas  of  the  pedagog,  and  the  ideals 
of  past  generations  are  to  be  accepted  only  as  they  serve  to  fulfill  society's 
present  plans  for  physical,  intellectual,  and  religious  attainments  and  needs. 

From  this  broad  social  standpoint  let  us  first  consider  the  arts,  then  the 
crafts,  and  then  their  union  as  expressed  in  private  and  public  needs;  and 
lastly  the  relations  of  the  two  in  school  as  a  preparation  for,  and  as  a  participa- 
tion in,  this  private  and  public  life. 

In  the  past  there  has  been  an  almost  superstitious  reverence  for  the  highly 
specialized  talents  of  the  artist.  Someone  has  described  the  artist  as  "heaven- 
taught;"  for  it  is  he  that  has  led  us  to  see  and  appreciate  the  beauties  of  ocean, 
of  mountain,  and  of  God's  grandest  works. 

When  the  artist  really  does  lead  us  thru  his  work  to  a  nearer  view,  and  a 
higher  appreciation  of  the  exquisite  harmonies  and  beauties  of  nature,  his  work 
may  indeed  be  styled  heaven-taught,  and  even  heavenly;  and  he  may  be  given 


Superintendence]      ART  AS  RELATED   TO  MANUAL  TRAINING  209 

credit  for  living  up  to  his  highest  rehgious  and  educational  ideals.  Too  often 
however,  we  see  the  painter  of  the  picture  glorified,  rather  than  the  works  of 
the  Creator  which  inspired  the  artist  and  thus  made  the  painting  possible.  We 
have  a  suggestion  here  of  the  true  nature  and  mission  of  art.  Art  fulfills  its 
highest  mission  only  when  it  leads  us  to  a  higher  appreciation  of  the  beauties 
of  nature,  whether  they  be  inanimate,  animate,  or  human.  A  taste  for  things 
beautiful  in  nature,  a  refined  and  deHcate  feeling  of  pleasure  in  the  sunset,  the 
woods,  the  mountain  streams,  and  a  sympathy  for  nature's  creatures,  are 
among  the  highest  ideals  of  art  instruction. 

When  fine  art  becomes  separated  from  all  other  arts,  when  fine  art  ceases 
to  be  an  integral  part  of  the  thoughts,  actions,  and  inner  being  of  the  individual, 
its  grace,  charm,  and  effectiveness  are  lost. 

Instruction  in  fine  art  is  the  creation  of  an  atmosphere  in  which  the  student 
breathes,  moves,  and  performs  every  detail  of  his  life's  work.  Fine  arts 
should  affect  our  taste  for  nature,  for  literature,  for  music,  for  high  com- 
panionship, and,  in  fact,  for  everything  lovely  and  holy. 

Art  is  not  a  subject  to  be  isolated  from  all  other  subjects,  and  then  sub- 
divided into  its  various  parts  for  special  study  and  arrangement;  but  rather 
a  charming  appreciation  of  all  things  beautiful,  at  all  times  and  in  all  places. 
Consider  for  a  moment  the  broad  influence  of  art  in  the  modern  home.  Notice 
the  simplicity  of  lines  in  the  woodwork  and  furniture;  notice  the  color  scheme 
of  carpets,  rugs,  tapestry,  wall-paper, and  decorations.  While  there  are  many 
things  in  one  room,  the  harmonious  blending  of  colors  and  of  simple  decora- 
tions impresses  one  with  a  unity  and  simplicity  that  are  exquisitely  pleasur- 
able. The  darker  tones  of  the  floor  gradually  lighten  to  the  soft  tints  of  the 
ceiHng,  producing  a  quietude  in  the  individual  similar  to  that  felt  when  nature 
suj»j)Iies  the  restful  dark-green  beneath,  the  woods  and  mountains  in  tlie  fore- 
ground,, and  the  light-blue  sky  above. 

An  attempt  to  separate  clearly  the  arts  from  the  crafts  in  such  a  home 
would  mean  annihilation  to  both.  Without  the  delicate  artistic  touches  to  the 
structural  and  ornamental  elements,  there  would  be  little  need  or  ajiprei  iation 
for  mu(h  of  the  craftsman's  work.  Reciprocally,  without  the  constructions 
of  manufacturer  or  craftsman,  how  and  where  may  the  arti.st  exi)ress  his 
feelings  or  display  his  talents  ? 

The  union  of  arts  anrl  crafts  is  displayed  in  evt-ry  department  of  a  modern 
home;  from  the  drawing-room  to  the  kit(  hen,  the  princ  i|»les  of  harmony,  sim- 
plicity, and  beauty  are  expresscfi  by  the  ( orrclatc-d  w<»rk  of  the  artist  and  the 
artisan. 

This  correlation  is  strikingly  manifi->tc(l  al>o  in  private,  nuniiiipal,  and 
national  enterprises,  tho  what  has  been  ac(omi)lished  is  a  very  small  part  of 
what  is  to  be.  Elaborate  jircparations  are  on  foot  in  many  of  our  (ities  to 
adopt  a  style  of  an  hitei  turc  ada|)ted  to  the  ( limate  and  most  fitting  tlie  natural 
environment;  also  to  give  su(h  (itie>  an  arrangement  of  pul>Ii(  l)uildings  that 
will  add  an  hilec  tiiral  beaulv,  and  at  the  ^anie  time  suit  the  coiivinieiue  of  the 


2IO  NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


public.  The  conception  of  artistic  civic  centers,  with  landscape  gardening, 
boulevards,  and  parks,  is  growing  in  popularity  every  day,  and  evidences  in 
a  profound  way  the  increasing  public  appreciation  and  demand  for  the  union 
of  arts  and  handicrafts.  In  many  of  our  American  cities  the  union  of  the 
beautiful  and  the  useful  is  being  expressed  in  every  detail  coming  under 
municipal  control.  We  find  artistic  feeling  expressed  even  in  the  poles  and 
fixtures  for  electric  and  gas  hghts,  in  bill-boards,  shop  fronts,  fire-alarm 
boxes,  plates  naming  the  streets,  letter-boxes,  electric-light  signs,  pavements, 
fountains,  monuments,  and  the  arrangement  of  steps,  flowers,  shrubs,  trees, 
and  lawns. 

Striking  examples  of  this  harmonious  blending  of  the  arts  and  crafts  may 
be  found  in  public  buildings,  such  as  the  Boston  Public  Library  and  the  South- 
ern Pacific  Railroad  Depot  at  San  Antonio,  Tex.  The  latter  has  an  entran- 
cing architectural  charm,  and  seems  to  bespeak  the  climate,  history,  and  char- 
acter of  the  Texan  people.  The  simplicity,  beauty,  and  unity  expressed  by 
the  Boston  Public  Library  are  beyond  description.  One  can  simply  breathe  the 
atmosphere  and  receive  the  inspiration.  Every  minute  spent  within  its  walls 
only  enhances  the  ennobling  influences  which  administer  to  the  spiritual 
emotions. 

In  government  buildings  such  as  the  Congressional  Library  and  the  new 
San  Francisco  Post-Office  we  see  indications  of  a  growing  national  desire  for 
the  correlation  of  handcrafts  and  arts.  Tho  these  national  buildings  may  not 
fully  satisfy  our  ideals  for  unity  and  simplicity,  nevertheless,  when  viewing 
them,  the  aesthetic  element  dominates  one's  feelings. 

At  the  Louisiana  Exposition  much  of  the  so-called  arts  and  crafts  was  ex- 
hibited in  the  Palace  of  Fine  Arts.  Porcelain,  glass,  and  metal- work,  textiles, 
and  household  furnishings,  were  awarded  honors  and  prizes  on  equal  terms 
with  paintings  and  sculpture.  It  is  gratifying  to  note  this  national  approval 
of  the  art-craft  movement.  It  would  seem  in  place  now  to  ask  the  following 
questions : 

Should  teachers  of  art  or  of  manual  training  ignore  the  ofiicial  position  of 
the  government  in  this  matter  ?  Should  they  ignore  the  desires  and  needs  of 
society?  Should  they  be  taught  largely  for  art's  sake,  and  manual  training; 
or  should  they  both  be  taught  wholly  for  the  pupil's  sake,  and  for  the  sake  of 
society  whom  we  serve  ? 

It  is  unfortunate  that  teachers  of  art  and  manual  training  have  been  so 
slow  to  recognize  each  other's  virtues;  for  the  work  of  either  is  essential  to 
the  welfare  of  the  other.  If  the  fault  lies  unevenly,  it  would  seem  to  rest  on 
the  side  of  those  who  are  mechanically  inclined.  The  all-important  thing  at 
present  is  to  harmonize  these  elements,  and  thus  secure  a  reciprocal  influence 
between  art  and  construction.  The  most  useful  things  are  artistic,  and  the 
most  artistic  things  are  in  the  highest  sense  useful. 

The  artistic  project  is  becoming  the  ideal  of  the  artisan,  while  usefulness 
and  fitness  are  being  recognized  by  artists  as  concomitants  of  the  beautiful. 


Superintendence]      ART  AS  RELATED   TO  MANUAL   TRAINING  21 1 

This  meeting  upon  common  ground  of  art  and  industry  is  due  in  no  small 
measure  to  our  changed  and  changing  notions  of  education,  thoroness,  and 
specialization.  The  specialist  of  today  is  not  that  person  who  knows  one 
thing  and  only  one  thing,  but  rather  that  person  who  knows  one  thing  in  re- 
lation to  all  other  things  to  which  it  is  in  some  way  related. 

There  is  no  adverse  criticism  of  the  artist  who  makes  a  .shelf,  or  plants  and 
cares  for  a  flower  garden;  on  the  contrary,  we  credit  him  with  being  an  artist 
of  the  broader  sort.  The  artisan  in  the  .same  way  is  considered  a  more  pro- 
ficient man  if  he  gives  a  touch  of  beauty  to  the  form  and  color  of  his  work. 

The  present  tendency  to  introduce  art  and  manual  training  into  the  already 
crowded  curriculum  of  our  pubHc  schools  is  due  to  this  broader  view  of  edu- 
cation, thoroness,  and  culture.  Both  these  subjects  touch  in  a  vital  way 
the  very  heartstrings  of  every  boy,  girl,  man,  and  woman.  Each  of  these 
branches  is  related  in  some  way  to  every  other  subject  in  the  curriculum,  and 
by  denying  either  of  them  a  place  in  the  course  of  study  we  only  weaken  that 
course,  and  consequently  the  pupil;  for  we  are  thereby  cutting  off  the  full 
supply  of  experiences  which  give  life  and  m()ti\e  to  the  thoughts  and  actions 
of  normal  children. 

The  school-teacher  who  objects  to  art  and  manual  training  on  the  ground 
that  there  is  not  even  time  to  teach  reading,  writing,  and  arithmetic  thoroly,  is 
like  the  farmer  who  spent  all  his  time  plowing,  harrowing,  irrigating,  and  fer- 
tilizing; but,  as  he  never  found  time  to  do  these  things  thoroly  and  perfectly, 
he  therefore  objected  to  planting  any  seeds. 

This  school  work  that  is  always  getting  ready  for  life  and  forever  says  to 
the  child,  "Don't  touch  life  till  you  are  thoroly  prepared  by  studying  text- 
books," is  like  the  experience  of  the  farmer  who  refu.sed  to  plant  seeds  until 
the  propitious  time  had  passed,  or  like  the  boy  who  was  trying  to  swim  before 
venturing  into  the  water. 

I  have  little  patience  with  that  form  of  education  which  is  based  wholly 
ujKm  a  preparation  for  life;  if  the  school  work  isn't  life,  and  life-work,  it  isn't 
worthy  the  name  of  education.  Eclucation  means  life.  "1  am  come  that 
they  might  have  life,  and  that  they  might  have  it  more  abundantly."  The 
life  of  every  boy  and  every  girl  is  an  unfolding,  a  growth,  a  participation  in 
some  form  of  life's  duties;  and  the  process  is  internal  application,  not  external. 
We  have  looked  upon  the  child  too  much  as  we  would  a  watch  with  all  its 
wheels,  springs,  screws,  and  cogs,  thinking  that,  as  the  watchmaker  may  adjust 
and  lubricate  till  the  j)erfec  t  timepiece  is  produced,  just  so  the  teacher  may 
force  his  ideas  and  imprcs.sions  upon  the  child,  regardless  of  the  duld's  apti- 
tudes, jjrevious  exjjeriences,  or  attainments.  If  this  theory  were  true,  we 
should  have  found  the  perfect  man  long  ago.  We  shall  make  educational 
jjrogress  faster  and  more  naturally  by  thinking  of  the  c  hild  rather  as  a  plant 
which  does  and  must  develoj)  largely  ac  ( ording  to  its  natural  inclinations. 
We  can  nourish,  protect,  and  guide;  but  we  cannot  safely  force  either  the 
growth  of  the  plant  of  the  (|(\  »l()|)iiiciit  nf  llic  (  liild. 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Louisville 


As  a  means  of  natural  unfolding  and  self-expression,  we  find  both  art  and 
manual  training  to  be  safe  and  reliable  agents. 

The  correlation  of  these  two  subjects  is  the  great  need  of  each.  This  can- 
not be  done  by  discussing  the  relative  merits  of  each,  nor  by  emphasizing  the 
strong  characteristic  features  of  one  for  the  purpose  of  improving  the  other. 
What  we  must  do  is  to  seek  common  ground,  and  work  together  along  the  line 
of  least  resistance  for  common  ideals.  We  have  already  shown  that  there  are 
certain  fields  of  educational  work  and  of  industrial  enterprises  and  of  prac- 
tical everyday  affairs  which  look  to  both  art  and  mechanical  skill  for  their 
highest  and  richest  realization  of  success.  Speaking  broadly,  we  find  that 
even  remote  and  apparently  unrelated  branches,  such  as  music,  poetry,  and 
literature,  are  dependent  in  no  small  way  upon  the  fine  arts  for  a  full  and 
complete  interpretation;  the  mechanical  element,  likewise,  is  necessary  for 
any  expression  of  cadence  and  rhythm  in  either  poetry  or  music. 

It  is  in  the  field  of  industrial  arts  that  hand-skill  and  fine  arts  are  obviously 
related  and  interdependent.  In  the  preparation  and  serving  of  foods,  in  the 
planning  and  making  of  clothing,  in  the  construction  of  homes,  business 
houses,  means  of  transportation,  and  in  the  various  other  conveniences  serv- 
ing the  aesthetic  and  practical  needs  of  man,  we  find  the  common  ground 
referred  to — the  workable  field  for  both  fine  arts  and  manual  training. 

In  considering  the  various  subtopics  coming  under  the  general  heading  of 
industrial  arts,  we  find  some  lines,  such  as  pottery,  basketry,  and  metal-work, 
lending  themselves  most  naturally  to  the  artistic  designer;  there  are  other 
lines,  such  as  textiles,  cardboard,  and  wood- work,  offering  many  Hmitations; 
while  still  other  lines,  such  as  joinery  and  machine-shop  work,  admit  of  very 
little  art  expression. 

Let  us  now  consider  what  phases  of  art  are  best  suited  to  manual-training 
courses.  Both  applied  design  and  art  interpretation  may  well  serve  the  man- 
ual-training teacher;  for  the  former  deals  with  the  size,  form,  and  color  of 
construction,  and  the  latter  allows  a  universal  appHcation  of  art  principles. 

It  is  evident  that  other  important  lines  of  art,  such  as  a  study  of  pictures, 
and  the  Hfe  and  works  of  artists,  of  historical  and  inspirational  master- 
pieces, as  well  as  the  production  of  pure  or  modified  representation,  are  less 
intimately  related  to  structural  work. 

That  branch  of  art  known  as  design  seems,  then,  to  be  most  vitally  related 
to  hand-work;  indeed,  it  is  an  essential  part  of  that  work;  for  it  deals  not  only 
with  decoration,  but  also  with  construction  and  arrangement  of  parts. 

By  design  I  mean  the  "conception  and  expression  of  form  and  color  ideas, 
including  all  kinds  of  construction,  arrangement,  and  decoration."  The  main 
purposes  of  design  are  to  secure  unity,  simplicity,  and  beauty;  the  specific 
principles  of  balance,  rhythm,  harmony,  variation,  etc.,  are  also  to  be  ever 
kept  in  mind. 

Every  design  must  be  influenced  by,  and  must  conform  to,  the  ideas  of  use  to 


Superintendence)      ART  AS  RELATED   TO  MANUAL   TRAINING  213 

which  the  thing  is  to  be  put,  to  the  essential  structure,  to  the  materials  of  which 
it  is  to  be  made,  and  to  its  surroundings.  It  is  in  these  last  ideas  that  the  artist 
tinds  his  greatest  difficulties  when  trying  to  assist  the  manual  training  work. 
The  art  teacher  who  has  never  made  a  basket  can  hardly  be  e.xpected  to 
direct  the  work  in  designing  baskets.  The  same  diflkulites  arise  in  designing 
for  sewing,  bent-iron  work,  cabinet-making,  or  any  other  line  of  hand  work. 

The  question  naturally  arises:  "Where  may  the  teacher  be  found  who 
is  at  once  artist  and  mechanic  ?  "  One  rarely  fnids  an  artist  with  the  accurate 
training  of  a  mechanic;  the  artist  rather  deplores  accuracy  as  being  destruc- 
tive to  art.  On  the  other  hand,  how  few  technological  students  tind  real 
pleasure  in  fine  arts;  they  rather  look  upon  artists  as  visionary  j)ersons  who 
have  a  superstitious  reverence  for  beautiful  forms  and  color. 

Occasionally  we  find  an  artist  who  sees  how  art  may  be  api)lied  to  the  work 
of  securing  and  making  food,  clothing,  and  shelter  in  such  a  way  as  to  adminis- 
ter to  the  aesthetic  feelings  as  well  as  to  the  material  comforts  of  man. 

Occasionally,  too,  we  see  a  manual-training  teacher  taking  fine-arts  courses, 
and  getting  the  appreciation  and  spirit  of  art,  perhaps  as  a  controlling  influence 
over  all  he  sees  and  hears  and  thinks. 

While  we  are  expressing  our  desires  and  ideals  concerning  the  simultaneous 
teaching  of  hand-work  and  art,  the  fact  still  remains  that  the  artist-artisan  who 
is  at  once  an  artisan-artist  is  rarer  than  the  four-leafed  clover — I  might  say 
after  the  frost. 

What  education  needs  today  is  men  and  women  who  are  well  balanced  in 
these  two  related  subjects,  who  appreciate  both,  and  who  can  teach  both  with- 
out under-  or  over-estimating  either. 

The  teacher  of  design  should  fully  understand  tlie  limitations  of  materials 
to  be  used;  such  knowledge  is  impossible  to  one  who  has  not  had  nuu  h  ex])eri- 
ence  in  the  manipulation  of  substances  involved  in  manual-training  tour.'^es. 
The  teacher  of  hand-work  has  the  limitations  of  material  well  defined;  he 
usually  has  his  ideas  of  design  well  defined  also — too  well  in  fact,  for  the 
straight  edge  and  compasses  are  still  used  at  the  expense  of  free  hand  doigns, 
and  consequently  the  X'sthetic  element  is  not  given  its  rightful  |)lace. 

It  is  practically  impossible  for  the  art  teacher  and  the  manual  training 
teacher  fully  to  agree  upon  the  design  and  structure  of  a  given  pmjei  t,  and 
this  lack  of  agreement  indicates  the  desirability  of  .securing  a  tea(  her  who  is 
well  balanced  in  designing  and  construction.  Such  combined  (|uaHtications, 
as  has  been  pointed  out  before,  are  rarely  found  in  one  teai  her.  And  this 
inrlicates  the  cru.x  of  the  whole  matter.  When  our  training  .school.^  and  col- 
leges can  .send  out  well  balanced  teachers  of  the  arts  and  i  rafts,  teachers  who 
understand  both,  and  teachers  who  love  to  teach  both,  the  (|Uestion  before  us 
now  will  not  be  a  difiic  ult  one  to  .solve.  This  does  not  mc-aii  that  teachers 
without  training  in  each  line  .should  be  forced  to  teach  both ;  for  if  the  teac  lur 
is  an  artist,  it  is  futile  to  trv  to  get  an  cxac  t  l)alan(  e  of  the-  two.     if  tin-  teat  Iwr 


214  NATIONAL  EDUCATIONAL  ASSOCIATION  fLouisviUe 

is  a  mechanic,  the  same  is  true.     Let  the  teacher  teach  that  which  he  loves, 
that  which  he  feels  and  lives  in,  that  which  he  has  the  power  to  enthuse  his 
f)upils  with,  and  to  give  them  a  thirst  for  more. 
To  state  briefly  our  conclusions: 

1.  Art  and  manual  training  are  fundamentally  related,  and  should  be  so 
considered  in  elementary  and  secondary  schools. 

2.  In  all  lines  of  industrial  arts  hand-work  and  design  may  be  advanta- 
geously correlated. 

3.  The  double  purpose  of  this  correlation  is  to  elevate  and  refine  the  work  of 
the  artisan,  and  at  the  same  time  to  make  the  artist's  work  practical  and  essential. 

4.  From  the  pupil's  standpoint  this  correlation  gives  interest,  reason,  and 
motive  to  both  art  and  hand-work. 

Lastly,  the  ideal  is  to  make  of  every  teacher  artist  an  artisan-artist,  and  of 
every  teacher  artisan  an  artist-artisan. 


REPORT  OF  THE  JOINT  COMMITTEE,  REPRE- 
SENTING THE  AMERICAN  LIBRARY  ASSO- 
CIATION AND  THE  NATIONAL  EDUCA- 
TIONAL ASSOCIATION,  ON  INSTRl'CTION 
IN  LIBRARY  ADMINISTRATION  IN  NORMAL 
SCHOOLS  

PREPARED    BY    ELIZABETH   G.    BALDWIN 


LETTER  OF  TRANSMISSION 
To  the  President  and  Members  of  the  National  Council  oj  Education: 

This  report  is  made  in  accordance  with  the  following  resolution  of  the  Li- 
brary Department  of  the  National  Educational  As.sociation,  passed  at  St.  Louis, 
June  30,  1904 : 

It  is  the  sense  of  this  department  that  greater  uniformity  in  library  methods  would 
be  effective  in  bringing  the  benefit  of  library  work  to  all  classes  of  schools,  and  it  is  there- 
fore recommended  that  the  Library  Department  be  authorized  to  prepare  a  manual  of 
librarj'  methods,  to  be  printed  and  distributed  in  the  same  manner  as  was,  in  1897,  the 
"Report  on  the  Relations  of  the  Public  Libraries  to  Public  Schools." 

The  National  Educational  Association  has  never  felt  it  desirable  to  under- 
take the  publication  of  manuals  or  text-books.  Accepting  this  policy  as  settled 
and  wise,  this  committee  named  by  the  Library  Department  (and  confirmed 
by  your  Council),  and  charged  with  the  duty  expre.'^scd  in  the  above  resolution, 
entered  into  extended  correspondence  with  the  leading  normal  schools  of  the 
country,  and  prepared  a  preliminary  report,  presented  at  the  .\sbury  Park 
meeting,  July,  1905.  It  was  there  ordered  that  the  Committee  [)r()cccd 
to  elaborate  the  report,  and  that  when  comi)leted  it  should  be  |)rintcd  for  dis- 
tribution to  members  of  the  Council  and  others;  and  the  sum  of  three  hundred 
dollars  was  appropriated  for  the  necessary  expenses. 

The  committee  expresses  its  great  obligation  to  Mi.ss  Elizal>clh  G.  Baldwin, 
librarian  of  Teachers  College,  one  of  the  several  colleges  of  Columbia  Univer- 
sity, by  whom  the  body  of  the  report  has  been  comjiiled.  She  is  daily  in  con- 
tact with  the  very  best  forms  of  normal  instrui  tion  and  the  very  best  tyjtes  of 
normal  students,  and  therefore  is  doubly  pre|)are(l  for  a  .sali.sfactory  i()ni|>l(tion 
of  this  generous  unrlertaking. 

The  work  has  been  done  under  the  general  supervision  of  the  (liairnian  of 
the  committee,  aided  by  constant  suggestions  of  other  members.  It  has  been 
difTu  ult,  be(  ause  of  different  (  onditions  to  be  ((>nsi<lere<l.  Neilher  in  (piantity 
nor  in  (|uality  is  the  instruction  for  students  in  high  sclio(»ls  i(k-nti(al  with  that 
po.ssibic  for  those  in  normal  .schools.     Many  normal  graduates  will  have  (  harge 

ai5 


2i6  NATIONAL  EDUCATIONAL  ASSOCIATION 


of  very  small  school  libraries,  and  for  these  the  simplest  forms  and  methods  are 
quite  sufl5cient.  Others  will  become  responsible  for  the  larger  and  more  highly 
specialized  libraries  of  well-equipped  high  schools.  Man/  are  to  work  in  towns 
which  are  fortunate  enough  to  possess  good  public  libraries,  and  therefore 
ought  to  be  well  informed  as  to  the  administrative  possibilities  of  these.  All 
ought  to  be  sufficiently  versed  in  library  economy  to  be  able  to  take  an  intelligent 
and  effective  interest  in  the  public  library  from  the  standpoint  of  good  citizen- 
ship. To  suggest  instruction  covering  the  entire  ground,  without  impossible 
details  or  mere  generalizations,  is  no  easy  task.  That  the  result  will  be  entirely 
satisfactory  cannot  be  expected.  librarians  themselves  are  not  entirely 
agreed  upon  the  details  of  their  profession.  The  report  is  not  to  be  taken  as 
a  text-book — rather  as  a  book  of  texts;  as  suggestive,  to  be  abridged  or 
enlarged  as  conditions  and  the  experience  of  the  instructor  may  determine. 

The  committee  suggests  that  not  less  than  ten  lectures  or  class  periods  be 
given  to  this  work,  with  two  hours'  practice-work  for  each  period — thirty  hours 
(minimum)  in  all.     Double  this  time  would  be  better. 

It  is  presumed  that  a  teacher,  whether  librarian  or  other,  using  this  report 
as  a  basis  of  instruction,  will  find  helpful  in  preparation  for  the  work  of  each 
day  the  authors  and  texts  referred  to  in  the  body  of  each  section,  as  well  as  in 
the  bibhography  given  at  the  close  of  each.  Students  also  will  find  these 
references  helpful  in  their  study  of  the  subjects  presented. 

The  committee  hopes  that  this  report  may  serve  as  a  daily  guide  for  those 
interested  in  this  work,  after  their  more  personal  and  independent  work  as 
teachers  has  begun;  and  that  it  may  stimulate  and  render  more  efficient  the 
interest  of  school  officers  and  d  the  general  public  in  the  administration  and 
work  of  public  hbraries. 

Respectfully  submitted 

James  H.  Canfield,  Chairman 
Melvil  Dew^ey 
Mary  E.  Ahern 
Electka  C  Doren 

Martin  Hensel 
January,   1905 


REPORT  OX  INSTRUCTIOX  IX  LIBRARY  ADMI XISTRATIOX   217 


REPORT 

Public  library  growl li.— Step  by  step,  slowly  perhaps  but  certainly,  the 
public  library  is  following  the  path  already  trodden  by  the  public  school.  'J1ie 
experience  of  the  one  is  almost  identical  with  that  of  the  other.  The  success  of 
the  one  has  been  determined,  and  evidently  will  be  determined,  by  the  same 
factors  which  solved  the  problems  of  the  other.  There  has  been  the  same  indif- 
ference on  the  part  of  the  favored  few,  the  few  who  seem  entirely  able  to  create 
libraries  of  their  own — whether  they  are  able  to  enjoy  them  and  appreciate 
them  or  not;  the  same  early  and  crude  endeavor  to  meet  a  demand  which  was 
itself  immature  and  more  or  less  unintelligent — the  free  schools  and  the  free 
library  arise  under  similar  educational  and  social  conditions;  the  same  spirit  of 
condescension  and  the  same  patronizing  air,  assumed  by  the  so-called  better 
class,  as  though  the  free  schools  and  the  free  hbraries  were  philanthroj^ies  and 
not  necessities;  the  same  blundering  and  short-sightednesss  of  some  friends  of 
the  public-library  movement,  the  failure  to  ground  the  library  on  that  sure 
foundation,  public  service;  the  same  complaint  on  the  part  of  the  taxpayers 
about  "useless  expenditure"  and  "fads  and  frills;"  the  same  meager  pay 
and  inaderjuate  recognition  given  to  library  workers;  the  same  slow  growth  of 
a  true  professional  spirit;  and  now  there  is  coming,  practically  has  come,  the 
same  hearty  recognition  of  a  worthy  place  and  of  true  value.  This  recognition 
of  the  free  public  library  was  scarcely  discernible  even  ten  years  ago. 

Public  library  place. — The  place  now  assigned  the  public  library,  by  very 
general  consent,  is  that  of  an  integral  part  of  our  system  of  public  and  free 
education.  On  no  other  theory  has  it  sure  and  lasting  foundation ;  on  no  other 
theory  may  it  be  supported  by  general  taxation;  on  no  other  theory  can  it  be 
wisely  and  consistently  administered.  A  public  tax  can  be  levied  for  the  main- 
tenance of  a  public  library  only  upon  the  principle  which  underlies  all  righteous 
public  taxation;  not  that  the  taxpayer  wants  .'something  and  will  receive  it  in 
prrjportion  to  the  amount  of  his  contribution,  but  that  the  {mblic  wants  some- 
thing of  such  general  interest  and  value  that  all  ])ropcrty-owners  may  be  a>ked 
and  rer|uired  to  contribute  toward  its  cost. 

Public  library  purpose. — In  the  particular  case  under  consideration,  that 
something  is  the  general  rise  in  the  average  line  of  life,  of  intelligent  and  tliere- 
fore  effective  citizenry,  an  advance  beyond  that  whic  h  the  |)ublic  .schools  are 
able  to  accompli'^h.  The  demand  for  this  intelligent  and  efTectivc  citi/enshi|) 
i>  increasing  daily,  for  two  reasons.  First,  the  |)rol>lems  of  public  life  and 
of  public  .service,  of  communal  existence  (local,  state,  and  national),  arc  daily 
l)e(  oming  more  complex,  more  diflk  ult  of  satisfactory  .solution.  Second,  we  are 
recognizing  more  clearly  than  ever  before  that  our  fjrcsent  success  and  j)rcstigc 


,i8  NATIONAL  EDUCATIONAL  ASSOCIATION 


are  due  (more  than  to  any  other  cause)  to  the  fact  that  more  than  any  other 
people  in  the  world's  history  have  we  succeeded  in  securing  the  active  partici- 
pation and  practical  co-operation  of  the  whole  people  in  all  public  affairs.  In 
the  whole  people  are  we  finding  and  are  we  to  find  w^holesomeness  and  strength. 

Public  schools  not  enough. — But  coincident  with  this  discovery,  this  keen 
realization  of  the  place  and  value  of  all  in  advancing  the  common  interests  of 
all,  has  come  the  feeling,  first,  that  the  common  public  schools  must  be  made 
good  enough  for  all;  and,  second,  that  even  at  their  best  they  are  insufficient. 
The  five  school  years  (average)  of  the  American  child  constitutes  a  very  narrow 
portal  thru  which  to  enter  upon  the  privileges  and  duties  of  life,  as  we  desire 
life  to  be  to  every  child  born  under  the  flag.  There  is  need  of  far  more  infor- 
mation, instruction,  inspiration,  and  uplift  than  can  possibly  be  secured  in  that 
limited  time. 

Libraries  supplement  schools. — Casting  about  for  a  satisfactory  supplement 
and  complement  for  the  public  schools,  we  find  the  public  library  ready  to 
render  exactly  this  service;  to  make  it  possible  for  the  adult  to  continue  thru 
life  the  growth  begun  in  childhood  in  the  public  school.  Only  in  this  way  and 
by  this  means  can  we  hope  to  continue  the  common  American  people  as 
the  most  uncommon  common  people  which  the  world  has  yet  known. 

Henceforth  then,  these  two  must  go  hand  in  hand,  neither  trenching  upon 
the  field  of  the  other,  neither  burdening  or  hampering  the  other,  each  helping 
the  other.  The  public  school  must  take  the  initiative,  determining  lines  of 
thought  and  work,  developing  in  each  child  the  power  to  act  and  the  tendency 
to  act,  making  full  use  of  the  public  library  as  an  effective  ally  in  all  its  current 
work,  and  making  such  use  of  it  as  to  create  in  each  pupil  the  library  habit,  to 
last  thru  life.  The  public  library  must  respond  by  every  possible  supple- 
mentary effort,  by  most  intelligent  co-operation,  by  most  sympathetic  and  effec- 
tive assistance,  and  by  giving  the  pupils  a  welcome  which  they  will  feel  holds 
good  till  waning  physical  powers  make  further  use  of  the  library  impossible. 

Teachers  and  libraries. — Those  who  are  to  enter  upon  the  profession  of 
teaching  will  find  themselves  necessarily  and  gladly  in  this  contact  with  the 
public  library.  Often  they  themselves  must  add  the  duties  of  librarian  to  other 
daily  tasks.  In  some  communities  the  school  library  is  the  only  collection  of 
books  available  to  pupils,  or  which  find  their  way  into  homes.  It  is 
exceedingly  desirable,  therefore,  that  teachers  learn  the  elements  at  least 
of  library  administration,  and  that  there  shall  be  more  uniformity  in  school- 
library  methods. 

Method  of  instruction. — The  ideal  method  of  presenting  this  subject  is  by  a 
thoroly  trained  and  experienced  librarian  and  teacher.  In  larger  normal 
schools  this  demand  ought  to  be  met  by  their  own  librarians,  who  should  inva- 
riably be  as  well  trained  and  as  efficient  as  any  member  of  the  teaching 
force.  Wherever  this  is  not  feasible,  the  normals  of  a  state,  and  even  of  adjoin- 
ing states,  may  o-operate  and  secure  a  "  traveling  instructor. "  When  this 
seems  impracticable  the  school  should  do  the  best  it  can,  with  whatever  assist- 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     219 

ance  or  instruction  is  possible.  Under  either  method,  and  in  any  event,  this 
report  proposes  to  be  helpful  to  both  instructors  and  teacher-students. 

The  proposed  instruction  covers  scarcely  more  or  other  than  anyone  ought 
to  know  if  he  is  to  gather  wisely  even  a  private  library;  surely  not  more  than  an 
active  citizen  should  know  if  he  is  to  serve  etTcctively  as  a  trustee  of  a  public 
library,  and  certainly  not  more  than  ought  to  be  perfectly  familiar  to  every 
teacher  from  the  standpoint  of  either  her  professional  work  or  of  general  influ- 
ence in  the  community  in  which  her  lot  is  cast.  Indeed,  there  is  little  which 
outruns  what  nowadays  may  be  called  common  information.  There  would  be 
something  rather  j)itiful  in  the  position  of  one  who  hoped  to  l)e  much  of  a  force 
in  any  segment  of  human  society,  yet  was  without  at  least  this  much  knowledge 
of  these  everyday  matters.  In  a  word,  there  seems  every  reason  for  offering 
this  in.struction  in  normal  schools,  and  possibly  even  in  high  schools  which  are 
preparing  their  graduates  to  teach;  and  no  possible  e.xcuse  for  ignoring  this. 

Limits  of  instruction. — The  kind  and  extent  of  instruction  in  library  economy 
given  in  a  normal  school  will  be  determined  by  the  time  secured  ft)r  lec- 
tures and  practice-work.     The  following  will  be  found  suggestive: 

The  Indiana  Public  Library  Commission  has  published  a  normal-school 
course.  The  director  of  the  library  school  of  the  Western  Reserve  University 
has  planned  a  course  on  reference  and  bibliographic  work  as  subjects  to  be 
taught  in  high  schools  and  normal  schools,  based  upon  materials  of  instruction 
found  in  school  curricula. 

The  Illinois  State  Normal  University  (at  Normal)  gives  a  course  of  si.\ 
weeks  in  formation  and  care  of  school  libraries;  including  selection  and  pur- 
chase of  books,  classification,  cataloguing,  care  of  school  libraries,  and  treat- 
ment of  pictures,  pamphlets,  clippings,  etc. 

The  State  Normal  School  at  Whitewater,  Wis.,  has  publi.shed  u  very  hclj)ful 
outline  of  quite  similar  work. 

A  brief  statement  of  the  course  given  in  the  Cleveland  Normal  ScIiodI,  fur- 
nished by  Miss  E.  L.  Power,  is  a  type  of  this  class  of  library  instruction: 

The  course  ranks  with  other  subjects  in  the  curriculum.  Tlirce  hours  a  week  for 
two  terms  of  thirteen  weeks  each  are  assigned.  The  public  hbrary  is  used  as  a  laboratory 
for  student  practice-work.  The  first  part  of  the  course  is  the  practical  use  of  reference 
Ixxjks,  and  of  the  library  facilities  of  Cleveland. 

The  work  correlates  with  the  school  work  in  naturf-stu<ly,  history,  geography,  etc., 
at)  that  real  problems  are  solved  by  practice-work  in  the  library.  Visits  are  made 
by  groups  of  students  to  the  public  library,  and  a  general  idea  is  obtained  of  the  location  and 
purjxise  of  different  departments  an<l  of  the  rules  an<l  regulati(»ns  and  s|>ecial  privileges. 

This  is  followed  by  elementary  instruction  in  the  principles  of  die  tionary  cataloguing 
and  of  the  decimal  classification.  Practical  problems  in  the  use  of  the  catalog  are  given, 
and  students  are  required  to  arrange  IxmjIcs  on  tin-  shelves  of  the  normal  school  library. 

After  eighteen  lectures,  the  drtailid  slutly  of  reference-lxjoLs  is  commence«l,  with 
practical  work  in  the  jjublic  and  s(  h(K>I  library.  .After  two  weeks,  students  work  without 
sup<rvision. 

Methofls  (jf  presentation  of  the  subjei  t  to  ( hildnii  in  tl>e  eliineiilary  m  hools  are 
then  discussed. 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Selection  and  use  of  schoolroom  libraries  lead  to  the  second  part  of  the  course,  viz., 
juvenile  literature.  The  aim  is  (i)  to  gain  a  wider  knowledge  of  children's  literature; 
(2)  to  study  the  best  methods  of  presenting  good  literature  to  children  (story-telling, 
reading  aloud,  etc.). 

Public  Libraries: 

McNeil,  A.  H.     What  the  normal  school  may  do  to  provide  for  library  work  in 

schools.     1901,  6:80-81. 
Milner,   A.   V.     Instruction  in  use  of  catalogues   and  reference   books  in   normal 

schools.     1899,  4:324-326. 
Salisbury,   G.   E.     Library   work  in   a  state   normal   school   (Whitewater).     1903, 

8:93-94- 
Warren,  Irene.     Instruction  in  the  use  of  books  in  a  normal  school.     1898,  3: 151-153. 

Library  Journal: 

Adams,  E.  L.     Instruction  in  the  use  of  reference  books  and  libraries  in  normal  and 

preparatory  schools.     1898,  23  :c  84-86. 
Clatworthy,  L.  M.     A  library  course  given  to  city  normal  school  students.     1906, 

31 :  160-163. 
Cooper,  T.  B.     Is  there  a  need  for  instruction  in  library  methods  by  the   normal 

schools  and  universities  ?     1906,  31 :  157-160. 
Mead,  H.  R.     Training  students  in  the  use  of  books.    1905,30:082-84.    (Intended 

for  college  students.) 
Vitalizing  the  relation  between  the  library  and  the    school,     (i)    The   school,    by 

M.  L.  Prentice.     1901,  26:78-80.     (An  account  of   the  instruction  given  in   the 

Cleveland  Normal  School.) 

N.  E.  A.  Proceedings: 

Brett,  W.  H.,  and  Ahern,  M.  E.     Library  instruction  in  the  normal  school.     1903: 

971-981. 
Noss,  T.  B.     Library  work  in  normal  schools.     1904:912-917. 
Salisbury,  G.  E.     Discussion.     1904:917-918. 
Schreiber,  M.  E.     Training  of  teachers  so  that  they  may  co-operate  with  librarians. 

1897:1008-1014. 
Warren,  Irene.     What  the  normal  schools  can  do  for  teachers  on  the  library  side, 

1901:841. 
Wilkinson,  J.  N.     Duty  of  the  normal  school  in  relation  to  district  school  libraries. 

1904:919-923. 

Your  committee  suggests  that  the  instruction  offered  ought  to  cover  the 
following  subjects: 

School  libraries:  place  and  value  both  as  general  collections  and  for  special  instruc- 
tion, types,  how  to  organize. 

The  public  library  and  the  public  school:  the  field  of  each  and  general  relations, 
loans,  bulletins,  class-room  libraries,  museums. 

How  to  use  a  library:  books  as  tools,  care  of  books,  book-making,  reference-books. 

The  school  Hbrary  room:  location,  light,  heat  and  ventilation,  equipment. 

Selection  and  ordering  of  books:  authority  of  librarian,  sources  of  material,  aid 
in  selection,  sales  catalogs,  methods  of  ordering  and  accounting. 

Children's  reading:  finding  lists — for  teachers,  for  children. 

Incoming  books:  invoices,  accessioning,  marks  of  ownership. 

Cataloguing  and  classification:  systems  of  each,  forms,  preparation  of  cards. 

Library  routine:  loan  and  charging  system,  call-numbers,  shelf-list. 

Binding:  material,  pamphlets,  general  care,  repairs. 

Library  associations:  national,  state,  local;  Hbrary  schools.  « 

State  laws  relating  to  school  libraries. 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     22 1 

I.     SCHOOL  LIBRARIES 

Place  and  value. — Primarily,  the  function  of  a  school  hbrary  is  to  furnish  an 
additional  incentive  for  intelligent  and  independent  work  in  the  schoolroom;  to 
arouse  interest  in  the  unexplored  field  of  knowledge  outside  the  text-book;  to 
bring  students  into  personal  touch  with  the  best  writers  on  any  given  subject ; 
and  to  insure  some  appreciation  of  high  forms  of  literary  production. 

If  used  in  the  right  way,  a  well-selected  school  library  will  prevent  both 
teacher  and  pupil  from  lapsing  into  those  cut-and-dried  methods  which 
invariablv  result  in  limiting  all  effort  to  the  mere  routine  of  recitation. 

In  addition  to  this  function,  which  may  be  designated  "first  aid  to  the 
schoolroom,"  it  is  de.sirable  (but  not  necessary)  that  the  school  library  shall 
furnish,  by  means  of  suitable  books,  recreation  for  the  ])upil  in  school  and 
at  home;  and,  by  means  of  papers  and  magazines,  shall  stimulate  a  desire  to 
know  what  is  going  on  in  the  world,  an  interest  in  everyday  events  both  at 
home  and  abroad.  Like  the  school,  the  hbrary  is  no  respecter  of  persons, 
but  offers  all  pupils  equal  opportunities  to  derive  either  information  or  plea.sure. 

Reference  libraries. — School  libraries  may  be  divided  into  two  distinct 
types.  The  first  is  a  purely  reference  library,  which  in  addition  to  the  ordinary 
collection  of  dictionaries,  cyclopedias,  etc.,  does  not  attempt  to  provide  more 
than  the  hterature  relating  directly  to  the  subject-matter  of  the  curriculum.  In 
a  strict  and  technical  sense,  it  "supplements"  the  more  formal  instruction  of 
the  class-room,  and  must  be  regarded  as  an  essential  part  of  the  school 
equipment. 

This  type  reaches  its  highest  development  in  a  closely  organized  school, 
whose  teachers  have  been  trained  in  the  more  modern  theories  of  pedagogy, 
and  who  are  ever  on  the  alert  for  ways  and  means  of  awakening  and  holding 
the  pupils'  interest  in  class-room  work. 

In  a  school  of  this  type  the  teachers  are  all  specialists,  and  usually  take 
entire  charge  of  the  children's  reading;  directing  them  not  only  to  a  particular 
book  or  books,  but  to  definite  chapters  and  pages  where  the  indicated  references 
may  be  found.  Collateral  reading  is  recommended  and  encouraged,  but  each 
pu:>il  is  held  responsible  for  the  assigned  reading  only. 

There  is  danger  that  this  method  of  using  a  library,  if  rigidly  followed,  will 
be(  ome  mechanical,  and  will  fail  to  develop  either  interest  or  independence  of 
thought  in  the  pu])]!.  But  the  saving  of  time,  possible  because  of  the  training 
and  knowledge  of  the  teacher,  is  perhaps  justifiable  where  a  crowded  curriculum 
necessitates  the  strictest  economy  of  the  jiupil's  ciTorl  both  in  and  out  of  si  hool. 

For  a  library  of  this  type  i)erhaps  three  thousand  volumes  (maxiniiiin)  <.f 
the  best  and  mo.st  modern  writers  will  meet  all  reasonable  demands.  An 
occasional  weeding  out  of  obsolete  literature  is  necessary  to  maintain  the  limits 
of  a  purely  working  collection.  There  should  1)C  a  generous  duplication  of 
more  important  books,  the  extent  dcixnding  upon  the  iniinbcr  of  pupils  using 
the  library. 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Crunden,  F.  M.   Books  and  textbooks:  The  library  as  a  factor  in  education.     (Second 
International  Library  Conference,  London,  1897,  Transactions,  46-54-) 

N.  E.  A.  Proceedings: 

Dewey,   Melvil.     Place  of  the  Ubrary  in  education.     1901:858-864.       < 
Millis,  W.  A.     The  hbrary  as  an  educator.     1902:  799-805. 

Atlantic  Monthly: 

Scudder,  H.  E.     School  libraries.     1893,  72:678-681. 

Library  Journal: 

Sharp,  K.  L.     Libraries  in  secondary  schools.     1895,  2o:c5-ii. 

Warren,  Charles.     Place  of  libraries  in  a  system  of  education.     1881,  6:90-93. 

General  libraries. — The  second  type  of  school  Hbrary  is  found  in  rural  dis- 
tricts, or  in  villages  and  towns  which  have  no  public  library.  They  serve  the 
school,  and  generally  the  public  as  well,  by  combining  the  features  of  both 
school  and  public  library. 

The  function  of  this  type  is  not  only  to  supplement  instruction  in  the  class- 
room, to  offer  recreation  to  the  children  in  and  out  of  school,  and  to  afford 
pleasure  to  the  family  in  the  home,  but  also  to  promote  general  culture  in  the 
community,  and  to  guide  and  direct  the  public  in  the  use  of  books ;  so  that 
not  only  the  reading  habit  may  be  acquired,  but  the  habit  of  reading  good 
literature.  To  those  who  read  good  books  this  library  will  offer  a  wider  range 
of  subjects  and  more  extended  choice  of  authors  than  is  possible  in  the  average 
home. 

This  type,  more  than  the  first,  needs  a  trained  librarian  who  can  give  her 
entire  time  to  supervision  and  administration. 

American  Monthly  Review  of  Reviews: 

Poe,  C.  A.     Rural  school  Libraries  in  North  Carolina.     1903,  28:338-339. 
N.  E.  A.  Proceedings: 

Robertson,  Agnes.     School  hbraries  in  rural  districts.     1902:818-824. 

Southern  Education,  1903,  i,  No.  18,  Rural  libraries.     (Published  by  the  Southern 
Education  Board,  Knoxville,  Tenn.) 

How  to  start  a  school  library. — If  a  school  has  no  funds  for  buying  books 
and  depends  entirely  upon  its  own  efforts  for  starting  and  maintaining  a  library, 
the  following  suggestions  may  indicate  ways  and  means  of  organizing  this  im- 
portant department  of  public  education: 

E.xhibit  a  number  of  popular  magazines.  After  looking  these  over,  the 
children  will  probably  decide  to  contribute  a  few  pennies  each  month  and  sub- 
scribe for  several,  especially  if  they  are  told  that  the  magazines  can  be  taken 
home.  Encourage  the  circulation  of  these  periodicals  in  the  family  circle,  in 
order  to  arouse  the  interest  of  parents.  Collect  pictures  and  photographs  to 
illustrate  history,  literature,  and  science.  Perry  and  Cosmos  pictures  can  be 
obtained  for  one  cent  each.  Pleasing  and  really  artistic  illustrations  may  be 
cut  from  publishers'  circulars,  railway  advertisements,  magazines,  worn-out 
books,  etc.  The  need  of  a  good  dictionary,  gazetteer,  and  atlas  will  be  appar- 
ent to  the  most  conservative  and  utilitarian  trustee.  This  material  is  the 
nucleus  of  the  Hbrary.  Attractive  supplementary  readers  may  be  secured  from 
publishers,  either  as  a  gift  or  at  a  nominal  price.  Borrow  or  beg  from  other 
libraries.     Publish  in  the  local  paper  a  list  of  books  needed  for  school  use,  and 


REPORT  ON  INSTRUCTION  IN  LIBILiRY  ADMINISTRATION      223 

ask  parents  and  public-spirited  citizens  to  furnish  them.  Avoid  indiscrimi- 
nate gifts  of  books,  if  possible.  Raise  money  by  entertainments  given  by 
the  children,  garden  parties,  costume  parties,  barn  dances,  song  festivals, 
cake  and  candy  sales,  Mrs.  Jarley's  wax-works.,  and  private  theatricals. 
The  women's  clubs,  the  village  or  town  literary  and  debating  societies,  if  any, 
should  be  interested.  In  several  states  the  Women's  Federation  of  Clubs  has 
organized  a  system  of  traveling  libraries  which  circulate  among  the  rural 
schools.  Normal  schools,  following  the  example  of  Hampton  Institute,  might 
send  out  traveling  libraries  to  public  schools  in  which  its  graduates  are  teach- 
ing.    The  state  library  commission,  if  any,  will  give  valuable  aid. 

Give  a  library  exhibit  in  the  school,  make  the  room  attractive  with  picture 
bulletins,  serve  tea,  and  invite  trustees  and  parents.  Keep  the  subject  before 
the  public  thru  the  local  paper. 

Relations  with  trustees. — Friendly  relations  between  teachers  and  trustees 
are  indispensable.  In  an  informal  talk  before  the  board  the  better  methods  of 
presenting  a  subject  to  a  class  with  the  aid  of  reference-books  may  be  demon- 
strated A  teacher  who  has  patience,  tact,  and  enthusiasm  can  influence  the 
school  board  even  to  the  point  of  levying  a  local  tax  for  the  school  library. 

The  size  of  this  combined  school-pubHc-library  may  vary  from  one  thou- 
sand to  ten  thousand  volumes,  depending  upon  local  conditions.  Parents  and 
the  community  at  large  should  understand  that  the  library  is  for  their  use,  and 
will  be  accessible  during  vacations,,  and  on  specific  days  after  school  hours. 
Traveling  libraries,  if  any  exist  in  the  state,  may  be  called  upon  to  furnish  more 
popular  reading.  An  independent  public  library  should  be  started  as  soon  as 
possible,  and  the  greater  part  of  the  school  library  transferred  to  this.  More 
than  one  public  library  has  had  its  origin  in  a  small  school  library. 

First  arouse  interest  in  the  children,  then  in  the  i)arents,  then  in  school  ofti- 
cials,  then  in  the  general  public. 

Public  library  a  distinct  organization. — The  |)ublic  library  ought  to  be  an 
entirely  distinct  organization  under  a  separate  board  of  trustees.  The  reasons 
for  this  are  thus  summarized  by  W.  R.  Eastman,  state  inspector  of  libraries  for 
New  York : 

1.  To  command  public  attention.  As  a  part  of  the  school  system,  the  library  is 
sure  to  take  a  subordinate  place  in  the  public  mind,  and  to  lose  something  of  its  indi- 
vidual appeal. 

2.  To  secure  the  best  management.  The  best  body  for  any  public  service  is  one 
especially  selected  because  of  fitness  for  that  particular  service.  People  whose  interests 
are  divided  between  the  library  and  schof)l  will  fail  to  give  the  best  service  to  eith<T. 

.3.  To  s<cure  endowment  and  gifts.  Kxperience  shows  that  the  library  is  almost 
never  the  recipient  of  gifts  and  befiuests  so  long  ;is  it  is  regarded  as  a  |)art  of  the  S(  hool 
system . 

4.  For  the  sak<-  of  the  work  <.f  llie  schfKil  itself.  Chiidn-n  will  Ik-  likely  to  get  much 
more  out  of  the  library  to  suppiemeiil  their  school  work,  if  it  is  dissociated  in  their  minds 
from  the  atmosphere  of  reslri(  lion  and  compulsion  that  obtains  in  the  school.  The  school 
rei)res<-nts  the  romf)ulsory  side  of  edu<ation;  the  libr.iry  should  represent  its  voluntary, 
free,  and  attractive  .side. 


224  NATIONAL  EDUCATIONAL  ASSOCIATION 

In  spite  of  the  added  cost  of  separate  management,  there  are  few  librarians 
today  who  dissent  from  these  principles. 
Bayliss,  Alfred.     Function  of  school  superintendents  in  procuring  libraries  for  public 

schools.     (N.  E.  A.  Proceedings,   1899:1136-1142.) 
Dana,  J.   C.     Advertising  a  Hbrary.     (Denver  Public  Library,   Handbook,    1895:12- 

15;  out  of  print.) 
Hutchins,  F.  A.     Securing  hbraries  for  rural  schools.     (In  Dana,  etc.,  as  below,  1899: 

503-505.) 
Dana,  J.  C,  ed.    Report  of  committee  on  the  relations  of  public  libraries  to  public  schools. 

(N.  E.  A.  Proceedings,  1899:452-528.) 
Mountjoy,  J.  C.     Schools  and  libraries.     (Public  Libraries,  1897,  2:368.) 
Southern  Education,  1903,  i,  No.  18,  Rural  hbraries.     (PubUshed  by  Southern  Educa- 
tion Board,  Kno.xville,  Tenn.) 
Wire,  G.  E.     How  to  start  a  pubhc  hbrary,  1902.     (A.  L.  A.  Library  Tracts,  No.    2.) 

Boston:  A.  L.  A.  Publishing  Board.  5  cents. 


II.  THE  PUBLIC  LIBRARY  AND  THE  PUBLIC  SCHOOL 

If  the  village  or  town  has  a  public  library,  an  independent  school  library  is 
of  secondary  importance,  and  usually  an  unnecessary  feature  of  school  organi- 
zation. 

Functions  of  public  library. — If  the  public  library  is  modern,  and  its  admin- 
istration liberal  and  up  to  date,  the  teacher  will  find  her  work  simplified.  It 
will  be  simply  a  matter  of  co-operation  with  the  librarian.  If,  however,  the 
opposite  conditions  exist,  a  radical  change  must  be  brought  about;  and  this  will 
probably  demand  persistent  effort  and  untiring  vigilance  on  the  part  of  the 
teacher. 

The  public  library  should  take  charge  of  all  but  reference  and  other  books, 
needed  for  use  in  the  school  building.  These  bear  the  same  relation  to  the 
schoolroom  that  scientific  apparatus  bears  to  the  laboratory.  These  are  the 
books  which  must  be  always  at  hand,  ready  for  immediate  use. 

The  public  library  should  undertake  the  general  supervision  of  the  chil- 
dren's reading.  Becau.se  of  daily  contact  with  her  pupils,  the  teacher  is  better 
qualified  to  know  and  to  understand  their  individual  needs  and  inclinations, 
but  she  is  rarely  as  well  acquainted  as  is  the  librarian  with  the  entire  field  of 
juvenile  literature,  nor  has  she  time  to  acquire  this  knowledge.  With  the 
books,  the  tools  of  her  trade,  at  hand,  because  of  her  special  training,  the 
librarian  ought  to  be  better  prepared  to  advise  and  direct  the  children  in  their 
general  reading. 

For  their  exclusive  use,  the  library  should  provide  a  room  with  suitable 
equipment,  containing  the  best  juvenile  literature.  A  special  room  or  alcove 
should  be  assigned  to  teachers,  where  they  may  find  at  any  time  the  best  and 
most  recent  literature  relating  to  their  profession,  periodicals  as  well  as  books. 
In  one  large  city  the  public  librarian  places  a  set  of  books,  known  as  the  teach- 
ers' reference  collection,  in  each  branch  library.  These  books  are  not  circulated 
unless  duplicates  are  available. 

Librarian's  efforts  repaid. — The  librarian  should  understand  that  whatever 
she  does  to  help  the  schools  will  be  repaid  with  compound  interest.     In  most 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION      225 

-  -      —  I _ — . 

communities  the  public  have  at  heart,  more  than  anything  else,  the  welfare  of 

the  public  school  and  all  that  it  implies.     When  it  is  once  understood  that  the 

public  library  is  an  indispensable  agent  in  advancing  educational  progress  and 

is  far-reaching  in  its  influence,  the  librarian  may  ask.  and  probably  will  obtain, 

anything  in  reason,  even  from  hitherto  reluctant  taxpayers. 

Library  loans. — Books,  pictures,  and  photographs  should  be  lent  Ijv  the 

library  for  class-room  use,  with  necessary  duplication.    These  may  be  circulated 

in  the  various  schools,  remaining  in  each  as  long  as  wished. 

Green,  S.  S.     Use  of  pictures  in  libraries.      (Free  Public  Library  Commission  of  Massa- 
chusetts, Eighth  Report,  1898,  1 7-28.) 

Visits  to  schools. — The  librarian  should  be  supplied  with  courses  of  study 
and  outlines  of  work,  and  should  be  invited  to  visit  the  school  and  speak  quite 
informally  to  the  children  and  teachers  about  the  library. 

Library  Journal: 

Moore,  A.  C.     Library  visits  to  public  schools.     1902,  27:181-186. 

Library  bulletins  in  schools. — A  special  library  bulletin-board  should  be  in 

each  school  building,  and  the  librarian  should  be  asked  to  furni.sh  news  items 

about  the  library,  its  privileges,  it.s  rules,  lists  of  new  books,  lists  of  books  on 

special  subjects,  notices  of  special  exhibits,  material  for  the  observance  of 

special  days — such  as  Lincoln's  birthday,  Decoration  Day,  Flag  Day,  etc. 

Library  Journal: 

Gaillard,  E.  W.     An  e.xperiment  in  school  library  work  (New  York  Public  Library). 
1904,  30:201-204. 

Notices  0}  class  ivork. — Lists  of  subjects  to  be  studied  in  the  various  classes 
should  be  sent  to  the  library  several  days  before  the  topics  are  to  be  taken  up, 
and  the  librarian  should  be  asked  to  prepare  for  the  children's  use  books,  pic- 
tures, and  any  other  illustrative  material  relating  to  the  specified  themes.  In 
some  libraries,  illustrated  talks  are  given  to  tlie  children  to  induce  them  to  u.se 
certain  classes  of  books. 

Teachers  .should  be  businesslike  in  their  dealings  with  the  library,  and  con- 
siderate and  rea.sonable  under  all  circunL-^tances  and  in  all  their  demands.  In- 
deed, as  in  most  personal  relations,  suggestions  and  re<|ueNts  are  generally  more 
effective  than  demands. 

Re jerences. —The  following  articles  give  informaliDn  a.■^  to  liow  the  pulilic 

school  is  using  the  public  library  in  .some  cities: 

Library  Journal: 

Howemian,  (i.  T.     .Scliool  work  (jf  tlu- Di.strict  of  {'i)liinil)ia    Public  Lil)rary.      i()ofi, 

.31  :  165-166. 
nrctt,  W.  H.     Use  of  the  public  library  in  the  Cleveland  scho<ils.     i8<)i,  i6:r  30-31. 
Hunlick,   E.   E.     Educational  work  of  the  Jersey  City  Free  Public  I.il)rary.      i8<;6, 

(Chicago  I'ublic  Library.     PuliIic  library  and  public  .schools.      1H.H3,  8:    281. 
Cragin,  E.  F.     Work  with  the  schools  at  the  New  York   I'ree  Cirrulating  Library. 

1898,  23: 194-195. 
Ea-stman,  L.  \.     'V\m-  lil^rary  and  the  rhiidren  (Cleveland  Pul)Iic  Library).      i8<;a, 

23:142-14.). 
Elmendorf,   H.   L.     .S(  h(Kjl  department  of  the  HufTalo  Public  Library.      1903,  28: 

157-160. 
(iiLv)n.  M.  F..      Library  and  scIukiI  work  in  Newark,  N.  J.      i()o6,  31:  167-168. 


226  NATIONAL  EDUCATIONAL  ASSOCIATION 


Library  Journal,  continued: 

Green,  S.  S.     Public  library  and  the  schools  in  Worcester.     1887,  12:119-121. 
Hassler,  H.  E.     Work  with  children  and  schools  in  the  Portland  (Oregon)  Public 

Library.     1905,  30:214-217. 
Hewins,  C.  M.     Relation  of  the  Hartford  Public  Library  to  the  public  schools.   1894, 

19:292-295. 
Leland,  C.  G.     Work  with  the  schools  in  the  Buffalo  Public  Library.     1899,  24: 

150-151. 
Milwaukee   Public   Library.     Library   and   the   schools  in   Milwaukee.    1890,   15: 

21;  also  1895,  20:123-124. 

Public  Libraries: 

Crowell,  Mary.     The  school   Hbrary  in  the  school  room    (Dayton  Public  Library) 

1899,  4--5I-53- 
Denver  School  Library.     1896,  1:54. 
Foster,  W.  E.     Co-operation  between  the  schools  and  libraries  in  Providence.     1898, 

3:244. 
N.  E.  A.  Proceedings: 

Elmendorf,  H.  L.     The  greater  school  (Buffalo  Public  Library).     1900:  643-647. 
Jones,  M.  L.     School  reading  thru  the  pubhc  library  (Los  Angeles  Public  Library). 

1899: 1143-1148. 

Educational  Review: 

Peckham,  G.  W.     Pubhc  library  and  public  schools  (Milwaukee  Public  Library). 
1894,  8:358-362. 

The  following  articles  treat  of  the  relations  between  public  libraries  and 

public  schools  in  general : 

Green,  S.  S.,  ed.     Libraries  and  schools.     1883,  o.  p.  (Chaps.  2,  3,  and  6  are  reprinted 

from  the  Library  Journal,  V,  5,  7,  and  8.) 
N.  E.  A.  Proceedings: 

Bayliss,  Alfred.     Some  co-operative  suggestions.     1903:938-943. 

Canfield,  J.  H.     Pubhc  libraries  and  the  pubhc  schools.     1901:836-841. 

Crunden,  F.  M.     The  school  and  the  library.     1901:108-118. 

Dana,  J.  C,  ed.     Report  of  the  N.  E.  A.  committee  on  the  relations  of   libraries 
and  schools.     1899:452-529   (special  report). 

Doren,  E.  C.     Public  library  work  for  schools.     1903:943-948. 

Greenwood,  J.  M.     What  the  school  may  properly  demand  of  the  library.     1902: 
811-817. 

Meleney,  C.  E.     Place  of  the  library  in  school  instruction.     1904:924-930. 

Wright,  R.  H.     How  to  make  the  library  useful  to  high-school  pupils.     1905 :    864- 
867. 
Library  Journal: 

Adams,  C.  F.,  Jr.     The  public  library  and  the  pubhc  schools.     1876,   1:437-441. 
(Also  in  Green,  S.  S.,  libraries  and  schools.) 

Clark,  G.  I.     Methods  of  school  circulation  of  hbrary  books.     1906,  31:  155-157. 

Doren,  E.  C.     Library  and  the  school  work  now  done.     1904,  26: c  153-157- 

Eastman,  L.  A.     The  child,  the  school  and  the  library.     1896,  21:134-139. 

Foster,  W.  E.     The  school  and  the  hbrary:  their  mutual  relation.     1879,  4:319-325. 

Green,  S.  S.     Relation  of  the  public  library  to  the  public  school.     1880,   5:235- 
245.     (Also  in  his  Libraries  and  schools.) 

Libraries  and  schools.     1891,   i6:c  22-26. 

James,  H.  P.     Libraries  in  relation    to  schools.      1893,  18:213-214. 

Utley,  H.  M.     Relation  of  the  public  library  to  the  pubhc  school.     1886,  1 1 :  301-305. 
Public  Libraries: 

Brett,  W.  H.     The  school  and  the  library.     1905,  10:225-227. 

Dewey,  Melvil.     Relation  of  school  libraries  to  the  public  library  system.     1905, 
10:224-225. 

Helpful  things  done  by  librarians  for  teachers  and  children.     1903,  8:409. 

Hutchins,  F.  A.     School  work  of  a  librarian.     1905,  10:167-168. 
American  Monthly  Review  0}  Reviews: 

Smith,  K.  L.     Provision  for  children  in  public  hbraries.     1900,  22:48-55. 
Education: 

Carpenter,  F.  O.     The  library  the  center  of  the  school.     1905,  26:110-114. 


REPORT  ON  INSTRUCTION  IN  LIBR.lRy  ADMINISTR.ITION 


U.  S.  Bureau  of  Education: 

Commissioner's    Report,     1892^3:    693-697.      Correlation  of    public  schools  and 
public  libraries. 
University  Convocation  (New  York): 

Peck,  A.  L.,  and  Estee,  J.  E.     Correlation  of  library  and  school.     1896:104-116. 
Williams,  Sherman,  and  Abrams,  A.  W.    Libraries  as  a  source  of  inspiration,    kjoo: 
247-254- 

Other  references  on  this  subject  will  be  found  in  the  appendix. 

SiJwol  museums. — A  department  closely  allietl  to  the  library  is  the  museum. 
If  possible,  a  separate  room  and  a  special  custodian  .should  be  jjjivcn  this,  but 
under  the  general  supervision  of  the  library  as  an  integral  part  of  its  work. 
Costly  collections  of  gems,  ivory,  jmttcry,  furniture,  etc.,  which  mav  be  found, 
very  properly,  in  a  large  municipal  museum,  should  not  be  acquired  unless  by 
gift;  but  all  illustrative  material  relating  to  school  work  can  be  cared  for  in  a 
library  museum. 

The  collection  should  include  photographs,  pictures,  casts,  models,  lantern- 
slides,  charts,  stuffed  birds,  birds'  eggs,  insects,  and  other  zoological  objects;  as 
well  as  geologic,  mineralogic,  ethnologic,  and  agricultural  s[)ecimens,  and  prod- 
ucts of  manufacture  and  industrial  art.  These  should  be  loaned  in  the  same 
manner  as  books,  and  teachers  should  furnish  lists  of  all  material  that  the 
school  museum  can  reasonably  be  e.xpected  to  furnish.  The  children's  mu- 
seum of  Brooklyn  began  in  1900  its  pioneer  work  with  children  and  teachers. 
It  is  now  a  branch  of  the  museum  of  the  Brooklyn  institute  of  .\rts  and  Sciences, 
and  publishes  The  Children's  Museum  News. 

The  Webster  branch  of  the  New  York  Public  Library  has  l)ccn  very  suc- 
cessful and  helpful  in  school-museum  work,  which  is  steadily  growing  in  impor- 
tance and  in  acceptance  as  a  legitimate  part  of  a  well-organized  and  ciTicient 
public  library. 

Public   Libraries: 

Gaillard,  E.  W.     Beginning  of  museum  work  in  libraries.      1903,  8:9-11. 

Hoggan,  E.  L.  .Side  light  on  the  museum  department  of  a  library.  1903,  8:  11-12. 
Library  JourtuiL- 

Gaillard,  E.  W.     Outcome  of  the  picture  bulletin.     1901,  26:192-193. 

An  extension  of  the  picture  bulletin.     1901,  26:874-875. 

Merrill,  H.  B.     Work  of  the  Milwaukee  public  schools  at  the  public  museum.      Mil- 
waukee Boarfl  of  Education.     1904. 
.•>/.   Nicholas: 

Paine,  A.  B.     The  children's  room  at  the  Smithsonian,     kjoi,     281:964-973. 

Class-room  lilmirics.  Tiic  \aliio  of  <  lass  mom  libraries  can  hardly  be  over- 
estimated. These  collections  vary  in  size  from  twelve  to  fifty  volumes,  and 
shoulfl  include  books  both  for  reference  and  lending.  The  public  library  lan 
not  take  the  place  of  the  class-room  library.  The  five  or  tin  miiuites  whi(  h  a 
chiM  may  have  for  reafling  at  the  close  of  a  study  |)eriod  or  during  re(  ess  on  a 
stormy  day  W(juld  be  wasted  in  a  journey  to  the  general  s(  hool  library  in  anttther 
part  of  the  building,  while  a  trip  to  tin-  i)ubii(  library  would  be  out  of  the  (|uc> 
tion. 

In  the  schoolroom  the  <  hildren  have  an  o|)porlunity  to  talk  over  the  books 
with  one  another  or  with  the  teacher;  arwl  as  the  greater  nunilxr  of  book.s 


228  NATIONAL  EDUCATIONAL  ASSOCIATION 


should  be  lent  over  night  only,  the  excuse  so  often  heard,  that  a  particular 
book  "was  not  in, "cannot  be  offered  for  a  badly  prepared  lesson. 

Children  who  carefully  refrain  from  reading,  apparently  on  "general  princi- 
ples," in  the  schoolroom  can  be  led  to  regard  books  in  the  Hght  of  a  mild  enter- 
tainment, and  will  of  their  own  accord  apply  for  membership  in  the  public 
library. 

As  a  rule,  every  child  will  feel  responsible  for  the  condition  of  books  in  the 
schoolroom.  This  is  specially  true  if  each  child  is  in  turn  appointed  acting 
librarian. 

But  the  class-room  library  cannot  take  the  place  of  the  public  library;  where 
the  child  comes  in  contact  with  a  larger  number  of  books,  has  the  benefit  of  the 
impression  which  massed  books  always  make,  and  unconsciously  learns  cer- 
tains facts  thru  picture  bulletins,  exhibits,  etc.  Here  he  meets  other  children 
who  are  interested  in  some  favorite  author  or  some  special  topic,  and  he 
enlarges  his  own  range  of  knowledge  by  becoming  acquainted  with  their 
particular  fads  and  fancies. 

Class-room  libraries  may  be  provided  by  the  school  board  or  by  the  public 
library.  If  under  public-library  control,  funds  should  be  furnished  by  the 
school  board  to  enable  the  library  to  care  for  this  work  intelligently  and  eco- 
nomically by  means  of  a  traveling  library  department. 

Public  Libraries: 

Berkey,  M.  L.     Primary  schoolroom  libraries.     1901,  6:77-79. 

Dodd,  H.  P.     Schoolroom  libraries  in  Newark,  N.  J.     1903,  8:317-318. 
N.  E.  A.  Proceedings: 

Kaltenbach,  Millicent.     Room  libraries.     1897:1021-1025. 

Leland,  C.  G.     Mission  of  the  class  library.     1903:953-956. 


III.     HOW  TO  USE  A  LIBRARY 

Instruction  in  use. — Instruction  in  the  most  efficient  use  of  a  library  should 
form  as  important  a  part  of  the  curriculum  as  instruction  in  language  or  in 
history.  It  will  exert  more  influence  on  the  pupil's  future  career  as  a  useful, 
because  an  intelligent,  citizen,  than  any  two  subjects  in  the  course  of  study. 
The  library  rather  than  the  school  makes  possible  and  probable  a  continuation 
of  intellectual  activity  and  progress  after  school  life  is  finished. 

Instruction  in  the  use  of  libraries  will  be  of  service  to  the  student  who  enters 
college,  and  by  encouraging  individual  investigation  and  research  it  will  de- 
velop a  habit  of  reading  good  literature  in  the  boy  who  leaves  school  to  engage 
in  business,  or  in  the  girl  who  will  be  chiefly  occupied  with  social  matters. 

Care  oj  books. — Children  should  be  taught  how  to  care  for  books;  how  to 
open  and  close  them;  how  to  place  books  upon  a  desk,  table,  or  shelf ;  the 
objections  to  pencil  marks,  to  turning  down  leaves  and  other  injuries,  to  leaving 
books  out  in  the  rain,  or  dropping  them  in  the  mud,  to  the  unsanitary  practice 
of  moistening  the  fingers  before  turning  leaves;  and  above  all  they  should 
learn  the  necessity  of  clean  hands. 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTR.\TION      229 

The  Library  League  formed  among  child-readers  of  the  Cleveland  pubhc 
Library  has  resulted  in  a  marked  improvement  in  their  treatment  of  books. 

Library  Journal: 

Eastman,  L.  A.     The  Cleveland  Children's  Library  League.     1897,   22:151-153. 

The  library  and  the  children.     1898,  23:142-144. 

Dousman,  M.  E.      Methods  of  inducing  care  of  books.     1900,  25:60-62. 

Public  Libraries: 

Hammond,  Miss.     Library  league.     1899,  4:32-34. 

Dana,  J.  C.     Care  of  books.     (Library  Primer,  1903:73-75.) 

Making  a  bibliography. — Each  student  should  be  required  to  make 
at  least  one  brief  subject-bibliography.  After  assigning  the  subject,  which  may 
relate  to  school  work  or  to  some  individual  fad  of  the  student,  the  mechanical 
method  of  making  a  bibliography  should  be  discu.ssed:  why  cards  are  prefer- 
able, information  to  be  recorded  on  the  card — the  atithor  of  the  book  or  arti- 
cle, the  title,  where  it  may  be  found  if  an  analytical  or  magazine  article,  some 
note  or  annotation  as  to  its  character  or  value.  Arrangement  of  the  cards 
should  be  explained.  If  the  subject  is  at  all  prolific,  at  least  one  hundred 
cards  ought  to  be  accumulated  during  the  school  terms. 

Book-making. — Almost  at  the  opening  of  instruction  in  details  some  time 
should  be  devoted  to  the  general  make-up  of  a  book.  A  brief  history  of  book- 
making  will  serve  as  introduction. 

Putnam,  G.  H.     Books  and  their  makers.     1896-97.     New  York:  Putnam.     S2.50. 

Public  Libraries: 

Hoag,  J.  P.     Co-operation  of  Public  Library  and  Public  School.      1904.     9:226. 

Then  the  form  and  use  of  the  title-page  may  be  described,  together  with  the 
dedication,  preface,  introduction,  table  of  contents,  chapter  headings,  running- 
title,  and  footnotes.  The  inde.x,  with  its  often  complicated  a])l)rcviali()ns, 
.should  be  carefully  explained,  with  illustrations. 

That  a  library  may  be  used  to  the  best  advantage,  .somcclcnunlary  iii>truc- 
tion  should  be  given  as  to  thescojic,  character,  and  value  of  tlu'diiYcrent  clas.^es 
of  reference-books. 

Reference-books. — The  following  brief  enumeration  of  the  more  im])ortaiU  of 
the.'-e  will  indicate  to  both  teacher  and  pupil  those  general  .sources  of  informa- 
tion to  be  found  in  nearly  all  large  libraries.  Instructors  should  discu.ss  each  of 
them  with  the  class. 

The  catalog  ought  to  .show  what  is  in  the  library.  Having  found  out 
whether  the  books  desired  are  in  the  lil)rary,  the  next  step  is  to  .send  for  thi-ni 
or  go  to  the  shelves  for  examination.  If  the  catalog  or  shelves  do  not  furni>h 
the  desired  information,  consult  the  librarian,  who  will  be  ready  to  iiitrr]. ret 
the  catalog  or  other  library  aids. 

The  best-known  of  all  reference  books  is  tin-  I'.ni^'li^i  dii  lionary;  but  evi-n 
with  daily  hanrlling  there  are  always  some  pu])ils  who  do  not  know  just  how 
much  information  a  plain,  unabridged  dictionary  can  offer,  with  its  various 
ajjpendiccs  and  supjjlements. 


230  NATIONAL  EDUCATIONAL  ASSOCIATION 

The  merits  and  characteristics  of  the  Century,  Standard,  International,  and 
Murray's  EngUsh  dictionaries  should  be  discussed. 

The  next  most  useful  book  is  a  general  cyclopedia.  Explain  the  difference 
between  a  dictionary  and  a  cyclopedia;  also  why  the  Britannica  is  most  useful 
in  certain  investigations,  why  an  American  cyclopedia  is  better  for  general  use, 
and  why  mere  compilations  "made  to  sell "  are  dear  at  any  price.  Then  there 
are  the  special  subject  dictionaries  and  cyclopedias — those  covering  antiquities, 
biography,  botany,  chemistry,  education,  fine  arts,  history,  law,  literature, 
medicine,  mythology,  political  science,  quotations,  religion,  etc.  Biographies 
of  special  countries — American,  English,  German;  of  special  classes — artists, 
authors,  missionaries,  musicians,  saints,  scientists,  women. 

Valuable  also  are  gazetteers,  atlases,  (geographic  and  historic),  guide-books 
(Badeker  and  Murray),  street  directories;  such  annual  publications  as  States- 
man's Yearbook,  almanacs  (Whittaker,  World,  Tribune) ;  such  special  works  as 
commentaries  and  concordances;  special  handbooks  of  information  in  litera- 
ture and  history,  and  other  topics,  as  Brewer's  Dictionary  of  Phrase  and  Fable, 
The  Reader's  Handbooks,  Wheeler's  Familiar  Allusions,  Haydn's  Dictionary  of 
Dates,  Harper's  Book  of  Facts;  and  such  special  bibliographies  as  Adams' 
Manual  of  Historical  Literature.  Teachers  should  be  interested  in  the  special 
bibliographies  of  education  published  annually,  as  the  "Bibliography  of  Educa- 
cation  for  the  Year,"  pubHshed  in  the  June  number  of  the  Educational  Re- 
view; the  "Bibliography  of  Child  Study,"  in  the  Pedagogical  Seminary,  and 
the  Psychological  Index,  published  in  April  of  each  year. 

The  place  and  value  of  the  following  should  receive  careful  consideration : 

General  indexes:  Poole's  Index  to  periodical  literature,  with  its  supplements,  the 
Animal  Literary  Index,  Reader's  Guide  to  Periodical  Literature  (Cumulative  Index), 
Library   Index. 

Catalogs:  Important  printed  catalogs,  as  that  of  the  British  Museum,  Astor,  Boston 
Athenaeum,  Peabody  Institute. 

Public  documents:  These  include  national,  state,  and  municipal  publications. 
Only  a  superficial  knowledge  can  be  obtained  of  government  pubHcations  in  this  brief 
examination,  as  they  are  numerous  and  complicated.  The  more  important  are:  publi- 
cations of  Congress,  the  library  of  Congress  and  of  the  departments;  of  the  more 
important  bureaus  and  commissions,  such  as  Labor,  Education,  Census.  Cbnsular,  and  of 
the  National  Museum,  Smithsonian  Institution. 

Wycr,  T-  D.  United  States  government  documents  (N.  Y.  State  Library  Bulletin  No. 
102).     Albany,  N.  Y.,  1906.     15  cents. 

A  list  of  public  documents  useful  in  a  public  library  is  given  in  the  A.  L.  A.  Catalogue 
1904,  Part  1:367-372;  also  in  Minnesota  State  Library  Commission,  Publication  No.  2. 
Public  documents  in  the  small  public  library,  and  in  the  Free  Library  of  Philadelphia, 
Bulletin  No.  6,  selected  list  oj  United  States  public  documents  specially  useful  in  a  small 
'ibrary.     1905. 

The  Catalogue  of  United  States  Public  Documents,  issued  monthly  by  the  superin- 
tendent of  documents,  shows  the  nature  and  extent  of  the  current  federal  publications. 
The  Index  and  Review  (monthly),  published  by  Young  in  Washington,  D.  C,  also  gives 
a  list  of  these  publications  as  they  are  issued;  American  Catalogue,  1890-95,  Appendix 
"Government  PubHcations." 


REPORT  ON  INSTRUCTION  IN  LIBR^ARY  ADMINISTRATION      231 

State  publications:  The  state  departments  which  issue  reports  are  usually  divided 
as  follows:  executive,  legislative,  judiciary,  inspection  and  regulation,  institutions. 

American  Catalogue,  1890-95,  Appendix,  state  publications.  Bowker,  R.  R.  State 
publications,   1899,  Parts  1-2. 

Municipal  reports:  Civic  departments  follow  quite  closely  the  aflministrative  divi- 
sion of  the  state;  as,  education,  health,  finance,  etc.  The  organization  of  cities  may 
be  found  in  any  recent  book  on  city  government. 

Brief  mention  should  be  made  of  the  publications  of  important  national  and  local 
societies  and  associations — as  the  American  Historical  Association. 

American  catalogue,  1890-95,  .Appendix,  Publications  of  societies. 

General  national  and  trade  bibliographies:  American  Catalogue  0}  Books,  United 
Stales  Catalogue,  Cumulative  Book  Index.  Publisher's  Weekly,  Publishers'  Trade  List 
Annual,   Bookseller  (English). 

Kroeger,  A.  B.     Guide  to  the  study  of  reference  books,   1902.     (A.  L.   .\.  annotated 
lists.)     Supplement  to  the  same:  Recent  reference  books.     Library  Journal,  1903, 

28:823-828;   1905,  30:5-10;   1906,  31:3-7. 
Koopman,     H.     L.       Reference    books    and    catalogues.     (In  his  Mastery  of  Books, 

1896:48-62.) 

Many  of  the  preceding  reference-books  will  not  be  found  in  a  small  public 
or  school  library.  But  instruction  need  not  be  confined  to  books  within  reach. 
Practical  wcrk,  however,  must  be  limited  to  these.  Ordinarily  the  foUowinfi; 
will  be  available:  catalog  of  the  library,  dictionaries,  cyclopedias,  cla.ssical 
dictionary,  general  biographical  dictionary,  gazetteer,  almanac,  atlases,  hand- 
books of  information  (such  as  Brewer's),  the  A.  L.  A.  catalog,  and  periodicals, 
the  use  of  which  for  purposes  other  than  recreation  should  be  explained. 

Library  instruction  in  schools. — Normal  students  ought  to  know  that 
instruction,  not  too  technical,  in  the  use  of  the  library  may  be  given  as  early 
as  the  fourth  or  fifth  grade.  The  younger  children  can  be  taught  how  to  use 
the  catalog,  dictionaries,  and  cyclopedias,  as  well  as  the  location  of  dilTcrent 
classes  of  books  in  the  library.  With  the  children  in  lower  grades  informal 
talks  are  better  than  formal  lectures. 

Public  Libraries: 

McCrory,    H.    L.     Library    work    for    children.     1901,    6:93-95.     (Inhndid    for 
sixth-grade  children.) 

High-school  instruction.— lAhnxry  instruction  in  the  high  school  has  been 
systematized  in  a  highly  satisfactory  manner  in  the  Central  High  School  of 
Detroit.' 

Teachers  of  English  co-operating,  library  reference  work  is  made  part  of 
the  Knglish  courses.  One  lesson  a  term  is  devoted  to  the  study  of  library  aids. 
Kight  liljrary  courses  are  correlated  u  itli  tiie  eight  l''iighMi  (ourM-s  iiu  hided  in 
the  four  years  oi  high-.school  work. 

Course  i  includes  the  use  of  inde.xes,  abbnviatintis,  heavy  type  indii  .itinj;  iniportanl 
page.s,  index  to  a  work  in  many  volumes,  atlas  index,  use  of  a  i  onrordanc  r,  a  liriif  ixi>la 
nation  of  Poole's  Index. 

Course  2  covers  the  use  of  a  (  ard  <  .italo^  and  brief  t.ilks  on  ( lassifu  alion  :ind  K<"<''al 
rcference-lxK)k.s,  such  as  dii  tionarii-s,  ga/ettecrs,  and  ry(l()|>e{lias. 

'Compilrtl  (r«?n  llic-  N.  E.  A.  I'rtxerihngi,  Kjot,,  wilh  iirrmiMion  o(  Morcnrr  .M.  Ilupkinii. 


232  NATIONAL  EDUCATIONAL  ASSOCIATION 


Course  3  includes  periodical  indexes,  Poole's  Index  more  in  detail,  Reader's  Guide, 
Library  Index,  and  the  value  to  young  people  of  the  index  to  St.  Nicholas.  Preface, 
publisher,  and  date  of  pubHcation  are  explained.  Such  reference  books  as  Harper's 
Book  of  Facts  and  the  Brewer  series  are  discussed  and  compared. 

Course  4  considers  elementary  bibliography,  such  as  the  bibliographic  references 
found  in  modem  text- books  and  at  the  end  of  articles  in  modern  cyclopedias.  The  A. 
L.  A.  Index  to  General  Literature  is  explained  with  particular  reference  to  the  method 
of  indexing  reports  of  official  institutions,  and  Baker's  Guide  to  Best  Fiction,  Granger's 
Index  to  Poetry,  and  special  bibhographies  like  the  Warner's  Library,  Lamed '.y  History 
for  Ready  Reference,  and  Strong's  Yearbook  of  Social  Progress. 

Course  5  covers  annuals,  almanacs.  Statesman's  Yearbook,  biographic  annuals. 
Who's  Who,  annual  literary  index  (supplement  to  Poole's  Index  and  A.  L.  A.  Index 
to  General  Literature),  reports  of  city  officers,  city  and  state  manuals  {Blue  Books). 

Course  6  takes  up  dictionaries,  cyclopedias,  special  indexes,  and  cyclopedias  or 
dictionaries  of  special  subjects.  The  Geneological  Index,  the  A.  L.  A.  Catalogue  of 
8,000  volumes,  and  the  A.  L.  A.  Guide  to  the  Study  and  Use  of  Reference  Books,  are  con- 
sidered special  indexes.  Use  of  Publishers'  Weekly,  Trade  List  Annual,  U.  S.  Cata- 
logue of  Books  in  Print,  and  the  Cumulative  Book  Index. 

Course  7  includes  United  States  reference  publications,  Congressional  Record, 
Congressional  Directory,  Document  Catalogue,  Statistical  Abstract,  Census  Abstract, 
Statistical  Atlas,  Labor  Bulletins,  Consular  Reports,  and  the  more  important  publications 
of  the  departments  of  state. 

Course  8  is  a  review  of  the  preceding  courses,  with  practice  work. 

During  instruction  the  books  under  discussion  are  used  in  a  room  outside  of 
the  Hbrary.  To  save  time,  printed  lists  of  the  books  are  distributed.  The 
course  is  given  in  eight  hours  of  the  four  years  of  high-school  -work,  two  hours 
for  each  year.  Sets  of  questions,  requiring  the  use  of  the  books  explained,  are 
worked  out  in  the  librar}'  by  each  student  after  each  talk.  The  papers  are 
corrected  by  the  English  teachers,  with  usual  credits. 

By  request,  the  publishers  of  Webster^s  Dictionary  have  prepared  for  this 
English  and  library  instruction  a  pamphlet  for  class  drill  in  the  proper  use 
of  a  dictionary  and  its  appendix.  Sample  pages  are  given,  illustrating  the 
important  facts  and  the  different  kinds  of  information  which  may  be  found 
in  Webster's  International  Dictionary.  These  pamphlets  are  distributed 
gratuitously. 

The  following  illustrate  questions  given  to  students: 

Nathaniel  Hawthorne  and  His  Wife,  by  Julian  Hawthorne,  is  in  two  volumes.  Con- 
sult the  index  under  "Brook  Farm,"  and  name  the  volume  and  page  which  give  the 
fullest  account. 

Who  is  the  author  of  the  following  (give  play,  act,  scene)?  "Neither  a  borrower 
nor  a  lender  be." 

Look  up  the  seven  wonders  of  the  world  in  two  different  books.     Name  the  books. 

Name  three  important  reference  points  covered  by  the  Century  Dictionary  of  names. 

What  is  the  "Reader's  Guide"  to  a  selected  list  of  periodials,  and  what  points  does 
it  cover? 

Name  three  good  books  in  which  you  could  find  an  allusion  to  the  "Field  of  the 
cloth  of  Gold." 

Find  a  novel  on  the  subject  of  chivalry.     Give  author  and  title. 


REPORT  ON  INSTRUCTION  IN  LIBILARY  ADMINISTR.4TION      235 

Name  two  sources  by  means  of  which  you  could  be  guided  to  material  for  an  essay 
on  Easter. 

Name  five  reference  points  indexed  in  the  World  Almanac. 

Who  is  secretary  of  the  Department  of  Commerce  and  Labor?  Where  was  he 
bom  ? 

What  classified  catalog  of  books  has  been  carefully  prepared  by  the  libraries  of 
America  recommending  good  books  on  leading  subjects  ? 

What  cyclopedia  would  you  consult  for  very  full  articles  ?  What  cyclopedia  would 
you  consult  for  very  brief  articles  ?  What  cyclopedia  would  you  consult  for  medium 
articles  ? 

What  is  the  Document  Catalogue?  How  frequently  is  it  published  ?  Examine  the 
volume  for  1899-1901  and  give  a  reference  on  the  subject  of  insurance. 

What  is  the  Statistical  Abstract?  By  means  of  it  find  the  number  of  pounds 
of  cofifee  imported  in  1890.     What  is  the  Congressional  Record  ? 

Name  the  books  or  books  in  which  you  think  the  answers  for  the  following  ques- 
tions will  be   found: 

Kind  of  government,  present  officers,  etc.,  of  Denmark. 

Translation  of  the  phrase  "Alia  Zappa." 

Brief  biography  of  prominent  men. 

Leading  athletic  events  of  the  past  year. 

Present  secretary  of  the  navy. 

Bibliography  of  any  subject  in  which  you  are  interested. 

Abbreviations. 

Index  to  scattered  selections  of  poetry. 

Condensed  report  of  the  last  census  by  color. 

Speeches  in   Congress. 

For  further  details  of  this  work  .see: 

N.  E.  A.  Proceedings: 

Hopkins,  F.  M.  Methods  of  instruction  in  the  use  of  high  school  libraries.  1905: 
858-864. 

For  Hbrary  instruction  in  schools  in  general  see: 

Library  Journal: 

Ames,  A.  S.,  and  Rathbonc,  J.  A.  Instruction  in  the  use  of  reference  books  and 
Ubraries  in  high  schools.     1898,  23:86-91. 

Doren,  E.  C.  Library  and  the  school  work  now  done.  1904,  29:c  153-157.  (Sta- 
tistical account  of  reference  work  and  hbrary  instruction  in  schools.) 

Fletcher,  M.  J.  Instruction  to  high  school  students  in  u.se  of  libraries.  1904,  2<): 
481. 

Mead,  H.  R.     Training  of  students  in  the  use  of  books.     1905,  30: c  82-84. 

Quigley,  M.  G.  Systematic  instruction  in  the  use  of  tlie  library  at  Clrand  Knpids. 
1906,  31 :  166-167. 

Sargent,  A.  L.     Reference  work  among  school  children.     1895,  20:121-122. 

Stanley,  H.  H.  Reference  work  with  children.     1901,  26:c  74-7*'- 

Wait,  M.  F.     Library  work  in  a  preparatory  school.     1904,  29:18a. 

Pufjlic   Libraries: 

Ellis,  Elizab<-th.     Instruction  of  school  children  in  the  use  of  library  catalogs  and 

reference  Ijooks.      i8f>9,  4:311-314. 
linney,  B.  A.     High  schcx)!  instruction  in  ust;  of  reference  Ixjoks.     i8<;(^,  4:3'.S-.3'7- 
Hanna,  B.  S.     Reference  work  with  chihlren.     1004,   7:149-151. 
Hopkins,  F.  M.     Library  work  in  high  schools  (Central  High  ScIkkiI  of  ])( troit). 

1905,  10: 170. 
Hopkins,  J,  A.     A  les.son  on  the  rard  ratalog.      1903,  8:156-158. 
Moore,  E.  L.     Library  work  with  children — prize  contest.     1901,  6:418-419. 


234  NATIONAL  EDUCATIONAL  ASSOCIATION 


IV.     THE  SCHOOL  LIBRARY  ROOM 

Location. — The  library  of  a  school  should  be  accessible,  and  yet  remote 
enough  to  escape  the  noise  and  confusion  which  prevail  near  the  main  stairway 
or  elevator,  and  should  be  out  of  the  way  of  the  casual  visitor,  who  often  regards 
it  as  a  convenient  and  attractive  waiting-room. 

If  no  provision  has  been  made  in  the  school  building  for  a  Hbrary,  any  large 
room  on  the  second  or  third  floor  will  serve  this  purpose. 

For  all  details  of  library  construction  see  New  International  Encyclopedia  or  Ency- 
clopedia Americana,   article  "Libraries." 

For  a  new  school  building  the  architect  should  consult  a  library  expert  in 
regard  to  location  and  every  detail  of  interior  finish  and  arrangement  of  the 
library  room. 

Light. — If  there  are  windows  on  one  side  of  the  room  only,  they  should 
extend  from  within  three  feet  of  the  floor  to  the  ceiling.  Light  is  more  important 
than  heat,  and  there  is  usually  danger  of  too  little  rather  than  too  much.  If 
there  are  windows  on  two  sides  of  the  room,  they  may  come  down  only  to  the 
top  of  the  bookcases,  in  order  to  give  wall  room  for  shelving.  Care  .should  be 
taken,  however,  to  avoid,  if  possible,  what  is  sometimes  called  the  "dungeon" 
effect  of  windows.  Artificial  light  must  be  provided  for  short  winter  afternoons 
or  possible  evening  use;  and  whether  oil,  gas,  or  electricity  is  used,  the  light- 
point  should  be  properly  shaded  to  prevent  unpleasant  glare  or  reflection. 

The  "Rochester"  oil  lamp,  and  other  similar  burners,  give  a  soft  and  pleas- 
ant light  for  reading.  The  best  gas  Hght  is  furnished  by  acetylene  or  by  the 
Welsbach  burner.  Each  table  should  have  one  or  two  adjustable  lights  pro- 
tected by  a  deep,  cone-shaped,  enameled  tin  or  glass  shade,  green  outside, 
light  polished  lining  inside,  so  arranged  as  to  shield  the  eyes  and  throw  the 
light  on  the  table.  Portable  lights,  with  a  metal  half-shade  which  throws  the 
light  on  the  backs  of  the  books  and  protects  the  eyes,  are  best  for  the  shelves. 
Very  little  general  artificial  lighting  of  the  room  as  a  whole  is  desirable. 

Some  architects  advocate  brilliant  illumination  of  the  room  by  means  of 
ceiling  clusters.  They  argue  that  this  secures  a  light  more  nearly  resembling 
that  of  the  sun,  and  therefore  is  the  natural  method;  but  this  is  practically  and 
theoretically  wrong. 

Nothing  relating  to  the  education  of  the  child  is  more  important,  and  noth- 
ing so  universally  neglected,  as  the  right  light  for  reading  or  study.  Pupils 
should  never  face  a  strong  light,  or  read  in  insufficient  light,  whether  natural 
or  artificial. 

Heat  and  ventilation. — Heat  should  be  so  regulated  as  to  secure  a  tempera- 
ture of  68°.  The  room  should  be  ventilated  several  times  daily  by  lowering  the 
windows  from  the  top,  and  should  be  well  aired  both  before  and  after  use. 
Systems  of  indirect  ventilation,  by  forcing  fresh  air  thru  registers,  tho  theoret- 
ically perfect,  are  rarely  quite  as  satisfactory  as  the  air  carefully  taken  directly 
thru  an  open  window. 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION      235 

Much  of  the  restlessness  and  general  perversity  of  children  both  in  school- 
room and  library  are  due  to  the  demoralizing  effects  of  foul  or  over-dry  air. 

Library  Journal: 

Dcwcy,  Mclvil.     Heating  libraries.     i88r,  6:93-96. 
Lincoln,  D.  F.     \'entilation  of  libraries.     1879,  4:254-257. 

Patton.  N.  S.  Heating,  ventilation  and  lighting  of  libraries.  (In  U.  S.  Bureau 
of  Education  Papers,  prepared  for  the  World's  Library  Congress  held  at  the 
Columbian  Exposition,  1896.     718-724.) 

Shelving. — Shelves  should  e.xtend  along  the  sides  of  the  room  as  far  as  the 
wall  space  permits.  The  top  shelf  should  be  within  reach  of  a  child  of  fourteen 
of  average  height — say  64  inches  from  the  floor.  The  top  of  the  upright,  exclu- 
sive of  molding,  should  be  74  inches  from  the  floor,  including  a  base  of  4  inches 
which  will  protect  the  books  from  a  too  vigorous  broom  or  mop.  The  shelves 
should  be  adjustable,  i  inch  thick,  8  inches  deep,  not  more  than  3  feet  long  (30 
inches  would  more  surely  prevent  bending  under  the  weight  of  books),  and 
placed  between  uprights  at  intervals  of  9^  or  10  inches.  Two  large  shelves 
next  the  floor,  12  inches  deep,  14  inches  apart,  will  accommodate  large  books. 
A  ledge  i  inch  thick  and  3  or  4  inches  wide,  separating  the  upper  and  the 
lower  shelves,  adds  to  the  gei>eral  appearance  of  the  room  and  is  a  convenient 
place  for  books  ready  to  be  returned  to  the  shelves,  but  interferes  somewhat 
with  the  use  of  the  lower  shelves.  If  the  lower  shelves  are  not  all  needed  for 
larger  books,  they  can  be  fitted  with  drawers  or  doors,  and  utilized  for  storing 
pictures,  photographs,  and  library  sup{)lies.  Backing  for  shelves  is  desirable, 
but  not  necessary.  Moldings  should  be  plain.  Fancy  beading  or  ornamenta- 
tion of  any  kind  collects  dust.  If  finish  is  desirable  for  ends  of  ca.ses  where 
the  continuity  is  interrupted  by  door  or  window,  inlaid  panels  look  well  and  pre- 
vent warping,  especially  if  the  material  is  oi\k\  ])ut  arc  not  necessary,  and 
increase  expense. 

When  the  wall  shelves  are  filled,  additional  .shelving  may  be  obtained  by 
forming  alcoves  with  double-faced  floor  cases  placed  at  right  angles  to  tlic  wall. 
A  thin  strip  of  wood  two  inches  high  placed  between  double  .shelves  will  prevent 
books  from  slipping  back,  and  is  cheaper  than  full  backing. 

Quartered  oak  is  the  best  material  for  wood-work,  but  pine  or  whitewood 
make  fairly  satisfactory  substitutes.  Shelves  can  be  made  of  pine  with  a  one- 
inch  veneer  of  oak  on  the  front  e<lgcs. 

If  there  are  no  funds  for  this  style  of  shelving,  packing  boxes  lan  be 
fitted  with  shelves.     Discarded  wardrobes  .serve  the  .same  purpose. 

Soule,  C.  C.     Library  rooms  and  buildings,   1902.      (A.  L.  A.  Lil)rary  Tract,  No.  4.) 
Dana,  J.  C.     Rooms,  building,  fixtures,  furniture,  1903.     (In  his  Library  Primer,  25-29.) 

Tables  and  chairs. — Tables  and  chairs  .should  be  of  different  heights  to 
accommodate  children  of  different  ages.  Tables  5  feet  long  by  3  feet  wide  will 
accommodate  six  persons,  two  at  eac  h  side  and  one  at  each  end.  They  .should 
be  [)lain  and  without  drawers,  slides,  or  foot  rails.  Hen  I  wood  (hairs,  with 
rubber  ti[)s  if  the  floor  is  bare,  are  light,  durable,  and  very  satisfa(  tory. 


236  NATIONAL  EDUCATIONAL  ASSOCIATION 

If  windows  are  on  one  side  only  and  come  down  near  the  floor  (see  sug- 
gestion above),  a  bench  can  be  built  underneath  each.  These  will  prove  popu- 
lar seats  on  dark  days.  The  objections  are  that  they  may  tempt  to  lounging. 
They  should  not  occupy  space  available  for  shelving. 

Librarian's  desk. — The  librarian's  desk  should  be  near  the  entrance,  if  this 
position  permits  general  supervision  of  the  room.  It  should  have  a  flat  to]),  for 
nothing  should  obstruct  the  lines  of  vision.  A  small  table,  or  a- revolving  case, 
within  easy  reach  is  very  convenient. 

Floor-covering,  and  cleaning. — Linoleum  or  corticine  is  the  best  floor- 
covering.     These  serve  to  deaden  noise  and  can  be  washed  like  a  wood  floor. 

The  floor  should  be  cleaned  thoroly  with  soap  and  water  each  week; 
oftener  if  necessary.  The  room  should  be  swept  and  the  furniture  dusted  every 
morning.  Two  or  three  times  yearly  books  should  be  removed  from  the 
shelves  and  dusted,  and  the  shelves  cleaned  with  a  damp  cloth.  Never  use 
feather  dusters. 

If  possible,  there  should  be  a  lavatory  near  the  library.  Children  should  be 
taught  that  they  must  have  clean  hands  before  touching  books  or  magazines. 

A  catalog  case  of  six  trays  will  hold  nearly  6,000  cards,  with  guide  cards. 
The  base  for  this  case  should  be  open  and  fitted  with  three  or  four  shelves,  for 
atlases,  portfolios,  and  all  volumes  too  large  for  the  regular  shelves.  The  cata- 
log case  should  be  of  the  best  make  and  bought  from  a  reliable  maker.  It 
cannot  be  imitated  by  the  village  carpenter.  If  it  is  too  expensive  for  a  small 
library,  catalog  cards  can  be  kept  in  tin  or  wood  or  even  pasteboard  boxes,  cov- 
ered, each  holding  about  800  cards  with  guides. 

Racks. — A  newspaper  rack  for  daily  and  weekly  papers  is  recommended, 
but  not  necessary.  A  special  rack  with  shelves  at  difi"erent  angles  is  convenient 
for  periodicals.  It  is  economical  in  floor  and  wall  space.  Periodicals  may  be 
stored  on  bookshelves,  divided  by  partitions  into  pigeonholes,  10^  inches  wide 
6  inches  high,  and  labeled  with  name  of  publication.  An  alphabetical  arrange- 
ment is  the  best.  A  shelf  deeper  than  the  ordinary  will  be  necessary,  or  maga- 
zines will  project  and  look  disorderly. 

Trucks. — A  book-truck  is  costly,  but  very  useful  for  holding  books  during 
the  various  processes  of  preparation  for  the  shelf  and  for  moving  books 
from  one  part  of  the  library  or  building  to  another. 

Book  supports. — There  should  be  a  good  supply  of  book-supports,  for  use  on 
shelves  which  are  not  quite  full;  not  only  for  the  better  appearance  of  the 
.shelves,  but  because  books  wear  much  longer  when  standing  upright.  The 
old  Library  Bureau  support  is  the  best  and  cheapest. 

Shelf  labels. — Plain  cardboard,  buff  or  light  gray,  neatly  labeled,  can  be 
fastened  on  the  shelf  with  thumb-tacks;  but  as  these  are  easily  soiled  and  dis- 
placed, tin  shelf  label-holders  five  inches  long  should  be  used. 

Bulletin-hoards. — If  sufficient  wall  space  is  not  available  for  bulletins,  the 
ends  of  bookcases  may  be  used.  Remnants  of  cork  carpet  are  very  satisfactory- 
Cut  to  the  desired  size  and  frame  with  oak  a  half-inch  wide.  Old  picture- 
frames,  to  be  found  in  many  a  garret,  can  be  substituted. 


REPORT  ON  INSTRUCTION  IN  LIBR.iRY  ADMINISTRATION      237 

Ink. — Black,  blue,  and  red  inks  are  used  in  the  library.  Avoid  pale,  thin, 
watery  lluids,  light  green,  or  blue  warranted  to  dry  black.  Ink  should  be  of 
standard  make.  Many  library  records  are  written  for  all  time,  and  ink  must 
be  permanent.  The  following  makes  have  been  tried  and  found  satisfactory: 
Carter's  Black  Letter  Ink,  City  of  Boston  School  Ink,  Carter's  Blue  Writ- 
ing Ink,  Carter's  Crimson  Fluid,  Carter's  Fast  Red  Copying  Fluid,  Stafford's 
Blue  Writing  Ink,  Massachusetts  Record  Ink  (made  by  Carter). 

Pens. — Pens  are  a  question  of  individual  preference.  For  printing  library 
cards,  King's  Nonpareil  No.  5  and  Library  Bureau  No.  3  are  much  used. 

Paste. — Binder's  or  flour  paste  is  best  for  library  use.  As  it  spoils  in  a 
short  time,  it  is  suitable  for  large  libraries  only,  where  large  quantities  are  used. 
A  small  library  should  use  some  kind  of  photographer's  paste. 

Blotters. — For  the  desk,  use  blotters  of  dark  gray  or  green.  They  are  more 
serviceable  than  the  white,  pink,  or  buff  blotter. 

Paper-cutter. — A  plain,  flat  paper-cutter  of  celluloid  or  bone,  with  a  .slightly 
sharp  edge,  is  best.     As  a  rule,  any  fancy  "souvenir"'  variety  is  useless. 

Chairs,  tables,  desks,  cases,  shelves,  and  other  equipment  should  match,  if 
possible,  in  material  and  color.  Quartered  oak  is  the  most  satisfactory  in  gen- 
eral effect,  but  is  expensive. 

Economy. — Economy  may  be  practiced,  without  detriment,  in  part  of 
the  library  equipment.  Cheap  wood  can  be  used  in  place  of  oak.  Trucks, 
racks,  and  special  cases  for  photographs  or  folio  volumes  can  be  dispen.sed 
with  as  luxuries. 

The  local  carpenter,  if  furnished  with  the  right  dimensions,  can  make  cases 
to  hold  charging  cards  and  other  records;  but  the  catalog  case  must  be  of 
standard  make. 

Library  Supplies. — For  all  library  supplies  with  prices,  see  Library  Bureau 
Catalogue,  Boston;  also  their  "Suggestive  List  oj  Supplies  for  a  Library  oj 
S,ooo  Volumes.'^  Clark  &  Baker,  of  New  York,  and  the  Globe- Wernicke  Co., 
of  Chicago,  also  make  a  specialty  of  catalog  ca.ses  and  cards. 

Steams,   L.   E.     Furniture  and   fittings.     (In  her  Essentials  in   library  administration, 
1905:80-91.) 

Decoration. — The  library  should  be  made  as  attractive  as  possible  without 
carrying  the  decorative  idea  to  an  extreme.  Order  and  neatness  are  essential, 
but  highly  colored  pictures  and  tawdry  ornamentations  of  any  kind  are  inajjpro- 
priate  and  undesirable. 

The  ceiling  and  walls  .should  be  tinted  with  a  warm  .sIukIc  of  terra  cutta 
or  olive  green,  the  lighter  tints  being  desirable. 

A  fern  or  palm  on  toj)  of  the  catalog  case  gives  a  touch  of  color  to  the 
room.  A  few  carefully  .selected  pictures  for  the  wall  above  the  bookshelves, 
and  one  or  two  casts  or  bronzes,  will  sufTicc  for  permanent  decoration.  Pic- 
ture-; need  not  have  an  educational  tendency;  that  is,  the  educational  features 
should  not  be  visible.     The  children  "get  enough  of  that  in  .school. " 


238  NATIONAL  EDUCATIONAL  ASSOCIATION 

Braun's  or  other  best  photographic  reproductions,  while  expensive,  are 
beautiful  and  always  appropriate.  A  few  of  the  many  that  are  peculiarly 
suitable  for  a  library  are:  Cuyp's  "Head  of  a  Dutch  Boy,"  Ruydael's  "The 
Mill,"  J.  T.  Millet's  "Feeding  Her  Birds"  or  "The  Gleaner,"  Corot's  "Sun- 
set "  any  of  Troyon  or  Breton,  one  of  Rosa  Bonheur's  pictures.  Sir  George  and 
the  dragon,  a  mediaeval  knight  in  armor,  the  Sistine  Madonna.  A  beautiful 
bronze,  and  a  great  favorite  with  children,  is  the  "Flying  Mercury."  A  cast 
of  Delia  Robbia's  "Singing  Boys"  is  always  acceptable.  Pictures  of  favorite 
authors  may  be  hung  on  ends  of  book-stacks  or  between  windows. 

Picture  bulletins. — Picture  exhibits  by  means  of  bulletins  are  made  to  serve 
some  special  purpose,  to  illustrate  a  topic  under  discussion  in  the  schoolroom  or 
an  event  of  general  outside  interest.  Pictures  can  be  fastened  on  bulletin 
boards,  together  with  a  list  of  books  relating  to  the  topics  illustrated,  or  they  can 
be  mounted  separately  on  gray  cardboard,  and  hung  by  clips  on  wire  or  cord 
stretched  along  the  shelves.  The  picture  bulletin  is  of  temporary  interest  only 
and  should  not  be  too  elaborate,  or  it  will  tend  to  make  the  library  look  like  a 
museum. 

A  private  school  in  New  York  City  recently  gave  an  exhibition  of  photo- 
graphs taken  during  the  summer  vacation,  developed  and  printed  by  the 
children;  and  altho  of  amateur  workmanship,  they  formed  an  interesting  and 
really  artistic  collection. 

Milner,  A.  V.    Pictures  for  reference  use.     (In  her  Formation  and  care  of  school  libraries, 

1903:9-10.) 
Stearns,  L.  E.     Illustrated  bulletins.     (In  her  Essentials  in  library  administration,  1905: 

22-24.) 

Library  Journal: 

Gaillard,  E.  W.     An  extension  of  the  picture  bulletin.     1901,  26:874-875. 

Moore,  A.  C.     Picture  work  in  children's  libraries.     1900,  25:126-129. 

Outcome  of  the  picture  bulletin.     1901,  26:  192-193. 

—Place  of  pictures  in  library  work  for  children.     1900,  25:159-162. 

Root,  M.  E.,  and  Maltby,  A.  B.     Picture  bulletins  in  the  children's  library.     1902, 
27:191-194. 
Public  Libraries:     Dousman,  M.  E.     Pictures  and  how  to  use  them.     1899,  4:399-400. 

Freeman,  M.  W.       Use  of  pictures  in  library  work.     1900,  5:446-449. 

Morton,  Josephine.     Exhibits  and  special  days.     1903,  8:464-465. 

Librarian. — A  collection  of  five  hundred  or  more  volumes  needs  a  custodian. 
The  school  law  of  several  states  specifies  that  the  secretary  of  the  school  board 
or  a  teacher  shall  act  as  librarian,  make  reports  to  the  state  superintendent,  and 
be  responsible  for  the  condition  of  the  books.  In  such  cases  the  office  is 
generally  nominal.  The  teacher,  or  the  secretary,  who  is  probably  a  business 
or  professional  man,  cannot  be  expected  to  give  the  necessary  time  for  the 
proper  care  of  even  a  small  library. 

If  a  trained  librarian  is  too  great  a  luxury,  a  graduate  of  the  school  will 
probably  serve  for  reasonable  pay.  She  should  have  good  judgment  and 
common-sense,  be  accurate,  and  must  have  some  instruction  and  experience  in 
library  methods.  Under  these  conditions,  the  teachers  will  be  obliged  to  attend 
to  the  reference  side  of  the  library  work. 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     239 

As  the  library  increases  in  size,  in  order  to  increase  al^o  in  efl5ciency  a 
trained  librarian  becomes  necessary.  She  should  give  her  entire  time  to  the 
library,  in  and  out  of  school  hours,  in  order  that  she  may  applv  the  technical 
knowledge  gained  thru  her  special  training  to  the  work  of  making  the  library 
useful  in  the  highest  degree. 

She  must  explain  the  card  catalog  to  both  teachers  and  pupils,  and  give 
some  instruction  in  the  use  of  books.  She  will  decide  for  both  teachers  and 
pupils  how  and  what  to  read,  as  well  as  the  kind  and  quality  of  books  needed  in 
the  class-room. 

The  library  atmosphere  should  be  different  from  that  of  the  schoolroom. 

The  librarian  can  meet  the  children  in  a  more  faftiiliar,  informal  manner  than 

the  teacher. 

N.  E.  A.  Proceedings: 

Dana,  J.   C.     The  librarian   and  hor  equipment;  the  Hbrarian  and  the  teachers; 
the  librarian  and  the  children.     1899:517-525. 

Rules. — Rules  relating  to  the  privileges  of  the  library  and  circulation  of 
books  should  be  displayed  in  some  conspicuous  place  in  the  liljrary,  and  near 
the  main  entrance.  In  formulating  rules  the  librarian  should  omit  everything 
superfluous.  She  should  say  what  she  means  and  mean  what  she  says.  Rules 
that  are  not  enforced  are  worse  than  no  rules. 

School  boards  and  superintendents  of  public  instruction  are  sometimes 
authorized  by  the  school  law  to  make  rules  and  regulations  governing  the  use  of 
school  libraries.  California  and  Wisconsin  publish  very  specific  directions  of 
this  nature. 

Discipline. — The  question  of  discipline  is  governed  entirely  by  local  con- 
ditions, and  no  hard  and  fast  rules  can  be  laid  down.  Schoolroom  discipline 
is  undesirable  in  a  library,  but  in  some  localities  it  must  be  enforced.  Chil- 
dren >hould  feel  that  the  use  of  a  library  is  a  privilege,  and  not  that  they  are  con- 
ferring a  favor  on  the  librarian  by  their  mere  presence — a  spirit  that  is  sometimes 
manifested  in  the  children's  department  of  a  public  library. 

Report. — The  librarian  should  make  a  formal  rejxjrt  each  year  to  the  board 
of  education,  giving  statistics  of  the  circulation  and  other  uses  of  the  library,  an 
account  of  all  money  passing  thru  her  hands,  result  of  the  annual  inventory, 
record  of  gifts,  list  of  new  books  received,  account  of  technical  and  routine  work, 
and  other  items  of  interest  regarding  any  special  work  with  tlie  children  and 
teachers.     The  local  paper  will  gladly  print  such  a  rcj)ort. 


V.    SELECTING  AND  (  )RI)I:RING  BOOKS 

L.hnirian  final  authority.— The  librarian,  constantly  advising  with  teachers 
and  with  school  authorities,  should  be  the  final  authority  in  selec  tingbooksforthe 
schcxjl  library.  Hy  keeping  in  touch  with  both  tea(  hers  and  pii|)ils,  .she  is  in  a  jM)si- 
tion  to  know  what  l>ook^  will  be  most  useful  in  the  library;  and  she  alone  knows 
the  funds  available,  and  how  these  niav  be  distriltuted  most  wisely    and  cfjui 


240  NATIONAL  EDUCATIONAL  ASSOCIATION 

tably.  From  time  to  time  teachers  should  send  to  the  librarian  lists  of  books 
needed  for  their  work,  indicating  those  which  are  wanted  for  immediate  use, 
that  these  may  receive  prompt  attention.  But  teachers  are  not  always  infallible 
in  their  judgment  regarding  books.  They  may  be  highly  efficient  as  teachers, 
and  yet  know  little  about  juvenile  or  even  adult  literature;  and  it  is  quite  prob- 
able also  that  they  know  comparatively  httle  of  the  cost  of  books,  and  may  ask 
for  expensive  editions  when  something  less  costly  would  serve  their  purpose 
quite  as  well.  If  the  library  is  in  a  rural  district,  serving  the  neighborhood  as 
well  as  the  school,  the  needs  of  the  school  must  be  met  first,  as  the  library  is  first 
and  last  an  educational  institution,  and  the  children  have  the  first  claim. 

Judging  from  the  results  of  an  investigation  made  by  W.  H.  Cheever  in 
Wisconsin,  published  in  Public  Libraries,  1897,  2:349,  teachers  are  not  always 
given  opportunity  to  say  what  kind  of  hterature  they  wish  placed  in  the  school 
library.  The  county  superintendents  to  whom  inquiries  were  directed  seemed 
to  think  that  this  was  because  teachers  are  not  considered  competent  to  decide 
what  books  should  be  bought  for  school  use.  In  one  district  books  were  se- 
lected and  bought  during  the  summer  vacation  when  the  teachers  were  away! 

The  town  clerk  or  some  other  public  official  may  be  authorized  by  law  to 
make  contracts  and  pay  bills,  but  final  word  in  selecting  books  ought  to  lie  with 
the  librarian.  A  county  superintendent  describes  in  a  recent  number  of  Public 
Libraries  the  kind  of  school  library  which  may  result  if  the  choice  of  books  is 
delegated  to  the  wrong,  incompetent  official.  The  town  clerk  of  a  certain  dis- 
trict thought  it  desirable  to  make  the  school  library  popular.  He  therefore 
bought  books  which  the  people  would  read;  with  the  result  that  the  girls 
quarreled  over  Bertha  M.  Clay's  novels,  and  the  boys  fought  over  biographies 
of  Frank  and  Jesse  James. 

Pupils  should  be  encouraged  to  express  opinions  in  regard  to  books  read, 
and,  as  far  as  may  be  reasonable  and  possible,  their  likes  and  dislikes  should  be 
respected  by  the  librarian. 

If  due  allowance  is  made  for  personal  or  professional  bias,  the  advice  of 
specialists  is  sometimes  desirable,  especially  as  to  scientific  books. 

If  the  selection  must  be  made  from  lists  prepared  by  the  state  superin- 
tendent the  librarian  should  still  make  the  final  choice,  and  should  be  held 
responsible  for  this.  Such  lists  are  usually  revised  from  time  to  time  and  if 
they  do  not  at  first  include  just  what  the  librarian  thinks  necessary  for  her 
library,  by  presenting  her  case  to  the  proper  authorities  she  may  obtain  the 
literature  from  some  future  official  list. 

Principles  oj  selection,  and  aids. — Certain  fundamental  principles  should  be 
followed  in  selecting  for  purchase.  It  is  useless  to  fill  shelves  with  classics  never 
read,  merely  because  they  come  under  the  head  of  good  literature. 

Publications  containing  notices  of  new  books  are  usually  issued  weekly  and 
monthly.  As  a  rule,  reviews  are  written  for  the  general  reader  rather  than  for 
the  student,  more  space  being  given  to  fiction  and  other  literature  which 
appeals  to  the  public. 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     241 

The  librarian  of  the  school  library  is  more  limited  in  her  field  than  is  the 
public  librarian,  and  a  conscientious  examination  of  these  reviews  will  seem 
at  times  to  be  without  adequate  results 

For  general  text-books  or  works  on  education  it  is  advisable  to  rely  upon  notices 
published  in  such  educational  periodicals  as  the  Pedagogical  Seminary,  Educational 
Review,  Journal  0}  Pedagogy,  etc.  Unfortunately  these  periodicals  do  not  give  many 
reviews,  and  frequently  a  book  is  on  the  market  several  months  before  they  refer  to  it. 

For  scientific  books,  read  reviews  in  Science,  Nature,  School  Science,  etc. 

Books  on  kindergarten,  manual  training,  and  other  special  topics  are  reviewed  in 
Kindergarten,   Manual   Training,   and   other  special   periodicals. 

The  Dial  (semi-monthly,  Chicago,  $2),  Nation  (weekly.  New  York,  $s),Oullook 
(weekly,  New  York,  $3),  are  most  reliable  of  the  critical  reviews.  The  Bookman  (monthly, 
New  York,  $2)  is  more  popular  and  entertaining  in  stj'lc,  giving  chatty  items  about 
authors  as  well  as  books,  and  docs  not  treat  of  literary  topics  exclusively.  The  New 
York  Times  Saturday  Review  has  a  wide  circulation  because  it  is  inexpensive  and  up  to 
date,  reviewing  books  almost  as  soon  as  they  leave  the  press. 

For  a  selected  list  of  books  consult  the  A.  L.  A.  Book-List,  published  monthly  except 
during  the  summer.  Publisher,  price,  and  imprint  are  given,  with  annotations  made 
by  Ubrarians;  also  the  bulletins  of  A.  L.  A.  Committee  on  Book-Buying,  and  suggestions 
and  rules  for  the  Library  of  Congress  cards.  The  later  numbers  give  the  classification 
of  each  book  according  to  the  decimal  and  expansive  system,  with  suggested  subject 
headings.     It  is  intended  to  aid  those  who  are  buying  small  libraries. 

For  a  complete  list  of  current  publications  consult  Publishers'  Weekly  (New  York, 
$3)  and  Cumulative  Book  Index  (monthly,  Minneapolis,  $5).  Publisher,  price,  and 
imprint  are  given,  with  annotations  for  more  important  works.  The  Publishers'  Weekly 
issues  a  special  spring  announcement  number  in  March,  a  summer  number  in  May, 
an  educational  number  in  July,  a  fall  announcement  in  September,  a  Christmas  number 
in  December.  The  Cumulative  Book  Review  Digest  (monthly,  Minneapolis,  $5)  gives 
descriptive  notes  and  a  digest  of  reviews  which  have  appeared  in  forty  of  the  leading 
periodicals  in  English.  All  large  publishing-houses  issue  annotated  lists  monthly  or 
at  longer  intervals.  A  number  of  these  make  a  specialty  of  schoolbooks  and  children's 
literature. 

American  Catalogue  (not  necessary  in  a  small  library),  1875-1900,  five  volumes, 
gives  lists  of  books  printed  in  the  United  States  during  these  years,  and  includes  some 
importations;  the  information  is  very  full,  gives  publisher  and  price  of  book,  with  date 
of  publication.  Volumes  2,  3,  and  4  give  lists  of  United  States  government  publications, 
classified  by  departments;  also  publications  of  literary  and  scientific  societies;  also  a 
list  of  state  publications.  These  lists  were  omitted  in  the  last  volume,  as  the  same 
information  appears  in  another  publication.  One  of  the  most  useful  features  of  this 
catalog  is  the  subject-index  which  follows  the  author-ind.x  and  forms  Part  2  of  each 
volume.  One  is  enabled  to  find  out  from  this  catalog  what  lx>oks  on  any  subject  have 
lx:cn  published  in  the  United  States  during  the  period  covered.  This  is  too  costly, 
however,  for  most  small  libraries.  The  earlier  volumes  are  out  of  print,  and  1890-95 
and    1895-1900  arc   $15   each. 

The  Bookseller  Cmonthly)  and  the  English  Catalogue  (annual),  each  5.?.,  represent 
current  English  publications,  but  would  nf)t  be  us<-fl  to  any  great  extent  in  a  small 
library. 

For  standard  Ixxiks  still  in  i»rint  the  most  useful  gui«le  is  the  A.  L.  A.  Catalogue  of 
8,r)<>f)  Volumes  (1904,  Wa-shin^^ton,  Sup<  rintendent  of  Documents,  50  cents).  This  list 
wa,s  compiled  by  exports,  and  is  an  invaluable  guide  to  libraries  and  teachers.  It  is  fully 
classified  and  indexed,  give.s  publisher  and  price,  and  romprehensivc  annotations. 


242  NATIONAL  EDUCATIONAL  ASSOCIATION 

Winser,  Beatrice.  Some  of  the  recent  and  current  aids  to  book  selection.  1905, 
Public  Library  Newark,  N.  J. 

For  prices  and  information  concerning  reference-books  consult  A.  B.  Kroeger,  Guide 
to  the  Study  and  Use  of  Reference  Books  with  supplements  published  in  the  Library 
Journal.  Lists  of  books  suitable  for  school  libraries  are  mentioned  under  the  topic  of 
"Books  for  Children  and  Teachers." 

Ordering  books. — After  selections  have  been  made,  and  contracts,  if  any, 
have  been  closed,  the  librarian  should  be  authorized  to  order  books  according 
to  the  contracts  and  regulations  made  by  the  state  or  by  the  local  school 
authorities.  If,  however,  the  power  to  buy  rests  with  the  town  clerk  or  some 
school  official,  the  librarian  should  have  the  privilege,  approved  by  the  school 
board,  of  ordering  books  needed  for  immediate  use.  A  book  wanted  for  class- 
room work  at  the  beginning  of  the  term  may  be  quite  useless  a  month  or  six 
weeks  later. 

Records  of  orders. — A  record  of  all  orders  sent  out  should  be  kept  in  the 
library  on  orderslips,  to  be  had  of  the  Library  Bureau,  or  made  by  the  local 
printer.  Any  blank  cards  of  standard  size  will  serve.  Author's  name,  title, 
edition  (if  known),  publisher,  date,  and  hst-price  of  the  book  are  recorded  on 
the  order-slip,  with  name  of  agent  and  date  when  ordered.  Before  the  order  is 
sent,  each  entry  should  be  compared  with  the  library  catalog  and  with  the  list 
of  outstanding  orders,  so  that  unnecessary  duplicates  will  not  be  bought. 
When  the  books  are  received,  corresponding  slips  should  be  dated  and  cost- 
price  recorded.  Slips  for  filled  orders  are  then  filed  in  a  separate  alphabet  (see 
details  under  topic  "Checking  Invoices").  The  order  sent  to  the  agent  should 
contain  the  same  information  given  on  the  order  slips  and  may  be  copied 
from  these  slips  on  a  sheet  of  paper,  and  stamped  with  name  of  library  and 
date.  Each  order  should  expressly  state,  that,  if  not  found  within  (say)  thirty 
days,  it  will  be  considered  canceled.  A  small  rubber  stamp  may  be  used  to 
print  this  condition. 

Not  all  of  these  details  are  necessary  in  a  small  library,  but  records 
should  be  accurate  and  complete. 

Purchasing  agents. — It  is  advisable  to  buy  from  one  agent.  By  this  method 
accounts  are  simplified,  mistakes  are  more  easily  rectified,  more  interest  is 
shown,  and  better  discount  is  granted  by  the  dealer.  In  choosing  an  agent,  it  will 
prevent  criticism  if  lists  of  the  books  to  be  bought  are  sent  to  several  agents, 
including  the  local  dealer,  with  a  request  for  lowest  terms,  keeping  in  mind 
that  the  man  who  is  the  cheapest  is  not  always  most  rehable.  It  is  better  to 
pay  a  local  or  other  agent  a  little  more,  and  secure  convenience  and  good 
service.  When  possible,  an  agreement  or  contract  for  the  year  should  be  made 
with  the  agent. 

Large  publishing  houses  act  as  jobbers,  selling  publications  of  other  firms  as 
well  as  their  own.  Because  of  greater  facilities,  they  can  give,  perhaps,  better 
discounts  than  the  home  dealer,  and  can  more  readily  obtain  books  out  of  print. 
However,  the  question  of  express  charges  and  possible  delay,  as  well  as  of 
friendly  relations,  must  be  considered. 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     243 

In  case  of  large  orders,  a  reduction  of  30  or  33^  per  cent,  may  be  expected, 
unless  books  are  "net,"  when  5  or  10  per  cent,  or  no  discount  is  allowed. 
Magazines  also  should  be  bought  thru  one  agent. 

Public  Libraries: 

Underhill,  C.  M.     Book  ordering  and  buying.     1903,  8:142-144. 

Generally,  avoid  all  dealings  with  itinerant  book  agents,  buying  neither 
subscription  books,  nor  on  the  installment  plan.  These  methods  are  more 
e.xpensive  than  buying  thru  regular  channels,  and  are  undesirable  in  every 
way.  Most  subscription  books  can  be  bought  in  open  market  for  abi)Ut  half 
price  six  months  after  the  last  part  or  volume  is  issued. 

Foreign  books  intended  for  educational  institutions  may  be  imported  free 
of  duty. 

Editions. — Expensive  editions,  editions  de  luxe,  have  no  place  in  a  school 
library,  unless  as  gifts.  If  the  print  is  good — that  is,  not  fine  or  blurred — a 
cheap  edition  is  desirable,  as  it  can  be  thrown  away  when  soiled  or  worn  out 
and  replaced  by  a  new  copy.  Standard  literature  is  issued  in  an  attractive 
form,  at  reasonable  prices,  by  many  publishers  under  some  such  title  as 
"School  and  Home  Classics,"  "Classics  for  Children,"  "English  Classics," 
"Riverside  Literature  Series,"  "Temple  Classics."  These  should  be  ordered 
in  cloth  bindings,  never  in  paper. 

A  really  poor  edition  .should  not  be  placed  on  the  shelf  or  accepted  even  as  a 
gift.  If  dealing  with  a  reliable  firm,  the  agent  may  be  trusted  to  supply  a  good 
working  edition  of  any  book. 

Auction  and  second-hand  catalogs. — Auction  catalogs  contain  little  to 
interest  school  librarians.  Bargains  in  standard  literature  or  books  out  of  print 
are  sometimes  found  at  auction  sales;  but  unless  books  are  examined  personally 
or  thru  an  agent,  poor  editions  and  cheap  bindings  are  frequently  obtained  in 
this  way.  Catalogs  of  .second-hand  dealers  offer  the  same  class  of  material  as 
auction  catalogs,  but  are  j)erhaps  a  little  more  satisfactory,  as  a  fixed  price  is 
fiuoted  and  books  may  be  returned  if  found  undesirable. 

Regular  book  agents  will  advertise  for  any  Ijook  out  of  print,  or  the  librarian 
may  do  so  thru  the  Publishers'  Weekly. 

Regular  trade-lists,  catalogs,  and  special  advertisements  of  leading  publi.sh- 
ing  houses  are  the  most  important  and  reliable  channels  for  a  knowledge  of  the 
current  literature  i.ssued. 

iJati.'i,  J.  C.      Buying  Ixjoks.     (In  his  Lilirary  |)riinir,   1903:63-68.) 

Di-nvcT  Public  Library,  Ilandlxjuk.      i8(;5:  29-33. 

.Milncr,  .\.  V.     Formation  and  tare  of  schi>ol  librarii.-s.     1902:2-4. 

I.ihniry  ./i/iiriiiil: 

How  wc  choose  and  buy  new  l>ooks.      i88<j,  14:336,  37a. 
Mclson,  C.  A.     ChfK)sing  and  buying  l>ook.s.      1HH7,  12: 155-156. 


244  NATIONAL  EDUCATIONAL  ASSOCIATION 

VI.     CHILDREN'S  READING 

So  much  has  been  said  and  written  on  children's  reading  that  it  seems 
superfluous  to  add  anything  to  the  abundant  material  already  accessible  to 
those  interested  in  this 'topic,  so  important  to  the  school  and  pubHc  library. 
It  will  be  sufficient,  perhaps,  to  call  attention  to  articles  written  and  lists  com- 
piled by  library  and  school  experts. 

It  has  been  stated  by  authorities  in  literature  and  education  that  no  list 
of  children's  books  having  a  literary  and  educational  value  in  the  highest  sense 
has  yet  been  prepared.  It  is  to  be  hoped  that  at  some  time  in  the  near  future 
these  critics  will  issue  an  ideal  list,  and  thus  for  the  first  time  meet  all  reason- 
able requirement"?. 

Lists. — Lists  of  juvenile  literature  are  of  three  classes:  those  intended  for 
use  in  the  children's  department  of  a  public  library,  .such  as  special  lists  of 
the  best  books  for  boys  and  girls;  or  lists  of  fairy-tales,  legends,  travel,  biog- 
raphy, etc.;  or  lists  of  books,  articles,  poems,  etc.,  relating  to  special  days,  as 
Christmas,  Lincoln's  birthday,  or  Flag  Day. 

For  use  of  both  teachers  and  pupils  lists  of  books  suitable  for  a  school 
library  have  been  compiled,  or  approved,  and  recommended  by  librarians, 
teachers,  and  school  superintendents. 

Lists  combining  the  features  of  both  classes  have  also  been  compiled  for 
use  of  those  in  charge  of  rural  libraries  which  supply  reading  for  school  use 
and  for  recreation. 

All  lists  available  should  be  consulted  in  selecting  or  recommending  books 
for  a  school  hbrary,  and  no  one  list  should  be  followed  too  closely.  All  con- 
ditions of  school  work  and  library  work  differ  in  different  communities. 
Besides,  in  a  certain  sense  any  list  is  out  of  date  as  soon  as  issued,  because 
of  the  flood  of  new  books. 

OFFICIAL    LISTS 

Wisconsin  Department  of  Public  Instruction.  List  of  books  for  township  libraries  com- 
piled under  the  direction  of  the  state  superintendent,     iqoi,  1902,  1903,  1904,     4  vols. 

List  of  books  for  high  school  libraries.     1902.     (Free  to  schools  in  Wisconsin; 

outside  of  the  state  a  charge  of  25  cents  is  made.) 

These  lists  are  among  the  most  useful  issued  by  state  departments  of 
public  instruction.  The  first  is  intended  for  use  in  selecting  books  for  school 
district  libraries,  and  is  divided  into  primary  and  intermediate  grades.  Both 
lists  are  classified  by  subjects,  as  biography,  science,  etc.,  and  include  reference- 
books  and  periodicals.  Full  information  is  given  in  regard  to  author,  title, 
date,  binding,  pagination,  illustrations,  publisher,  and  list-price  and  discount- 
price,  with  author,  title,  and  subject  indexes.  The  descriptive  notes  accom- 
panying each  book  cited  are  comprehensive  and  helpful,  and  are  written  from 
the  teacher's  standpoint. 

In  1904  the  Connecticut  State  Board  of  Education  issued  a  list  of  books  for  schoo 
libraries,  classified  by  subjects;  and  in  the  same  year  the  Connecticut  PubHc  Library 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     245 

Committee  issued  a  list  of  books  in  the  traveling  school  libraries  loaned  by  the  Connecti- 
cut Society  of  Colonial  Dames  of  America. 

Departments  of  public  instruction  sometimes  print  book-lists  as  part  of  their  annual 
reports  or  of  some  other  otlicial  publication.  In  his  annual  report  for  1902  the  state 
superintendent  of  New  York  published  a  book  list  under  the  title  School  Libraries  and 
Reading. 

In  1905  the  Illinois  and  Missouri  Departments  of  Public  Instruction  issued  courses 
of  study  for  rural,  graded,  and  high  schools;  followed  by  a  graded  list  of  books  for  school 
libraries,  including  reference-books.  Illinois  and  Nebraska  publish  lists  of  books  recom- 
mended for  teachers'   reading-circles,   with  reviews  of  some  more  recent  publications. 

The  Board  of  Education  for  New  York  City  published  in  1904  a  Catalogue  of  Books 
/or  Public  School  Libraries,  a  list  graded  from  the  kindergarten  to  the  eighth  grade.  This 
gives  publisher,  price,  illustrations  (if  any),  descriptive  note,  and  author  index,  followed 
by  a  classified  list  of  books  for  reference  libraries  and  for  teachers'  libraries. 

In  the  annual  report  of  the  Columbus  (Ohio)  Public  School  library,  for  1904-5,  the 
librarian  publishes  a  list  of  books  in  that  library  for  supplementary  reading,  arranged 
by  grades  and  subjects. 

A  list  of  books  for  supplementary  reading  for  the  Milwaukee  public  schools  was 
issued  in  1904,  graded  and  classified  by  subjects,  and  followed  by  a  list  of  general  refer- 
ence-books. 

The  committee  appointed  by  the  National  Educational  Association  on  Lists  of  Books 
for  Reading  and  Reference  in  the  Lower  Grades  of  the  Public  Schools  published  in  the 
Journal  of  Proceedings  for  1898,  pp.  1016-22,  graded  lists  of  books  suitable  for  a  school 
library. 

The  committee  appointed  by  the  National  Education  Association  on  Relations  of 
Public  Libraries  to  Public  Schools,  in  a  special  report  for  1899,  published  under  the 
title  The  Relation  of  the  School  to  Libraries,  a  "List  of  Books  for  the  Grades,"  pre- 
pared by  Charles  A.  McMurry,  and  a  "List  of  One  Hundred  Books  for  High  Schools," 
prepared  by  J.  C.  Hanna. 

The  same  report  contains  a  "  List  of  Books  to  be  Read  in  Grades  I  to  XII  Inclusive, 
with  Special  Reference  to  the  Average  Country  School  and  the  Average  Grade  Teacher," 
compiled  by  Sherman  Williams. 

The  Southern  Education  Board  in  Southern  Education,  1903,  Vol.  I,  No.  18  ("Rural 
Libraries"),  publishes"  A  List  of  Books  for  a  Rural  School  Library,"  classified  by  grades, 
with  unsually  full  descriptive  notes.  It  is  intended  to  be  used  as  a  guide  in  starting  a 
rural  school  liljrary. 

LISTS   FOR   SCHOOL   LIBRARIES 

Oregon  Library  Commissif)n,  List  of  books  for  school  libraries,  1906.  Part  i,  B(M)ks 
for  elementary  schools;  Part  2,  B(joks  for  high  schools.  This  list  gives  price,  publisher, 
and  annotations,  aLs<j  directions  for  care  and  maintenance  of  scIkk)!  liljraries  in  Oregon. 

M.  H.  Prentice  and  E.  L.  Power  have  published  a  Children's  Library,  selected  in 
behalf  of  the  Cleveland  Normal  School,  and  approved  by  the  Cleveland  Public  Library 
(second  edition,  1904).  The  books  on  this  list  are  recommended  for  "the  children's  own 
voluntary  reading"  as  well  as  for  schoolnwm  use.  They  are  graded  with  helpful  anno- 
tations as  to  the  character  of  the  lxK)k3  and  the  object  to  be  gained  by  their  use. 

Under  the  title  "SchrK>l  Holiday  Series"  the  Cleveland  pul>lic  library  i.ssues  special 
reading-lists  for  Thanksgiving  Day,  Christmas,  Abraham  Lincoln,  George  Wiishington, 
Memorial  Day,  New  Year's  Day,  Arljor  Day. 

The  BulTalo  Public  Library,  H)02>  Classroom  Libraries  for  Public  Schools.  This 
list  is  graded  from  the  first  to  the  ninth  grades,  with  a  su|)|ilementary  list  of  picture-lxKjks 
for  first  and  second  grades.  A  s<  parate  classified  list  is  given  of  reference-lxjoks,  including 
lx)ok3  for  teachers,  on  teaching,  psychology,  child-study,  religion,  ethics,  etc. 


246  NATIOXAL  EDUCATIONAL  ASSOCIATION 


The  Springfield  (Mass.)  City  Library,  January,  1899:  List  oj  Books  in  the  City 
Library  recommended  for  Outside  Reading  to  the  Pupils  of  the  Springfield  High  School 
by  tJie  Teachers.     A  classified  list  but  without  annotations. 

The  Evanston  (111.)  Public  Library,  1902:  A  Graded  and  Annotated  List  of  Five 
Hundred  Books  in  the  School  Library  Department,  with  author  and  title  index,  and  a 
list  of   good  stories  for  boys  and  girls. 

New  York  State  Library  (Albany),  1901:  Bulletin  iVo.  65,"  A  $500  Library  Recom- 
mended for  Schools"  (15  cents).  An  annotated  classified  list,  with  the  abridged  decimal 
classification  nimaber  for  each  book,  and  author  index. 

The  New  York  State  Library  has  issued  a  number  of  library  bibliographies  at  prices 
varying  from  5  cents  to  35  cents;  such  as  Fairy-Tales,  Froebel.  Domestic  Economy, 
etc.  It  also  issues  annually  a  selection  from  the  best  books  of  that  year,  for  children 
and  adults,  classified  by  subject  (10  cents),  .\ltho  the  list  is  prepared  for  the  use  of 
pubUc  libraries,  it  includes  many  books  useful  in  schools,  and  therefore  is  of  interest 
to  teachers.     The  decimal  classification  number  is  given  for  each  book. 

The  Department  of  Psychology  and  Education  of  the  University  of  Colorado  pub- 
lished in  1903  a  Bibliography  of  High  School  Reference  Books  (50  cents).  This  is  an 
excellent  list,  classified  by  subjects,  with  full  descriptive  notes,  and  is  useful  for  teachers 
as  well  as  students. 

READING-LISTS   FOR   CHILDREN 

Hardy,  G.  E.     Five  himdred  books  for  the  young:  a  graded  and  annotated  list  for  schools. 

1892.     New  York:  Scribner.     (A  good  fist,  but  somewhat  out  of  date.) 
Sargent,  J.  F.     Reading  for  the  yoimg:  a  classified  and  annotated  catalog.     1890.  Boston: 

Librar\'  Bureau.  Si. 
Supplement.     1896.     $1. 

These  are  most  valuable  guides  to  juvenile  literature.  The  age  of  the  children 
for  which  the  books  are  most  suitable  is  indicated  by  letters,  a,  b,  c.  An  author  and 
subject  index  follows. 

Hewins,  C.  M.  Books  for  boys  and  girls.  1904.  (A.  L.  A.  annotated  lists.)  15  cents. 
(Lists  compiled  by  Miss  Hewins  are  always  safe  and  helpful  guides.) 

Carnegie  Library  of  Pittsburg.  Annotated  catalog  of  books  used  in  the  home  Libraries 
and  reading  clubs  conducted  by  the  children's  department.  1905.  25  cents.  (This 
is  a  carefully  prepared  fist,  di\-ided  into  "Books  for  younger  children,"  "Books  for 
boys"  "Books  for  girls,"  and  an  author  and  title  index.  The  character  of  the 
book  is  told  in  a  brief  statement,  and  the  classification  would  at  once  attract  the  attention 
of  any  child.  Stories  are  grouped  under  such  headings  as  "Detective  stories," 
"Sea  stories,"  "Popular  stories,"  "School  stories,"  "American  army,"  "Indians." 
etc.) 

Iowa  Library  Commission.  List  of  books  recommended  for  a  children's  library,  com- 
piled by  A.  C.  Moore.  (Classified  by  subjects,  with  a  list  of  reference-books,  pre- 
ceded by  suggestions  for  the  selection  and  purchase  of  children 's  books.) 

Brooklyn  Public  Library- :  Books  for  boys  and  girls,  compiled  by  C.  W.  Hunt.  (A  clas- 
sified list.  Books  that  should  be  given  first  choice  or  duplicated  are  indicated  by 
a  star.  "Easy  books"  for  first  three  school  years  are  indicated  by  "c."  Includes 
a  reference  collection  for  a  children's  library.) 

Leypoldt,  A.  H.,  and  lies,  George.  List  of  books  for  girls  and  women.  1895.  Boston: 
Library  Bureau.  $1.  (.A.n  excellent  guide  for  standard  works.  Twenty-one 
hundred  books  on  various  subjects  are  recommended,  accompanied  by  biographical 
and  critical  notices  of  authors,   and  a  brief  description  of  works  cited.) 

Forbush,  W.  B.,  compiler.  Books  for  boys.  (How  to  help  boys,  April,  1903.)  14 
Beacon  St.,  Boston.  25  cents.  (There  are  five  divnsions  of  this  little  manual  and 
guide:  "Helpful  lists  from  which  to  select  books  for  boys,"  by  W.  B.  Forbush; 
" Lists  of  books  for  boys'  reading,"  by  C.  M.  Hewins;  "List  for  a  boy 's own  library, " 
by  F.  J,  Olcott;  "Natural  science,  electricity  and  useful  arts,"  by  E.  S.  Smith; 
"Periodicals  suitable  for  boys,"  by  M.  D.  Crackel.) 

Welsh,  Charles.  Right  reading  for  children.  1902.  Boston:  Heath  &  Co.  (A  com- 
pilation of  what  has  been  said  on  the  subject  by  experts,  followed  by  a  graded  and 
annotated  list  of  books  for  children.) 


REPORT  OX  INSTRUCTION  IN  LIBRARY  ADMIN ISTR.A.TION      247 

READING-LISTS   FOR    TEACHERS 

Nearly  all  official  lists  of  books  recommended  for  school  libraries  contain  lists  of 
books  for  teadhers.     The  following  also  are  suggestive: 
Monroe,  W.  S.       Bibliography  of  education.     1807.  New  York:    AppK-ton.  $1.50. 

(Contains  3,200  titles,  classified,  with  an  author  index  and  a  few  annotations.) 
Columbia   Universitj-.     Books  on   education  in   the   libraries  of   Columbia    University. 

1901.  $1.     (A  classified  list  of  about  14,000  titles,  with  author  index.     Value  and 

character  of  the  books  not  indicated.) 
Lord,  I.  E.,  and  Wyer,  J.  I.     Bibliography  of  education.     (PubUshed  annually,  since 

1900,  in  the  June  number  of  the  Ediuational  Rn-irw.     Includes  the  most  important 

books,  articles,  periodicals,  and  special  chapters  in  books  published  during  the  year 

in  England  and  America,  with  critical  annotations.) 
\\  ils«n,  L.  N.     Bibliography  of  child  study.     (Published  annually,   since   1898,   in  the 

Pedagogical  Seminary;  since  1005   published  by  Clark  University  Press.     Includes 

iHHjks,  periodicals,  and  articles  in  all  languages.) 
Bishop,  W.  W.     Books  for  teachers  in  secondan.-  schools.     Educational  Review,   1900, 

10:177-186.     {.\  helpful  and  suggestive  list.) 
Brooklyn  Public  Library.     Books  useful  to  teachers.     (A  compilation  of  books  "from 

wfeich  information  can  be  obtained  quickly,"  to  be  used  in  the  class-room,  with 

reference  to  the  course  of  study.) 

REFERENCE-BOOKS 

Kroeger,  A.  B.     Guide  to  reference  books    (A.  L.  A.  annotated  lists").     1902.     Boston: 

Houghton,  MifSin  &  Co.  $1.25.     {\  very  useful  book  in  any  libran.-.) 
A.  L.  A.  Catalogue:     Eight  thousand  volumes  for  a  popular  libran.-,  with  notes.     1904. 

Washington:  Superintendent    of    Documents.     50    cents.     (A    guide    to    standard 

literature  now  in  print.) 
Abbott,  E.  L.     Bibliography  in  a  small  library.     Public  Libraries,  1902,  7:8-13. 
Baker,   C.   A.     Reference  books  for  a  small  library.     (Dana,  J.   C.,  Library  Primer, 

1903:46-52.) 

BOOKS   ON    children's    READING 
For  teachers  and  librarians  who  wish  to  study  the  subject  of  children's  reading, 
how  to  read  and  what  to  read,  the  following  books  will  be  found  to  treat  the  matter  exhaus- 
tively from  the  standpoint  of  the  teacher: 

Chubb,  Percival.  Teaching  of  English  in  the  elementary  and  secondary  schools.  1903. 
New  York:  Macmillan.  $1. 

Carpenter,  G.  R.;  Baker.  F.  T.;  Scott,  F.  N.  Teaching  of  English  in  the  elementary 
and  secondare'  schools.     1903.     New  York:  Longmans.  $1.50. 

McMurry,  C.  A.  Special  method  in  primary  reading.  1003.  New  York:  Macmillan, 
60  cents.  (Includes  lists  of  books  for  children  in  the  first,  second,  and  third  grades, 
and  books  of  material   for  teachers.) 

Special    method  in  the  reading  of  complete  English    classics  in  the    grades   of 

the  common  school.  New  York:  Macmillan.  75  cents,  (.\ppended  are  lists 
of  books  with  brief  notes,  gradi-fl  from  fourth  to  eighth  grade.  Under  each  grade 
lists  are  di\nded  as  follows:  (i )  books  for  regular  reading  lessons,  (2)  supplementary 
and   reference-books,   (3)  Teachers '-books.)  , 

Burt,  M.  E.  LitTar)'  landmarks:  a  guide  to  good  reading  for  young  people.  1893. 
Boston:  Houghton,  Mifflin  &  Co.  75  cents.  (Aims  to  show  a  profitable  use  of 
books  in  the  chiss-room,  and  is  followed  by  a  list  of  books  mentioned  in  the  text.) 

Srudder.  H.  E.  Litf-raturr  in  .vhool.  188R.  Boston  Houghton,  Mifflin  &  Co. 
15  cents.  ^Placc  of  literature  in  common  schools,  nursen.' classics  in  school,  Ameri- 
can classics  in  school.) 

ARTICLES   ON   CHILDREN'S     READING 

N.  E.  A.  Proceedinf^^: 

Hardv.  G.  E.     Literature  for  children.     1802:  T!;4-ii;A. 

Lawrence,  Isabel.     How  shall  children  be  led  to  love  good  books?     i90i:Ri;o-858. 

Mefcalf,  R.  C.  Supplementary  reading.  ^Report  of  the  committee  on  the  rela- 
tions of  public  lihraries  to  puMir  v.  hooN,   1800:18-24.) 

Schreilier,  M.  E.     How  to  dinct  f  hildrrn  in  their  reading.     1900:636-643. 

Williams,  Sherman.  Reading  listj  for  public  schools,  how  preparrd,  how  used 
eflFecfivelv.      1898:1022-1028. 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Public  Libraries: 

Conover,  Mary.     What  can  the  Ubrary  best  do  for  children  ?     1899,  4:317-320. 

Crafts,  L.  M.     Reading  of  our  youth.     1902,  7: 117-119. 

Galbreath.  L.  H.     Books  for  various  grades.     1897  2:304-310. 

Klink,  J.  S.     Use  of  libraries  by  school  children.     1897,  2:16-19. 

Nichols,  F.  W.     How  to  induce  school  reading.     1897,  2:9-10. 

Temple,  Mabel.     A  selected  Ubrary  for  children.     1901,  6:406-408. 

Upton,  G.  E.     Best  reading  for  the  young.     1901,  6:88-91. 
Library  Journal: 

Bean,  M.  A.     Report  on  the  reading  for  the  young.     1883,  8:217-227. 

Books  for  children:  (i)   Fiction,   (2)   Fairy  tales,    (3)    Science.   1901,   26:  063-70. 

Dana,  J.  C.     Children's  reading:  what  some  of  the  teachers  say.     1897,  22: 187-190. 

Foster,  W.  E.     Developing  a  taste  for  good  literature.     1897,  22:245-251. 

Hewins,  C.  M.     Book  reviews,  book  lists  and  articles  on  children's  reading.     1901, 
26:  C57-62. 

Olcott,  F.  J.     Rational  hbrary  work  with  children.     1905,  30:71-75. 

Sickley,  J.  C.     Plan  for  course  of  reading  for  pupils  of  the  Poughkeepsie  public 
schools.     1887,  12:372-377. 

Stearns,  L.  E.     Report  on  reading  for  the  young.     1894,  19:  081-87. 
U.  S.  Bureau  of  Education: 

Fletcher,  W.  I.     Public  Ubraries  and  the  young.     (In  Public  libraries  in  the  U.  S., 
1876  :  412-418.) 

Hewins,   C.  M.     Reading  of  the  young.     (In  Papers  prepared  for   the    World's 
Library  Congress,  1896:944-949.) 
Atlantic  Monthly: 

Repplier,  Agnes.     What  children  read.     1887,  59:23. 


Vn.    INCOMING   BOOKS 

Checking  invoices. — Check  bills  as  books  are  unpacked.  Take  order-slip 
for  each  book  from  file  of  unfilled  orders.  Compare  author,  title,  and  editor 
with  title-page  of  the  book,  and  price  with  price  on  the  bill.  If  mistakes 
have  been  made  in  fiUing  the  order,  or  if  any  item  charged  on  the  bill  is 
missing  from  the  package,  notify  dealer  at  once.  Stamp  order-slip  with  date 
of  receipt,  record  cost-price,  and  then  file  order-slip  with  orders  filled.  Source, 
date,  and  cost-price  are  usually  penciled  on  the  left  margin  of  the  leaf 
next  after  title  page — a  convenient  but  not  necessary  memorandum.  The 
book  is  now  ready  for  accessioning. 

It  is  again  true  that  not  all  these  details  are  necessary  in  a  small  library. 

The  accession-book. — The  necessity  of  the  accession-book  is  much  disputed 
among  librarians.  Some  libraries,  large  and  small,  have  either  discarded  the 
accession-book  or  have  never  kept  one. 

It  is  for  the  use  of  the  librarian  mainly,  and  is  a  chronologic  record  of  all 
books  added.  If  accurately  kept,  it  gives  the  history  of  every  volume  in  the 
library.  It  tells  how  many  volumes  were  in  the  library  at  any  given  time, 
when  each  volume  was  added,  accession  number  of  last  volume  added,  from 
whom  bought  or  by  whom  given,  cost,  call  number,  author,  title,  place  of 
publication,  publisher,  date,  pages,  size,  binding,  and  any  fact  relating  to  its 
loss,  withdrawal,  or  rebinding. 

It  is  a  most  useful  record  to  con.sult  in  compiling  an  annual  report,  because 
it  gives  statistics  and  information  difiicult  to  obtain  from  any  other  source. 
It  is  also  a  means  of  identifying  lost  books. 


REPORT  ON  INSTRUCTION  IN   LIBRARY  ADMINISTRATION      249 

It  is  the  business  record  of  the  library,  and,  if  kept  in  a  safe  place,  may 
be  used  as  an  inventory  for  insurance. 

One  record  is  more  easily  kept  and  used  than  several  records. 

Many  substitutes  have  been  tried  by  librarians  who  do  not  api>rove  of  tlu' 
accession-book.  The  growth  of  the  library  is  sometimes  recorded  on  the  book 
invoices,  which  are  filed  alphabetically  by  dealer's  name,  and  then  arranired 
chronologically,  with  a  separate  record  for  gifts.  The  Wisconsin  Library 
Commission  recommends  a  printed  form  on  separate  sheets  for  keeping  the 
record  of  additions  and  withdrawals. 

Price  and  source,  with  date  of  purchase,  are  sometimes  noted  on  the  shelf- 
list.     The  order-slip  and  accession  items  are  combined  in  some  libraries. 

The  standard  accession-book,  however,  has  the  great  advantage  of  being 
a  plain  record  easily  understood.  Its  use,  and  the  method  of  keeping  it,  are 
self-evident  even  to  an  untrained  librarian. 

For  large  libraries  the  standard  accession-book,  \sith  printed  headings  at 
the  top  of  each  column,  consecutive  numbering,  and  printed  rules  for  entering 
books,  is  furnished  by  the  Library  Bureau  in  different  sizes,  from  2,000  to 
5.000  lines  (entries),  at  a  cost  of  from  $4.35  to  $8.  For  ordinary  public, 
school,  or  private  hbraries  the  condensed  accession-book  is  more  convenient 
and  less  expensive,  costing  from  $3.60  to  $5.  A  book  containing  1,000  lines 
(entries)  in  press-board  covers  is  furnished  at  Sr  .25. 

Certain  information  for  which  space  is  provided  in  the  accession-book  is 
not  essential,  and  if  the  saving  of  time  and  effort  is  important  the  following 
items  may  be  omitted:  class  and  book  number,  pages,  size  unless  a  quarto 
or  folio,  and  binding  unless  other  than  cloth. 

The  date  should  be  written  at  the  top  of  the  left-hand  page,  if  the  entry 
begins  on  a  new  page.  If  a  new  accession  entry  is  made  anywhere  except  on 
the  top  line,  the  date  should  be  written  in  the  margin  before  the  accession 
number.  Numbers  run  consecutively,  and  each  entry  has  a  separate  line. 
The  same  accession  number  should  not  be  assigned  to  a  second  volume,  or 
to  works  or  sets  as  a  whole.  The  author's  surname,  with  initials,  and  brief 
title  of  the  book,  should  be  used.  For  volumes  of  pamphlets  give  author  and 
title  of  first  pamphlet  only.  For  bound  periodicals  leave  author  colunui 
blank.  Do  not  accession  material  such  as  periodicals  or  pamphlets  until 
bound.  If  a  volume  is  withdrawn,  lost,  sold,  rebound,  etc.,  nolc  the  fact  in  tlie 
"Remarks''  column. 

After  the  accession  entry  is  made,  the  accession  number  assigned  to  a  book 
is  written  or  stamped  on  the  lower  margin  of  the  page  following  the  title-page. 

Because  they  are  conci.se  and  save  time  and  space,  Arabic  figures  and 
library  abbreviations  should  be  used  on  all  library  records. 

Accession  rules  are  printed  in  the  accessicm-book,  with  a  li^t  of  library 
abbreviations,  and  directi(jns  for  use  of  capitals. 

The  following  [nibli<  ations  will  be  found  heliiful: 


250  NATIONAL  EDUCATIONAL  ASSOCIATION 


Salisbury,  G.  E.     Library  methods  for  school  teachers.     1903:8-11. 
Dewey,  Melvil.     Sioaplified  library  school  rules.     1898. 

Library  Journal: 

Bliss,    H.    E.     Economy   in    accession    records.     1903,    28:711-713.     (Describes 

a  substitute  for  the  accession-book.) 
Dewey,  Melvil.     A  model  accession  catalog.     1876,  1:315-320. 

Accession  catalog.     1878,  3:336-338. 

Fellows,  J.  D.     Cataloguing,  accessioning  and  shelf  listing  for  small  Hbraries.    1899, 

24 :c  68-70. 
Hall,   D.  B.     Classified  and  condensed  accession  record.     1903,   28:830-832.     (A 

substitute  for  the  accession-book.) 
Poole,  W.  F.     Shelf  lists  vs.  accession  catalogues.     1878,  3:324-326. 
Weitenkampf,  Frank.     The  accession  book — why?     1903,  28:295. 

Public  Libraries: 

Fiske,  A.  J.     Accessioning  books.     1903,  8:146—147. 

Tyler,  Miss.     Accessioning.     1899,  4:383-384. 

Underbill,  C.  M.     Accessioning.     1903,  8:147-148. 

Jones,  G.  M.  Accession  department.  (In  U.  S.  Bureau  of  Education,  Papers  pre- 
pared for  the  World's  Library  Congress,  1896:809-826.)  (A  selected  bibliography 
given  on  selection  of  books,  duplicates  (buying  and  disposal),  specializing,  buying, 
gifts,  collation,  and  accession-book.)  t.j         .^jBiji 

Opening  a  new  book. — The  following  excellent  directions  have  been  given 
by  William  Matthews,  for  opening  a  new  book,  to  avoid  injury  to  the  binding: 
"Place  the  book  with  its  back  on  the  table,  let  the  front  cover  down,  then  the 
other,  holding  the  leaves  in  one  hand  while  you  open  a  few  leaves  at  the  back, 
then  a  few  at  the  front,  and  so  on ;  alternately  opening  back  and  front,  gently 
pressing  open  the  sections  till  you  reach  the  middle  of  the  volume. " 

Cutting  leaves. — Care  should  be  taken,  in  cutting  the  leaves,  to  avoid 
tearing  the  paper.  Never  use  a  knife  or  other  tool  with  a  sharp  edge,  or  a 
hairpin.  A  flat  bone  or  ivory  cutter  is  the  best,  used  evenly  along  the  edges 
and  clear  into  the  joint  at  the  top. 

Marks  of  ownership. — Several  kinds  of  stamps  are  used  in  libraries  as 
marks  of  ownership.  The  perforating  stamp  is  costly  and  mutilates  title- 
pages  and  plates,  but  it  is  most  permanent.  A  book-thief  can  remove  it  only 
by  cutting  it  out.  Rubber  ink  stamps  are  used  more  than  any  other  because 
inexpensive.  They  are  ugly,  and  can  be  erased  or  removed  with  an  ink  eradi- 
cator.  An  embossed  stamp  is  least  objectionable  and  can  be  removed  only 
by  an  adept.  The  lettering  should  be  as  plain  as  possible,  and  include  the 
name  of  the  library,  place,  and  state,  without  the  oval  lines  usually  inclosing 
this  kind  of  stamp,  because  such  lines  tend  to  cut  thru  the  paper.  Private 
marks  of  ownership  are  sometimes  used,  such  as  a  pinhole  in  the  last  figure 
of  the  main  pagination,  but  these  are  rarely  worth  their  cost  in  time  and 
trouble. 

Book-plates. — A  book-plate  lends  a  certain  air  of  dignity  to  a  book.  Besides 
denoting  ownership,  it  is  a  convenient  place  for  recording  the  class,  book  num- 
ber, and  name  of  giver  if  the  book  is  a  gift.  A  plain  label  of  cream  tinted 
paper,  2X3  inches,  bearing  name  and  address  of  the  hbrary,  is  recommended. 
A  pictorial  or  armorial  design  should  be  engraved  or  etched  in  order  to  look 
well,  and  this  process  and  the  entire  cost  of  printing  it  are  too  costly  for  the 
average  library.     The  book-plate  should  be  pasted  inside  the  front  cover.     If 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     251 

a  plate,  autograph,  or  any  valuable  printed  matter  is  on  this  cover,  the  library 
plate  should  be  pasted  above  or  below  this,  or  be  "ti])ped  in"  on  edge  of  cover. 

Library  Journal: 

Kent,  H.  W.     Library  book  plates.     1902,  27:932-934. 

Pockets. — The  book  is  now  ready  for  the  pocket  which  serves  to  hold  the 
book-card.  Pockets  can  be  made  of  ordinary  writing-paper,  4^X4^  inches. 
Fold  over  the  lower  edge  and  sides  of  the  book-card,  crease  down  with  a  paper- 
cutter,  paste  the  inner  edges,  and  then  attach  to  the  inside  of  the  back  cover. 
The  card,  when  in  the  pocket,  should  not  project  above  the  top  of  the  book. 
Another  form  for  the  pocket  opens  on  the  side  toward  the  inner  edge  of  the 
book.  It  can  be  made  from  a  manila  envelope  with  the  open  side  cut  in  a 
curve,  so  that  the  card  may  be  taken  out  more  easily. 

The  pocket,  like  the  Acme  pocket,  used  in  many  libraries,  may  be  used 
as  a  book-plate  if  pasted  on  the  inside  of  the  front  cover.  Besides  name  and 
address  of  the  library,  rules  and  regulations  arc  often  printed  on  the  face  of 
the  pocket. 

In  pasting  plates,  labels,  and  pockets,  use  paste  sparingly,  and  with  care 
and  neatness.  After  they  are  in  place,  rub  over  with  a  clean  cloth  to  smooth 
out  wrinkles.     The  book  should  be  left  open  until  the  paste  is  dry. 


VIII.     CATALOGUING  AND   CLASSIFICATION 

The  catalog. — The  catalog  is  a  record  used  by  the  librarian  and  by  the 
public.  It  is  a  list  of  the  books  in  the  library,  giving  author  and  title  of  each. 
In  addition,  it  ought  to  show  the  contents  or  subject  of  each  (where  the  sub- 
ject does  not  clearly  appear  by  the  title),  and  the  location  of  each  in  the 
library. 

From  the  catalog  the  reader  should  be  able  to  learn  wlu'thor  the  works  of 
a  certain  author  are  in  the  library,  by  what  books  he  is  represented,  whether  a 
book  with  a  certain  title  is  in  the  library,  and  how  much  anrl  what  material 
on  a  certain  subject  the  library  contains.  In  other  words,  the  catalog  •should 
show  the  resources  of  the  library. 

Difjercnt  catalogs. — This  is  accomplished  in  a  variety  of  way.s.  The  public 
usually  prefer  a  printed  catalog,  because  it  seems  less  formidable  and  is  more 
easily  handled  than  a  card  catalog.  It  has,  however,  two  serious  disad- 
vantages for  either  large  or  small  libraries:  it  costs  too  much,  and  it  is  out  of 
(late  the  day  after  it  leaves  the  press — because  of  incoming  new  books. 

Any  local  newspaj)er  will  probably  print,  on  re(|uesl,  sjiecial  lists  of  books: 
as,  on  nature  study  or  on  bi<tgrapliy;  or  i)ooks  relating  to  some  special  coimtry, 
as  Russia  or  Jajjan;  or  lu-sv  books  just  received  at  the  library;  and  cli|)|icd 
copies  of  these  can  be  u.sed  in  tlic  Iilir:iry  as  biiilc'tins.  I{ut  ht  ;itl(n)|>l  to  print 
a  catalog  of  the  entire  library  i^  not  achi-al)!*-. 


252  NATIONAL  EDUCATIONAL  ASSOCIATION 

The  method  of  cataloguing  books  on  sheets  bound  in  book  form  is  too 
obsolete  to  need  discussion.  It  will  not  be  used  in  a  library  which  is  growing 
or  shows  any  other  signs  of  life. 

A  card  catalog  is  by  far  the  most  satisfactory  form,  when  the  prejudices  of 
the  public  are  once  overcome.  It  can  be  kept  up  to  date  without  rewriting. 
When  a  new  book  comes  in,  the  cards  are  made  for  it,  and  then  filed  in  the  card 
catalog  without  delay.  The  disadvantages  of  the  card  system  are  possible  loss 
or  displacement  of  the  cards,  and  they  cannot  be  turned  and  examined  quite 
as  quickly  as  the  eye  and  the  finger  can  run  down  a  printed  page.  But  there 
is  much  less  chance  of  missing  a  title — by  oversight. 

Having  decided  upon  a  card  catalog,  the  technical  preparation  for  it  should 
be  considered.  The  style  of  writing  most  suitable  for  a  card  catalog  has 
been  much  discussed.  It  is  really  a  matter  of  convenience  to  the  users, 
not  of  personal  preference. 

Typewritten  cards  are  uniform  in  appearance,  and  can  be  written  much 
faster  than  by  hand;  therefore  they  are  better  and  cheaper.  The  disadvan- 
tages are  that,  unless  the  right  kind  of  machine  is  used,  and  unless  the  operator 
Has  had  considerable  experience,  the  ink  on  cards  will  be  either  thick  and  blur- 
red or  so  faint  as  to  be  almost  illegible.  Alignment  also  sometimes  becomes 
faulty.  A  good  typewriting  machine  is  a  luxury  for  a  small  Ubrary.  The 
visible  writers,  which  are  the  best  for  library  use,  cost  libraries  about  sixty- 
five  dollars.  An  expert  operator  is  also  expensive,  but  almost  any  librarian 
can  soon  learn  to  run  the  machine  faster  and  easier  than  she  can  write  by 
hand.  The  noise  of  a  machine  is  a  serious  objection  in  a  small  library, 
where  the  librarian  usually  constitutes  the  library  staff  and  catalogs  during 
the  leisure  moments  of  library  hours.  If  a  machine  is  used,  a  separate  room 
and  an  extra  assistant  should  be  provided,  or  the  cataloguing  must  be  done 
out  of  library  hours. 

Hand-printed  cards. — Next  to  the  typewritten,  the  disjoined  printed  hand 
is  most  legible,  uniform,  and  pleasing.  It  is  easily  acquired,  being  merely  a 
question  of  practice.  The  one  disadvantage  of  this  hand  is  that  most  people 
write  it  slowly. 

The  library  hand  is  more  rapid  than  the  disjoined,  and  has  always  been 
popular.  Its  disadvantage  is  that  it  is  difficult,  and  for  some  persons  almost 
impossible,  to  acquire.  Copies  of  the  standard  library  hand- writing,  joined  and 
disjoined,  may  be  had  from  the  Library  Bureau  at  a  cost  of  five  cents  each. 

Arrangement  oj  cards. — The  card  catalog  may  be  arranged  by  either  of 
several  systems.  Author- and  title-cards  may  be  arranged  alphabetically  in 
one  file,  and  the  subject-cards  arranged  in  a  separate  file,  numerically  accord- 
ing to  the  Decimal  classification,  or  on  some  other  logical  or  systematic 
plan ;  authors,  titles,  and  subjects  may  be  arranged  in  a  single  file,  alphabet- 
ically from  A  to  Z,  as  a  dictionary  catalog.  This  is  usually  recommended  for  a 
school  library,  as  it  is  very  easily  understood,  and  can  be  used  by  anyone  who 
"knows  his  alphabet." 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION      253 

Catalog  cards. — The  small  card,  approximately  2X5  inches  (5X12.5 
cm.),  is  less  expensive  than  the  large  size,  and  is  more  economically  stored. 
The  large  size,  appro.ximately  3X5  inches  (7  .5X12.5  cm.),  is  more  generally 
used  because  carrying  more  matter,  and  because  the  Library  of  Congress 
uses  that  size.  Nearly  all  catalog  trays  are  made  for  this  .size.  Heavy  bristol 
board  is  used  in  many  libraries.  A  medium  weight,  however,  costs  le.ss, 
occupies  less  space,  and  unless  subjected  to  rough  usage  ought  to  be  prac- 
tically permanent.  Use  white  cards,  absolutely  uniform  in  size,  weight,  and 
ruling.  If  the  tops  are  red,  these  will  not  present  the  dirty  appearance  fol- 
lowing constant  handling. 

Elementary  catalog  rules. — Every  book  is  represented  in  the  catalog  by  an 
author  or  main  entry.  The  author  is  responsible  for  the  publication,  and 
may  be  an  individual,  society,  institution,  or  an  official  department  of  city, 
state,  or  national  government. 

Make  the  author  card  first.  Write  the  author's  surname  on  top  line,  at 
the  right  of  the  first  red  vertical  line  (standard  ruled  catalog  card),  followed 
by  the  Christian  name  or  initials.  In  case  of  two  authors,  follow  the  name 
of  first  author,  written  as  above,  by  the  surname  of  .second  author,  with  initials, 
and  connect  the  two  names  by  "&."  Then  write  a  separate  card  with  name 
of  the  second  author  first,  followed  by  the  name  of  the  first  author,  reversing 
the  order  of  the  first  card,  viz.: 

1.  Horton,  Charles  &  Shaw,  J.  C. 

2.  Shaw,  J.  C.  &  Horton,  Charles. 

In  case  of  three  or  more  authors,  write  name  of  first  only  and  add  "& 
others;"  viz.: 

Bronson,  William,  and  others. 

If  an  author  is  better  known  by  a  pseudonym  than  by  his  real  name,  or  if 
his  real  name  is  not  known,  use  the  pseudonym  followed  by  the  abbreviation 
"pseud;"  viz.: 

Twain,  Mark,  pseud. 

In  case  of  an  anonymous  book,  for  whiili  no  author  can  be  found,  leave 
the  top  line  blank  and  enter  the  book  under  the  title  on  the  second  line. 

A  government  department,  a  society  or  an  institution  which  is.^^ues  jjublica- 
tions,  is  regarded  as  the  author,  and  the  entry  corre.s|)onds  to  thnt  made  for 
a  i)ersonal  name,  viz.: 

U.  S. — Geological  Survey. 
U.  S. — Education,  Bureau  of. 
Boston — School  committee. 
New   York  Historical  Society. 
Smithsonian  Institution. 
Harvard    University. 

In  case  of  a  colIe(  tion  of  jxji-try  or  essays  by  (lirfcrcm  ;\iitliors,  tin.-  .  ompiler 
or  editor  is  regarded  as  the  author,  and  his  name  is  followed  by  llu-  ;dil>re\ia- 
tion  "ed  "  «)r  "(omp." 


254  NATIONAL  EDUCATIONAL  ASSOCIATION 

Sacred  or  classic  works  of  unknown  or  composite  authorship  are  entered 
under  the  name  of  the  work,  viz.: 

Bible,  Koran,  Nibelungenlied,  Arabian  Nights. 

Enter  periodicals  and  cyclopedias  under  the  title  on  the  top  line,  usually 
at  the  right  of  the  second  red  vertical  line. 

Write  the  title  of  the  book  on  line  below  author's  name,  beginning  at  the 
second  red  vertical  line  and  at  the  left  margin  of  the  card  on  the  following 
lines. 

Omit  the  initial  article,  if  EngUsh.  Other  omissions  may  be  made  to 
shorten  the  title,  provided  they  do  not  change  the  meaning;  but  no  additions, 
transpositions,  or  other  alterations  in  the  title  should  be  made. 

The  imprint,  if  given,  is  divided  into  three  groups:  (i)  edition,  if  more 
than  one  has  been  published;  (2)  pages  if  a  single  volume,  or  number  of 
volumes  if  more  than  one,  illustrations,  maps  if  any,  size  of  book;  (3)  place 
and  date  of  publication.  Leave  a  space  of  i  cm.  after  the  title  and  between 
each  group  of  the  imprint. 

For  the  catalog  of  a  small  library,  the  author's  name,  brief  title  including 
the  editor's  or  translator's  name,  if  any,  with  the  date  of  publication,  will  be 
sufficient. 

In  addition  to  the  author-card,  all  novels,  plays,  poems,  or  books  bearing 
striking  or  unusual  titles  should  be  represented  by  a  title-card.  In  a  library 
for  children  more  title-cards  are  needed  than  in  a  library  for  adults  only,  as 
children  remember  titles  rather  than  authors.  Books  published  anonymously 
need  title-cards. 

The  title-card  consists  of  a  brief  title  (omitting  initial  article  if  English  and 
not  necessary  to  the  sense)  written  on  the  top  line  at  the  right  of  second  red 
vertical  Hne,  with  the  word  "see"  written  at  the  end  of  the  line.  The 
author's  name  is  on  line  below,  beginning  at  the  first  red  vertical  line,  as  on 
the  author-card. 

The  subject-card  ranks  next  to  the  author-card  in  importance.  Fiction, 
poetry,  plays  (unless  historic  or  biographic  in  character),  and  books  treat- 
ing of  no  subject  definitely,  do  not  need  subject-cards.  Other  books  require 
one  or  more  subject-cards  each,  according  to  the  charactei  of  the  book. 

Subject  entries  are  more  conspicuous  and  more  easily  distinguished  from 
title-  and  author-cards  if  they  are  made  in  red  ink.  Write  the  heading  on  the 
top  line,  beginning  at  the  second  red  vertical  line,  the  rest  of  the  card  being  a 
copy  of  the  author-card,  except  that  contents,  given  for  a  collection  on  the 
author-card,  may  be  omitted. 

Cross-references  written  like  a  title-card,  in  black  ink,  are  made  from  one 
or  more  forms  of  an  author's  name  to  the  form  selected  for  the  main  entry,  viz. : 

Thompson,  Ernest  Seton,  see  Seton,  Ernest  Thompson. 

Write  subject  cross-references  in  red  ink,  viz.: 

Hymenoptcra,  see  Bees. 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION      255 

Cataloguing. — Catalop;iiing  is  a  science  somewhat  difficult  for  an  untrained 
librarian  to  master.  One  who  understands  the  theory  of  the  subject  becomes 
an  expert  only  after  much  practice. 

A  catalosi  should  be  well  made  or  it  is  worse  than  none,  because  it  mis- 
leads. The  form  adopted  should  be  closely  and  consistently  followed.  In 
choosing  a  form  of  entry  for  author  or  subject,  the  standpoint  of  the  public 
rather  than  of  the  librarian  should  be  considered,  and  the  simpler  or  better- 
known  form  selected.  George  Eliot  and  Mark  Twain  are  better  known  than 
Marian  Lewes  Cross  and  Samuel  Langhorne  Clemens.  "Birds"  is  a  better 
subject-heading  than  "Ornithology."  But  in  all  such  cases  there  should  be 
at  least  one  "cross-reference"  card,  bearing  the  less  familiar  name  or  title. 
Entries  should  be  uniform.  Bulwcr's  works  should  not  be  entered  under  both 
Bulwer  and  Lytton.  If  "In.sects"  is  chosen  as  a  subject  entry  for  one  book, 
the  next  one  on  the  .^^ame  subject  should  not  be  represented  under  the  heading 
"Entomology."  Reference-cards  should  always  be  made  from  all  probable 
or  possible  entries  to  the  one  chosen. 

The  catalog  should  give  information  which  cannot  be  obtained  from  any 
other  library  record,  but  to  what  extent  this  information  is  carried  depends 
upon  the  size  and  kind  of  library.  In  the  large  library,  author's  full  name  is 
desirable  if  it  can  be  obtained  without  too  much  effort.  The  form  of  the 
name  as  it  appears  on  the  title-page  cannot  be  accepted  without  question,  as 
the  same  author  sometimes  prints  his  name  difTerently  on  different  title-pages. 
A  woman  may  write  under  her  maiden  name,  and  perhajis  later  under  her 
married  name. 

Choose  specific  rather  than  generic  terms  for  subject  headings.  Enter  a 
book  on  trees  under  "Trees"  and  not  under  "Botany."  Remember  that  the 
title  of  a  book  does  not  always  indicate  its  subject. 

Mark  all  cards  for  a  book,  except  a  cross-reference  whi(  h  may  stand  for 
any  number  of  books,  with  the  call-number  of  that  work.  It  is  usually  written 
in  the  upper  left  corner  of  the  card,  in  blue  or  black. 

Certain  information  for  the  use  of  the  librarian  is  recorded  on  the  back 
of  the  main  entry  or  author-canl;  viz.:  accession  numbers,  subject  headings, 
and  the  number  of  cards  made  for  the  book. 

Analyze  books  containing  es.says  or  chapters  on  specific  topics,  and  rci)re- 
scnt  the  result  by  subject-cards  in  the  catalog.  Analytic  work  is  peculiarly 
im|)ortant  in  a  small  library,  where  every  scrap  of  information  ought  to  be 
made  available. 

A  useful  reference-book  for  subject  analytics,  cspci  i.illy  if  tiu-  school  is 
near  a  large  public  library,  is  W.  I.  Fletcher's  A.  I..  .1.  Itulcx  to  doicral 
Literature  (second  edition,  Boston,  iqoo;  Sio).  This  contains  subjed- 
rcfcrenccs  to  j)a|)crs,  monographs,  and  essays  of  value,  with  a  list  of  the  works 
indexed.  Its  continuation,  the  Annual  Literary  Index,  is  published  yearly  by 
the  Publishers''  Weekly  {%t,.^6).  These  publications  arc  costly,  and  refer  to 
material  probablv  not  found  in  the  average  school  library.     The  same  objec- 


256  NATIONAL  EDUCATIONAL  ASSOCIATION 

tion  holds  good  as  to  Poole's  Index  to  periodical  literature.  A  rural  library, 
then,  dependent  entirely  upon  its  own  resources,  should  make  its  own  analytics 
for  books  and  periodicals. 

Settle  rules  for  punctuation,  capitals,  abbreviations,  indentation,  and 
spacing  in  the  beginning.  Altho  not  of  vital  importance,  the  neatness  of  the 
catalog  depends  upon  uniformity  in  these  matters.  Capitals  and  punctuation 
are  used  sparingly  by  the  cataloguer. 

Further  discussion  and  amplification  of  these  details,  and  lists  of  library 
abbreviations  illustrated  by  sample  cards,  will  be  found  in  the  publications 
referred  to  later. 

Printed  catalog  cards. — The  printed  catalog  cards  issued  by  the  Library 
of  Congress  may  be  used,  if  preferred,  for  current  publications.  Order  as 
many  cards  as  are  needed  for  each  book.  The  cost  is  two  cents  for  the  first 
card  and  one-half  cent  for  each  additional  card,  for  the  same  book. 
An  objection  to  these  cards  is  that  sometimes  they  give  too  much  information. 
It  is  apt  to  be  confusing,  especially  to  inexperienced  readers,  who  do  not 
understand  what  it  all  means. 

Periodicals. — Unbound  periodicals  need  not  be  catalogued  if  an  alphabetic 
record  of  current  numbers  is  kept  in  a  book  or  on  cards,  with  the  name  of 
tlie  giver  if  a  gift,  of  the  agent  and  price  if  bought.  Check  each  number 
under  the  date,  as  it  is  received. 

Library  Journal: 

James,  H.  P.     Current  magazine  checklist.     1889,  14:377-378. 

Pamphlets. — Catalog  pamphlets  separately,  even  when  bound  together, 
as  if  they  were  individual  books,  noting  on  each  card:  "No.  —  of  a  vol. 
of  pamphlets."  If  unbound,  pamphlets  may  be  catalogued  as  above,  without 
the  note.  Place  several  pamphlets  relating  to  the  same  subject  in  a  box, 
label  like  a  bound  volume,  and  put  on  the  proper  shelf. 

Alphabetizing. — After  necessary  cards  are  made  for  a  book  comes  their 
arrangement  in  the  catalog.  Alphabetizing  is  not  as  easy  as  it  sounds.  Just 
how  author  (individual  orofacial  names),  subject,  title,  .series,  periodical,  editor, 
and  translator  cards  should  be  placed,  and  still  retain  an  alphabetic  relation 
as  a  whole,  requires  judgment  and  experience. 

If  an  author  is  represented  by  many  cards,  place  the  subject-cards,  biog- 
raphies, and  criticisms  first,  arranged  alphabetically  by  the  author's  name; 
then  the  complete  works,  then  partial  collections,  then  single  works  arranged 
alphabetically  by  titles.  If  an  author  has  written  a  book  with  another  author, 
place  the  joint-author  card  after  the  single-author  cards.  Additional  cards, 
like  editor,  translator,  or  annotator,  are  placed  last. 

Alphabetize  authors  by  the  surname  first,  then  by  the  Christian  name  or 
initials.  If  the  same  word  represents  the  name  of  a  person,  place,  and  title, 
place  the  name  of  the  person  first,  then  the  name  of  the  place  followed  by  the 
title,  viz.: 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     257 

1.  London,  Jack 

2.  London,  W.  J. 

3.  London  (Eng.)  Customs  (subject) 

4.  London  (Eng.)  Education  Society  (author) 

5.  London  Pride  (title) 

File  Christian  names  used  alone  in  order  of  rank,  monarchs  of  the  same 
name  alphabetically  by  countries.  These  precede  similar  names  representing 
surnames^  viz.: 

1.  John,  St.  6.  John,  J.  D. 

2.  John  v.,  Pope  7.  John  River  (N.  II.) 

3.  John  II.,  King  of  France  8.  John  Bull 

4.  John  II.,  King  of  Portugal  9.  John  Inglcsant 

5.  John  of  Gaunt 

Alphabetize  abbreviations  like  Mc,  St.,  as  if  spelled  Mac,  Saint,  etc. 
Arrangement  of  names  beginning  with  a  prefix: 

De  Coverley  Papers  Democracy 

Deering,  John  Denmark 

Defence  of  ignorance  DeQuincey,  Thomas 

Defoe,  Daniel  Derby,  E.  G. 

De  Garmo,  Charles  De  Vere,  M.  S. 

Dckker,  Thomas  Dewey,  John 

De  Mille,  James 

Di.sregard  the  initial  article  of  titles  of  books  in  alphabetizing. 
The  following  arrangement  of  entries  will  illustrate  some  of  the  principle? 
of  filing  in  an  alphabetical  order: 

The  book  buyer  New  London 

Book  of  commerce  New  Manual 

Book  of  golden  deeds  New  Mexico 

The  Book-lover  New  party 

Book  plates  New  South  Wales 

A  day  at  Laguerres  New  York  (city) 

Day  dreams  of  a  schoolmaster  New  York  (state) 

A  day  in  ancient  Rome  New  Zealand 

Day  of  my  life  Newark 

The  day's  work  Newburgh 

Days  and  hours  in  a  garden  Newcastle 

New,  Walter  Newspapers 

New  American  Series  Nrwton,  J.  K. 

New  Jersey 
GmiWw.— Guides  of  heavy  cardboard,  cut  in  thirds,  properly  labeled,  are 
needed  to  complete  the  catalog  {Library  Bureau  Catalog). 

Specific  rules  for  different  kinds  of  entries  cited  and  for  many  others  not 
mentioned,  such  as  series,  .secondary  entries,  editor,  tran.slator,  compiler,  and 
the  treatment  of  analytics,  continuations,  contents,  notes,  etc.,  have  been 
carefully  comi)iIed  by  speciali.sts  and  arc  in  the  following  publications  (given 
in  the  order  of  their  usefulness  to  the  untrained  librarian)  -one  or  more  of 
which  .should  be  in  every  lil)rary,  and  within  easy  readi  of  every  student  of 
library  arlmini^tration  • 


258  NATIONAL  EDUCATIONAL  ASSOCIATION 

Salisbury,  G.  E.  Library  methods  for  school  teachers.  1903:  pp.  13-22.  (See  list 
of  works  in  Appendix.)  (Simple  cataloguing  rules  for  the  use  of  the  inexperienced 
librarian.  Entries  for  societies,  institutions,  public  documents,  etc.,  are  discussed, 
and  illustrated  by  fac-simile  cards.) 

Hitchler,  Thercse.  Cataloging  for  small  libraries.  1905.  (A.  L.  A  Library  Tract, 
No.  7.)  Boston:  A.  L.  A.  PubUshing  Board.  15  cents.  (A  useful  guide  for  the 
cataloguer,  with  fac-sunile  cards  to  illustrate  different  cases  mentioned.  Arrange- 
ment of  cards  and  alphabetizing  are  discussed,  with  examples  of  different  methods. 
The  book  contains  a  list  of  most  essential  reference-books  for  cataloguers,  and  a 
list  of  definitions  of  bibliographic  and  typographic  terms.) 

Dewey,  Melvil,  ed.  Simplified  library  school  rules.  1898.  Boston:  Library 
Bureau.  $1.25.  (Intended  for  use  in  a  small  library,  applicable  to  both  a 
dictionary  and  classed  catalog,  illustrated  with  sample  cards.  Covers  more  ground 
than  the  preceding,  going  farther  into  details.  Indentation,  spacing,  call-numbers, 
arrangement,  capitals,  punctuation,  abbreviations  are  discussed,  and  library  terms 
defined.) 

Cutter,  C.  A.  Rules  for  a  dictionary  catalog.  4th  ed.,  1904.  U.  S.  Bureau  of  Edu- 
cation.    Free.     (The  standard  work,  but  rather  abstruse  for  the  uninitiated.) 

Crawford,  Esther.  Cataloging.  1906.  Chicago:  Library  Bureau.  25  cents.  (A  clear 
and  sensible  exposition.) 

A.  L.  A.     List  of  subject  headings.     1898.     Boston:  A.  L.  A.  Publishing  Board.     $2. 

Ames,  Sadie.  List  of  subject  headings  for  use  in  dictionary  catalogues  of  children's 
books.     1903.     Carnegie  Library  of  Pittsburg. 

New  York  State  Library.  A  selection  of  cataloguer's  reference  books.  1903.  Albany.  25 
cents. 

The  A.  L.  A.  Catalog  will  serve  as  a  guide  for  form  of  entry  of  authors' 
names,  full  names,  and  subject  headings. 

The  following  are  useful  in  identifying  authors,  and  will  answer  many 
questions  asked  by  the  public: 

Thomas,    Joseph.     Universal    pronouncing    dictionary    of    biography    and    mythology 

3d  ed.,   1901.     Philadelphia:  Lippincott.     $15. 
Phillips,  L.  B.     Dictionary  of  biographical  reference.     New  ed.,   18S9.     Philadelphia: 

Gabble.     $2.25. 
Allibone,  S.  A.     Critical  dictionary  of    English    literature  and    British  and  American 

authors.     5  vols.  1859-1902.     Philadelphia:  Lippincott.     $17.50. 
Who's  Who.     1906.     New  York:  Macmillan.     $2. 
Who's  Who  in  America.     1906-1907.     Chicago.     Marquis.     $3.50. 
Century  cyclopedia  of  names.     1901.     New  York:  Century  Co.     $10. 
Lippincott 's  Gazetteer  of  the  world.     New  ed.,  1905.     Philadelphia:    Lippincott.     $8. 

GENERAL   ARTICLES   ON   CATALOGUING 
Library  Journal: 

Fellows,  J.  D.     Cataloging,  accessioning,  and  shelf  listing  for  small  libraries.    1899. 
24:c68-7o. 

Lane,  W.  C.     Cataloging.     1893,  18:238-240. 

Van  Dyke,  J.  C.     Making  of  library  catalogs.     1885,   10:126-127.     Also  in  Inde- 
pendent, April  16,  1885. 

Whitney,  J.  L.     Catalogues  of  town  libraries.     1879,  4:268-275. 
Public  Libraries: 

Benedict,  L.   E.   W.     Suggestions  to  beginners  in  cataloguing.     1896,    1:266-267. 

Bullock,  E.  D.     Practical  cataloguing.     1901,  6:134-138. 

Bushy,  M.  J.     Cataloging.     1903,8:148-150. 

Catalog  Symposium.     1901,  6:150-154. 

Clatworthy,  L.  M.     Cataloging.     1904,  9:107-109. 

Ganley,  Marie.     Some  problems  in  cataloging.     1901,  6:139-143. 

Jones,  E.  L.     Making  of  a  card  catalog.     1904,  9:109-113. 

Jordan,  F.  P.     History  of  printed  catalog  cards.     1904,  9:318-321. 

Reinick,  W.  R.     Cataloging  of  government  publications.     1900,  5:83-87. 

Simpson,  Frances.     Some  problems  in  cataloging  a  normal  school  library.     1901, 
6:153-154- 

Smith,  F.  E.     Best  catalog  for  a  small  library.     1901,  6:147-150. 

Wellman,  H.  C.     Cost  of  cataloging.     1902,  7:314-315. 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION      259 

Barrett,   F.   T.     Alphabetical   and  classified  forms  of  catalogues  compared.     (Second 

International  Library  Conference,  iSg;,  Transactions,  67-71.) 
Brown,  J.  D.     Manual  of  library  classification  and  shelf  arrangement.     1898.     London. 

Librar\'  Supply  Co.     45. 
Atlantic  Monthly: 

Fiske,  John.     A  librarian's  work.     1876,  38:480-491. 
Nation: 

Hagen,  H.  A.     The  librarian's  work.     1877,  24:40-41.       (On  Dr.  Fiske 's  article.) 
Cutter,  C.  A.     The  cataloguer's  work.     1877,24:86-88.    (An  answer  to  Dr.  Hagcn.) 

Classification. — Like  catalo<2;uing,  classification  is  a  difficult  process  for  the 
untrained  and  inexperienced  librarian. 

The  purpose  of  classification  is  to  bring  together  on  the  .shelves  the  books 
which  treat  of  the  same  subject,  and  in  this  way  to  make  the  resources  of  the 
library  more  readily  accessible  to  both  the  lil)rarian  and  the  public  (the  "open 
shelf  system"  is  taken  for  granted). 

Whatever  system  is  adopted,  it  should  be  permanent,  and  should  be  elastic 
enough  to  provide  for  growth  without  reclassifying  every  few  years. 

The  usefulness  and  efficiency  of  a  library  depend  more  on  its  proper 
cataloguing  and  classification  than  upon  any  other  detail  of  administration. 
Both  require  technical  knowledge,  and  a  large  amount  of  common-sense  and 
good  judgment. 

No  scheme  of  classification  has  yet  been  devised  that  is  perfectly  satis- 
factory (e.x'cept  to  the  inventor),  because  authors  will  not  write  books  from 
the  standpoint  of  the  classifier,  and  it  is  sometimes  difficult  to  find  just  the 
right  place  in  any  scheme  for  a  given  book. 

Certain  rules  and  principles  must  be  followed  in  cataloguing  and  clas.sifi- 
cation,  yet  it  is  necessary  to  recognize  occasional  exceptions  or  the  system 
breaks  down. 

The  character  of  the  library  must  be  taken  into  con.^ideration,  and  books 
must  be  classified  where  they  will  be  most  naturally  sought  and  will  be  most 
useful.  The  use  made  of  the  books  in  a  public  library  is  finite  dilTercnt  fn)m 
that  in  a  school  library. 

Having  decided  upon  a  definite  location  for  a  book,  the  classification  of 
which  seemed  rather  dul^ious,  the  next  book  like  it  should  be  classified  in  the 
same  place.  The  public  naturally  think  the  methods  of  the  librarian  radically 
wrong  if  two  l;ooks  similar  in  charac  tcr  arc  .so  cla.ssificd  that  they  are  found 
on  opj)osite  sides  of  the  room  or  in  ditTcrcnt  rooms. 

A  book  treating  of  two  (»r  more  subjects  should  genenills  \k-  (la-^ificd 
according  to  the  one  most  important  fo  that  particular  Iil)rary. 

Hooks  should  not  be  classified  simply  by  title,  wiiich  is  sometimes  mi.s- 
Icarling.  The  table  of  contents  may  not  indicate  .sufficiently  the  t  harai  ler  of 
the  book,  and  even  the  text  may  fail  in  this  respect.  The  classifier  sonu-times 
finds  a  clue  in  the  jjreface,  in  whit  h  the  author  states  his  object. 

The  disadvantages  of  the  "fixed  location"  used  in  older  libraries  netii  not 
be  discus.sed,  as  this  classification  has  very  generally  been  abandoned.  A 
book  classified  by  this  system  always  stands  ab.solutely  in  the  .same  place,  in 


26o  NATIONAL  EDUCATIONAL  ASSOCIATION 


respect  to  shelf,  tier,  and  room,  irrespective  of  its  subject  or  relation  to  other 
books. 

Systems  of  classification.  The  two  systems  of  classification  most  widely 
known  are  the  Dewey  Decimal  System  and  the  Cutter  Expansive  System. 
Both  are  used  in  modern  libraries.  The  first,  which  this  report  recommends 
for  a  school  library,  has  the  advantage  of  being  better  known  because  it  has 
been  longer  in  use  and  has  been  adopted  in  a  large  number  of  libraries. 

It  is  claimed  for  the  Decimal  System  that  it  is  more  easily  understood 
than  other  systems,  is  adapted  to  small  or  large  libraries,  is  flexible,  admits 
of  broad  or  close  classification,  and  may  be  elaborated  without  reclassifica- 
tion as  the  library  grows. 

As  the  name  imphes,  it  is  based  upon  the  decimal  system  of  notation,  the 

books  so  classified  standing  on  the  shelves  in  numerical  order. 

Dewey,   Melvil.     Abridged   decimal  classification   and   relative   index.     1894.     Boston: 
Library  Bureau.     $1.50. 

The  Alphabetic  Index  of  subjects  (with  references  from  synonyms)  gives 
the  corresponding  class  number  for  each,  and  indicates  its  exact  place  in  the 
preceding  tables.  The  preface  fully  explains  its  use,  with  practical  suggestions 
to  beginners. 

Inexperienced  classifiers  will  be  aided  by  the  following: 

A.  L.  A.  Catalog: 

Kroeger,  A.  B.     Guide  to  the  study  of  reference  books. 

N.  Y.  State  Library.     A  $500  library  recommended  for  schools. 

Selection  of  best  books  (for  the  year).     Published  annually. 

Note. — These  three  publications  give  the  Decimal  classification  for  each  work. 
Public  Libraries: 

Bullock,  Edna.     Problems  in  classification.     1900,  5:6-8. 

Preparing  books  for  the  shelves.     1898,  3:117-118. 

Tyler,  A.  S.     Classification.     1899,  4:377-380. 

Van    Valkenburgh,    Agnes.     Classifying    and    cataloging    a    small    library.     1898, 
3:199-201. 
Library  Journal: 

Fletcher,  W.  J.     Library  classification:  theory  and  practice.     1889,  14:22,  77,  113. 

Foster,  W.  E.     Classification  from  the  reader's  point  of  view.     1890,  i5:-c  6-9. 

Gifford,  W.  L.  R.     Difficulties  in  the  Dewey  classification  and  their  adjustment. 
1896,  21:494-498. 

Small  libraries. — For  a  library  of  five  hundred  volumes  or  less,  a  list  of 
authors  and  titles  on  cards  will  serve  the  purpose  of  a  more  formal  or  sys- 
tematic card  catalog.  The  cards  should  be  arranged  alphabetically  by 
authors,  and  can  be  used  in  place  of  the  accession-book  and  for  taking  the 
inventory. 

OUTLINE  OF  A  SCHEME  ADAPTED  FROM  THE  DECIMAL  CLASSIFICATION 

0  General  works,  cyclopedias,  periodicals,  etc. 

1  Philosophy,  ethics,  logic,  etc. 

2  Religion,  Christian  and  non-Christian. 

3  Sociology,  political  economy,  political  science,  law,  education,  commerce,  customs, 

folklore. 

4  Philology,  English,  German,  French,  etc. 

5  Natural  science. 


REPORT  ON  INSTRUCTION  IN  LIBR.4.RY  ADMINISTILiTION      261 

6  Useful  arts,  medicine,  engineering,  agriculture,  domestic  economy,  manufactures,  etc- 

7  Fine  arts. 
S  Literature. 

9  General  histor)'. 

9. 1  Travel. 

9 . 2  Biography. 

9.3  Ancient  history. 

9.4  European  history. 

9 . 5  Asian  history. 

9 . 6  African  history. 

9.7  North  American  and  United  States  history. 

9.8  South   American   history. 

Book-shelving. — Arrange  book.s  on  the  shelves  according  to  subject — 
science,  literature,  history,  etc.  Arrange  books  belonging  to  the  same  class 
alphabetically  by  the  author's  name,  except  in  biography,  where  it  is  more 
important  to  arrange  them  by  the  name  of  the  person  written  about. 

The  first  figure  of  the  Decimal  Classification  indicating  the  class  to  which 
the  book  belongs,  with  the  initial  letter  of  the  author's  surname  below,  can 
be  written  on  the  inside  cover  and  on  a  label  pasted  on  the  back  of  each  volume. 

Write  the  combination  of  da.ss  number  and  author's  initial  in  the  upper 
left  corner  of  the  catalog  card  which  represents  the  book,  as  it  identifies  the 
book  and  locates  it  on  the  shelf 

Untrained  librarians  who  feel  unequal  to  cataloguing  and  classifying  their 
libraries  may  prepare  for  this  work,  to  some  extent,  by  a  six-weeks'  course  in 
one  of  the  summer  library  schools;  or  may  engage  an  expert  cataloguer  tem- 
porarily, under  whom  the  librarian  can  work  as  an  apprentice  until  she  can 
carrv  on  the  work  unaided. 


IX.     CALL  NUMBERS,  SHELF-LIST,  LOAN  SYSTEM 

Book  numbers. — After  books  have  been  assigned  a  class  number,  it  is  neces- 
.sary  to  distinguish  those  belonging  to  the  same  class  by  means  of  a  book  number 
or  author  numljcr.  Many  books  may  receive  the  same  class  mark,  but  the  book 
number  belongs  to  one  book  only.  It  is  as  distinctly  individual  as  a  j)crson's 
name.  If  a  work  consists  of  two  or  more  volumes,  the  same  book  number  is 
assigned  to  each  volume;  but  each  volume  must  be  distinguished  from  the  rest  of 
tlie  >-ct  by  \\>  volume  number — 1,2,  3,  etc. 

Cutter  tables. — The  orrler  usually  adopted  for  arranging  books  bclonginu  to 
the  same  class  is  al{)habelic.  The  library  may  contain  twenty-five  books  on 
l>otany  by  Brown,  Jones,  Smith,  etc.  By  using  the  Cutter  author  tal)lcs  {Library 
Bureau,  $1.25)  in  assigning  bf)ok  numbers,  these  books  will  stand  on  the 
shelf  al|)habeli(ally  by  authors.  The  (Alitor  table  consists  of  the  initial  letter  of 
the  author's  name,  if  a  con.sonant,  followed  by  two  figures.  If  tlic  initial  letter 
is  a  vowel,  the  table  gives  the  two  first  letters  followed  by  one  figure.  The  book 
number  for  an  author  named  Brown  is  B81.      A  second  edition  of  the  .same 


262  NATIONAL  EDUCATIONAL  ASSOCIATION 

book  receives  the  book  number  B811 ;  while  a  different  book  by  Brown,  on  the 
same  subject,  receives  the  book  number  B812.  Books  are  arranged  on  the 
shelves  first  by  class  number,  then  by  book  number;  and  under  book  number, 
first  by  letter,  then  by  figures. 

For  a  small  library  the  initial  letter  and  one  figure  will  give  a  shorter  book 
number.  The  second  figure  may  be  added  to  distinguish  two  authors  of  the 
same  name. 

If  the  Cutter  table  is  not  accessible,  the  initial  letter  of  the  author's  surname  - 
may  be  used,  adding  i,  2,  3,  etc.,  to  indicate  different  books  by  the  same  author, 
or  books  by  different  authors  having  the  same  initial  letter.     Names  beginning 
with  the  same  letter  can  be  kept  together  under  one  class  by  this  method,  but 
not  in  a  strict  alphabetic  order. 

In  biography  the  book  number  is  for  name  of  person  written  about  and  not 
for  name  of  author.  It  is  more  important  to  keep  biographies  of  George  Wash- 
ington together  on  the  shelf  than  to  alphabetize  them  by  author's  name. 

The  letter  Z  is  a  convenient  book  number  for  a  volume  of  pamphlets  or  for  a 
box  of  unbound  pamphlets.  Such  a  collection  by  various  authors  will  stand  on 
the  shelf  at  the  end  of  their  class. 

For  simplified  book  numbers,  including  special  schemes  for  keeping  books  by  the 
same  author  (in  literature)  in  an  alphabetic  arrangement,  see  Melvil  Dewey,  Simpli- 
fied Library  School  Rules. 

Shelj-list. — Having  assigned  a  class  number  and  book  number,  compare 
this  assignment  with  shelf-list,  to  be  sure  that  it  has  not  been  used  already  for 
another  book.  The  combination  of  class  number  and  book  number  together 
is  the  call  number  (see  below). 

The  shelf-list  is  a  record  which  represents  the  books  as  arranged  on  the 
shelves,  first  by  classification,  then  by  book  or  author  numbers.  Enter 
every  book  on  the  shelf-list  as  soon  as  the  book  number  is  assigned. 

The  shelf-list  has  several  important  uses.  It  must  be  consulted  in  assigning 
book  numbers,  as  it  is  the  only  record  which  shows  what  call-numbers  have  been 
used  for  other  books.  When  the  proper  classification  of  a  book  is  doubtful,  the 
shelf-list  may  be  consulted  for  the  classification  of  books  of  similar  character. 
If  the  card  catalog  does  not  include  subject  entries,  the  shelf-list  may  be  used  as 
a  subject  catalog,  but  it  will  not  (like  the  catalog)  give  subject  analytics.  The 
shelf-list  is  also  used  in  taking  the  inventory  of  the  library,  and  is  a  source  of 
interesting  statistical  information. 

Shelj-list  sheets. — The  shelf-Hst  may  be  kept  on  sheets  laced  in  a  binder. 
Standard  shelf-list  .sheets,  with  or  without  printed  headings  and  binder,  are 
made  by  the  Library  Bureau. 

If  kept  on  sheets,  the  entries  are  made  as  follows:  Write  the  class  number  on 
the  upper  outside  margin  of  the  sheet,  where  pagination  is  printed  in  a  book. 
If  the  class  is  not  Hkely  to  grow  rapidly,  two  subjects  may  be  entered  on  the 
same  sheet,  the  second  being  written  half-way  down  on  the  outer  margin.  If 
decimal  classification  is  used,  its  numbers  are  arranged  in  numerical  order,  of 


REPORT  ON  INSTRUCTION  IN  LIBR^iRY  ADMINISTR.ITION     263 

course  like  the  books  on  the  shelves.  Book  numbers  under  each  class  are  arranged 
alphabetically,  as  far  as  possible,  in  book-number  column,  the  accession  number 
(or  numbers)  is  written  next,  followed  by  number  of  volumes  if  nn)rc  than  one, 
author's  surname,  with  initials  and  brief  title.  It  is  impossible  to  keep  book 
numbers  in  a  strict  alphabetical  order  as  new  books  are  entered.  From  time  to 
time  the  sheet  must  be  copied  and  entries  rearranged. 

To  avoid  much  of  this  copying,  the  New  York  State  Library  has  adopted  a 
smaller  shelf-list  sheet  containing  ten  lines  to  the  page  instead  of  twenty-tive,  and 
one  subject  only  is  put  on  a  sheet. 

Shelj-list  cards. — Another  method  of  keeping  the  shelf-list,  one  which  is 
used  in  .several  libraries,  is  on  cards.  The.se  never  need  to  be  copied.  A  card 
is  made  for  each  title  and  dropped  in  place  as  soon  as  made.  Items  on  the  shelf- 
list  card  are  copied  from  the  catalog  card,  and  consist  of  call  number,  author's 
surname,  brief  title,  and  accession  and  volume  numbers  (if  more  than  one 
volume.)  Cards  are  filed  in  boxes  or  drawers  in  the  order  in  wliich  the  books 
are  arranged  on  the  shelves.  The  cards  may  be  thinner  than  catalog  cards. 
The  objections  to  the  card  shelf-list  are  the  same  as  those  raised  against  the 
card  catalog.  The  cards  may  be  lost,  stolen,  or  displaced,  and  are  not  as  easy 
to  consult  as  a  page  containing  a  number  of  entries  over  which  the  eye  mav 
glance  without  the  trouble  or  loss  of  time  entailed  in  handling  separate  cards. 
Many  librarians  consider  these  objections  insurmountable. 
Dewey,  Melvil,  ed.     Simplified    shelf    list    rules.      (In    his    Simplified    Library    School 

Rules,   1898.) 

Public  Libraries: 

Crawford,  Esther:     The  shelf  list.     1899,  4:381-383. 

Inventory. — The  annual  inventory  is  more  quickly  taken  ])y  two  persons, 
one  reading  numbers  of  books  on  shelves  while  the  other  checks  num])erson 
shelf-list.  Note  all  missing  books  on  a  separate  sheet,  and  look  up  afterward. 
They  may  be  charged  out  to  readers,  at  the  joinder's,  or  out  of  place  in  .some 
other  [)art  of  the  liljrary. 

The  best  time  for  the  inventory  of  a  scIkk)!  library  is  during  the  long  vaca- 
tion, when  most  of  the  books  are  in. 

Call-numbers. — After  the  call-number  is  assigned  an\'  book,  record  it  in 
upper  left  corner  of  all  cards  for  that  book,  with  class  ninnber  on  the  lop  line, 
the  book  number  just  below  it;  on  slu'lf-li>t,  on  book  plate,  on  l)ook  lard,  and 
card-pocket — class  number  in  the  left  corner,  book  innnbir  in  tin-  riglit  rorni-r. 
It  should  also  ai)pear  upon  the  back  of  the  book,  and  here  a  variety  of  methods 
are  in  use  in  dilTereiit  libraries.  The  number  should  be  at  the  same  distance 
from  the  bottom  of  each  book,  lii;it  tin-  lnn  ks  may  a|»pcar  iniil'orm  011  ihc 
.shelves.  The  number  may  be  gilded  on  by  a  binder.  This  is  very  sali>fa(  torv, 
especially  to  the  eye,  but  it  is  too  costly  for  a  small  library,  from  three  to  five 
cents  a  volume.  In  niar)y  libraries  Denni.son  gummed  labels  are  UM'<i;  but 
unless  jjut  on  with  great  (are,  these  drop  ofT,  are  (|ui(  kly  soiled,  and  wear  out 
easily.     The  surface  of  the  book  where  the  label  is  pasted  must  be  roughened 


264  NATIONAL  EDUCATIONAL  ASSOCIATION 

and  the  glaze  removed  with  sand-paper,  a  file,  or  with  ammonia,  taking  care 
not  to  injure  or  discolor  the  binding  beyond  the  place  covered  by  the  label. 
After  the  label  is  on  the  book,  cover  it  with  white  shellac  applied  with  a 
camel's-hair  brush.  Old  labels  can  be  removed  with  wet  blotting-paper. 
The  process  of  labeling  is  described  minutely  in  Miss  Stern's  Essentials  in 
Library  Administration. 

The  call  number  may  be  written  directly  on  the  back  of  the  book  itself  with 
a  pen  or  brush,  using  David's  white  letterine  for  dark  bindings,  and  Higgin's 
waterpr'^of  ink  for  light  bindings.  Cover  these  also  with  shellac  to  prevent 
rubbing  off. 

Library  routine.— The  ordinary  routine  followed  in  getting  a  book  from 
publisher  to  library  shelf  is:  ordering  (after  comparing  order-slips  with  catalog 
and  with  unfilled  and  outstanding  orders,  to  avoid  buying  unnecessary  dupli- 
cates), checking  bill  after  book  is  received,  dating  order-slip,  accessioning, 
placing  accession  number  in  the  book,  embossing  (if  stamp  is  used  to  denote 
ownership),  plating,  pocketing,  cutting  leaves,  cataloguing,  writing  author, 
subject,  and  other  entry  cards,  making  subject  analytics  if  necessary,  classify- 
ing, assigning  book  number,  shelf-listing,  writing  book-cards,  writing  in  call 
number,  labeling  back,  placing  book  on  shelf,  and  filing  the  cards  in  the 
catalog.  In  a  small  library  all  of  these  steps  need  not  be  taken ;  but  whatever  are 
taken  should  be  in  this  order. 

The  accession-book,  card  catalog,  and  shelf-list  are  the  most  important 
library  records. 

The  accession-book  is  numeric,  by  date  of  reception;  the  catalog  is  alpha- 
betic; the  shelf-list  is  numeric  by  classification  and  then  alphabetic  by  book 
numbers. 

Public  Libraries: 

Adams,  Z.  F.  Practical  hints  on  organization.  1898,  3:344-345;  1899,  4:58-59 
143,  and  198-199.  Treats  of  accessioning,  charging  system,  shelf-listing,  classi- 
fication, etc. 

Loan-desk.— The  loan-desk  is  the  business  department  of  the  library,  and 
often  (especially  in  small  libraries)  is  the  reference  department  as  well.  It  is 
the  place  where  the  public  ask  questions;  and  where,  according  to  treatment 
received,  their  impression  of  the  library,  favorable  or  otherwise,  is  formed. 
This  department  should  run  very  smoothly.  The  reader  should  find  quickly 
what  he  asks  for  or  learn  why  he  cannot  get  it.  Loan-desk  work  demands 
patience,  courtesy,  and  the  necessary  firmness  to  enforce  rules— but  the  great- 
est of  these  is  courtesy. 

The  records  of  the  loan-desk  should  tell  the  whereabouts  of  a  book  that  is 
not  on  the  shelves:  who  has  it,  how  long  it  has  been  out,  and  when  it  is  due. 
Generally,  one  book  may  be  borrowed  for  two  weeks.  This  time  may  be  ex- 
tended on  due  notice,  if  wished.  In  a  public  library  more  than  one  book  should 
be  issued  to  a  reader,  if  needed  for  study  or  other  serious  work. 

Teachers  should  be  permitted  to  take  out  as  many  books  as  they  wish,  and 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     265 

keep  them  as  long  as  their  work  demands,  provided  this  does  not  interfere  with 
the  rights  of  others. 

In  the  charging  system  a  book-card  and  a  reader's  card  are  used.  A  book- 
card,  appro.xi  ma  tely  .3X5  inches  (7.5  X  12.5  cm.),  of  Hght  cardboard,  is  made  for 
every  volume.  The  class  number  is  written  on  the  top  line  at  the  left  and  book 
number  on  the  right,  author's  surname  on  the  second  Hne,  and  a  brief  title  on 
the  third  line.  The  book-card  is  kept  in  the  card-pocket  when  the  book  is  in 
the  library,  and  at  the  desk  when  the  book  is  out. 

The  reader's  card  is  usually  hght  brown,  of  same  size  as  book-card.  The 
reader  keeps  his  card  if  he  has  a  book  out;  if  not.  it  is  filed  (alphabetically)  in 
the  library  for  safekeeping.  The  name  and  address  of  the  person  holding  the 
card  are  written  at  top  of  reader's  card,  as  well  as  his  number,  wliich  is  assigned 
from  the  register,  a  blank-book  recording  by  numbers  the  persons  who  use  the 
library,  with  names  and  addresses. 

A  box  containing  book-cards  of  all  books  out  is  kept  on  tlie  desk.  These 
cards  are  arranged  back  of  the  dates  upon  which  these  bt)oks  are  due.  When 
a  book  is  returned  by  the  borrower,  at  the  back  of  it  will  be  found  a  slip  pasted 
on  the  fly-leaf — the  time-sHp — upon  which  is  stamped  the  day  when  that  book 
becomes  due.  If  July  27,  look  in  the  card-box,  back  of  the  twenty-seventh,  for 
the  book-card  corresponding  in  name  to  the  book.  When  found,  stamp  in 
right-hand  column  the  date  returned,  and  then  put  the  card  in  the  pocket  of  the 
book.     The  book  is  then  ready  to  return  to  the  shelf. 

A  borrower  chooses  a  book  which  he  wishes  to  take  out.  The  book-card  is 
then  in  the  pocket.  Take  it  out,  stamp  in  left-hand  column  date  on  which  the 
book  is  drawn  out — July  27 — write  in  the  middle  space  the  borrower's  num- 
ber, and  place  the  card  in  the  card-box,  back  of  the  date,  two  weeks  later  when 
the  book  will  be  due ;  viz. ,  August  10.  Then  on  the  time-slip  cross  off  the  date  last 
stamped  on  it,  and  stamp  the  date  when  that  book  becomes  due,  as,  August  10. 
Then  the  book  is  ready  to  be  sent  out. 

When  books  go  to  the  binder's,  .stam[)or  write  "bindery  "on  the  book-cards, 
and  file  in  the  charging  box. 

Statistics  of  daily  circulation  may  be  kept  in  a  blank  book  or  on  cards.  In 
a  hbrary  of  five  hundred  volumes  or  less,  books  can  be  charged  by  writing  on  a 
slip  of  pa[)er  the  author  and  title  of  the  book,  or  class  number  and  author's 
initial,  name  of  borrower,  and  date  of  issue.  These  slijjs  should  be  hied  under 
date  of  issue,  and  the  charge  canceled  when  book  is  returned.  If  .^tati^tics  of  cir- 
culation are  desired,  preserve  the  shps. 

Dana,  J.  C.     Charging  system.     (In  his  Lil>rary  prinur,    i(;03:i  16-121.) 

Plummcr,  M.  W.     Charging  system.     (In  her  Hints  to  small  iiljraries,    1894:35-41.') 

Steams,  L.  E.     Loan  system.  (In  her  Kss<nli;ils  in  library  administration,  1005:65-71.) 

Public  Libraries: 

Dodge,  Virginia.     Loan  system.      1898,  3:359-261. 
Miner,  .S.   H.     Two  IxkjIc  system.      1897,   2:173-175. 
Sharp,  K.  L.     Loan  systems.      1897,  2:295-298. 
Wood    Miss.     Charging  systems.     1899,  4:375-377. 


266  NATIONAL  EDUCATIONAL  ASSOCIATION 

Library  Journal: 

Bolton,  C.  K.     The  "two-book"  system.     1894,  19:161-162. 

Carr,  H.  J.     Report  on  charging  systems.     1889,  14:203-214.     (Contains  a  bibli- 
ography of  references  with  annotations.) 

Hill,  F.  P..     Preparing  a  book  for  issue  and  charging  systems.     1896,  21:51-56. 

Jones,  G.  M.     Cards  for  the  "two-book"  system.     1895,  20:168-172. 

Sheldon,   H.   G.     Elementary  talk  on  charging  systems.     1897,    22:63-64.     (Fol- 
lowed by  a  list  of  references  on  charging  systems.) 
Plummer,   M.   W.     Loan   systems.     (In   United   States   Bureau  of  Education,   Papers 
prepared  for  the  World's  Library  Congress,  1896:898-906.) 


X.     BINDING 


A  problem. — The  right  kind  of  binding  for  library  books  at  a  minimum  cost 
is  a  problem  which  few  Hbraries  have  solved.  A  large  library,  binding  thou- 
sands of  volumes  yearly,  can  get  special  prices  under  contracts,  but  the  small 
library  must  pay  good  prices  to  get  good  work.  As  a  rule,  cheap  binding  is  not 
good  binding. 

The  modern  book,  as  it  comes  from  the  publisher,  is  pleasing  in  appearance, 
especially  the  book  issued  for  popular  reading.  The  cover  design  is  u.sually 
artistic  and  often  ornate.  However,  sometimes  it  begins  to  fall  to  pieces  before 
it  leaves  the  cataloguer's  hands. 

The  man  on  the  street  who  buys  a  book  for  a  Christmas  or  birthday  gift  is 
satisfied  with  a  pretty  cover.  He  passes  it  on  while  new,  and  its  wearing  quali- 
ties do  not  concern  him.  But  the  librarian  would  be  better  satisfied  with  a 
plainer  cover  and  stronger  binding.  A  new  book  should  circulate  many  times 
before  it  needs  rebinding.  A  publisher  who  will  spend  less  on  exterior  decora- 
tion and  more  on  the  wearing  qualities  of  the  book  will  find  favor  with  libraries. 

A  book  rebound  should  last  longer  than  a  new  book,  because  (presumably) 
it  is  hand-sewed  with  linen  thread,  while  (generally)  the  new  book  was  machine- 
sewed  with  cotton  thread.  As  a  matter  of  fact,  a  rebound  book  does  not  always 
wear  better  than  in  its  original  form.  Binders  say  this  is  because  the  paper 
used  for  the  modern  book  is  made  of  wood  pulp  and  is  too  rotten  to  hold  the 
thread;  the  paper  tears  loose  from  the  stitches,  and  leaves  drop  out. 

Sewing. — Strength  of  the  binding  depends  chiefly  upon  the  sewing.  After 
the  printed  sheets  have  been  folded,  gathered,  collated,  and  made  compact  by 
pressure,  they  are  ready  for  sewing.  In  flexible  binding,  cords  are  placed  on 
the  back  of  the  sheets  forming  raised  bands,  and  the  thread  is  passed  around 
the  cord.  Old  books  were  sewed  in  this  manner,  and  therefore  lasted  longer 
than  modern  books,  this  being  a  much  .stronger  method  of  sewing.  It  is  not 
used  now,  because  a  cheaper  process  is  easier  for  the  sewer.  The  ordinary 
method  is  to  saw  grooves  on  the  backs  of  the  sheets,  usually  three,  deep  enough 
to  hold  the  cords  or  bands;  and  the  thread  is  then  passed  through  the  back  of 
each  section  (four  pages)  around  the  outside  of  each  cora.  The  objection  to 
this  method  is  that  it  weakens  the  back,  and  the  book  will  not  lie  as  flat  as  with  a 
flexible  binding. 


REPORT  ON  INSTRUCTIOX  IN  LIBRARY  ADMINISTRATION      267 

\\'hipstitching  or  overcasting  is  used  on  worn-out  or  poor  paper.  The  pages 
are  collated  and  pressed,  then  sewed,  then  the  sheets  separated  into  sections 
are  glued  on  the  back,  and  then  overcast  along  the  back  around  the  cords,  the 
stitches  of  each  section  passing  through  the  preceding  section. 

For  heavy  or  large  books  tapes,  because  much  stronger,  are  substituted  for 
cords,  and  are  occasionally  used  for  valuable  books  of  ordinarv  size. 

Leather  binding. — After  sewing,  end  papers  or  fly-leaves  between  the  book 
and  the  cover  are  pasted  on,  front  and  back,  sheets  are  trimmed,  the  back 
is  made  convex  and  the  front  concave  by  hammering  (rounding  and  backing, 
it  is  called),  and  the  book  is  then  ready  for  covers. 

Mill-boards  of  the  right  size,  a  little  narrower  than  the  book,  are  tlien  pre- 
pared for  covers.  When  morocco  is  used,  these  boards  are  "laced  in.  "  The 
cords  are  drawn  tight  thru  the  boards,  cut  off,  and  the  small  projecting  ends 
unraveled  or  frayed  out,  and  hammered  down  until  quite  smooth.  The  band 
serves  as  a  hinge  connecting  the  book  and  cover.  The  weakness  of  the  binding 
is  often  in  the  hinge,  the  cords  break,  and  the  book  drops  out  of  the  cover. 
Binders  sometimes  put  in  an  e.xtra  cloth  hinge,  fastened  to  the  book  and  cover. 
In  the  Duro-flexile  binding  used  by  Cedric  Chivers,  one  of  the  strips  of  linen 
which  connects  the  end  papers  is  inserted  between  the  boards,  and  one  of  the 
end  papers  is  pasted  inside  the  cover;  so  that  two  thicknesses  of  cloth  are  be- 
tween the  cover  and  the  book. 

Head-bands  are  purely  ornamental.  They  are  bought  in  strips,  which  are 
cut  to  the  proper  length  and  pasted  on  the  back  of  the  book,  top  and  bottom. 

Backs. — The  book  is  then  ready  for  the  cover-back.  The  leather  for  the 
cover-back  is  cut  to  the  right  size  and  drawn  down  on  all  edges.  In  a  "tight " 
back  the  leather  is  fastened  to  the  back  of  the  book  and  forms  part  of  it.  In  a 
"loose"  or  open  back,  "strips  of  j)aper  are  gluctl  to  the  l)ack,  over  which  are 
placed  others  free  from  the  back;  part  of  the  leather  is  turned  in  between  these 
so  that  the  covering  of  the  back  only  adheres  to  the  loo.se  pa])er."'  The  kathcr 
in  an  open  back  connects  the  boards  forming  the  sides,  and  is  not  attaihcd  to 
the  book.  When  a  book  with  such  a  cover  is  opened,  a  hollow  is  formed  beween 
the  leather  and  the  back.  The  loose  back  is  flexible,  looks  belter,  anil  is  used 
extensively  on  that  account.  The  tight  back  wrinkles  the  leather,  but  i^  rnu(  h 
stronger  and  lasts  longer.  "  As  a  rule,  old  books  have  tight  bai  ks. 

Casing. — For  cheap  clotli  or  leather  binding  a  case  is  made,  soinewluii  as 
follows:  a  piece  of  linen  is  cut,  about  a  half  inch  wider  than  the  thickness  of 
the  book,  and  pasted  on  the  back  of  ihe  book.  'I'lie  board  sides  are  |)repared 
as  before,  and  the  cords,  instead  of  being  hutil  in  tlif  boards,  are  frayed  out 
at  the  ends  and  pasterl  down  smooth  together  with  the  over  edges  of  the  linen 
strip,  which  thus  connects  the  cover  boards  and  the  bac  ks.  The  cover  c  loth 
is  then  cut,  enough  larger  than  the  cover  boards  and  bac  k  to  allow  it-  being 
turned  over  the  edges  and  pasted  clown  The  in  |)ai»ers  are  then  pasted  in, 
and  the  cover  is  then  ready  for  "finishing.  "  ( Icrierally  the  case  is  made  com 
'  W.  J.  E.  Crane,  Bookbinding. 


268  NATIONAL  EDUCATIONAL  ASSOCIATION 

plete,  with  title  and  ornaments  stamped  on  with  a  machine  die,  before  the 
book  is  glued  into  place. 

Cover  material. — The  strongest  and  best  material  for  covers  is  Turkey 
morocco  or  goat,  but  it  is  too  expensive  for  a  small  library.  Persian 
morocco  is  cheaper,  but  not  as  strong.  Calf,  Russia,  and  all  grades  of 
sheepskin  should  not  be  used  in  a  public  library.  Next  to  Turkey  morocco, 
American  Russia  or  cowhide  is  the  strongest  leather.  For  library  binding, 
leather  is  used  either  on  the  back  only,  "half  morocco, "  or  on  the  back  and  cor- 
ners only,  "three-fourths  morocco. "  The  sides  are  covered  with  cloth  or  mar- 
beled  paper.  Vellum  corners,  tho  less  common  in  America,  are  str(^nger  than 
leather. 

Dampness,  dryness,  dust,  gas,  heat,  sunlight,  tobacco  smoke,  all  deteriorate 
leather.  Heat  dries  the  oil  out  of  the  skin  and  makes  it  harden  and  lose  flexi- 
bility; dampness  causes  mildew,  while  a  strong  light  rots  and  fades. 

Of  cloth  bindings,  linen  is  most  satisfactory,  the  Bancroft  and  Holliston 
cloths  being  the  best.  Buckram  is  strong,  but  the  rough  surface  is  objectionable. 
There  is  a  very  satisfactory  smooth-finish  buckram  now  on  the  market.  Can- 
vass is  cheap  and  durable,  but  it  has  a  rough  soft  finish  that  holds  the  dust.  For 
heavy  books  canvass  is  by  far  the  best. 

For  a  small  book  which  is  subjected  to  hard  usage,  one  of  the  strongest  and 
cheapest  bindings  is  half-buffing,  or  thin  "split  cowhide",  with  a  tight  back  and 
strong  cloth  hinge.  A  binding  of  this  kind  will  sometimes  outlast  the  book 
itself,  while  the  cost  is  about  the  same  as  cloth. 

In  selecting  the  color  for  binding,  avoid  light  shades,  as  they  soil  easily. 
Browns  and  maroon  are  very  satisfactory.  Red  and  green  are  the  most  durable 
colors.     Black  is  generally  used  to  disguise  imperfections  in  the  skin. 

Collating.- — Every  book  should  be  collated  before  it  is  sent  to  the  binder,  and 
all  missing  parts  supplied  if  possible.  The  title-page,  index,  all  pages, and  all 
illustrative  material  should  be  accounted  for;  and  the  binder  should  be  held 
responsible  if  any  of  these  are  missing  when  the  bound  volume  is  returned. 

A  slip  giving  directions  as  to  style  of  binding,  material,  color,  and  lettering 
should  be  sent,  and  a  record  kept  of  each  volume,  the  author,  title,  accession 
number,  volume  number,  style  of  binding,  and  date  when  sent.  This  record  is 
checked  when  the  books  are  returned,  with  date  and  price  of  binding. 

If  large  numbers  of  books  are  to  be  bound,  the  binder  should  be  asked  for 
lower  prices.  Sometimes  it  is  best  to  send  books  away  from  home  in  order  to 
get  better  binding  or  lower  prices. 

If  the  price  of  rebinding  nearly  equals  original  cost  of  the  book,  it  should  be 
thrown  away  and  a  new  copy  bought. 

Pamphlets. — Pamphlets  not  often  used  may  be  stabbed  with  wire  or  sewed, 
and  fastened  in  board  covers  with  plain  cloth  backs,  costing  from  ten  to  fifteen 
cents,  according  to  size  and  quality. 

In  the  St.  Louis  Pubhc  Library  a  temporary  binding  is  used  for  magazines 
which  could  also  be  used  for  pamphlets,  consisting  of  a  portfolio  with  paste- 


REPORT  ON  INSTRUCTION  IN  LIBKiRY  ADMINISTRATION      269 

board  sides  covered  with  paper.  At  the  top  and  bottom  are  eyelets  through 
which  stitches  are  passed  along  the  length  of  the  paper. 

Pasteboard  boxes  9^X7X2  inches,  for  holding  unbound  pamphlets,  can  be 
bought  for  five  or  six  cents  each. 

CHppings  may  be  mounted  on  sheets  of  manila  paper,  and  filed  in  boxes 
properly  labeled. 

Crane,  W.  J.  E.     Bookbinding  for  amateurs.     Scribner.     $1. 

Cockerel!,  Douglas.     Bookbinding  and  care  of  books.     Appleton.     $1.25. 

Dana,  J.  C.     Binding  for  Libraries.     Library  Bureau.     1906.     75c. 

Home,  Herbert  P.     The  binding  of  books.      1894.     Kegan  Paul,  Trench,  Trubncr  & 

Co.     $1 .  50. 
Public  Libraries: 

Dana,  J.   C.     Binding  for  a  public  library.     1902,   7:   147-148. 

Crawford,  W.  R.     The  book  when  bound.     1904,  9:263-264. 

Fergus,  E.  C.     Clippings  for  the  library.     1901,  6:329-331. 

Hagey,  Joanna.     Binding.     1904,  9:268-272. 

Hollands,  W.  C.     Bookbinding.     1904,  9:260-262. 

Soldan,  F.  J.     Directions  for  binding.     1904,  9:259-260. 
Library  Journal: 

Bliss,  H.  E.     Better  book  binding  for  libraries.     1905,  30:849-857. 

Dewey,  Melvil.     Colors  in  binding.     1885,  10:339-340. 

Binding   rules   and   specifications   for   New   York   State   Library.     1899, 

24:573- 

Duro-fle.-dle  bookbinding  (Cedric  Chivers).     1887,   12:70-71. 

Hathaway,  F.  P.     Binding  for  a  public  library.     1879,  4:245-250. 

Poole,  R.  B.     Elements  of  good  binding.     1892,  17 :c  15-18. 

Ranck,  S.  H.     Leather  for  bookbinding.     1901,  26:681-684. 

Report  of  Committee  on  Bookbinding.     1906,  31: 130-139. 

Woodard,  G.  E.     Notes  on  bookbinding.     1898,  23:231-237. 
Johnston,  D.   V.   R.     Elements  of  library  binding.     (In   U.   S.   Bureau  of  Education, 

Papers  prepared  for  the  World's  Library  Congress,  1896:907-916.) 
Article  on  "Bookbinding"  in  New  International  Encyclopedia,  1902,  Vol.  3.  New  York: 
Dodd,  Mead  &  Co. 

Repairs,  and  general  care. — Books  can  be  kept  in  good  condition  for  a  long 
time  and  the  cost  of  binding  saved  by  care,  and  l)y  making  repairs  as  soon  as 
needed.  Binder's  thread  and  needles,  cloth  of  different  colors,  paper,  paste, 
glue,  paraffin  paper,  transparent  gummed  paper,  and  "onion  .skin"  are  the 
neces.sary  tools  for  mending  books.  Loose  sheets  can  be  sewed  in,  doth  hinges 
pasted  on  covers,  and  cloth  backs  glued  on.  Tears  can  be  mendcil  with  paraffin 
paper  and  white  paste,  or  with  "onion  skin. "  Colored  leather  can  be  washed 
with  alcohol;  white  leather  or  cloth,  with  soap  and  water.  Leather  (an  be  softened 
and  cleaned  with  vaseline.  Gasoline  will  clean  any  kind  of  binding.  Books 
in  a  white  or  light  binding  can  be  covered  with  white  .shellac  varnish  when  new, 
and  then  washed  with  iniy)unity.  Ink  spots  can  be  removed  from  pajier  with 
H.  il.  Collins'  Ink  Eradicator  (Union  Scjuarc,  New  York).  Nothing  will  re- 
move ink  from  book-covers,  however,  without  disfiguring  binding.  Books  re- 
turned from  the  homes  where  there  has  been  any  serious  contagious  disease 
should  be  burned  at  once,  as  there  is  no  inexpensive  process  for  the  [)roper  dis- 
infection of  books.  To  be  effective,  disinfei  ting  vapor  nuist  come  in  contact 
with  every  page. 

Rats  and  mi(  e  gnaw  the  ba(  ks  of  books  to  get  at  the  paste.  ("01  kroadies 
eat  binrlings.  Hookworms  (other  tli;in  human)  arc  not  as  common  as  they  arc 
supposed    to    be.     \    genuine   bof)kworm    is   very    rare. 


270  NATIONAL  EDUCATIONAL  ASSOCIATION 

Public  Libraries: 

Leighton,  F.  H.     Preparing  new  books  and  restoring  old.      1905,10:223-224. 

Straight,  M.  W.     Repairing  of  books.     1900,  5:88-89. 
Library  Journal: 

Disinfection  of  books  by  vapor  of  formalin.     1895,  22:388. 

Hagan,  H.  A.     Insect  pests  in  libraries.     1879,  4:251-254. 

How  to  wash  a  book.     1885,   10:184-185. 

Poole,   W.    F.     Spread  of  contagious   diseases   by  circulating  libraries.     1879,   4: 
258-262. 

General  care. — Books  should  not  be  packed  closely  on  the  shelves;  the 
friction  wears  out  the  binding,  and  tops  are  frequently  broken  or  pulled  off  in 
getting  books  from  shelves.  They  should  not  be  shelved  so  far  apart  that 
they  fall  over,  or  stand  so  obliquely  as  to  warp  covers.  If  for  any  good 
reason  books  only  partly  fill  a  shelf,  they  should  be  kept  upright  by  means  of 
book  supports.  Folios  may  be  shelved  on  their  sides.  Books  should  not  be 
left  open,  nor  leaned  on,  nor  placed  face  downward  while  open,  nor  stand  on 
their  front  edge.  Nothing  thicker  than  a  sheet  of  paper  should  be  left  in  a 
closed  book.  Books  should  be  kept  away  from  heat  and  sunlight,  and  should 
not  be  stored  in  a  place  badly  ventilated. 

In  dusting  a  book,  brush  with  a  cloth  away  from  the  hinge  without  opening. 
Slap  two  books  together  flatwise  to  jar  dust  out  of  the  edges. 

Paper  covers  are  less  and  less  popular,  since  such  covers  invite  carelessness 
and  readers  have  more  respect  for  art  uncovered  book. 

Some  public  libraries  use  a  book  until  it  gets  soiled,  and  then  cover  it.  If 
covers  are  used,  paper  is  better  than  cloth  because  cheaper,  and  can  be  thrown 
away  as  soon  as  it  becomes  grimy. 

Other  suggestions  on  the  care  of  books  will  be  found  under  the  topic  "In- 
struction to  Children  on  the  Care  of  Books." 

Public  Libraries: 

Kroeger,  A.  B.     Care  of  books.      1900,  8:319-320. 


XI.     LIBRARY  ASSOCIATIONS 

American  Library  Association. — The  oldest  library  organization  is  the 
American  Library  Association,  generally  called  the  A.  L.  A.  The  first  con- 
vention of  librarians  was  held  in  New  York  City  in  1853.  At  this,  little  more 
than  a  preliminary  meeting,  the  delegates  decided  to  form  a  librarians' associa- 
tion and  to  issue  a  library  manual.  Dr.  R.  H.  Guild,  of  Brown  University, 
prepared  The  Librarian's  Mammal,  which  was  published  in  1858.  The  A  L.  A. 
was  not  organized  until  1876,  in  Philadelphia,  during  the  Centennial  Exposi- 
tion. At  the  same  time  the  Library  Journal  was  founded  as  the  official  organ 
of  A.  L.  A.  Complete  files  of  this  y)eriodical  and  of  Public  Libraries  (Chicago 
— founded  in  i8g6)  constitute  a  history  of  the  library  movement  in  the  United 
States  for  the  la.st  thirty  years. 

The  object  of  the  A.  L.  A.,  as  stated  in  the  constitution,  is  to  promote  the 
welfare  of  libraries  in  America.     In  addition,  it  aims  to  effect  needed   reforms 


RRPORT  OX  INSTRUCTION  IN  LIBIt-iRV  ADMINISTRATION      271 

and  improvements,  to  lessen  the  labor  and  expense  of  library  administration, 
to  utilize  the  experiments  and  experience  of  the  profession,  to  promote 
acquaintance,  and  to  advance  librarianship  as  a  profession. 

Since  1876  annual  meetings  have  been  held  in  different  sections  of  the 
country.  International  conferences  were  held  in  London  in  1877  and  a^ain  in 
1897.  In  Chicago,  1893,  '^"'J  St.  Louis,  190.1.  the  conferences  were  interna- 
tional in  character,  and  foreign  delegates  were  present  and  on  the  program.  At 
the  conferences  papers  are  read,  followed  by  formal  and  informal  discussions. 
The  proceedings  are  printed  in  the  Library  Journal,  and  sent  to  all  members  of 
the  association. 

Any  person  or  institution  engaged  in  library  work  may  become  a  member 
by  paying  the  annual  dues,  $2  for  individuals,  $5  for  institutions.  At  present 
there  are  about  1,500  members. 

The  A.  L.  .\.  has  the  following  sections:  College  and  Reference,  Trustees, 
Catalog,  Library  Work  with  Children,  and  State  Library  commissions.  These 
sections  hold  .'separate  meetings  during  the  regular  sessions  of  the  A.  L.  A.,  to 
discuss  phases  of  the  work  in  which  they  are  particularly  interested. 

One  of  the  pleasant  and  profitable  features  of  each  meeting  is  a  post-confer- 
ence trip  taken  by  a  limited  number  after  the  close  of  the  regular  business 
sessions.  Traveling  together  in  this  way  increases  personal  and  professional 
acquaintance. 

Important  work  has  been  accomplished  by  the  A.  L.  A.  Publi.^hing  Board. 
This  has  been  greatly  aided  thru  the  generosity  of  Mr.  Andrew  Carnegie,  who 
gave  in  1902,  $100,000,  "the  income  of  which  is  to  be  apjilied  to  the  prepa- 
ration and  pubUcation  of  reading-hsts,  indexes,  and  such  other  bibliographic 
and  library  aids  as  will  be  specially  useful  in  the  circulating  libraries  of  this 
country. " 

LIST    OF    A.   L.  A.  PUBLICATION'S,    WITH    A.VNOTATIONS    BY    SPECIALISTS 

KrotgLT,  \.  B.     Guide  to  rcfLTcnce  books.     $1.25. 
Larned,  J.  L.,  ed.     Literature  of  American  history.     $6. 

Sufjplement  for  1 900-0 r.     $1. 

A.  L.  A.  Index  to  general  literature.     $10. 

lies,  George,  ed.      liibliograjthy  uf  fine  arts.     90  cents. 

Bfx)lcs  for  girls  and  women.     90  cents. 

Subject  headings  for  use  in  dictionary  catalogs.     $2. 

Sargent,  M.  E.  and  A.  L.     Reading  for  the  young.     Supplement  (1890-95).     50  cents. 
Cornu,  Sophie,  anrl  Beer,  William.     List  of  French  fiction.     5  cents. 
Hewins,  C.  M.     Books  for  lx)ys  and  girls.      10  cents. 
Swan,    R.    T.     Paper   and   ink.     Free. 
Index  to  [jortraits.     (In  preparation.) 

Library  tracts: 

Why  do  we  need  a  public  library  ?     5  cents. 

2.  Wire,  G.  E.     How  to  start  a  library.     5  cents. 

3.  Hutchins,  F.  A.     Traveling  libraries.     <;  cents. 

4.  Soule,  C.  C.     Library  rooms  an<l  buildings.     5  cents. 

5.  Cutter,  C.  A.     Notes  from  the  art  sec  lion  of  a  library.     5  cents. 

6.  Steams,  L.  ¥..     Ess<-ntials  in  library  a<lminislralion.      15  cents. 

7.  Hitchler,  Theresa.      Cataloging  for  small   libraries,      is  <ents. 

8.  TarlK-ll,  .\1.  A.     A  vill.igr  library.     5  < «  nls. 
.\.  L.  A.  B(M)k  list  (eight  months)       ^o  rents. 


272  NATIONAL  EDUCATIONAL  ASSOCIATION 

Printed  catalog  cards: 

1.  For  current  periodical  publications. 

2.  Bibliographic  serials. 

3.  For  various  periodical  sets  and  for  books  of  composite  authorship.     (Warner 
library  of  the  world's  best  literature.) 

4.  For  current  books  on  English  and  American  history. 

For  information  regarding  these  publications  address  the  Secretary,  34  Newbury 
St.,  Boston. 

Probably  the  most  useful  single  book  ever  published  for  librarians  is  the  ^. 
L.  A.  Catalog.  The  preliminary  edition,  published  by  the  United  States 
Bureau  of  Education,  was  prepared  in  the  New  York  State  Library,  as  the 
catalog  of  the  model  library  of  5,000  volumes  in  the  library  exhibit  of  the 
Columbian  Exposition  in  Chicago,  1893. 

The  annotated  ^.  L.  ^.  Catalog  (revised  edition  of  the  above),  published 
by  the  Library  of  Congress,  was  prepared  as  part  of  the  library  exhibit  at  the 
Louisiana  Purchase  exposition,  in  St.  Louis,  1904.  This  is  a  classed  catalog 
of  8,000  volumes,  the  best  in  print  for  the  average  small  library.  It  can  be 
had  of  the  superintendent  of  documents,  Washington,  for  50  cents;  bound.  $1. 

The  A.  L.  A.  thru  its  president,  Melvil  Dewey,  also  prepared  for  the  Library 
Congress  a  collection  of  "Papers  on  Library  Economy,"  published  by  the 
United  States  Bureau  of  Education  for  the  Columbian  Exposition.  These 
papers  were  printed  and  sent  in  advance  to  the  members  of  the  congress,  and 
discussed  at  the  conference,  and  are  still  valuable  to  hbrarians. 

Fletcher.  W.  I.     The  American  Library  Association.     (In  his  Public  libraries  in  America 

1894:85-92.) 
Library  Journal: 

Dewey,  Melvil.     The  American  Library  Association.     1876,  1:245-247. 

Harrison,  J.  L.     A.  L.  A.  exhibit  at  Paris  exposition.     1900,  25 :  282-283. 

Library  exhibits  at  Louisiana  Purchase  Exposition  (including  A.  L.  A.  collection). 
1904,    29:423-424. 

Poole,  W.  F.     Conference  of  librarians,  Milwaukee,   1886:     address  of  the  presi- 
dent.    1886,  11:199-204.     (A  historical  sketch  of  the  A.  L.  A.) 

Sharp,  K.  L.     The  A.  L.  A.  library  exhibit  at  the  World's  Fair.     1893,  18:280-284. 

Woodworth,  Florence.     A.  L.  A.  exhibit  at  Paris  exposition  of  1900,  25:116-119. 

Work  and  Needs  of  the  A.  L.  A.     1905,  30:858-860. 

Stale  library  commissions. — A  state  library  commission  consists  of  five  or 
seven  members,  generally  appointed  by  the  governor,  but  sometimes  by  the 
state  board  of  education,  and  in  some  states  are  ex  officio  assignments.  The 
state  librarian  and  the  superintendent  of  public  instruction  are  usually  mem- 
bers.    With  the  exception  of  a  paid  secretary,  all  serve  without  salary. 

The  work  of  the  commission  is  to  promote  the  establishment  of  free  public 
libraries  by  means  of  state  aid,  to  give  information  and  advice  to  new  libraries 
in  regard  to  selection  and  care  of  books  and  hbrary  administration,  to  increase 
the  eflficiency  of  existing  libraries  by  gifts  of  money  or  books,  or  by  loan  of 
books  and  by  personal  visits  to  keep  in  touch  with  all  Hbraries  thruout  the  state. 
By  means  of  traveling  libraries,  in  charge  of  the  commissioners,  rural  districts 
without  libraries  and  small  libraries  in  villages  have  been  supplied  with  the 
books  which  thev  could  not  otherwise  obtain. 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     273 

Massachusetts  has  the  pioneer  library  commission.  It  was  organized  in  1890,  and 
has  given  ad\ice  on  library  matters  in  all  parts  of  the  state,  and  occasionally  in  answer 
to  inquiries  from  abroad. 

New  Hampshire  organized  a  state  commission  in  1S91;  New  York,  in  1892;'  Con- 
necticut, in  1893;  and  Vermont,  in  1894. 

The  New  York  department  first  established  the  travcUng-library  system,  and  has 
specialized  in  library  building  and  furnishing  work  for  study  clubs  and  library  institutes. 
Its  publications  are  numerous  and  valuable,  including  bibliographies  and  reading-lists 
on  many  subjects. 

The  Wisconsin  commission  is  the  pioneer  in  the  West.  It  was  organized  in  1895 
and  makes  special  efforts  in  personal  visitation  and  instruction,  maintaining  general  and 
special  traveling  libraries,  a  magazine  clearing-house,  and  a  state  document  department. 
Without  charge  it  helps  to  organize  and  classify  new  libraries,  to  reorganize  old  libraries 
and  to  create  a  desire  for  libraries  in  towns  which  have  none.  It  publishes  library  sta- 
tistics, news  of  library  progress,  lists  of  books  for  small  libraries,  buying-lists  of  current 
books,  and  lists  on  special  subjects  for  special  libraries. 

The  Wisconsin,  Minnesota,  Indiana,  and  Iowa  State  Library  Commissions  make 
a  specialty  of  library  instruction  by  means  of  summer  schools,  library  extension,  institutes, 
lectures,  and  correspondence. 

Indiana  has  appointed  a  trained  hbrarian  and  teacher  to  organize  library  work  in 
the  schools  of  the  state. 

Public  Librariss: 

Tyler,  A.  S.     Instructional  work  of  library  commissions.     1905,   10:60-61.    (What 
can  be  done.) 

Michigan  requires  every  commissioner  of  schools  to  make  a  report  on  library  con- 
ditions to  the  State  Library  Commission  for  every  district  school  and  public  library  in 
his  county. 

Idaho  sends  books  to  lumber  and  mining  camps. 

Iowa  has  traveling  libraries  to  lend  to  regular  libraries  and  for  general  use,  includ- 
ing books  for  study  clubs,  for  young  people,  specific  books  for  individuals,  and  books 
for  the  blind.  It  maintains  a  clearing-house  for  exchange  of  magazines,  and  assists 
in  organizing  local  library  associations. 

In  1902  the  State  Library  Commission  Section  of  the  A.  L.  A.  was  created.'  In 
1905  an  application  made  by  the  League  of  Library  Commissions  for  affiliation  with 
the  A.  L.  A.  was  granted. 

At  present  (1905)  twenty-three  states  have  library  commissions.  Their 
activities  have  been  given  in  tabulated  form  by  the  secretary  of  the  league  in  a 
paper  read  at  the  A.  L.  A.  Portland  conference  in  1905.  He  divides  the  work 
into  the  four  groups  of  "Direct  Aid,"  "Advisory,"  "In.struction."  and  "  Docu- 
ments;"and  states  that  the  league  has  planned  extensive  undertakings  in  publi- 
cations intended  to  help  libraries  Ijy  making  accessible  the  resuh  of  the  knowl- 
edge and  experience  of  specialists  engagcfl  in  the  work. 

The  character  of  the  publications  of  the  st;ile  hbrary  commi.s.sions  depends 
somewhat  upon  the  location  of  the  state.  Annual  reports  arc  i.ssucd,  lists  of 
books  and  circular  letters  arc  .sent  to  farmers  and  to  the  newspapers  in  rural 
districts.  Bulletins  and  leaflets  giving  statistics  and  information  on  library 
progre.ss,  and  all  kinds  of  book-lists  for  school,  public,  and  traveling  libraries, 
are  di.stril>ule(l  without  ( li.irge. 

'  This  w.i,n  murr  ili.in  a  rommiMion,  rcolly  n  dUlinct  itkle  department. 


2  74  NATIONAL  EDUCATIONAL  ASSOCIATION 

For  information  on  the  history,  organization,  work,  and    publications  of 

state  Ubrary  commissions,  see — 

Public  Libraries: 

Brigham,    Johnson.  .  Synopsis    of    laws    authorizing    library    commissions.     1905, 

10:83-87.     (Gives  organization,  purpose,  and  state  appropriation.) 
Reports  from  state  library  commissions.     1905,   10:62-67. 
Stearns,  L.  E.     Traveling  libraries.     1905,10:76-81. 

Library  Journal: 

Brigham,   Johnson.     A   model  library  commission   law.     1905,    30  :c  46-51. 
Countryman,  G.  A.     State  aid  to  libraries.     1904,   29 :c  148-152. 

Traveling  libraries.     1905,   30:056-58. 

Hewins,  C.  M.     The  work  of  an  eastern  library  commission.     1905,  3o:c  51-55. 

Legler,  H.   E.     State  library  commissions.     1905,   30:0  40-45. 

Thomson,  John.     How  to  secure  a  state  library  commission.     1901,   26:191-192. 

State  library  associations. — The  state  library  associations  are  unofficial  in 
character,  and  resemble  the  A.  L.  A.  in  scope  and  aim.  Membership  includes 
those  engaged  or  interested  in  literary  work. 

Special  efforts  are  made  to  secure  the  attendance  of  library  trustees,  and 
also  of  library  assistants  who  are  unable,  on  account  of  the  time  and  expense 
involved,  to  attend  A.  L.  A.  meetings. 

Where  no  state  hbrary  commission  exists,  the  state  association  frequently 
undertakes  the  work  of  the  commission,  securing  the  enactment  of  library  laws, 
circulating  traveling  libraries,  holding  Hbrary  institutes,  encouraging  co-opera- 
tion, and  in  general  promoting  library  interests  thruout  the  state. 

One  or  several  meetings  are  held  during  the  year,  and  handbooks  and  book- 
Hsts  are  pubhshed.  New  York  has  the  oldest  state  association.  It  was  organ- 
ized in  i8go,  and  holds  a  largely  attended  "Library  Week"  each  September  at 
Lake  Placid,  at  which  papers  are  read  and  addresses  made,  followed  by  infor- 
mal discussions.  Other  states  than  New  York  are  represented,  and  the  meeting 
is  second  only  to  the  A.  L.  A.  The  association  carries  on  institute  work,  pub- 
hshes  co-operative  book-Hsts,  watches  Hbrary  legislation,  undertakes  general 
oversight  of  professional  library  training,  and  has  a  committee  on  pubHcity  to 
promote  intelligent  use  of  the  local  press  for  library  advertising  in  small  com- 
munities. 

Each  state  association,  of  which  there  are  now  thirty-one,  has  accomplished 
similar  work,  modified  by  local  conditions,  and  is  planning  to  accomplish  more 
in  the  future. 

Local  library  clubs. — The  local  library  clubs,  city  and  state,  are  like  the 
state  associations,  except  that  their  interests  are  confined  to  a  smaller  territory. 
Meetings,  informal  in  character,  are  held  several  times  during  the  year,  and 
special  efforts  are  made  to  promote  acquaintance  among  librarians  and  to 
advance  library  interests  in  that  particular  vicinify.  The  clubs  usually  pub- 
lish a  handbook  or  manual,  and  several  have  issued  other  publications  of  local 
importance. 

New  York  is  again  the  pioneer  in  this  form  of  library  organization.  The 
city  founded  the  first  library  club  in  1885,  ^^^  years  before  the  state  association 
was  formed.     The  New  York  Library  Club  published  in  1887  a  Union  List  of 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     275 


Periodicals  in  New  York  libraries,  and  in  1902  Libraries  of  Greater  Xeiv  York, 
in  which  are  given  the  history,  regulations,  and  resources  of  the  New  York 
I)ublic  and  institutional  libraries. 

The  Chicago  Library  Club  issued  in  1901  a  list  of  periodicals  in  Chicago 
libraries.  Other  clubs  publish  book-li.sts,  bulletins,  etc.  There  are  at  present 
twenty-one  local  library  clubs  in  the  United  States. 

The  proceedings  of  the  state  commissioners,  associations,  and  clubs  are 
published  in  the  Library  Journal  and  Public  Libraries  during  the  year.  An 
alphabetic  list  of  these  organi/.ations  with  the  name  and  address  of  the  secre- 
tary is  given  in  the   .1 .  L.  A.  Handbook. 

Library  Journal: 

Green,   H.   E.     Tabulated   reports  of  state   library  associations.      icSgi,    16:^2-^6. 

Dana,  J.  C.  ^^'hat  state  and  local  library  associations  can  do  for  library  interests. 
1905,  3o:ci7-26.  (Followed  by  a  list  of  associations  and  clubs,  American  and 
foreign.  For  each  association  are  given  the  name  and  address  of  the  secretary, 
date  of  establishment,  amount  of  dues,  number  of  members,  and  meetings  during 
the  year,  publications,  and  special  work.) 

Jones,  G.  ^I.     State  and  other  local  clubs  and  meetings.     1898,  23:138-139. 

Tillinghast,  W.  H.  The  field  of  work  in  state  and  local  clubs.  1898,  23:519-521. 
Public  Libraries: 

Farrar,  I.  F.  How  shall  the  program  for  a  state  library  association  be  made  up  to 
be  of  the  most  use  to  the  librarians  of  small  libraries?     1902,  7:363-365. 

Library  schools. — The  first  school  for  training  of  librarians  was  established 
by  Melvil  Dewey  in  1887  at  Columbia  College.  New  York.  Two  years  later  it 
was  removed  to  Albany  and  became  the  New  York  State  Library  School,  with 
Mr.  Dewey  as  director;  which  po.sition  he  held  until  January,  igo6. 

Other  library  schools  are:  Pratt  Institute  Librar}'  School,  Brooklyn,  N.  V.;  Mary 
W.  Plummer,  director.  University  of  Illinois  Library  School,  Champaign,  III.;  Kathcr- 
ine  L.  Sharp,  director.  Drexel  Institute  Librar}'  School,  Philadelphia,  Pa.;  .\.  B.  Kroi^ger, 
director.  Carnegie  Library  Training  School  for  Children's  Librarians,  Pittsburg,  Pa.; 
Frances  J.  Olcott,  director.  Simmons  College  Library  Training  Course,  Boston,  Mass.; 
Mar)'  E.  Robbins,  instructor.  Western  Reserve  University  Library  School,  Cleveland, 
(Jhio;  \V.  H.  Brett,  dean.  Southern  Library  School,  .Vtlanta,  Ga.;  .Anne  Wallace, 
director. 

Summer  library  schools  are  conducted  by  the  Chautauqua  Assembly,  Indiana  Public 
Library  Commission,  New  York  State  Library  School,  and  the  Universities  of  Wisconsin, 
Iowa,  and  Minnesota. 


APPENDIX 

USEFUL  BOtJKS  ■ 

Saiisbur)',    V,.    E.     Library    methods    for    school    teachers.      1903.     Wliitcwattr,    Wis.: 

Pul)lished  by  author.     25  cents. 

InnmUfl  to  lulp  IcarhiTS  who  have  had  no  lil.r;ir>  Iruininn,  an<l  who  may  \>c  rallcl  ii|»in  to  suixrvino 
School  lilirarics. 
Steams,  L.  E.    E.s.sc-nlials  in  library  a<lministration.    1005      (A    E.  A    Library  'IVac  t,  .\o. 

6.)     loj  Beaton  St.,  Bostr)n.     15  cents. 

CovcM  all  (IrtaiU  of  lihrary  orKaniuition  in  u  ihoro  and  «)-slcmali(  niannrr.  A  lint  o(  nrx-HHury  lil.rary 
su|i|>lin  ix  Kivcn,  loKclhrr  with  n<l<!rriuir»  o(  lilirary  aiipply  firnu,  and  a  lUl  of  IxKiks  cm  lilirary  lilrraliirc 
The  sutCKe»lioiu  are  extremely  helpful. 

'  Refereme  Ujokd  and  artiilen  on  Sin  ifit  Topicii  havt-  Inen  tited  under  sinh  topiit 


276  NATIONAL  EDUCATIONAL  ASSOCIATION 


Milner,  A.  V.     The  formation  and  care  of  school  libraries.     Published  by   the   Illinois 

State  Normal  University,  Normal,  111. 
Baylor  University  (Waco,  Tex.)-     Public  school  libraries.     1905.     (Bulletin  8,  No.    i.) 
Dana,  J.  C.     A  library  primer.     1903.    Chicago  Library  Bureau.     $1. 

Thb  book  should  be  in  every  school  or  public  library. 
Plummer,   M.    W.     Hints    to    small    libraries.     1894.     New    York.     Lane.     50  cents. 
Denver  Public  Library  Handbook.     1895.     Carson-Harper  Co.     65  cents. 
Dewey,  Melvil,  ed.     Simplified  library  school  rules.     1898.     Library  Bureau.     $1.25. 

Includes    definitions,  abbreviations,   card-catalog   rules,  accession  and  shelf-list  rules,  book  numbers, 
capitals,  and  punctuation. 
Library  Recipes  (in  Library  Notes,  1895,  Vol.  IV,  No.  15).     Library  Bureau.     50  cents. 

Compilation  of  useful  information  in  regard  to  mending,  cleaning,  pasting,  etc. 
U.  S.  Bureau  of  Education.     Papers  prepared  for  the  World's  Library  Congress,  held 

at  the  Columbian  Exposition,  edited  by  Melvil  Dewey.     1896.     Free. 

Each  branch  of  library  economy  is  discussed  by  an  expert,  followed  by  a  selected  bibliography. 
Pratt   Institute    Library    (Brooklyn).     Reading   list  in  library  science.     1902.     Boston 

Book  Co.     ID  cents. 
Library  Journal  (monthly).     New  York;  published  since  1876.     $4  a  year. 
Ptiblic  Libraries  (10  months).     Chicago;  published  since   1896.     $1  a  year. 
"Libraries."     New    Intel-national    Encyclopedia,    Vol.    II,    1902.     New    York:  Dodd, 

Mead  &  Co. 
Encyclopedia   Americana,    Vol.    IX,    1904.     New   York:  American   Book   Co. 

ARTICLES  IN  PERIODICALS 

Library  Journal: 

Adams,  E.  L.     Library  work  with  schools.     1898,  23:137. 

Bolton,  C.  K.     Library  examinations  in  schools.     1895,  20:122. 

Chamberlain,  Mellen.     Public  libraries  and  public  schools.     1880,  5:299. 

Coe,  E.  M.     Relation  of  libraries  to  public  schools.     1892,  17: 193. 

Cole,    G.    W.     How   teachers   should   co-operate    with   librarians.     1895,    20:115. 

Comstock,  M.  E.     The  library  as  an  educational  factor.     1896,  21:147. 

Crunden,  F.  M.     Relation  of  libraries  and  schools.     1904,  29  :c  5. 

Crunden,  F.  M.,  and  Blanchard,  C.  A.  Reading  by  school  children  and  college 
students.     1888,   13:89. 

Cutter,   C.  A.     Supervision  of  children's  library  use.     1898,   23:149. 

Dana,  J.  C.     Libraries  and  teachers.     1896,  21:133. 

Davidson,  Charles.     Library  work  in  schools.     1899,  24:150. 

Doren,  E.  C.     School  libraries.     1897,  22:190. 

Dousman,  M.  E.     Children's  departments.     1896,  21:406. 

Druar,  Margaret.     The  public  library  as  an  aid  in  the  school  room.     1899,  24:143. 

Fairchild,  E.  M.,  and  Adams,  L,  A.  Methods  of  children's  library  work  as  deter- 
mined by  the  needs  of  the  children.       1897,  22  :c  19. 

Foerste,  A.  F.     Public  school  and  the  public  library.     1897,  22:341. 

Foster,  W.  E.  How  to  use  the  public  library:  suggestions  for  the  use  of  pupils, 
1879,  4:447- 

Gilbert,  C.  B.     The  public  library  and  the  public  school.     1904,  29:169. 

Green,  S.  S.     Library  aids.     1881,  6:104. 

• A  bibliography  of  library  science. 

Aids  and  guides  for  readers.     1882,  7:145. 

Report  on  libraries  and  schools.     1883,  8:229. 

Hardy,  G.  E.     The  school  hbrary  as  a  factor  in  education.     i88g,  14:343. 
Harris,  W.  T.     Function  of  the  library  and  the  school  in  education.     1890,  15:27. 
Hewins,  C.  M.     Yearly  report  on  boys'  and  girls'  reading.     1882,  7:182. 
Merington,  Margaret.     How  may  we  make  the  guiding  of  pupils'  reading  a  part 
of  the  teacher's  work?     1895,  20:119. 

Public  libraries  and  public  schools.     1887,  12:156. 

New  York  Library  Club.     Relation  of  libraries  to  public  schools.     1892,   17:204. 
Olcott,  F.  J.     Work   with  children  at  the   Carnegie  library  of  Pittsburg.     1900, 

23: 166. 
Plummer,  M.  W.     The  work  for  children  in  free  public  libraries.     1897,  22:697. 


REPORT  ON  INSTRUCTION  IN  LIBRARY  ADMINISTRATION     277 


Library  Journal  (continued): 

Pratt  Institute   (.Brooklyn)   Children's  department.     1898,   23:579. 

Reports  upon  lending  books  to  schools.     1891,  16.104. 

Sanders,  M.  A.     Relation  of  the  public  hbrary  to  the  school.     1S89,  14:79. 

Sawin,  J.   M.     Some    successful    methods    of    developing    children's    interest    in 
good   literature.     1895,    20:377. 

Stimson,  Rev.  H.  A.     Boys  and  books.     18S4,  9:142. 

Thurston,  E.  P.     How  can  the  character  of  the  reading  be  improved  ?     1891,  16:47. 

Tripp,  G.  N.     Can  the  public  library  and  the  public  school  be  mutually  helpful  ? 
1904,  29:173. 

Van  Sickle,  J.  H.     Libraries  in  the  school  room.     1896,  21:152. 

Work  between  libraries  and  schools.     1897,  22:181. 

Young.     The  public  library  and  the  public  school.     1896,  21:140. 
Public  Libraries: 

Bishop,  W.  W.     School  hbraries  and  public  libraries.     1896,  1:94. 

Cheener,  W.  H.     Use  and  abuse  of  school  libraries.     1897,  2:349. 

Co-operation  between  schools  and  libraries.     1898,  3:154. 

Dewey,  Melvil.     New  library  department  of  the  N.  E.  A.     1896,  1:183. 

Dodge,  Virginia.     The  library  and  the  school.     1898,  3:353. 

Doring,  F.  W.     How  we  use  the  library.     1903,  8:104. 

Eastman,  L.  A.     The  children's  room.     1898,  3:417. 

EngUsh,  M.  F.     Classification  of  school  libraries.     1897,  2:351. 

Folsom,  Channing.     How  can  and  should  the  Hbrary  assist  the  school  ?   1898,  3: 164. 

Haney,  J.  D.     How  shall  the  public  libraries  help  the  high  school?     1902,  7:224. 

Hoag,  J.  P.     Co-operation  of  the  public  library  and  public  school  (Ontario).     1904, 
9:225. 

Lindsay,  M.  B.     A  children's  corner  in  a  small  hbrary.     1899,  4:142. 

Lyman,   Edna.     Children's  room  at  Scoville   Institute.     1899,  4:9. 

Mackenzie,  Davis.     The  public  school  and  the  public  Hbrary.     1897,  2:423. 

Mercer,  Martha.     Relation  of  school  and  library.     1898,  3:405. 

Miller,  Marie.     Schools  and  libraries.     1896,  1:89. 

Parsons,  John.     The  Hbrary  and  the  school.     1896,  1:313. 

Pratt,  J.  A.     The  library  and  the  children.     1898,  3:77. 

Schreiber,  M.  E.     Co-operation  between  librarian  and  teacher.     1897,  2:2. 

Steams,  L.  E.     Educational  force  of  children's  reading.     1897,  2:6. 

Williams,  Sherman.     In  regard  to  reading.     1899,4:57. 

Wright,  P.  B.     Relation  of  the  Hbrary  to  the  public  school.     1899,  4:11. 

Young  people  and  the  school.     1896,   i:8r. 
N.  E.  A.  Proceedings; 

Dana,  J.  C.     The  librarian  and  the  teachers.   1899:519. 

Holland,  E.  O.     The  Hbrary  as  an  adjunct  to  the  secondary  school.     1903:961. 

Outlook: 

Bissell,  F.  S.     What  the  libraries  are  doing  for  children.     1902,  72:420. 

Crunden,  F.  M.     The  public  library  a  paying  investment.     1903,  73:494- 
New  England  Magazine: 

Orr,  William.     Public  school,  library  and  museum.     N.  S.  1806.     15:245. 

Atlantic  Monthly: 

Scuddcr,  H.  E.     American  classics  in  school.      1887,  60:85. 

Educational  law  of  reading  and  writing.     1894,  73:252. 

Warner,  C.  D.     The  novel  and  the  common  school.     1890,  65:721. 

Tomlinson,  E.  T.     Reading  for  boys  and  girls.     1900,  86:693. 
Contemporary  Review: 

Weisse,  H.  V.     Reading  for  the  young.     1901,  79:829. 
American  Monthly  Review  of  Revie^vs: 

Eimenrlorf,  I'l,  L.     Some  things  a  l)oy  of  seventeen  .should  have  h;i(l  an  ojiportunity 
to    read.     1903,    28:713. 

SUMMARY  OF  STATE  LAWS  RKLATINC  TO  SCMOOI,  I.IUkARIKS 
Whenever  available,  the  latest  edition  of  the  school  law  has  been  ron.sultcd,  generally 

the  statutes  of   1902  or   1903. 

For  recent  changes  sec  Comparative  Summary  and  Index  of  Legislation,  published 

annually  by  the  New  York  State  Library. 


278  NATIONAL  EDUCATIONAL  ASSOCIATION 

Alabama. — Has  no  school-library  law. 

Arkansas. — Has  no  school-library  law. 

Arizona. — Allows  $50  a  year  to  every  school  district,  provided  it  contains  100  chil- 
dren. The  state  superintendent  (Report,  1902)  deplores  the  fact  that  only  $357.55 
had  been  spent  during  the  year  for  school  libraries.  The  law  specifies  that  the  libraries 
are  to  be  kept  in  the  schoolhouses  when  practicable,  and  may  be  used  by  residents  of  the 
district  upon  payment  of  an  annual  or  monthly  fee. 

California. — Grants  to  each  rural  district  10  per  cent,  of  its  share  of  the  county 
school  fund,  provided  amount  does  not  exceed  $50.  In  cities,  for  every  1,000  children 
$50  is  allowed.  Residents  may  use  school  library  by  payment  of  a  life  membership, 
or  an  annual  or  monthly  fee,  amount  not  specified.  A  fee  of  $2  paid  for  a  teacher's 
certificate  constitutes  the  teachers'  institute  and  library  fund.  Fifty  per  cent,  of  this 
may  be  spent  for  a  teachers'  library.  In  school  districts  from  5  to  10  per  cent,  of  the 
county  school  fund  may  be  used  for  this  purpose,  provided  the  amount  does  not  exceed 
$50.  In  case  there  are  five  or  more  teachers  in  one  school,  $10  to  $15  is  allowed  for  each 
teacher.  The  state  superintendent  is  authorized  to  make  lists  of  books  suitable  for  school 
libraries.  The  trustees  or  board  of  education  make  rules  and  regulations  for  the  organ- 
ization and  administration  of  the  libraries. 

Colorado. — Grants  an  annual  tax  of  one-tenth  of  a  mill  for  the  support  of  school 
li  braries,  which  are  open  to  the  public  under  regulations  established  by  the  district  school 
board. 

Connecticut. — Grants  $10  to  every  school  district,  and  to  every  town  maintaining 
a  high  school,  which  raises  by  tax  or  otherwise  a  like  sum  to  establish  a  school  library; 
also  an  additional  $5  annually  on  same  conditions,  for  maintaining  and  replenishing 
such  a  library.  If  the  number  of  pupils  exceeds  100,  the  treasurer  shall  pay  $10  in  the 
first  instance,  and  $5  annually  thereafter  for  every  100  or  fractional  part  of  100  pupils 
in  excess  of  the  first  100.  The  school  board  must  approve  selection  of  books  and  regu- 
lations for  use.  The  public-library  committee  (State  Library  Commission)  shall  advise 
and  assist  in  selection,  purchase,  and  cataloguing  of  books,  and  in  maintenance  and 
administration  of  school  libraries,  and  shall  lend  them  books  and  pictures. 

Delaware. — Pays  $100  annually  to  the  chairman  of  the  committee  on  traveling 
libraries  of  the  state  Federation  of  Women's  Clubs,  to  be  used  for  buying  books  (and 
cases)  to  circulate  among  public  schools. 

District  of  Columbia. — Provides  a  certain  amount  annually  for  contingent  school 
expenses,  including  books  of  reference,  periodicals,  etc. 

Florida. — Authorizes  the  Board  of  Public  Instruction  to  appoint  a  librarian  to 
have  charge  of  the  school  library,  to  make  it  available  to  inhabitants  of  the  neighborhood, 
and  to  change  books  from  one  library  to  another.  School  trustees  may  spend  for  school 
libraries  or  other  educational  purposes  the  fund  raised  by  a  tax  of  three  mills  on  the 
dollar  annually. 

Georgia. — Has  no  school-library  law.  Libraries  have  been  started,  however, 
in  different  parts  of  the  state  thru  efforts  of  teachers  and  women's  clubs.  Committees 
have  been  appointed  to  select  books  suitable  for  rural  school  libraries,  and  efforts  have 
been  made  to  pass  a  library  bill  which  will  give  a  permanent  fund. 

Idaho. — Imposes  a  tax,  not  exceeding  one  mill  on  the  dollar,  for  estabUshing  Hbra- 
ries  in  connection  with  public  schools.  The  State  Library  Commission  gives  advice 
and  counsel  to  all  free  libraries  and  public  school  libraries,  to  aid  in  organizing  new 
libraries  or  improving  those  already  established. 

Illinois. — Authorizes  school  directors  to  appropriate,  for  buying  libraries,  any 
school  funds  remaining  after  all  necessary  school  expenses  are  paid. 

Indiana. — Authorizes  establishment  of  free  libraries  in  connection  with  the  common 
schools    and  permits  a  tax  of  one  mill  on  the  dollar.     For  establishing  common-school 


REPORT  OX  INSTRUCTION  IX  LIBR.4Ry  ADMINISTRATION      279 

Rbraries  in  cities  of  30,000  population  a  tax  is  granted  of  25  cents  on  $100;  in  cities  of 
from  35,000  to  40,000,  5  cents  on  $100. 

Iowa. — Grants  from  the  school  fund  not  less  than  5  cents  or  more  than  15  cents 
for  each  person  of  school  age  in  each  school  district.  The  State  Board  of  E.xaminers 
prepares  lists  of  books,  and  rules  for  administration  of  school  libraries.  The  secretan- 
of  the  board  of  education  acts  as  librarian. 

K.\NS.\S. — Grants  a  tax,  not  exceeding  two  mills  on  the  dollar,  for  library  purposes. 
WTiere  taxable  property  is  more  than  $20,000,  the  tax  is  one  and  one-half  mills;  where 
more  than  $30,000,  one  mill;  where  more  than  $50,000,  one-half  mill.  The  board  of 
directors  must  buy  books  on  histor}%  biography,  science,  and  travel. 

KENTtrcKY. — Grants  power  to  the  Board  of  Education  to  establish  and  maintain 
a  public  library  out  of  any  funds  except  that  received  by  taxation  or  from  state  funds. 
The  board  will  make  all  rules  and  regulations  governing  such  libraries. 

Lousi.\N.\. — Has  no  school-library  law. 

Maine. — Has  no  school-library  law. 

Maryland. — Grants  $10  to  each  school  district  annually,  provided  the  people 
in  that  district  raise  the  same  amount.  The  library  must  be  in  charge  of  a  teacher,  and 
books  must  be  selected  from  lists  furnished  by  the  State  Board  of  Education.  The  State 
Library'  Commission  must  give  advice  to  public-school  libraries  as  to  selection,  cataloguing, 
and  other  details,  and  help  in  organizing  new  or  improving  old  libraries.  It  must  organize 
and  conduct  traveling  libraries,  and  may  borrow  from  state  libraries.  The  commission 
is  allowed  $1,000  annually  for  such  purposes. 

Mass.\chusetts. — Has  no  school  law  relating  to  .school  libraries.  The  Board 
of  Free  Public  Library  Commissioners  may  give  $100  to  a  free  public  library  in  a  town  of 
$600,000  valuation,  if  the  trustees  have  rendered  the  library  useful  to  the  teachers  and 
scholars  of  the  public  schools  in  such  town.  Trustees  are  authorized  to  use  25  per  cent, 
of  the  school  fund  for  buying  books  of  reference,  maps,  and  apparatus. 

MicHiGAX. — Grants  the  establishment  of  a  district-school  library  which  shall  be 
entitled  to  its  just  proportion  of  books  from  the  township  librarj',  and  al.so  to  its  share 
of  library  moneys;  the  school  inspectors  to  have  charge  of  the  township  libraries  and  of 
all  library  moneys.  The  proceeds  of  all  fines  for  any  breach  of  the  penal  laws,  for  pen- 
alties in  criminal  proceedings,  and  for  exemption  from  military  duty  must  be  apportioned 
among  the  several  townships  according  to  the  number  of  children,  and  applied  to  town- 
ship  and   district  libraries. 

MiN.VESOTA. — Empowers  the  state  superintendent,  and  the  presidents  of  the  five  state 
normal  schools,  to  prepare  lists  of  books  suitable  for  school  libraries;  to  include  lx)oks 
of  reference,  history,  biography,  literature,  political  economy,  agriculture,  travel  and 
natural  science;  and  to  make  contracts  for  buying  such  liooks.  The  law  provides  for 
care  of  books,  appointment  of  librarian,  and  for  suitable  rules.  For  one-half  of  the 
amount  spent  for  such  purposes  each  school  district  may  make  a  requisition  upon  the 
state  auditor.  No  district  must  receive  more  than  $20  on  first  statement,  nor  more  than 
$10  on  any  subsequent  statement.  The  fund  is  $10,000  annually,  or  so  much  thinof 
as  may  be  necessary  to  meet  the  provisions  of  this  act.  Any  village  may  ronlributc  to 
the  school  library,  or  other  school  purposes,  all  or  a  iHrccnI.igc  of  the  litcnse  money 
received   from   persons  selling  intoxicating  liquors. 

Missrssrppi. — Has  no  school-library   law. 

Mrs.S0URl. — Authorizes  school  Ixianls  to  use  from  s(  h(M)l  funds  nnt  less  than  5 
nor  more  than  20  cents  per  pupil  enumerated  in  the  district  each  year,  whii  h  shall  !)<• 
spent  for  book.s  selected  from  lists  compihd  by  the  State  Library  Board. 

Mo.VTAVA. — Grants  for  a  library  fund  a  tax  of  not  less  than  5  nor  more  th.m  10  jxr 
cent,  of  the  county  school  fund,  provided  that  such  percentage  do<'s  not  r.xceed  $50. 
In  cities  of  2,000  or  more  the  library  fund  must  not  exceed  $50  for  every  500  children 


28o  NATIONAL  EDUCATIONAL  ASSOCIATION 

of  school  age.   Books  must  be  selected  from  lists  made  by  superintendent  of  public  instruc- 
tion.    School  trustees  make  library  rules  and  regulations. 

Nebraska. — Has  a  public-library  tax  only,  of  two  mills  on  the  dollar. 

Nevada. — Has  no  school-Hbrary  law.  School  trustees  may  appropriate  from  school 
funds  for  library  books;  but  unfortunately,  from  motives  of  economy,  have  so  far  failed 
to  do  this.  The  superintendent  of  public  instruction,  in  his  report  for  1901-2,  urges 
the  legislature  to  appropriate  from  $5  to  $100  for  each  school  for  library  purposes. 

New  Hampshire. — Has  no  school-library  law. 

New  Jersey. — Grants  $20  to  any  district  which  raises  by  tax,  or  in  any  other 
way,  a  like  sum,  to  establish  a  school  library,  and  the  further  sum  of  $10  annually  on 
same  condition.  Books  are  to  be  selected  and  approved  as  the  State  Board  of  Education 
may  direct.  If  there  is  more  than  one  schoolhouse  in  a  district,  school  libraries  may 
consolidate.  One  hundred  dollars  is  granted  to  establish  a  pedagogic  library  for  teachers, 
if  a  like  sum  is  raised,  and  not  less  than  $50  nor  more  than  $100  annually  thereafter 
on  same  conditions.  The  county  superintendent  and  three  teachers  shall  constitute 
a  county  committee,  to  select  and  buy  books  and  apparatus  for  such  library,  and  to  make 
rules  and  regulations  for  use  and  management. 

New  York. — Grants  to  each  school  district  an  amount  equal  to  that  raised  from 
taxation  or  other  sources  for  library  purposes;  and  appropriates  $100,000  annually  under 
this  law,  besides  $50,000  for  high-school  libraries.  The  school  library  must  not  be  used 
as  a  circulating  library  except  to  teachers,  school  officers,  and  pupils.  Any  public  library 
may  collect  the  books  from  any  district  library  which  has  not  been  in  charge  of  a  libra- 
rian within  one  year.  New  York  is  the  pioneer  state  in  establishing  school  libraries. 
The  first  sum  for  this  purpose  was  appropriated  in  1838. 

North  Carolina. — Appropriates  every  two  years  $5,000  for  establishing  rural 
school  libraries  and  $2,500  for  adding  to  libraries  already  established.  For  every  $10 
provided  by  the  state  the  community  must  provide  $10  and  the  county  $10  in  addition, 
with  which  to  start  a  library;  and  $15  may  be  secured,  on  similar  terms,  for  an  enlarge- 
ment of  this   library. 

North  Dakota. — Appropriates  $750  annually  for  district  school  Hbraries,  to  be 
circulated  as  traveling  libraries.  The  state  superintendent  prepares  lists  of  suitable 
books,  with  lowest  prices  indicated,  and  makes  all  rules  and  regulations.  The  district 
school  board  may  appropriate  not  less  than  $10  and  not  more  than  $25  for  each  schoo] 
library. 

Ohio. — Authorizes  establishment  of  public  libraries  in  connection  with  public 
schools,  and  buying  books  other  than  school  (text)  books  for  a  school  library. 

Oklahoma. — Grants  from  the  district  school  fund,  for  the  use  of  a  school  library, 
from  $5  to  $100,  according  to  number  of  teachers  employed.  The  county  board  of  exam- 
ners  shall  furnish  each  county  superintendent  a  list  of  reference  and  literary  books, 
with  list-price  and  cost-price  of  each,  and  the  order  of  purchase  designated.  He  shall 
furnish  additional  lists  at  stated  periods  for  future  purchases. 

Oregon. — Levies,  for  district  school  libraries,  a  tax  of  not  less  than  10  cents  for  each 
child  (in  the  county)  between  four  and  twenty  years  of  age.     Each  district  receives  its 
share  according  to  number  of  children.     The  books  bought  are  selected  from  lists  pre 
pared  by  the  state  Board  of  Education.     The  school  library  must  be  kept  in  the  school 
house,  and  the  teachers  are  responsible  for  its  proper  care  and  protection. 

Rhode  Island. — Grants  authority  to  towns  and  school  districts  to  appropriate 
such  money  for  support  of  school  libraries  "as  they  shall  judge  necessary." 

South  Carolina. — Has  no  school-Hbrary  law. 

South  Dakota. — Reserves  from  the  school  fund  an  amount  equal  to  10  cents  for 
each  person  of  school  age  as  a  library  fund.  Books  are  selected  from  state  superin' 
tendents'  lists.     The  clerk  of  the  school  district  acts  as  librarian,  with  a  teacher  in  each 


REPORT  ON  INSTRUCTION  IN  LIBILARY  ADMINISTRATION      281 

school  to  represent  him.  The  libraries  "travel"  in  a  circuit  consisting  of  not  more  than 
ten  schools. 

Tennessee. — Has   no  school-library  law. 

Tex.'VS. — Has  no  school-library  law.  The  school  libraries,  of  which  there  are  over 
5,000  in  the  state,  were  started  and  maintained  by  local  taxation  or  by  funds  realized 
from  entertainments.  The  State  Library  Association  has  been  very  active,  and  the 
Women's  Federation  has  established  fifty-seven  traveling  libraries  in  rural  districts. 

Utah. — Grants  power  to  school  boards  to  establish  and  support  school  libraries. 

Vermont. — Has  no  school-library  law,  but  the  Board  of  Library  Commissioners 
maintains  and  circulates  some  traveling  libraries  selected  for  the  use  of  schools. 

Virginia. — Has  no  school-library  law. 

Washington. — Grants  a  tax  of  one-tenth  of  a  mill  on  one  dollar  for  a  school-library 
fund.  The  State  Board  of  Education  recommends  books  suitable  for  a  pupils'  circulating 
library  and  for  a  pupils'  and  teachers'  reading-circle.  Pupils  of  the  eighth  grade  must 
read  at  least  one  of  the  reading-circle  books  before  graduating. 

West  Virginia. — Has  no  school-library  law. 

Wisconsin. — Grants  from  school  funds  an  amount  equal  to  10  cents  for  each  person 
of  school  age,  as  a  school-library  fund.  Books  are  selected  from  lists  made  by  the  state 
superintendent.  The  law  prescribes  all  rules  and  regulations  for  administration  of 
school   libraries. 

Wyomlng. — Grants  the  establishment  of  public  libraries  in  connection  with  schools. 
The  tax  is  not  less  than  one-eighth  of  a  mill  nor  more  than  one-half  of  a  mill  on  the  dollar. 
A  suitable  place  without  rent  must  be  furnished  by  the  community.  A  schoolroom  may 
be  used  for  the  library,  and  it  must  be  free  to  all  residents  of  the  county. 

Patten,   F.   C.     Library  Legislation   (in  Dana,  J.  C,  Library  primer,   1903,   147-15 1). 
{Relates   to    public   libraries.) 


MEMORIAL  ADDRESSES 


JOHN  EATON 


BV    RFAKREND    SHELDON   JACKSON,  WASIIIXOTOX,  D.  C. 

Among  ihc  j)n)minent  men  of  the  United  States,  whose  lives  have  touched 
and  elevated  large  masses  of  men  and  whose  inlluence  on  humanity  is  world- 
wide, is  Rev.  John  Eaton,  Ph.D.,  LL.D.,  clergyman,  soldier,  philanthrojjist, 
journalist,  educator,  and  statesman. 

General  Eaton,  as  he  was  familiarly  called,  was  horn  in  the  township  of 
Sutton,  Merimac  County,  New  Hampshire,  December  5,  1829.  He  was 
the  eldest  of  nine  children  of  a  jjrosperous  farmer,  John  Eaton  and  his  wife 
Janet  Andrews.  One  of  his  paternal  ancestors.  Lieutenant  Nathaniel  Eaton 
(his  superior  officers  having  been  killed  or  w-ounded),  led  his  company  in  a 
charge  at  Bunker  Hill.  On  his  mother's  side  he  was  descended  from  Scotch- 
Irish  stock. 

He  commenced  attending  scht)ol  when  a  little  over  three  years  of  age; 
but  the  necessities  of  the  family  required  that  in  his  fifth  year,  when  aijle  to 
ride  a  horse  in  ploughing,  he  should  begin  work.  Thereafter,  according  to 
the  custom  of  the  times,  he  worked  on  the  farm  from  spring  to  fall  and  attended 
school  during  a  few  weeks  in  winter.  Encouraged  by  his  mother  he  availed 
himself  of  odd  moments  and  evenings  for  study.  He  knew  what  it  was  to 
walk  eight  miles  on  Sunday,  when  released  from  farm  toil,  to  borrow  a  te.xt- 
book.  He  mastered  the  elements  of  Latin  and  chemistry  after  bed  time, 
and  commenced  the  study  of  the  natural  sciences  wiiile  drawing  wood  to 
market  with  an  ox  team.  His  jjhysical  development  depended  not  u|)on 
athletics  but  hard  manual  work  to  assist  in  getting  an  education. 

.\t  sixteen  years  of  age,  he  himself  became  teacher  of  a  district  school 
during  the  winter  term,  when  he  could  be  s])ared  from  the  farm.  His  mother 
dying  soon  after,  he  was  accustomed  to  spend  his  Sundays  at  iinmc,  lulping 
his  sister  in  the  care  of  the  younger  children. 

I'.ssaying  to  secure  a  colh-ge  course,  he  worked  his  way,  with  h'niilcd  lul|) 
from  his  father,  thru  Tlietford  Academy,  X'ermont,  lluii  in  ch.irge  of  Dr. 
Hiram  Onutt;  and  thru  Dartmouth  Cnllcgc,  graduating  in  1X5.4,  with 
oiil\    three  (ents   in   his   posse.ssion. 

He  had  already  felt  the  call  to  the  gos|)el  ministry,  luit  (lela\c(l  .illind.ini  e 
at  a  theological  seminarv  until  he  (ould  rcpk-nish  his  finances. 

Securing  the-  position  of  |)rinc  i|)al  of  a  ward  school  in  ("levc-lanil,  (  )hio, 
he  s|)ent  from  1.S5.4  ^d  in  that  city.  His  success  al  ( 'lc-\cl.inc|  led  lo  his 
a|)pointment  as  superintendent  c»f  the  public  schools  of  Toledo,  Ohio,  which 
po-^ilion  he  he-Id  from    1.S56  5c;.     This  was  his   first   indepc-ndcnt   ccunmand, 

2«3 


284  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

and  it  gave  him  the  opportunity  to  show  his  great  executive  abiUty.  He 
impressed  upon  his  teachers  the  need  of  the  more  exact  classification  of 
studies  and  the  importance  of  the  more  thoro  mental  training  of  their 
pupils.  At  the  same  time  he  began  to  work  out  the  sociological  questions 
of  public  instruction  thru  the  collection  and  analysis  of  statistics. 

In  1859  he  resigned  the  superintendency  of  schools  in  Toledo  to  enter 
Andover  Theological  Seminary  as  a  candidate  for  the  ministry.  During 
his  three  years  at  Toledo  he  employed  all  his  spare  time  in  the  study  of  the- 
ology. Accordingly,  upon  entering  the  seminary  he  was  able  to  crowd  the 
usual  three  years'  course  into  two. 

In  September  1861  he  was  ordained  to  the  gospel  ministry  by  the  presby- 
tery of  Maumee,  Ohio,  but  he  never  held  a  pastorate.  The  same  fall  he 
enlisted  in  the  army  and  was  commissioned  chaplain  of  the  twenty-seventh 
Ohio  Volunteer  Infantry.  This  regiment  was  recruited  at  Toledo  and  was 
composed  of  many  of  the  personal  friends  and  former  pupils  of  Chaplain 
Eaton. 

The  regiment  was  sent  to  join  General  Fremont's  command  in  Missouri. 
While  in  Missouri  Chaplain  Eaton  was  twice  taken  prisoner.  At  Lexington, 
Mo.,  he  won  the  respect  and  friendship  of  his  captors  to  such  an  extent  that 
upon  their  invitation  he  preached  to  the  Confederate  soldiers  on  the  Sabbaths 
he  was  with  them.  He  was  also  under  fire  with  General  Pope  at  New  Madrid. 
From  Missouri  he  was  sent  with  his  regiment  to  join  General  Grant  in  Ten- 
nessee, and  took  part  in  the  desperate  battle  at  Corinth. 

In  Tennessee  a  brigade  of  Ohio  and  Missouri  regiments  was  formed 
with  Colonel  Fuller  in  command,  and  Rev.  John  Eaton,  acting  chaplain  of 
the  brigade.     He  was  also  made  sanitary  inspector  for  the  brigade. 

In  October,  1863,  he  was  commissioned  colonel  of  the  Ninth  Regiment 
of  U.  S.  Colored  Volunteers  of  Louisiana  (afterward  reorganized  as  the 
Sixty-third  Regiment  U.  S.  Colored  Infantry),  and  at  the  close  of  the  war, 
upon  the  recommendation  of  General  Grant,  he  was  commissoned  March 
13,  1865,  brigadier-general  of  volunteers  by  brevet  for  valuable  services 
during  the  war. 

His  devotion  and  zeal  to  his  work,  his  strong  common-sense,  his  tact  in 
dealing  with  all  classes  of  men  in  and  out  of  the  army.  Union  and  Confed- 
erate, his  wonderful  power  of  organization,  were  attracting  the  attention  of 
his  superior  officers,  and  a  career  was  opening  to  him  that  made  his  name 
known  in  all  lands  as  a  philanthropist. 

President  Lincoln  in  his  emancipation  proclamation  (1862)  opened  the 
door  to  the  slaves  of  the  South,  and  a  few  months  later  in  the  providence  of 
God,  Chaplain  Eaton  was  selected  by  General  Grant  as  the  "Moses"  who 
should  lead  the  negroes  from  the  "house  of  bondage"  to  freedom.  And 
it  was  his  work  that  was  the  beginning  of  the  Freedmen's  Bureau  and  gave  form 
to  Congressional  legislation  for  the  negroes  in  their  transition  from  slavery 
to  freedom,  and  from  freedom  to  citizenship.     It  was  the  first  official  recog- 


\ 


Sketches]  IN  MEMORIAM.  JOHN  EATON  285 

nition  by  the  government  of  the  United  States  of  its  responsibility  for  the 
welfare  of  the  escaped  slaves  and  the  negroes,  who  had  deserted  their  planta- 
tions, or  had  been  abandoned  by  their  owners  upon  the  approach  of  the 
Union  forces. 

In  his  Memoirs  written  just  before  his  death.  General  Grant,  referring 
to  General  Eaton's  organization  of  the  Contrabands  in  connection  with  the 
Army  of  the  Tennessee  in  1862-3  and  4,  writes:   "It  was  at  this  point,  prob- 
ably, where  the  first  idea  of  a  Freedmen's  Bureau  took  its  origin"  (Vol.  I, 
p.  424).' 

THE   EDUCATOR 

In  November,  1862,  General  Eaton  was  placed  in  charge  of  three-quarters 
of  a  million  of  helpless,  ignorant,  escaped  slaves,  and  as  fast  as  the  Union 
army  extended  its  lines  he  established  schools  for  them.  The  teachers  were 
largely  devoted  men  and  women,  experienced  and  successful  teachers  from 
the  North. 

In  the  winter  of  1862-63,  General  Eaton  provided  a  tent  to  be  used  as 
a  schoolhouse  in  the  city  of  Memphis,  Tenn.,  and  employed  a  woman  to 
teach  the  negroes. 

In  1863-64  he  caused  other  schools  to  be  opened  in  Vicksburg,  Natchez, 
Little  Rock,  Pine  Blufif,  and  other  places  within  the  Union  lines,  having  in 
all  13,320  pupils. 

With  the  opening  of  army  schools  for  negroes,  the  leading  Christian 
denominations  of  the  North  commenced  church  schools  among  them.  The 
church  schools  also  were  supervised  and  systematized  by  General  Eaton. 
As  the  Union  army  advanced,  the  few  public  schools  for  white  children  came 
under  military  control  and  were  likewise  directed  by  him. 

This  was  the  commencement  of  the  America  n  common-school  system 
in  the  South,  which  in  succeeding  years  closed  with  the  incorporation  in  the 
revised  constitution  of  every  reconstructed  southern  state,  of  a  provision 
for  the  establishment  of  public  schools,  and  the  education  of  all  children, 
without  distinction  of  race  or  color.  General  I^aton  lived  to  see  the  day  when 
six  million,  one  hundred  thousand,  one  hundred  and  twenty-nine  white  and 
black  children  in  the  southern  states  were  biing  educated  at  tlu'  rxprnse  of 
the  states  themselves. 

Slate  superinlendent. — In  1867  General  Eaton  was  elected  mijh  riiiliiukiit 
of  public  instruction  for  the  .state  of  Tenncs.see.  This  gave  him  an  ()p|)ur- 
tunity  of  setting  in  operation  and  enforcing  the  new  school  laws,  whic  h  he 
had  largely  been  instrumental  in  pushing  thru  the  state  legislature.  Tliese 
laws  were  so  far  in  advance  of  the  public  sentiment  of  the  times  in  that  sc-c  lion, 
that  they  encountered  bitter  op])osition.  Tennessee  with  its  large  body  of 
native  loyalists  became  the  strategic  state  during  reconstruction  days,  and 

■  For  laik  of  space  it  is  found  ncccuary  lo  omit  >  graphic  ■(counl  of  Grnrral  Knton'i  ilintinguishrd 
ervices  in  orgiiniring  the  work  of  the  I-'rcrclmrn'i  Hurcmu  in  the  Southwest.  For  ■  full  •(cuuiil  ice  Annual 
Htport  oj  the  U.  S.  Comminionfr  of  l-Ju<alum,  looo-oi,  ihap.  xl,  pp.  ^1^-i^. 


286  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

the  fighting  ground  for  common  schools  in  the  South  for  both  whites  and  blacks. 
With  society  torn  and  separated  into  warring  factions,  with  whole  communi- 
ties bitterly  opposed  to  the  education  of  the  negroes,  and  without  adequate 
funds,  General  Eaton,  with  his  indomitable  push  and  rare  constructive  abil- 
ities, organized  and  maintained  during  the  two  years  of  his  superintendency 
free  public  schools  in  Tennessee  with  185,000  white  and  black  children  in 
attendance.  When  his  dominating  influence  ceased  at  the  close  of  his  admin- 
istration as  superintendent,  the  "Eaton  System,"  as  it  was  called,  was  swept 
out  of  existence  by  the  state  legislature  repeahng  the  law  of  1867.  This 
reaction  had  been  anticipated  by  General  Eaton,  who  in  his  annual  report 
for  1869  to  the  governor  of  Tennessee,  writes:  "No  state  in  the  Union  is  now 
satisfied  without  an  efficieht  system  of  free  public  schools.  If  this  one,  which 
has  been  inaugurated  at  such  cost  and  with  such  care,  is  destroyed  in  Ten- 
nessee, it  will  necessarily  be  revived.  It  must  be.  Nothing  can  prevent 
it  in  any  American  state. "  The  prophecy  was  true.  The  system  was  tempo- 
rarily checked,  but  with  the  advancement  of  an  enlightened  public  sentiment 
in  the  state  it  was  in  its  essential  features  afterward  readopted. 

Dr.  A.  D.  Mayo,  LL.D.,  summing  up  the  work  of  General  Eaton  in 
education  in  the  South,  both  as  military  commander  of  the  freedmen,  assistant 
commissioner  of  the  Freedmen's  Bureau,  as  superintendent  of  instruction  for 
the  state  of  Tennessee,  and  afterward  as  United  States  commissioner  of  educa- 
tion, writes:^ 

For  more  than  twenty  3'ears,  from  1862  to  1882,  no  man  in  the  United  States  con- 
tributed more  to  the  final  estabUshment  and  increasing  importance  of  the  common-school 
system  in  the  South  than  he.  It  would  be  difficult  to  name  an  important  movement 
affecting  that  section  of  the  country  in  which  he  was  not  deeply  interested,  and,  oftener 
than  was  suspected,  he  was  the  most  effectual  personage  in  its  direction  and  success. 
....  In  all  legislation  affecting  the  South  he  was  afterward  in  frequent  consultation 

with  the  most  influential  public  men Whatever  may  have  come  of  his  tremendous 

labors  and  those  of  his  faithful  assistant^  during  these  early  years,  working  under  a  mili- 
tary supervision,  it  can  not  be  reasonably  doubted  that  any  competent  reader  of  the  edu- 
cational literature  thrown  up  in  this  period,  with  the  commentary  of  subsequent  events, 
will  be  forced  to  acknowledge  that  then  and  there  was  laid  a  permanent  foundation  for 
the  new  departure  of  a  system  of  common  schools  in  the  South 

Numbers  of  the  best  men  and  women  who  have  honored  the  country  by  their  great 
labors  in  this  field  of  Southern  education  were  either  "effectually  called"  or  reliably 
aided  by  the  hearty  co-operation  and  genuine  interest  of  General  Eaton. 

United  States  Commissioner  oj  Education. — This  brings  General  Eaton 
to  the  great  crowning  work  of  his  life.  The  work  for  which,  all  uncon- 
sciously to  himself,  he  had  been  in  training  for  twenty-five  years. 

He  had  commenced  in  a  small  country  school  in  New  England,  had 
become  principal  of  a  large  city  school  with  its  more  complex  problems, 
then  superintendent  of  city  schools  with  greater  problems,  had  then  entered 
upon  the  three  years'  life-and-death  struggle  as  military  commander  of  the 

'  "Common  Schools  in  the  South,  1861-76,"  Annual  Report  of  the  Commissioner  of  Edticalion,  1900- 
1901,  chap,  xi,  pp.  424-34.. 


Sketches]  IN  MEMORIAM  JOHN  EATON  -  287 

"Army  of  the  Contrabands,"  had  afterward  served  as  assistant  commissioner 
of  the  Freedmen's  Bureau,  and  finally  as  superintendent  of  public  instruction 
in  a  state  still  distracted  by  the  desolate  homes,  ruined  fortunes,  and  bitter 
feuds  of  the  Civil  War.  He  had  opened  the  door  of  the  "little  red  school- 
house"  to  hundreds  of  thousands  of  negroes  just  emerging  from  the  "house 
of  bondage"  and  ignorance,  and  to  the  millions  of  whites  and  blacks  yet  to 
be  born.  He  had  been  drilled  in  the  practical  work  of  school-keeping,  super- 
intendence, and  organization.  He  had  been  led  of  God  steadily  forward 
and  upward  thru  a  range  of  experiences  that  had  never  been  given  to  any 
other,  until  he  was  prepared  to  slioulder  the  educational  alTairs  of  a  nation 
and  of  the  world. 

On  March  4,  1869,  General  Grant  was  inaugurated  president  of  the 
United  States,  and  finding  that  Dr.  Henry  Barnard,  commissioner  of  educa- 
tion, desired  to  resign,  the  President  availed  himself  of  the  opportunity  of 
bringing  General  Eaton  to  Washington,  where  he  could  confer  with  him  from 
time  to  time.  Accordingly,  on  March  16,  1870,  General  Eaton  was  appointed 
U.  S.  Commissioner  of  Education. 

On  March  2,  1867,  Congress  created  the  Department  of  Education, 
and  Dr.  Henry  Barnard  was  appointed  commissioner.  But  the  fear  of 
dangerous  centralization  was  so  great  in  the  public  mind  that  in  1870  the 
oflice  was  changed  from  a  department  to  a  bureau  and  attached  to  the  Dci)art- 
ment  of  the  Interior. 

The  annual  appropriation  for  its  maintenance  was  reduced  from  $20,000 
to  S6,ooo,  and  the  working  force  consisted  of  the  commissioner  with  two 
clerks  of  low  grade.  Its  usefulness  was  still  furtluT  <  iirtailcd  l)y  the  failure 
of  Congress  to  print  its  reports.  The  very  existence  of  the  bureau  itself  was 
threatened. 

The  i)ossibilitv  of  being  able  to  build  u])  a  Xational  Bureau  of  Education 
that  should  take  the  first  rank  as  an  educational  force  not  only  in  the  United 
States  but  also  in  I^urope  and  the  world,  with  but  meager  ai)i)r()i)riations, 
and  with  still  less  ]K)wer  to  enforce  its  requests,  was  the  problem  to  bi-  solved 
by  the  phenomenal  power  of  organization  and  the  indomitable  energy  of 
General  Eaton.  He  at  once  placed  himself  in  sympathetic  relations  with 
the  friends  of  the  movement  in  Congress  and  the  e(lu(  ational  associations 
of  the  country.  Thru  them  he  secured  a  larger  appro|)riatioii  from 
Congress,  more  clerks,  anrl  of  a  higher  grade. 

He  firew  to  the  sup|)ort  of  the  ofli<  e  the  leading  eflu«ators  both  North 
and  S(juth,  as  well  as  successive  generations  of  congressmen.  Ex-Senator 
Blair  of  New  Hampshire  once  said  of  him:  "He  was  always  seeking  out 
new  men  as  they  came  to  Washington  and  (barging  them  with  great  ideas." 

The  s(  hool  system  of  the  ( (tunlry  was  in  the  hands  of  the  state  authorities, 
and  in  those  days  was  managed  with  but  little  attention  to  system.  There 
was  no  ( ()nc:ert  of  ac  tion  between  the  states,  no  uniformity  of  reporting  sta- 
tistics.     His  was  the  task  of  uniforming  the  diverse  systems  of  tliirty  three 


288  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

, ft 

States  and  a  dozen  territories  and  placing  on  record  for  the  first  time  the 
condition  of  American  education.  He  prepared  blanks  for  the  collection  of  a 
uniform  system  of  school  statistics  from  the  thousands  of  town,  county,  city, 
and  state  superintendents  of  instruction ;  from  colleges,  technical  and  other 
institutions  of  learning,  public,  private,  and  religious;  from  libraries  and 
museums.  These  statistical  blanks  were  mailed,  and  in  due  time  were  filled 
out  and  returned  by  thousands  of  correspondents  who  had  caught  the  enthu- 
siasm of  the  commissioner  and  freely  gave  their  time  without  pay  to  furnishing 
the  statistics  necessary  for  the  accurate  study  of  educational  progress  and 
problems. 

These  statistics  were  tabulated  in  the  Commissioner's  Annual  Report,  io 
the  Secretary  of  the  Interior,  printed  by  Congress,  and  sent  broadcast  to 
leading  educators  and  educational  circles.  They  were  largely  sought  after 
by  the  thinkers  of  the  world. 

With  reference  to  the  collecting  and  disseminating  of  authoritative  facts 
upon  which  important  deductions  can  be  based.  Dr.  William  T.  Harris,  who 
succeeded  General  Eaton  as  commissioner,  has  said: 

General  Eaton  was  the  true  founder  of  this  Bureau,  in  the  sense  that  he  established 
a->  the  chief  work  of  this  Bureau,  the  annual  collection  of  statistics  by  means  of  statistical 
schedules,  which  were  sent  to  all  institutions  and  all  general  officers  to  be  filled  out  and 
returned  to  the  Commissioner  from  year  to  year.  In  this  way  he  trained  educators  to 
keep  original  records  of  their  operations  and  made  these  records  available  for  analy- 
sis and  comparison. 

From  the  first  he  sought  to  make  the  Bureau  a  great  national  "clearing- 
house" of  educational  information. 

But  while  thus  diligent  and  untiring  in  disseminating  information  of  the 
work  of  the  schools  and  higher  institutions  of  learning,  he  was  not  willing  to 
confine  the  scope  of  his  office  to  them  exclusively.  In  his  first  annual  report 
he  took  the  stand  that  education  extended  from  birth  to  the  grave. 

In  this  ideal  every  educable  force,  whether  affecting  body  or  mind,  in  childhood  or 
age,  of  the  individual  or  communities  would  have  its  appropriate  place.  Education  must 
lift  this  conception  up  before  the  people. 

He  always  kept  before  him  the  fact  that  he  was  not  dealing  primarily 
with  abstract  theories,  but  with  men,  women,  and  children,  whom  it  was 
his  duty  to  help.  He  sought  to  bring  the  best  standards  into  direct  relations 
with  the  existing  daily  needs  of  the  people.  Moving  along  these  lines  his 
commissionership  was  crowded  with  successful  enlargements  of  the  educa- 
tional field. 

Space  prevents  the  record  of  each  of  these  extensions  of  educational  work 
in  detail.  Suffice  it  to  mention  that  he  early  advocated  and  promoted  with 
all  his  energy  the  establishment  of  kindergarten;  the  introduction  of  domestic 
science,  industrial  and  manual  training,  into  public  schools;  the  creation  of 
commercial,  agricultural,  art,  and  nurse-training  schools;   the  higher  educa- 


Sketches]  IN  MEMORIAM  J0HN['EAT0N  289 

tion  of  women;  schools  for  the  bhnd  and  feeble-minded,  and  technical  schools 
of  all  kinds;  free  libraries,  and  school  savings-banks. 

He  gave  valuable  aid  and  encouragement  to  General  Samuel  C.  Arm- 
strong in  his  school  for  Indians  and  negroes  at  Hampton,  Va.,  to  General 
R.  H.  Pratt,  U.  S.  A.,  in  his  Indian  school  at  Carlisle,  Pa.,  to  Dr.  Sheldon 
Jackson  in  bringing  before  the  public  the  importance  of  educating  the  Eskimo 
and  other  natives  of  Alaska,  and  to  many  others  engaged  in  similar  work. 

He  was  a  pioneer  in  the  now  universal  custom  of  utilizing  the  great  national 
and  international  e.xpositions  for  the  purpose  of  educating  the  public  and 
increasing  the  popular  interests  in  education.  He  represented  the  Depart- 
ment of  the  Interior  at  the  Centennial  Exposition  in  1876,  the  educational 
interests  of  the  United  States  at  the  International  Exposition  at  Vienna, 
Austria,  in  1873;  he  was  prominent  in  connection  with  educational  affairs 
at  the  Louisville  Exposition  of  1883-84,  was  chief  of  the  Department  of 
Education  at  the  World's  Cotton  Exposition  at  New  Orleans  1884-85,  secured 
educational  representation  of  foreign  countries  and  was  president  of  the 
International  Congress  of  Education  at  the  New  Orleans  Exposition.  He 
was  also  the  representative  of  the  Department  of  the  Interior  at  the  World's 
Columbian  E.xposition  in  1893. 

Following  along  the  lines  indicated  by  Horace  Mann  in  his  fifth  report 
(1841),  "Illiteracy  and  Crime,"  "Education  and  Industry,"  General  Eaton 
published  a  series  of  articles  on  the  relation  of  education  to  industrial  activities 
and  the  general  advancement  of  the  wage  earner. 

Among  the  great  efiforts  of  his  commissionership  was  unquestionably 
the  attempt  to  secure  national  aid  to  education.  With  President  Grant, 
Senator  Hoar,  and  other  far-seeing  statesmen,  he  firmly  believed  "that  only 
an  adequate  provision  for  universal  education  by  Congress  could  justify  the 
fifteenth  amendment,  or  avert  the  menace  from  ignorance  and  greed  which 
demoralizes  our  political  and  social  life  today."  Accordingly  he  supported, 
with  all  liis  remarkable  power.  Senator  Henry  W.  Blair  of  New  Hampshire, 
the  leader  of  the  bill  during  the  ten  years'  struggle  (1880-90)  in  Congress. 
This  is  said  to  have  been  "one  of  the  most  brilliant  legislative  elTorts  ever 
made  in  this  country."  Three  times  the  measure  successfully  passed  tin- 
Senate,  and  would  undoubtcflly  have  passed  the  House  of  Representatives 
if  the  opposition  had  not  prevented  its  coming  to  a  vote.  A  masterly  array 
of  figures  and  statistical  tables  in  its  behalf  was  i)r(])ar((I  uiulcr  (Itiural 
Eaton's  personal  supervision.  Altho  the  bill  failed  to  become  a  law,  yet 
the  debate  profoundly  stirred  and  enlightened  the  whole  country  and  will  yet 
bear  fruit. 

Hut  the  sphere  of  General  Eaton's  influence  on  education  was  not  coiiliiuil 
to  the  L'nited  States.  It  was  world-wide.  Foreigners  who  came  from  older 
countries  to  study  the  marvelous  growth  <»f  the  United  Statrs  recognized  that 
one  of  the  leading  causes  was  its  school  system,  and  they  eagerly  sought 
conferences   with   General  Eaton.     Education   in   every   nation   in    l-airope 


290  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

was  more  or  less  influenced,  changed  and  helped  by  the  example  and  success 
of  American  schools.  The  annual  reports  and  bulletins  issued  by  him, 
were  eagerly  studied  in  foreign  lands  by  leading  educators  who  sought  the 
latest  and  best  methods  of  education. 

In  recognition  of  his  great  service  to  the  cause  of  public  education  General 
Eaton  was  tendered  an  honorary  membership  in  the  French  "Ministry  of 
Public  Instruction, "  which  he  declined,  as  it  was  not  then  considered  proper 
for  American  officials  to  accept  "decorations"  from  foreign  governments. 
At  an  "International  Congress  of  Education"  held  at  Havre,  France,  he 
was  elected  and  served  as  vice-president.  The  Department  of  Education  of 
England  also  sought  his  advice,  and  he  had  a  personal  conference  with  her 
leading  educational  officers.  Upon  his  two  visits  to  Europe,  as  the  repre- 
sentative of  the  United  States  to  various  international  conventions,  crowned 
heads,  scientific  and  educational  organizations  gave  him  marked  attention. 
Visiting  Rome,  the  king  of  Italy  sent  his  royal  carriage,  and  deputed  his 
minister  of  foreign  affairs  to  meet  General  Eaton  upon  his  arrival  at  the  rail- 
way depot,  escort  him  to  his  hotel,  and  afterward  show  him  the  city.  Royal 
decorations  were  offered  him,  which  he  declined.  His  counsel  was  sought 
not  only  by  the  most  highly  civilized  nations  of  the  world,  but  also  by  those 
just  emerging  from  barbarism.  When  the  governments  of  Japan,  South 
Africa,  Egypt,  Bulgaria,  Brazil,^  Columbia,  Peru,  Chili,  and  Argentina 
awoke  to  the  importance  of  educating  the  masses,  they  solicited  General 
Eaton  to  map  out  for  them  suitable  school  systems  and  assist  them  in  finding 
the  agents  and  teachers,  who  should  be  selected  to  set  these  systems  in  opera- 
tion. 

These  labors  undermined  his  health,  and  in  November,  1886,  against  the 
wishes  of  the  President,  he  felt  compelled  to  resign  his  commissionership. 
In  1870  the  Bureau  had  two  clerks  of  low  grade,  100  volumes  in  its  library, 
$6,000  for  its  maintenance,  and  no  reputation,  being  considered  a  failure. 
In  1886  thru  the  labors  of  General  Eaton  it  had  38  paid  clerks  in  the 
office  and  9,000  unpaid  volunteer  assistants  in  the  United  States  and  foreign 
lands  collecting  statistics;  18,000  volumes  and  47,000  pamphlets  in  the 
library,  which  is  considered  the  ntost  extensive  and  complete  pedagogic 
collection  in  existence;  $102,284  for  the  maintenance  of  the  Bureau,  with 
its  reputation  world-wide.  It  has  been  declared  to  be  "the  most  influ- 
ential educational  office  in  the  world."  During  the  years  from  1875  to  1886, 
it  is  not  too  much  to  say  that  General  Eaton  wielded  a  larger  influence  in 
educational  affairs  than  any  other  person  in  America. 

In  anticipation  of  his  resignation  he  was,  in  the  fall  of  1885,  elected  presi- 
dent of  Marietta  College  Ohio,  which  position  he  filled  until  1891,  the  college 
having  then  attained  its  largest  attendance.     After  a  season  of  rest  and  re- 

'  In  recognition  of  services  in  the  organization  of  a  school  system  for  Brazil,  the  Emperor  Dom 
Pedro  tendered  General  Eaton  "The  Order  of  the  Commander  of  the  Rose,"  which  he  declined  as  he 
had  done  in  similar  cases. 


Sketches]  7A-   MEMORIAM  JOHX   EATOX 


291 


turned  health,  he  was,  in  1895,  unanimously  elected  president  of  Westminster 
College,  Salt  Lake  City,  I'tah.  This  position  he  hrld  until  1S99,  ^^'hen  he 
resigned  to  accept  a  call  of  the  government  to  organize  the  American  school 
system  in  Porto  Rico.  Owing  to  his  large  experience  in  shaping  and  organ- 
izing the  educational  systems  of  the  several  South  American  republics,  as  thev 
threw  off  the  Spanish  yoke,  thus  mastering  the  various  i)rol)lems  involved 
in  the  change  from  a  Spanish  to  an  American  system  of  education,  he  was 
selected,  upon  the  American  occupation  of  Porto  Rico,  to  inaugurate  Ameri- 
can schools  on  that  island.  In  this  work  he  was  superintendent  of  schools, 
director  of  public  instruction,  and  chief  of  the  Inireau  of  education,  under 
military  rule.  Haxing  thu-<  the  sui)port  of  the  military  authorities  he  was 
able  successfully  to  change  the  old  established  customs  and  reform  the 
abuses  that  had  grown  up  under  Sj)anish  rule,  which,  while  profitable  to 
certain  privileged  classes,  were  injurious  to  the  masses.  He  abolished  the 
"substitute  system,"  whereby  a  person  could  draw  the  full  salarv  of  a 
teacher,  and  then  employ  a  cheaj)  and  inefficient  substitute  to  do  the  teaching. 
He  reformed  the  school  curriculum,  requiring  more  attention  to  regular 
school  studies  and  less  to  church  catechisms.  He  abolished  the  "fee  system" 
which  debarred  the  children  of  the  poorer  classes  from  school  privileges,  and 
made  the  school  free  to  all  between  the  ages  of  six  and  eighteen  years. 
Where  a  district  was  able  to  provide  but  one  school,  that  school  was  required 
to  receive  girls  as  well  as  boys,  thus  greatly  enlarging  the  opportunity  of 
educating  the  girls,  especially  in  the  rural  districts.  He  changed  an  ancient 
and  effete  school  system  into  one  up  to  date.  In  other  words,  he  founded  the 
American  school  system  in  Porto  Rico,  and  opened  the  way  for  his  successors 
both  under  the  military  and  civil  government. 

THE   STATKSMAX 

While  (ieneral  Ktton  w;i->  known  in  Wa>hiiigton  as  the  able  and  success- 
ful Commissioner  of  the  Bureau  of  Kducation,  it  was  not  known,  except  to  a 
very  few,  that  he  was  a  confidential  ad\iser  of  Presidents  Lincoln,  Crant, 
and  Hayes  on  great  nationil  and  international  (|ue>ti<)ns,  and  that  he  was 
( onstantly  consulted  by  leading  men  f)f  the  day  both  in  and  out  «if  Congress. 
During  the  Civil  War  he  was  sent  by  (Irant  to  Lincoln  and  by  Lincoln  to 
(irant  with  (  omminiications  loo  important  to  entrust  in  the  nviil  or  |o  the 
care  of  other  agents,  sometimes  too  conlidential  to  be  placed  on  paper. 

.\ear  the  (lose  of  Lincoln's  first  administration,  when  his  candidacy  for  a 
second  term  of  ofl'ice  uas  being  bitterly  assailed  in  Mime  of  the  papers,  the 
Prc-sidcnl  sent  Ceneral  lOaton  as  his  personal  re|)resentali\c-  to  (ieneral  (Irant 
to  learn  his  views  as  to  the  expedienc  y  of  llu-  President  running  for  a  second 
Ic-rm.  Cc-nc-ral  (irant  ^cu\  bac  k  word  l!ial  "Mr.  LiiKoln's  re-election  was  as 
necessary  as  that  the  army  should  be  successful  in  the  tield."  .Mr.  Lincoln 
frecjuently  conferrcci  with  (Jeiicral  Lalon  with  regard  to  proposed  important 
movements,  espec  iailv  those  c  ounce  led  with  the  interests  of  the  negroes. 


2g2  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

At  the  expiration  of  his  office  in  the  winter  of  1869-70  as  superintendent 
of  public  instruction  for  the  state  of  Tennessee,  General  Eaton  visited  Wash- 
ington to  ask  from  his  friend,  President  Grant,  an  appointment  as  minister 
to  Turkey,  in  order  that  he  might  be  in  a  position  to  be  of  service  to  the 
American  missionaries  that  were  at  work  in  that  empire.  President  Grant, 
wishing  to  keep  him,  where  he  could  be  of  greater  assistance  to  himself, 
appointed  him  commissioner  of  education.  General  Eaton  was  probably 
the  closest  and  most  influential  of  all  President  Grant's  advisers  during  both 
presidential  terms.  He  was  also  closely  associated  with  President  Hayes. 
Both  Presidents  Grant  and  Hayes  consulted  him  freely  in  the  preparation 
of  their  messages,  even  occasionally  calling  at  General  Eaton's  office  to  do  so. 

General  Eaton  was  a  member  of  various  religious,  philanthropic,  and 
scientific  societies.  He  was  one  of  the  three  incorporators  of  the  National 
Educational  Association  in  1886;  one  of  the  early  members  of  the  Public 
Health  Association  of  the  United  States  and  a  member  of  its  advisory  board; 
vice-president  of  the  American  Association  for  the  Advancement  of  Science; 
twice  president  of  the  American  Social  Science  Association;  president  of  the 
American  Society  for  Religious  Education;  trustee  of  Lane  Theological 
Seminary,  Cincinnati,  of  Howard  University,  of  Columbian  University, 
Washington,    and  of  Marietta  College,  Ohio. 

He  edited  a  History  0}  Thetjord  Academy,  was  author  of  Mormons  of 
To-day;  Freedmen  in  the  War  (report) ;  Schools  of  Tennessee  (report) ;  Estab- 
lishment of  American  Public  Schools  in  Porto  Rico  (report);  Reports  of  the 
U.  S.  Bureau  of  Education,  together  with  bulletins  and  circulars  issued  during 
his  sixteen  years'  administration  of  the  office;  also  numerous  addresses  and 
magazine  articles.  He  left  for  publication  the  manuscript  of  a  book  entitled 
Lincoln,  Grant,  and  the  Negro. 

In  recognition  of  his  distinguished  services  Rutgers  College  conferred 
upon  him  the  degree  of  Ph.D.,  and  his  alma  mater,  Dartmouth,  that  of  LL.D. 

General  Eaton  possessed  by  nature  a  strong  mind  in  a  healthy  body, 
and  grace  gave  him  a  strong,  unwavering,  religious  faith  in  God  as  an  over- 
ruling Providence,  in  Jesus  Christ  as  a  personal  Savior,  and  the  Holy  Spirit 
as  an  ever-present  daily  helper.  While  firm  in  his  own  convictions,  he  had 
a  broad  charity  for  those  who  differed  from  him. 

He  was  endowed  by  nature  with  a  marvelous  faculty  of  organization 
that  enabled  him,  as  if  by  intuition,  to  group  and  systematize  his  forces  and 
the  essentials  neccessary  to  success,  and  from  his  earliest  years  he  possessed 
the  power  of  imparting  his  own  enthusiasm  to  others.  He  had  a  keen  diplo- 
matic sense  that  enabled  him  oftentimes  to  accomplish  a  distant  purpose  by 
using  the  opportunities  that  were  at  hand. 

He  was  not  more  remarkable  for  his  great  gifts  and  phenomenal  success 
than  for  his  humility.  He  was  ever  more  anxious  to  serve  than  to  record 
his  services;  to  set  others  to  work  along  his  Hues  of  activity  and  give  them 
the  credit  of  the  results,  than  to  receive  the  honor  to  himself.     His  constant 


Sketches]  IN  MEMORIAM   WILLIAM  RAINEY  HARPER 


293 


unselfish,  loving  recognition  of  the  good  in  others  and  the  value  of  their  work 
was  a  prominent  trait  in  his  beautiful  character.  His  indifference  to  record- 
ing events  connected  with  himself  has  made  it  very  difficult  to  give  a  full  and 
adequate  account  of  his  great  work,  but  it  is  a  satisfaction  to  his  friends  to  be 
able  to  see  the  large  fruitage. 

Resourceful  in  expedients,  unwearied  and  unflagging  in  work;  with  a 
tenacity  of  purpose  that  never  let  go;  enthusiastic  in  any  cause  that  com- 
mended itself  to  him;  wonderful  in  his  ability  to  present  the  best  standards 
of  living  in  their  direct  relations  to  the  existing  needs  of  men;  unblemished 
in  character;  loyal  to  God,  his  country  and  his  friends,  with  world-wide 
sympathies,  it  is  not  strange  that  he  excelled  in  every  position  in  life  to  which 
he  was  called. 

In  May,  1899,  while  engaged  in  the  establishment  of  American  common 
schools  in  Porto  Rico,  he  was  stricken  with  paralysis,  which  finally  closed 
his  earthly  life  at  Washington,  D.  C,  February  9,  1906.  His  body  was 
reverently  buried  among  his  comrades  of  the  Civil  War,  in  the  National 
Cemetery  at  Arlington,  Va. 

With  his  departure,  the  United  States,  the  Christian  Church,  and  humanity 
are  poorer. 

An  educator,  whose  fame  has  gone  into  all  lands,  who  enrolled  nations 
as  pupils,  has  closed  his  school. 

The  adviser  of  presidents  and  statesmen  has  ceased  his  counsels.  A 
father  in  Israel  has  gone  to  join  the  long  roll  of  prophets  and  teachers 
around  the  throne  of  God. 


WILLIAM  RAINEY  HARPER 

BY   HARRY   PRATT    HUDSON,    CHICAGO,    ILL. 

It  is  a  significani  fact  in  Dr.  Harper's  educational  life  that  he  was  never 
officially  connected  with  public  education  in  any  form  excepting  only  during 
his  three  years'  service  as  a  member  of  the  Board  of  Education  in  the  City  of 
Chicago.  His  direct  experience  thereioie  lay  in  institutions  on  private  endow- 
ment. \()twiths»andingthat  fact,  he  had  a  most  enlightened  and  keen  interest 
in  all  question^  of  public  education,  and  came  to  problems  connected  with 
|)ublic  sch(K;K  rarelv  efiuijiped  to  contribute  toward  a  wise  .M)luti()n.  IVrhaj)-- 
fiom  the  fact  of  hi.s  ajjproacliing  these  questions  from  the  outs'de,  he  was 
able  m  some  respects  to  get  a  perspective  even  better  and  more  advantageous 
than  had  he  been  m  the  thick  of  the  contest.  The  report  of  the  educational 
commission  aj)pointed  by  the  mayor  of  Chicago,  of  which  commission  Dr. 
Harper  was  an  active  member,  and  to  which  rej)ort  lu-  very  largely  coiitril)Uli(l, 
was  in  many  ways  a  remarkable  ilocument.  While  there  may  be  dilTfrence 
of  oi)inion  among  educators  as  to  the  merits  of  suggestions  embodied  in 
it,  there  can  be  very  little  diff'-rcnce  of  opinicjn  as  to  its  great  breadth  of  view, 


2g4  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

its  grasp  of  principles,  and  its  intelligent  adaptation  of  existing  means  to  the 
ends  of  public  education. 

As  a  student,  Dr.  Harper's  work  lay  in  a  field  remote  from  the  ordinary 
pursuits  of  active  life.  His  scholarly  research  and  his  teaching  belong  to  the 
Semitic  languages  and  literatures.  The  drift  even  in  the  Christian  ministry 
of  late  years  had  been  decidedly  away  from  Hebrew  scholarship.  It  was 
Dr.  Harper's  peculiar  contribution  to  the  world  of  thought  that,  on  the  one 
hand,  he  was  instrumental  in  bringing  about  a  thoro  revival  of  acquain- 
tance with  and  interest  in  Hebrew,  and  that  at  the  same  time  he  vitalized  not 
merely  the  Hebrew  scriptures  but  also  English  understanding  of  the  Old 
Testament  in  a  way  which  was  beyond  the  dreams  of  the  generations  past. 
He  made  the  life  and  thought  of  the  Hebrews  of  old  vivid  and  real.  He  was 
not  burrowing  into  dust  heaps  of  forgotten  and  antiquated  lore.  On  the 
contrary  he  was  bringing  out  from  the  storehouse  of  ancient  thought  treasures 
of  real  value  to  the  daily  life  and  thought  of  our  own  age.  In  other  words 
he  was  a  modern  man  in  every  sense  of  the  term  quite  as  much  when  studying 
the  Hebrew  prophets  as  when  engaged  in  the  activities  of  university  educa- 
tion. This  essentially  modern  character  of  the  man,  rare  enough  among 
students  of  an  ancient  civilization,  suffices  to  dignify  every  enterprise  in  which 
he  engaged  and  to  give  it  an  important  practical  bearing  on  life. 

He  was  a  great  teacher.  The  history  of  colleges  in  this  country  records 
not  a  few  men  among  college  presidents  who  were  in  the  truest  sense  teachers 
— Mark  Hopkins,  Wayland,  Nott,  Anderson.  Dr.  Harper  was  marvelously 
different  from  anyone  in  this  list.  He  had,  however,  first  of  all,  the  teacher's 
enthusiasm.  It  was  his  delight  to  impart  instruction,  to  invigorate  the  ambi- 
tions of  young  men,  to  draw  out  their  strong  qualities,  to  surround  his  subject 
with  living  interest.  He  had  the  teacher's  faculty  of  winning  young  minds. 
He  never  ceased  to  be  in  thoro  sympathy  with  the  thought  and  ideals  of 
youth.  He  could  therefore  fully  understand  how  the  mind  of  the  young  man 
worked,  how  it  made  its  approaches  toward  grasping  a  new  knowledge,  how 
it  grew  and  developed  in  many  ways.  He  had  the  rare  faculty  of  organizing 
his  material  in  a  lucid  and  rational  way.  He  was  always  an  inspiration  in 
the  classroom,  and  further  he  had  also  this  very  peculiar  faculty  of  the  true 
teacher,  that  the  classroom  was  always  an  inspiration  to  him.  If  fate  had 
cast  his  interest  in  the  field  of  mathematics,  of  chemistry,  of  Latin,  or  political 
economy,  he  would  have  been  the  same  tireless  and  original  scholar;  he 
would  have  left  his  mark  in  the  same  way  on  generations  of  young  students. 

He  was  a  great  educational  administrator.  His  active  mind  was  keenly 
interested  in  all  problems  of  adjustment  connected  with  the  organization  and 
administration  of  educational  institutions.  In  his  early  experience  he  was 
principal  of  an  academy  connected  with  Denison  University.  In  this  position 
he  showed  the  same  versatility  and  knowledge  which  later  was  so  conspicuous 
in  the  organization  of  the  University  of  Chicago.  He  was  by  no  means  narrow 
in  his  conceptions  of  relative  values  in  educational  work.     The  organization 


Sketches]  IN^   MF.MORIAM   WILLIAM  RAIXEV  HARPER 


295 


and  working  of  an  academy,  of  a  high  school,  of  an  elementary  school,  appealed 
to  him  with  quite  as  keen  zest  as  the  organization  of  a  college  or  a  university 
He  recognized  them  all  as  parts  of  a  common  whole  and  felt  that  no  one  of 
them  could  be  considered  by  itself,  but  each  had  a  bearing,  and  an  impt)rtant 
bearing,  on  all  the  rest.  For  these  reasons  Dr.  Harper  was  by  no  means 
merely  a  college  president.  He  was  not  merely  a  scholar,  a  teacher,  and  a 
university  administrator,  but  beyond  all  that  he  was  a  student  of  education  in 
its  broadest  and  highest  sense. 

Another  striking  fact  in  the  idiosyncrasies  of  Dr.  Harper  was  his  great 
personal  interest  in  people.  He  was  concerned  not  with  men  and  women  in 
the  mass,  but  with  individuals.  He  was  eager  to  know  them  thru  and 
thru.  He  was  interested  in  the  development  of  character  in  all  its  varied 
indixidual  forms.  He  made  very  warm  friendships  among  men  of  vcrv 
different  types.  This  fact  was  conspicuous  at  the  time  of  his  death.  It 
was  a  surprise  to  many  to  find  the  cK)se  attachment  felt  for  him  bv  men  of 
all  sorts — .scholars,  business  men,  teachers,  men  engaged  in  politics,  and 
students.  A  perennial  source  of  interest  to  him  was  the  forming  of  new 
acquaintances  and  learning  to  appreciate  some  new  kind  of  life  or  some 
new  phase  of  character.  Those  in  the  Association  who  knew  him  will  remem- 
ber that  it  was  not  merely  a  formal  acquaintance;  that  there  was  a  real  i)er- 
sonal  relationship  established  in  almost  every  case.  In  othir  wortls.  Dr. 
Harper  was  not  merely  an  official,  but  he  was  to  almost  everyone  he  met  a 
personal  friend.  This  fact  was  true  even  with  those  who  strongly  disagreed 
with  him  in  his  policy.  Disagreement  on  questions  of  opinion  was  l)y  no 
means  inconsistent  with  the  most  cordial  jjersonal  relations.  He  never 
(  herished  any  resentment  against  those  who  ojjposed  him,  even  if  they  took 
the  strongest  possible  ground.  He  was  catholic  enough  in  hi>  mind  to  realize 
the  wide  range  of  thought  and  the  wide  range  of  o])iin'on  nece^sary  in  a  large 
( ommunity.  As  he  said  to  one  of  his  admiin'strative  heli)ers  in  the  university: 
"This  man  wliom  we  ha\e  been  discussing  \'ou  adniil  lias  many  gooti  points 
and  one  or  two  very  objectionable  ones.  Why  not  let  the  objectionable 
points  go  and  draw  upon  the  good  side  as  strongly  as  possible?"  This  was 
in  a  way  a  key  to  his  jxnver  in  handling  men  and  in  getting  from  ilu'in  tlu'ir 
best. 

The  National  FOduc  alional  .Association,  comprising  in  it>  ineinber^lii|)  those 
interested  in  e\erv  form  of  cdiu  atioii:il  work,  at  oik c  ;i|»|)CMlcd  to  him  ;i>  being 
not  merely  a  meeting  ])lace  for  educational  experts  from  all  parts  of  our 
( ountry  and  from  all  fields  of  educational  activity,  but  also  as  being  a  |)owerful 
agency  for  ediKational  achanic.  He  n-t ogni/.i-d  the  gri-at  poifnli:il  force 
of  |)ubli(  opinion,  and  fell  that  the  |)iibli(  opinion  of  teat  hers  if  brought 
together  and  brought  to  bear  on  some  good  purposes  could  be  made  available 
for  mo>t  important  cdiK  ;ilion;il  reforms.  I'or  these  reasons  l)r.  Ii,ii|>er 
b((  ame  interested  in  the  work  of  the  .Asmk  iation  and  a  regular  attendant  on 
its  meetings.     He  valued  the  pers<»nal  ass<K  iations  llius  formed  very  greatly, 


296  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

and  took  as  keen  an  interest  in  the  problems  which  the  Association  has  been 
trying  to  work  out  as  in  any  of  the  questions  more  immediately  concerning 
him.  He  was  therefore  a  loyal  and  faithful  member  of  the  Association; 
and  had  his  life  been  spared  would  have  continued  for  many  years  a  zealous 
participant  in  its  affairs.  Indeed  it  was  on  the  National  Educational  Associa- 
tion that  he  based  his  newly  projected  Religious  Education  Association  which 
was  just  in  working  order  at  the  time  of  his  death. 

Such  a  man  can  ill  be  spared.  The  cause  of  education  in  this  country 
needs  unselfish  effort  and  large  intelligence  without  stint.  These  Dr.  Harper 
gave  to  the  end  of  his  life. 


MRS.  MARY  H.  HUNT 

BY  ALBERT  E.  WINSHIP,  BOSTON,  MASS. 

Mary  Hanchett  Hunt  born  in  South  Canaan,  Conn..  July  4,  1830,  died  in 
Boston,  April  26,  igo6.  Graduate  of  Patapsco  Institute,  Baltimore;  teacher 
of  chemistry  and  physiology  in  the  same  institute.  Married  Leander  B.  Hunt 
of  East  Douglass,  Mass..  in  1852 ;  life-director  of  N.  E.  A.  since  1880;  superin- 
tendent of  scientific  temperance  instruction  for  World's  and  National  Woman's 
Christian  Temperance  Union.  This  is  the  simple  statement  of  the  life  of  one  of 
the  remarkable  women  of  the  nineteenth  century. 

Born  on  the  fourth  of  July  in  the  year  in  which  Daniel  Webster  made  the 
great  patriotic  address  of  the  century,  Mary  H.  Hunt  was  entitled  to  lead  the 
world  in  the  greatest  law-making  educational  crusade  for  temperance  in  all 
the  ages.  She  drafted  the  law  for  compulsory  scientific  temperance  education 
passed  by  the  Congress  of  the  United  States,  by  every  state  in  the  Union,  by 
several  provinces  of  Canada,  and  some  of  the  countries  of  South  America, 
and  enlisted  governmental  interest  in  the  cause  in  several  European  countries. 

Mrs.  Hunt  also  placed  her  personal  impress  on  the  textbooks  in  hygiene 
used  in,  presumably,  four-fifths  of  the  schools  of  the  United  States  during  the 
past  quarter  of  a  century.  Thus  in  law-making  and  book-making,  with  one 
idea  ever  in  mind,  she  accomplished  more  than  has  often  come  to  the  privilege 
of  a  man  or  woman  to  do. 

Mrs.  Hunt  was  not  only  born  on  Independence  Day  in  the  year  of  the 
great  Webster-Hayne  debate,  but  she  was  descended  from  the  celebrated 
Reverend  Thatcher,  first  pastor  of  the  Old  South  Church  of  Boston,  and  her 
father  was  an  officer  in  the  first  temperance  society  in  the  United  States. 
From  girlhood  she  purposed  accomplishing  something  more  efficient  for 
temperance  reform  than  anything  hitherto  attempted.  The  ineffectual 
attempts  of  the  church  and  of  specific  organizations  were  early  appreciated 
by  her,  and  she  was  the  first  to  conceive  the  idea  of  using  the  public  schools 
intelligently  and  wisely  for  reducing  the  evil  effect  of  the  misuse  of  alcoholic 
liquors. 

Mrs.  Hunt's  first  great  service  was  in  emphasizing  the  fact  that  work 


Sketches]  IX  MEMORJAM  ALBERT  CRAXXIS  LAXE 


29; 


against  the  saloon  and  the  signing  of  the  pledge  were  in  no  wise  adequate  for 
an  effectual  campaign  against  the  greatest  material  foe  of  humanity.  "Pre- 
vention is  worth  a  thousand  times  as  much  as  a  cure,"  was  the  kovnote  of 
her  service  in  scientific  temperance  teaching  in  the  schools. 

With  sublime  courage  she  faced  the  Congress  of  the  United  States,  and, 
one  by  one,  the  state  legislatures,  until  she  saw  laws  of  her  drafting  on  e\er\ 
statute  book,  national  and  state.  Nor  was  the  law  all-sufficient.  It  could 
not  execute  itself,  and  she  conceived  a  scheme  of  moral  support  for  the  cause 
which  secured  the  specific  introduction  into  all  textbooks  on  physiology  and 
hygiene  adequate  and  appropriate  facts,  theories,  and  illustratit)ns  as  to  the 
physiological  effects  of  the  use  of  stimulants  and  narcotics. 

In  this  great  crusade  she  organized  movements  that  gave  her  the  backing, 
first  of  the  Woman's  Christian  Temperance  Union,  then  of  the  National 
Educational  Association,  then  of  certain  medical  associations,  then,  one  by 
one,  of  the  great  religious  denominations,  then,  little  by  little,  of  the  })olitical 
forces  of  the  country.  Never  has  any  other  one  mind  of  man  or  woman 
planned  and  effectively  executed  so  far-reaching  a  scheme  for  temperance 
reform  as  hers. 

It  is  needless  to  say  that  all  this  could  be  accom[>lished  only  by  a  woman 
with  a  relentless  purpose,  with  deep  convictions,  with  a  senii-mcdical  training 
with  a  legal  cast  of  mind,  witli  brilliant  platform  ])t)wor,  and  keen  skill  in  deal- 
ing with  men  of  affairs.  Her  great  talent  is  best  tcslitied  to  l)y  lheachie\ements 
which  could  only  have  come  from  the elTorts of  a  person  of  keen  and  \igorous 
intellect,  of  intense  and  well-directed  activity,  of  nol^le  inheritance  projected 
toward  the  coming  generati()n.  Mrs.  Mary  Hanchett  Hunt  honored  the 
National  Educational  Association  by  serving  as  one  of  its  life-directors  for  a 
fjuart-er  of  a  century. 


ALBERT  GRANNIS  LAM'. 

BY   JOH.\    \V.  COOK,  DKK.M.H.   11,1,. 

It  is  .sometimes  said  that  the  biogra[)lH'r  is  in  danger  of  missing  that  sense 
of  balance  that  should  characterize  his  estimate  of  his  subject  if  lime  has  not 
lent  its  perspectives  and  settings.  Doubtless  the  suggestion  has  much  of 
value  as  a  generalization.  (Jrdinarily  a  life  does  not  intlicate  its  significance 
until  its  work  emerges  from  the  social  comjjle.x  and  isolates  itself  by  its  de- 
structive or  constructive  infiuence.  There  arc  fields  of  rndeavor  in  which  the 
season  is  long  between  the  j>lanling  and  tlic  liaixc-t.  (  )n  ilic  other  liaiid,  ii 
is  often  true  that  a  (areer  can  be  i-stimali-d  ju>tly  only  as  it  is  seen  at  >liort 
range.  The  personal  eijuation  may  be  tlu-  main  factor  after  all.  Tlic  touch 
of  a  hand,  the  smile  of  encouragement,  a  word  litly  spoken,  a  lieroi(  i\v{(\  in 
some  critical  test  of  ihara(  ter  may  come  to  more  of  iiilli  and  niununl  in  the 
life  of  a  community  than  the  dramatic    movements  of 

(ircat  L.'iptaiii.s  willi  llu-ir  ^\n\s  and  drums. 


298  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

While  some  men  seem  to  effect  their  purposes  in  an  impersonal  way,  others 
fill  whatever  they  touch  with  the  genial  warmth  of  a  vivid  and  charming 
personality.  In  contemplating  them  we  change  the  sentiment  of  the  oft 
quoted  verse  and  know  instead  that 

Though  we  may  forget  the  song 
We  shall  not  forget  the  singer. 

So  pervading  and  permanent  is  the  influence  of  certain  rare  souls  that  they 
and  their  cause  are  one.  Such  men  can  be  understood  as  they  deserve  only 
by  those  who  not  only  touch  elbows  with  them  in  the  common  work  of  life,  but 
sit  with  them  as  well  in  the  scant  spaces  of  blessed  leisure,  where  heart  speaks 
to  heart  with  no  restraints  of  convention  nor  haunting  fear  of  misconception. 

Albert  Grannis  Lane  should  be  seen  from  both  of  these  points  of  view. 
Perspective  brings  into  finer  relief  what  personal  intimacy  discovers,  just  as 
familiarity  with  the  springs  that  fed  his  life  explains  the  deeper  meaning  of 
his  aims  and  achievements. 

In  attempting  to  understand  such  a  character  one  naturally  turns  to  his 
family  history  and  to  the  circumstances  of  his  childhood  and  youth.  His 
father,  Elisha  B.  Lane,  was  of  New  Hampshire  birth  and  his  mother, 
Amanda  Grannis,  a  native  of  New  York.  Both  came  of  Revolutionary 
ancestry,  and  both  v/ere  of  good,  sturdy  stock.  They  located  in  Chicago  in 
1836,  six  years  after  the  first  plat  of  the  village  was  filed  for  record.  The 
thriving  settlement  had  already  extended  beyond  the  original  town,  which 
was  about  equal  in  area  to  the  territory  now  included  within  the  "loop"  of 
the  elevated  railroad.  The  county  of  Cook  was  only  five  years  old  and 
the  city  did  not  receive  its  first  charter  from  the  General  Assembly  until  a 
year  later.  They  found  a  community  of  thirty-five  hundred  people,  most  of 
whom,  like  themselves,  belonged  to  the  pioneer  type,  the  most  enterprising 
element  in  any  population. 

The  first  home  was  not  in  the  town  but,  instead,  a  few  miles  away  on  what 
is  still  known  as  the  Gale  farm,  near  the  present  town  of  Oak  Park.  There 
Albert,  the  eldest  of  the  eight  children,  was  born  on  the  fifteenth  of  March, 
1841,  Shortly  after  the  family  removed  to  the  town  and  occupied  the  one- 
story  wood  cottage  that  had  been  prepared  for  their  coming.  It  was  located 
on  the  northeast  corner  of  State  and  VanBuren,  the  present  site  of  Roth- 
schild's department  store.  Not  long  since  Mr.  Lane  indicated  the  exact 
position  of  his  childhood  home  for  some  deeply  interested  friends.  With  the 
growth  of  the  city  the  little  dwelling  was  removed  to  West  Monroe  Street 
where  it  continued  for  many  years  to  be  the  home  of  the  family.  A  half- 
century  later  it  again  yielded  to  the  encroachment  of  the  town  and  on  its 
western  journey  stopped  over  Sunday  directly  before  the  residence  of  Mr.  A. 
G.  Lane,  superintendent  of  the  city  schools. 

His  intimate  acquaintance  with  the  city  is  thus  explained.     He  was 
Native  here,  and  to  the  manner  born. 


Sketches]  IN  MEMORIAM  ALBERT  GRANNIS  LANE 


299 


It  served  him  well  in  many  of  the  situations  of  his  busy  life.  He  saw- 
Chicago  change  from  a  town  of  less  than  six  thousand  to  a  city  of  two 
millions.  He  was  thoroly  familiar  with  every  aspect  of  its  wonderful 
growth.  No  one  could  be  more  at  home  in  its  cosmopolitan  life.  The 
great  problems  of  a  metropolis  developed  under  his  eyes.  It  was  indeed  a 
rare  experience. 

Albert  was  sent  to  school  at  an  early  age.  His  parents  believed  in  educa- 
tion, and  the  home  atmosphere  was  very  favorable  to  the  development  of 
intelligence.  But  his  father  was  dependent  upon  his  trade — he  was  a  car- 
penter— for  his  income.  The  family  was  large,  the  wages  were  low,  and  there 
were  interruptions  from  bad  weather  and  scant  business  and  all  of  the  inev- 
itable misfortunes  of  life.  A  dollar  and  a  half  a  day  seems  a  pitiful  allowance 
for  a  family  of  eight  or  ten,  even  with  no  loss  of  time.  In  consequence  there  was 
the  most  evident  need  of  Albert's  assistance  in  securing  the  ordinary  necessi- 
ties of  life,  as  soon  as  he  was  old  enough  to  find  remunerative  employment. 
And  this  time  arrived  just  as  he  was  finishing  the  grammar  school.  But  the 
new  high  school  was  ready  to  open  its  doors  to  the  boys  and  girls  of  the  city, 
and  he  could  complete  its  course  in  two  years  because  of  the  advanced  work 
of  the  elementary  school.  The  ardent  boy's  desire  for  further  education  had 
been  fanned  to  a  flame,  and  it  seemed  a  cruel  despoiling  of  hi?  hopes  for  him 
to  be  obliged  to  give  up  his  cherished  ambition.  There  was  a  family  council, 
and  a  conclusion  was  reached  which  declared  his  strength  and  intelligence  to 
have  become  a  marketable  commodity  whose  value  was  greatly  needed 
by  the  family.  He  accepted  the  situation,  asked  for  an  assessment  of  his 
obligation,  and  entered  into  solemn  league  and  covenant  to  turn  into  the 
general  treasury  weekly  the  three  or  four  dollars  which  his  services  were 
assumed  to  be  worth.  Giving  up  his  plans  for  an  education  was  something 
which  he  could  not  entertain. 

Of  course  it  was  a  trying  time  for  the  fifteen-year-old  lad,  but  he  kept  his 
obligation.  At  three  o'clock  in  the  morning  he  went  to  the  Tribune  olTice  and 
folded  his  papers  and  tramped  his  round.  He  herded  cows  in  the  afternonii 
on  the  prairies  of  the  West  Side  where  the  poj)ulation  is  now  the  densest  He 
picked  up  odd  pennies  at  odd  jolis,  and  he  kept  his  obligation.  Who  sh.ill 
tell  how  many  times,  in  the  nineteen  years  that  he  was  |)ayiiig  his  "iiatioiiaj 
debt,"  his  mind  reverted  to  the  struggles  of  his  Ixtyhood  to  meet  the  weekly 
assessment  and  remain  in  school. 

He  entered  the  high  school  on  the  first  day  of  the  first  term  and  remained 
there  two  years.  He  fell  a  little  short  of  attending  until  graduation,  altho 
a  few  weeks  more  would  have  accomplished  it;  but  he  was  after  the  substance 
rather  than  the  external  show,  and  he  accepted  the  situation  without  rorn- 
pl'-iint.  It  had  been  a  great  discipline  for  him,  and  it  gave  (nlor  to  all  of  his 
subsequent  life.  He  (ould  sympathize  with  poverty,  for  he  had  experiem  ed 
it.  He  (oiild  appreciate  the  inestimable  worth  of  an  edmalion,  for  ln'  had 
bought   it   with   energy  and    privation    and   self  denial.      He  (ould    inii-t   the 


300 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 


humblest  laborer  upon  his  own  plane,  for  he  too  had  been  a  toiler  where  the 
wage  was  very  small.     It  was  worth  all  that  it  had  cost. 

He  was  no  sooner  out  of  school  than  he  was  elected  to  the  principalship 
of  a  grammar  school — the  old  Franklin,  now  known  as  the  Lyman  Trumbull. 
He  could  safely  lay  claim  to  the  honor  of  being  the  youngest  man  ever  elected 
to  such  a  position  in  the  whole  history  of  Chicago.  He  was  barely  seventeen 
when  he  entered  upon  the  discharge  of  his  duties.  The  suggestion  of  such  a 
situation  would  now  be  regarded  as  preposterous.  He  retained  this  prin- 
cipalship until  1869  when  his  larger  career  began. 

In  November  of  that  year  he  was  elected  to  the  county  superintendency 
of  schools  of  Cook  County.  He  was  then  in  his  twenty-ninth  year  and  in 
the  full,  overflowing  vigor  of  a  splendid  young  manhood.  He  was  good  to 
see.  Tall,  muscular,  handsome,  with  a  clear,  ringing  voice,  a  face  that  won 
its  way  to  the  fullest  confidence  at  the  first  meeting,  and  an  unusually  magnetic 
manner.  He  lived  in  an  atmosphere  of  perpetual  sunshine  and  ardent  enthu- 
siasm. His  sense  of  duty  was  exceptionally  keen,  and  was  grounded  in  a 
deep  religious  conviction.  Like  Abou  Ben  Adhem,  he  loved  his  fellow-man. 
Like  Pestalozzi,  he  saw  the  cure  of  the  greater  part  of  our  social  woes  not  only 
in  an  education  of  the  head  but,  as  well,  of  the  hand  and  especially  of  the 
heart.  It  was  clear  that  his  life  had  a  deeper  anchorage  than  that  of  most 
men.  This  was  an  impression  that  he  invariably  gave  to  all  who  knew  him 
at  all  well.     He  seemed  to  draw  his  inspiration  from  unfailing  hidden  springs. 

Think  of  such  a  man  in  conjunction  with  such  an  opportunity!  How 
beautiful  it  was  to  see  him  press  himself  against  his  task  with  all  of  the  ardor 
of  a  crusader.  Ready  for  any  drudgery  yet  idealist  to  the  core!  The  best 
schools  were  poor  enough  and  the  rural  schools  v^'ere  worst  of  all.  They  were 
held,  ordinarily,  in  poor  buildings,  with  little  in  the  way  of  apparatus  and 
nothing  in  the  way  of  libraries.  Even  blackboards  were  a  novelty  in  many 
localities.  There  was  no  definite  course  of  study,  no  uniformity  of  textbooks, 
and  rarely  a  trained  teacher.  And  the  multiplicity  of  duties  devolving  upon 
the  superintendent  was  something  appalling.  He  must  be  lawyer,  man  of 
business,  peace-maker,  educational  exhorter,  inspirer  of  indifterent  commu- 
nities, teacher,  school  examiner,  and,  most  difficult  of  all,  perhaps,  licenser  of 
teacher.  He  was  all  of  these  and  more.  And  best  of  all,  he  brought  to  the 
discharge  of  his  manifold  duties  a  sympathetic  personality  that  made  him 
not  only  a  public  official,  entrenched  behind  the  law  and  exercising  his  formal 
authority,  but  a  warm-hearted  friend,  as  well,  all  full  of  gracious  courtesies 
to  everyone.  PoHteness  has  been  defined  as  "the  ceremonial  form  in  which 
we  celebrate  the  equality  of  all  men  in  the  substance  of  their  humanity, " 
and  it  found  a  fine  illustration  in  his  attitude  toward  his  fellow-men.  He 
unraveled  legal  tangles;  examined  accounts  of  trustees  and  treasurers;  ad- 
justed neighborhood  quarrels;  pleaded  with  parents  for  the  inalienable 
rights  of  their  own  children ;  urged  more "  generous  appropriations  upon 
penurious  voters;  encouraged  over-worked  and  poorly  appreciated  teachers; 


Sketches]  IN  MEMORIAM  ALBERT  GRAN N IS  LANE  301 

sympathetically  eliminated  the  inefficient  by  tactful  methods;  organized  insti- 
tutes for  the  instruction  and  inspiration  of  all,  and  did  it  all  with  tireless 
patience  and  abounding  good  nature. 

Under  his  guidance  the  work  which  that  faithful  pioneer  in  education, 
John  F.  Eberhart,  had  started,  began  to  expand  and  develop.  He  was  espe- 
cially impressed  with  the  superiority  of  the  town  schools  over  the  country 
schools.  It  was  easy  to  see  that  the  difference  was  due  mainly  to  the  better 
organization  of  the  former  and,  scarcely  less,  to  their  relation  to  the 
secondary  schools.  He  accordingly  introduced  into  the  country  schools  of 
Cook  County  a  uniform  course  of  study.  Thereafter  the  children  were 
permitted  to  move  from  grade  to  grade  until  they  had  completed  in  a  system- 
atic way  the  rudiments  of  an  English  education.  Before  this  had  been  accom- 
plished the  waste  of  time  and  effort  was  little  short  of  tragic.  The  constant 
change  of  teachers — a  succession  of  three  or  four  in  a  single  year  was  not 
unusual — involved  constant  interruption  in  the  continuity  of  studv.  Each 
teacher  was  of  necessity  left  almost  entirely  to  his  own  devices,  and  could  not 
be  informed  as  to  what  his  predecessor  had  done.  Thus  the  children  in 
large  numbers  of  schools  walked  a  mechanical  round  of  uninteresting  and 
unprofitable  routine.  No  other  one  thing  was  in  any  way  comparable  to  this 
one  reform.  He  had  the  gratification  of  seeing  his  plans  put  into  execution 
in  many  other  localities,  both  in  Illinois  and  in  other  states.  This  one  prob- 
lem put  on  the  way  to  its  solution,  he  attacked  the  second  and  was  largely 
instrumental  in  the  multiplication  of  high  schools,  until  the  country  child 
had  within  his  range  the  possibilities  of  a  secondary  education,  and  quite  at 
his  own  door. 

In  1873  an  event  occurred  to  wiiith  an  allusion  has  alrcad}-  been  made. 
Mr.  Lane  was  loaded  with  a  grievous  burden  which  was  to  require  almost  a 
score  of  years  of  unremitting  self-denial  upon  his  own  part  as  well  as  upon  that 
of  his  family.  He  had  in  his  j)ossession  an  undistributed  school  fund  amounting 
to  $33,000.  The  county  commissioners  approved  the  Franklin  Bank  as  a 
depository,  and  there  he  deposited  the  money.  With  the  coming  of  (he panic 
the  bank  fell  to  pieces  like  a  house  of  cards.  Nothing  was  saved  from  the 
wreck,  at  least  nothing  of  consequence.  The  deposit  was  a  total  loss.  It  is 
probable  that  the  action  of  the  commissioners  relieved  ^^r.  Lane  from  all 
res[Kjnsibility  under  the  law.  But  Mr.  Lane  lived  under  the  higher  law. 
Nothing  could  persuade  him  ihal  a  legal  technicality  rrlicvcd  him  from  a 
moral  responsibility,  and  that  was  enough  to  settle  the  matter.  The  ad\i( c 
of  his  friends  was  of  no  avail.  It  was  all  in  vain  that  they  declared  his  design 
to  be  (|uixotic  ancl  sentimental.  Since  he  was  in  no  way  to  blanu-  for  tin- 
disaster,  why  should  he  burden  his  life  in  an  atlem|)l  to  restore  the  fund  ? 
The  commissi(jners  had  relieved  his  bondsmen  as  well  as  himself  in  ap|)roving 
the  depository,  and  his  friends  would  not  be  lo.sers  as  they  couM  nol  be  tdin- 
pelled  to  make  good  the  dclK  it.  Let  the  county  do  it;  it  would  be  but  a 
feather's  weight  for  the  whole  community,  while  for  one  man  it  would  l)e  the 


302 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 


severest  task  for  a  lifetime,  if,  indeed,  he  could  ever  hope  to  save  so  large  a 
sum  from  the  comparatively  small  earnings  of  his  profession.  To  make  the 
situation  still  more  desperate  Mr.  Lane  failed  of  re-election  in  the  following 
November.  But  he  did  not  discuss  the  question.  He  called  his  bonds- 
men together  and  told  them  that  he  expected  them  to  make  good  what 
they  had  assumed  in  becoming  his  sureties.  He  mortgaged  all  of  the 
property  in  his  possession  and  thus  raised  ten  thousand  dollars.  It  was 
immediately  applied  toward  the  payment  of  his  debt.  His  bondsmen  paid 
the  rest,  and  the  county  did  not  lose  a  penny  of  its  fund.  No  teacher  nor 
child  ever  knew  of  the  matter  except  as  a  news  item,  for  there  was  no  delay  on 
that  account  in  the  payment  of  a  single  salary,  nor  was  there  the  interruption 
of  the  schools  for  a  single  moment.  He  gave  his  notes,  interest-bearing  notes, 
to  his  bondsmen  for  the  amount  which  they  had  paid,  and  then  he  bent  himself 
to  the  task  of  redeeming  the  notes.  And  there  was  no  complaining;  there 
was  the  same  smile  on  his  face  and  the  same  good  cheer  in  his  life.  Having 
lost  his  educational  position,  he  went  into  business  for  the.next  four  years,  but 
returned  to  the  work  in  which  his  heart  delighted  at  the  end  of  that  time. 
He  was  restored  to  his  former  position  by  the  free  choice  of  the  people,  and 
there  he  remained  until  his  resignation  fifteen  years  later,  when  he  was  called 
to  a  position  of  greater  honor,  responsibility,  and  financial  reward. 

It  took  him  more  than  nineteen  years  to  make  himself  square  with  the 
world  but  he  did  it.  He  repaid  to  his  bondsmen  every  dollar  that  he  owed 
them  and  with  interest  for  every  day.  When  the  great  task  was  completed 
he  had  put  forty-five  thousand  dollars  of  hard  cash  into  the  enterprise — a 
snug  little  fortune  for  a  man  of  modest  desires.  In  a  most  touching  tribute 
to  his  memory  Mr.  O.  T.  Bright  says: 

It  was  my  good  fortune  to  call  at  his  office  at  the  consummation  of  this  struggle. 
I  found  him  out  of  the  office  but  he  came  in  soon  after,  and  I  shall  never  forget  the  kind 
of  glory  that  enveloped  him  as,  stretching  to  his  full  height,  he  brought  his  hand  down 
upon  my  shoulder  and  said  with  the  utmost  intensity,  "Bright,  I  have  paid  the  last  dollar 
of  it."  In  the  annals  of  Chicago  can  be  found  nothing  more  thrilling  than  this  heroic 
struggle  of  Albert  Lane.  His  will  be  a  name  to  conjure  with  in  teaching  civic  virtue 
when  that  of  many  a  Chicago  millionaire  will  have  passed  into  oblivion. 

My  own  experience  is  not  unlike  that  of  Mr.  Bright's.  We  were  coming 
home  together  from  a  meeting  of  the  State  Teachers'  Association  and  he 
told  me  that  his  "national  debt"  was  paid  at  last.  I  am  sure  that  our  hand 
grasp  was  intelligible  to  us,  whatever  those  who  were  seated  near  us  may 
have  thought. 

For  nineteen  years  he  directed  the  educational  affairs  of  Cook  County. 
Colonel  Parker  came  to  the  head  of  the  county  Normal  School  while  he  was 
superintendent,  and  everyone  knows  now  what  that  meant  for  education. 
He  always  fought  the  battles  of  the  Normal  School,  and  there  was  no  dearth 
of  them  in  those  "good  old  times."  Our  militant  friend,  the  colonel,  never 
could  have  survived  the  shock  of  the  persistent  assaults  that  were  made  upon 


Sketches]  IN  MEMORIAM  ALBERT  GR.4NNIS  LANE 


303 


him  but  for  the  presence  in  the  ranks  behind  him  of  the  loyal  county  superin- 
tendent. It  was  the  very  irony  of  fate  that  Richard  Edwards  should  be 
defeated  for  the  state  superintendency  as  the  assumed  father  of  the  "Edwards 
Bill"  when  it  should  have  been  called,  in  the  interests  of  historic  accuracy,  the 
"Lane  Bill."  The  Saturday  before  the  election  he  said  to  me,  "Tomorrow 
the  great  body  of  German  Lutherans  in  Cook  County  will  vote  for  me  and 
against  Dr.  Edwards,  yet  I  am  rather  the  one  upon  whom  they  should  visit 
their  wrath.  I  cannot  make  them  understand  that  he  is  not  responsible  for 
the  law. " 

On  the  twenty-first  day  of  March,  1S91,  the  day  on  which  he  touched  his 
half-century  mark,  he  was  invited  down  to  the  Normal  School.  It  was  a 
happy  day  ior  him  and  for  the  children,  all  of  whom  knew  the  familiar  face 
that  had  so  often  smiled  upon  them  in  their  work.  They  brought  him  their 
gifts,  which  they  had  made  for  him  with  joyful  anticipations  of  the  day,  and 
they  sang  him  their  songs,  which  they  had  prepared  especially  for  him,  and 
Colonel  Parker  told  him  how  they  all  loved  him.  His  sterling  honesty,  his 
Christian  virtues,  his  unwearying  helpfulness  to  his  teachers,  his  unobtrusive 
devotion  to  the  right,  "as  God  gave  him  to  see  the  right,"  were  most  inviting 
themes,  and  the  orator  of  the  occasion  did  not  spare  him.  Mr.  Lane  was 
deeply  moved.  He  expressed  in  faltering  tones  his  keen  appreciation  of  the 
love  that  had  prompted  the  children  to  prepare  their  beautiful  souvenirs,  and 
he  told  them  of  the  inspiration  for  the  future  which  their  touching  tributes 
brought  him. 

The  children  of  the  Sunday  school  of  his  church  celebrated  his  fiftieth 
birthday  as  the  children  at  the  Normal  School  had  done.  The  pastor  of  the 
church  presented  their  offerings  of  flowers  and  conveyed  their  love  and  thank- 
fulness in  words  that  must  have  warmed  his  heart.  The  leading  paper  of  his 
denomination  in  the  West  published  an  account  of  his  life  and  especially  of 
his  services  to  the  church  of  which  he  was  a  member. 

But  he  was  soon  to  receive  a  merited  promotion.  In  the  summer  of  1891 
George  Howland  retired  from  the  superintendency  of  the  city  schools,  and 
that  Albert  Lane  should  succeed  him  was  in  the  thought  of  almost  everyone. 
The  action  of  the  city  board  in  selecting  him  for  the  place  received  the  cordial 
endorsement  of  the  sincere  friends  of  education  everywhere.  For  the  next 
seven  years  he  was  to  be  in  the  thick  of  the  fight  against  all  of  the  evil  forces 
that  were  attempting  to  use  the  schools  for  the  furthering  of  personal  and 
political  interests  and  at  the  sacrifice  of  the  rights  of  the  children  for  whom 
alone  the  schools  exist.  The  howl  of  the  "gray  wolves"  was  a  familiar  sound 
to  all  who  were  in  any  way  connected  with  the  dispensing  of  positions.  The 
savagery  of  the  "gang"  passes  human  belief.  They  were  men  ilcss  in  their 
greed  and  conscienceless  in  its  gratifi<ation.  The  rapacity  ol  tlic  Huns  and 
Vandals  was  a  mild  exhil;ilion  of  ferocity  when  compared  with  tlie  methods 
of  the  political  ramp-followers  of  the  modern  American  ( ity  at  its  worst, 
and  it  is  hoped  that  there  can  be  nothing  worse  than  what  Chicago  has  cxpe- 


304 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 


rienced  in  some  of  the  stages  of  her  growth.     Yet  Mr.  Lane  never  lost  heart. 
He  forever  bent  himself  to  the  task  of  betterment. 

In  a  recent  article,  Mr.  Henry  Barrett  Chamberlin  declares  that  no  period 
of  the  school  history  was  marked  by  so  many  innovations  as  his  administration. 
It  "marked  a  new  era  in  the  development  of  educational  thought  and  prac- 
tice. "  There  are  few  features  of  the  new  education  that  were  not  introduced 
into  the  schools  at  that  time.  It  is  not  strange  that  so  radical  a  departure 
from  the  time-honored  traditions  of  the  city  aroused  a  storm  of  opposition 
from  the  conservatives. 

The  extension  of  the  manual  training  into  the  grammar  grades;  the  adoption  of  the 
kindergartens  as  a  part  of  the  common-school  system;  the  introduction  of  sewing  and 
cooking  as  a  form  of  manual  training;  the  added  importance  attached  to  drawing;  the 
change  in  the  style  of  penmanship;  original  investigation  on  the  part  of  the  pupils  in 
laboratory  work  in  high  schools;  new  interest  in  the  sub-normal  pupils,  resulting  in 
ungraded  rooms  for  the  defective  pupils  in  the  regular  school  buildings,  in  the  erection 
of  the  John  Worthy  school  and,  later,  in  the  law  authorizing  the  parental  school;  corre- 
lation of  the  child's  school  life  with  his  home  life  thru  lecture  courses  and  parents' 
meetings;  the  vacation-school  suggestion;  the  plan  of  commercial  high  schools  and  of  a 
course  in  civics;  the  law  authorizing  a  pension  for  teachers  and  employees;  simplifica" 
tion  of  the  work  in  arithmetic;  vitalization  of  the  language  work — all  of  these  featured  in 
the  administration  of  Mr.  Lane  and  showed  that  the  new  education  was  abroad. 

Here  was  material  enough  for  the  critics.  The  newspaper  writers  were 
happy  because  of  the  abundance  of  educational  schemes  which  misrepresenta- 
tion could  transform  into  startling  novelties.  The  cartoonists  sharpened 
their  pencils.  Members  of  the  Board  of  Education  actually  visited  schools. 
It  was  inevitable  that  much  of  the  new  work  would  be  imperfectly  done,  for  it 
was  in  the  first  stages  of  its  development.  The  warfare  resulted  in  the  elimi- 
nation of  a  portion  of  it,  but  its  presence  had  changed  the  atmosphere,  and 
the  schools  could  never  go  back  to  their  old  formalism  after  a  glimpse  of  the 
freer  life.  But  such  campaigning  was  heart-breaking  work.  The  burdens 
of  those  years  of  struggles  were  heavy  enough  to  break  the  strongest  and 
most  hopeful  nature,  and  Mr.  Lane  never  recovered  from  the  disastrous 
consequences  of  these  years  of  storm  and  stress. 

In  1898  he  failed  of  re-election.  It  is  probable  that  this  was  the  severest 
disappointment  of  his  life.  Many  of  his  closest  friends  advised  him  to  with- 
draw from  the  schools.  Business  opportunities  awaited  him.  In  the  pres- 
ence of  his  ability  and  integrity  and  wide  acquaintance  doors  opened  all 
about  him.  His  faithful  wife  added  her  entreaties,  but  his  answers  were 
always  the  same:  "Why  should  I  abandon  the  profession  of  my  choice  and 
my  love  simply  because  I  cannot  have  the  highest  place  ?  "  He  was  succeeded 
by  Dr.  E.  Benjamin  Andrews,  late  president  of  Brown  University,  and  accepted 
the  lower  honor  of  assistant  superintendent. 

There  are  few  situations  in  life  that  try  one's  character  so  thoroly  as  that 
which  now  confronted  Mr.  Lane.  A  deposed  chief  is  in  a  way  discredited. 
A  certain  degree  of  humiliation  quite  unavoidably  attends  such  an  experience. 


Sketches]  IN  MEMORIAM  ALBERT  GRANNIS  LANE 


305 


Stripped  of  the  supreme  authority  one  often  loses  all  authority.  Those  who 
were  formerly  subalterns  now  found  themselves  equals.  But  it  was  Albert 
G.  Lane  that  was  superintendent,  and  it  was  his  intrinsic  qualities  and  not 
the  accident  of  position  that  made  men  follow  him  gladly.  In  no  other  expe- 
rience of  his  life  did  the  dignity  and  sincerity  and  fidelity  of  his  character  have 
so  good  an  opportunity  of  displaying  themselves.  Those  of  us  who  knew 
him  thru  it  all  have  no  words  to  tell  how  we  honor  him.  It  was  beautiful 
and  yet  it  was  all  so  simple  and  quiet.  One  cannot  write  about  it  with  dry 
eyes.  Respecting  his  relations  to  his  chief,  President  Andrews  of  the  Univer- 
sity of  Nebraska  writes  me: 

No  report  could  be  too  glowing  to  set  forth  the  excellence  of  his  character  or  the 
value  of  his  services.  He  was  among  the  very  ablest  and  most  extraordinary  school  men 
whom  I  have  known.  His  genius  for  detail  approached  the  marvelous.  He  knew  inti- 
mately his  principals  and  teachers  with  the  peculiarities  of  each.  A  large  number  of  the 
patrons  of  every  school  in  his  charge  were  in  his  confidence.  He  had  a  kind  but  true 
and  objective  judgment  of  teachers'  characters  and  abilities,  never  making  a  mistake 
in  recommending  for  promotion.  He  loved  the  children  and  was  loved  by  them  in  return 
and  he  never  for  a  moment  fell  into  the  error  of  forgetting  that  the  schools  exist  for  them. 
Tho  stronger  in  administration  than  in  theory  and  not  a  professed  expert  in  technical  peda- 
gogy, no  points  concerning  his  work,  however  far  they  might  reach  into  theory,  were  ever 
misapprehended  by  him.  Tho  progressive,  and  never  scorning  a  pedagogical  innovation 
because  it  was  an  innovation,  he  had  a  fine  contempt  for  pedagogical  claptrap  and  for 
novelties  that  were  retrogression  in  disguise. 

He  was  absolutely  just  both  to  those  under  him  and  to  the  board  employing  him. 
He  worked  incessantly;  too  hard  and  constantly  for  his  health.  Had  he  been  less  faith- 
ful, as  indolent  as  some  of  us  are,  he  would  have  lived  longer. 

During  my  years  with  him  in  Chicago  all  my  associates  were  kind  and  helpful,  but 
Lane  was  the  man  from  whom  I  received  most  assistance.  In  serious  matters  I  always 
went  to  him.  He  never  failed  me.  His  death  is  an  acute  personal  loss  to  me  and,  what 
is  far  more,  a  calamity  to  the  public  schools  of  Chicago  and  the  country. 

In  a  similar  vein  Superintendent  Cooley  writes: 

I  have  known  Mr.  Lane  for  many  years,  but  never  intimately  until  I  became  super- 
intendent of  the  schools.  I  came  into  office  with  some  little  prejudice— not  of  a  serious 
nature,  but  still  a  prejudice — which  I  have  completely  outgrown,  and  feel  in  losing  Mr. 
Lane  I  have  lost  my  most  valuable  assistant. 

He  was  loyal,  honest,  and  devoted  to  his  work.  There  was  never  a  time  when  he 
was  not  willing  to  sink  his  own  personality  in  the  particular  piece  of  work  needed  for  the 
schools  of  Chicago.  He  knew  the  conditions— the  practical  questions— in  Chicago 
V>ctter  than  any  man  I  am  acquainted  with,  and  was  simply  invaluable. 

He  served  as  the  president  of  the  Board  of  District  Supt-riniondenls  and  guided  and 
directed  their  roun.sels  in  trying  to  bring  aljout  a  more  uniform  (ondition  in  various  parts 
of  the  system.  His  special  efficiency  lay  in  his  patience,  industry,  and  absolute  devotion 
to  the  interests  of  the  public  scho(jls.  The  city  of  Chic  ago  and  the  entire  country  have 
suffered  a  great  los.«  in  his  death. 

Thus  far  I  have  been  occupied  with  the  |)ubli(  life  of  Mr.  Lane.  Wlial  I 
have  written  was  seen  of  all  men.  iiut  men  of  his  (  haracter  perform  a  large 
l)ublic  service  of  whi<  h  the  many  know  nolhing.  Tluir  broad  cxpcriciK  e 
(lualifics  them  for  rare  helpfulness  in  (hose  voluntary  organi/.atioii>  that  do 


3o6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

so  much  for  community  and  national  life.  Ordinarily  these  services  are 
without  compensation,  except  of  the  kind  that  comes  from  the  gratitude  of 
those  who  depend  upon  the  quiet  workers  behind  the  scenes  for  the  success 
of  the  more  public  presentations.  The  National  Educational  Association 
is  one  of  the  largest  organizations  of  its  kind  in  the  world.  With  the  single 
exception  of  a  similar  English  association  it  is  without  a  rival.  Any  sketch 
of  the  life  and  work  of  Mr.  Lane  would  be  lacking  in  completeness  if  it  omitted 
his  relation  to  this  educational  institution,  for  such  it  is  in  its  essential 
nature. 

He  became  a  member  of  the  Association  in  July,  1884,  at  the  Madison 
meeting,  and  his  membership  was  continuous  for  the  succeeding  twenty-two 
years.  He  served  as  state  director  for  Illinois  for  the  years  1888-89  ^^<i 
1889-90.  He  was  elected  president  of  the  N.  E.  A.  at  the  Saratoga  meeting 
for  the  period  of  two  years,  an  honor  thus  far  conferred  upon  no  other  member. 
In  the  first  year  of  his  incumbency  there  were  held  in  Chicago,  in  connection 
with  the  World's  Columbian  Exposition,  the  memorable  Congresses  of  Educa- 
tion, in  which  the  most  distinguished  educators  of  all  countries  participated. 
The  volume  of  Proceedings  for  1893  is  the  most  celebrated  of  all  the  publica- 
tions of  the  N.  E.  A.  It  is  a  treasure-house  of  contributions  to  the  literature 
of  education,  in  which  may  be  found  the  reflection  of  all  modern  peoples  who 
have  given  to  the  subject  any  serious  consideration. 

Mr.  Lane  served  as  ex-offlcio  member  of  the  Board  of  Trustees  during  the 
two  years  of  his  administration.  At  the  Denver  meeting  he  was  elected  a 
member  of  the  board  and  was  continued  in  that  position  until  his  death, 
having  served  as  president  of  the  board  since  July,  1896.  He  was  also  a 
member  of  the  Executive  Committee  from  July,  1892,  until  the  time  of  his 
death,  with  the  exception  of  the  year  1895-96.  As  president,  as  trustee,  and 
as  chairman  of  the  Board  of  Trustees  and  as  a  member  of  the  Executive 
Committee  he  held  each  of  the  offices  for  a  longer  period  than  any  other 
person  in  the  history  of  the  Association. 

During  his  chairmanship  of  the  Board  of  Trustees,  the  permanent  fund 
of  the  Association  grew  from  $55,000  to  $157,000.  He  had  the  personal 
charge  and  responsibility  for  the  safe-keeping  of  this  fund  and  of  its  proper 
investment  for  the  ten  years  of  his  chairmanship,  with  the  co-operation  of  the 
other  members  of  the  Board  of  Trustees.  Not  a  single  dollar  of  either  the 
principal  or  the  interest  of  any  investment  made  by  Mr.  Lane  was  ever  lost 
to  the  Association. 

There  were  certain  Kansas  school  bonds,  purchased  for  investment  before 
Mr.  Lane  became  a  member  of  the  Board  of  Trustees,  on  which  it  was  sup- 
posed, at  one  time,  that  the  Association  would  lose  a  considerable  portion  of 
the  amount  invested  thru  default  of  principal  and  interest.  Mr.  Lane's 
management  of  the  negotiations  for  settlement  of  these  bonds  resulted  in 
recovering  the  principal  of  nearly  all  of  them  with  very  slight  loss. 

Secretary  Shepard,  to  whom  I  am  indebted  for  the  foregoing  facts,  adds: 


i 


Sketches]  IN  MEMORIAM  ALBERT  GRANNIS  LANE  307 

Mr.  Lane's  annual  reports  of  the  Board  of  Trustees  on  the  permanent  funds  were 
models  of  clearness,  accompanied  by  detailed  explanations  of  the  conditions  and  policies 
of  management  adopted  by  the  board.  This  great  service  to  the  Association  was  given 
by  Mr.  Lane  for  ten  years  without  remuneration  of  a  single  dollar,  and  often  without 
reimbursement  of  actual  expenses. 

Mr.  Lane  was  a  frequent  and  welcome  speaker  in  the  general  sessions  and  in  the 
department  meetings.  Some  of  the  more  important  of  his  formal  papers  may  be  men 
tioned,  as:  a  paper  read  before  the  Department  of  Superintendence,  in  1889,  on  "County 
Institutes;"  a  paper  on  "Educational  Systems,"  read  before  the  General  Sessions,  in 
1892,  and  a  paper  on  "Taxation  and  Teachers'  Salaries,"  read  before  the  National  Coun- 
cil, in  1902.  The  discussion  of  this  last  paper  led  to  the  appointment  of  the  Committee 
of  Investigation  of  Teachers'  Salaries,  Tenure  of  Office  and  Pensions,  which  resulted  in 
one  of  the  most  valuable  reports  published  by  the  Association. 

An  important  feature  of  Mr.  Lane's  services  to  the  Association  is  little  known.  Since 
1887  the  railroads  have  granted  to  the  National  Educational  Association  a  concession, 
not  enjoyed  by  any  other  large  convention  body,  in  an  agreement  to  collect  the  annual 
membership  fee  in  the  purchase  price  of  the  ticket.  In  1893  this  concession  was  not 
operative,  and  most  members  thought  it  would  never  be  restored.  Its  restoration  and 
continuance  from  that  date  to  the  present  are  very  largely  due  to  Mr.  Lane  and  his  con- 
nection with  the  Executive  Committee  for  the  past  thirteen  years.  During  his  presidency 
in  1893  and  1894,  he  formulated  and  declared  a  policy  of  fair  dealing  with  the  railroads 
under  which  the  many  abuses  of  ticket  privileges,  so  common  in  connection  with  special 
rates  for  conventions,  were  officially  condemned  and  largely  prevented  as  far  as  the  N. 
E.  A.  was  concerned.  Many  of  the  railroad  officers  of  the  country,  and  particularly  in 
Chicago,  knew  him  personally  and  had  the  highest  respect  for  him  and  entire  confidence 
in  his  integrity  and  fair  dealing.  The  care  taken  to  protect  the  rights  of  the  railroads 
equally  with  the  rights  of  the  Association  won  the  approval  and  the  willing  co-operation 
of  railroad  officials  in  continuing  this  valuable  concession. 

His  death  is  to  me  a  very  great  personal  loss.  During  the  entire  period  of  my  service 
as  secretary  of  the  Association  he  has  been  a  member  of  the  Executive  Committee  and 
has  been  a  constant  and  generous  adviser  and  helper  in  all  the  changes  and  problems  of 
administration. 

In  this  connection  President  Andrews  writes: 

His  devotion  to  the  N.  E.  A.  you  know  as  well  as  I.  He  carried  it  upon  his  heart 
and  gave  to  it  his  best  intelligence  and  elTort.  I  suppose  that  no  other  man  has  done 
more  to  shape  its  history  thus  far;  few,  certainly,  have  done  half  or  a  tenth  ;is  much. 
I  wish  that  the  Association  had  funds  for  erecting  a  monument  to  the  memory  of  so 
deserving  a  public-school  champion. 

President  Nicholas  Murray  Butler,  who  succeeds  Mr.  Lane  as  president  of 
the  Hoard  of  Trustees,  writes:  "I  have  been  deeply  .saddened  by  the  death 
of  .Nfr.  Lane  and  feel  it  as  a  personal  loss."  In  the  Educational  Review,  for 
October,  he  writes  editorially: 

The  startling  announcement,  on  August  23,  of  the  dealli  of  .\ll)erl  ti.  Lane,  district 
superintendent  of  s(  hools  in  Chicago,  brought  with  it  a  sense  of  grief  and  personal  loss 
to,  literally,  thousands  (jf  persons.  In  Chicago,  in  Illinois,  and  in  the  wider  circle  of  the 
National  Educational  Asscjciation,  Mr.  Lane  had  iK-en  for  more  than  a  generation  a  cen- 
tral figure.  No  <jne  of  her  merchant  jjrinces  or  railway  magnates  ever  began  to  do  for 
Chicago  the  great  service  that  Mr.  Lane  has  (lone  lliru  a  life  fillccl  with  patient,  devoted, 
anci  unselfish  service  for  the  city's  children  and  the  city's  citizenship  Determined  but 
never  aggressive,  sincere  without  Ix-ing  cl()^niati< ,  and  persuasive  with  nc)  trace  of  denia 


3o8  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

gogery,  Mr.  Lane  was  a  tower  of  strength.  He  was  almost  universally  liked  and  uni- 
versally trusted 

For  the  National  Educational  Association,  the  loss  of  Mr.  Lane  is  the  most  severe 
with  which  it  could  meet.  Since  his  retirement  from  the  presidency  in  1894  he  has  been 
a  member  of  the  Board  of  Trustees,  and  the  executive  ofi&cer  of  the  board  during  the 
intervening  years.  To  Mr.  Lane,  far  more  than  to  any  other  man  or  body  of  men,  is  due 
the  present  most  satisfactory  state  of  the  Association's  permanent  fund.  The  wise  han- 
dling of  the  unfortunate  investments  made  in  earlier  years,  and  the  admirable  choice  of  new 
securities,  were  both  his  personal  doing.  The  Association  repaid  his  loyal  service  with 
its  unfailing  confidence  and  affection. 

Not  many  months  ago  a  well-known  citizen  of  Chicago  died,  leaving  a  vast  fortune 
behind  him.  It  was  chiefly  in  money  and  in  money-values.  Mr.  Lane  leaves  to  the 
city  a  far  richer  legacy — a  pure  and  good  life  lived  for  his  fellows,  and  an  upright  char- 
acter tested  and  tried  in  every  furnace  that  tempers  the  human  heart. 

The  Board  of  Education  of  the  city  of  Chicago  adopted  a  memorial  review- 
ing his  Hfe  and  distinguished  service  to  the  schools  of  that  city,  closing  with 
the  following: 

The  Board  of  Education,  recognizing,  appreciating,  and  acknowledging  his  valuable 
services  in  the  cause  of  public-school  education,  and  especially  regretting  the  loss  to  which 
his  demise  has  subjected  the  public  schools  of  Chicago, 

Resolves:  That  in  all  the  public  schools  of  the  city,  the  last  hour  of  the  afternoon 
session  of  Friday,  October  5th  [at  meeting  of  Oct.  10,  date  was  changed  to  Oct.  19],  be 
devoted  to  exercises  commemorating  the  upright  and  honorable  life  and  educational  ser- 
vices of  Mr.  Lane; 

That  on  one  of  the  public  school  buildings  of  the  city,  the  name,  Albert  G.  Lane, 
be  inscribed; 

That  this  memorial  and  these  resolutions  be  entered  upon  the  records  of  the  Board 
and  a  copy  thereof  be  transmitted  to  the  family  of  the  deceased. 

On  Sunday,  November  4,  a  large  company  assembled  at  the  Auditorium 
theater  to  pay  their  tribute  of  respect  and  affection  to  their  lamented  friend 
and  fellow-worker.  Superintendent  Cooley  presided  and  introduced  the  exer- 
cises of  the  afternoon  by  a  brief  address  that  was  full  of  appreciation  and 
tenderness.  Fidelity,  devotion  to  duty,  loyalty  and  good  cheer — these  were  the 
keynotes  of  his  eulogy.  The  chief  address  was  delivered  by  President  James, 
of  the  University  of  Illinois.  President  James  began  his  career  as  a  teacher 
in  the  schools  of  Evanston  while  Mr.  Lane  was  county  superintendent  of 
schools.     His  theme  was  a  fitting  one  for  the  occasion — • 

The  possibility  of  national  advance  depends  after  all  upon  the  existence  in  the  average 
man  of  certain  fundamental  qualities;  intelligence,  industry,  sobriety,  economy,  patience, 
and,  above  all,  a  pervading,  ever-present  sense  of  duty. 

His  illustrations  were  mainly  drawn  from  the  German  nation,  the  secret  of 
whose  success 

is  not  to  be  found  in  the  transcendent  ability  of  its  leaders  but  in  the  extent  to  which 
the  simple  sense  of  duty  has  been  inbred  and  developed  in  the  common  man.  Such  a 
sense  as  predominates  and  controls  the  entire  life  of  the  nation,  so  that  the  average  work- 
man phes  his  task  to  the  best  of  his  ability — not  because  his  boss  is  eying  him,  but  because 
he  would  disdain  to  skimp  his  work,  exactly  as  he  would  disdain  to  do  any  other  dishonor- 
able thing. 


Sketches]  /,V  MEMORIAM  ALBERT  GRANNIS  I.ANE  309 

It  is  to  this  pervading  quality  of  the  German  character  that  we  may  attribute 
the  superiority  of  that  remarkable  people  in  so  many  departments  of  life. 

All  this  I  have  said,  because  it  seems  to  me  that  the  most  striking  characteristic  of 
our  departed  friend  was  this  very  sense  of  duty,  developed  and  given  free  rein,  until 
it  became  his  guiding  motive  and  principle  of  life. 

Dr.  James  traced  the  manifestation  of  this  quality  in  the  faithful  discharge 
of  all  of  the  countless  petty  duties  of  a  teacher's  life,  in  the  fuller  development 
of  a  higher  sense  of  public  duty,  and  in  the  consecration  of  his  life  to  a  noble 
cause.  He  declared  that  such  a  spirit  in  the  masses  of  men  is  the  only  possible 
salvation  of  the  state  and  the  only  hope  of  survival  of  the  great  principle  of 
democracy.  In  exemplilication  of  this  principle  Mr.  Lane  has  given  to  his 
lime  the  richest  contribution  which  it  is  possible  for  any  man  to  make. 

Dr.  Gunsaulus  followed  in  a  similar  vein,  expressing  his  persunal  sorrow 
that  a  life  so  sweet  and  uplifting  should  be  taken  away  in  the  full  flush  of  his 
completest  usefulness.  The  writer  of  this  sketch  gave  a  brief  account  of  the 
inestimable  service  which  Mr.  Lane  has  rendered  to  the  Association.  The 
exercises  were  closed  by  Dr.  Rufus  White,  of  the  Board  of  Education,  who 
characterized  him  as  the  man  who  loved  children.  This  aspect  of  his  gentle 
nature  was  vividly  portrayed  with  touching  faithfulness  and  beauty.  The 
Chicagcj  Imperial  Quartette  sang  the  songs  that  he  loved,  the  pastor  of  his 
church  i)r()nounceda  benediction,  luid  the  assemljly  went  out  into  the  autumn 
afternoon,  saddened  by  a  sense  of  great  loss  yet  thankful  for  the  }ears  ui 
comj)anionship  with  a  consecrated  life. 

Mr.  Lane  in  his  relations  to  the  church  in  which  he  was  a  worker  for  many 
years  is  a  theme  for  others.  I  can  easily  imagine  what  he  was  in  his  long 
service  as  class  leader,  and  teacher,  and  superintendent  of  the  Sunday  school, 
and  in  man\-  kindred  offices.  He  was  deeply  religious  in  his  nature,  and  there 
was  about  him  an  atmosphere  that  suggested  constant  comminiion  with  the 
unseen,  however  humble  the  duty  in  which  he  was  engaged.  The  fires  were 
always  burning  on  his  altars  and  their  iiu  rnsr  filled  his  being  with  its  sweet- 
ness. Yet  there  was  never  anything  ol)trusive  about  it ;  it  was  always  health- 
ful and  human  and  inspiring. 

The  arduous  cares  and  labors  of  his  strenuous  life  began  to  tell  upon  hi> 
vigorous  constitution  within  the  last  few  years.  Occasionally  he  had  been 
(ji;lig('d  to  drop  his  work  for  a  season  and  seek  a  milder  climate  for  recui)era- 
tion  of  which  he  stood  in  great  need.  There  were  haunting  fears  in  the 
hearts  of  some  of  his  friends,  yet  they  were  imprci);ired  for  the  lragi<;d  ending. 
He  was  much  run  down  at  the  close  of  the  last  school  year,  and  went  reUn  l- 
antly  across  the  lake  in  llie  ii"|)e  i.f  .1  si)ee(ly  recovery.  Hi-  failliful  uiti'  had 
pleaded  with  him  to  give  up  his  work  before  it  should  be  loo  late,  l»ul  il  was 
very  liard  to  indue  e  him  to  yield  until  his  increasing  weakne^s  made  ils  neces- 
"-ily  apijarenl  even  to  him.  lie  did  not  gain  as  he  had  imped,  and  returned 
in  the  middle  of  Augu^t  to  linger  only  a  few  days  in  the  home  that  his  presence 
had  made  beautiful  for  so  many  years. 


3IO  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

In  "Morituri  Salutamus, "  one  of  the  sweetest  of  our  American  singers 
chants  his  valedictory  to  his  surviving  classmates  of  half  a  century  before : 

O  ye  familiar  scenes, — ye  groves  of  pine, 

That  once  were  mine  and  are  no  longer  mine, — 


....  we  who  are  about  to  die 
Salute  you;  earth  and  air  and  sea  and  sky, 
And  the  Imperial  Sun  that  scatters  down 
His  sovereign  splendors  upon  grove  and  town. 

Ye  do  not  answer  us !  ye  do  not  hear ! 
We  are  forgotten;  and  in  your  austere 
And  calm  indifference,  ye  little  care 
Whether  we  come  or  go,  or  whence  or  where. 


And  so  thruout  the  larger  part  of  this  beautiful  poem  there  is  every- 
where the  haunting  echo  of  a  pensive  melancholy.  Yet  the  good  poet  was 
not  old.  The  love  of  his  fellow-men  had  crowned  him  with  unfading  laurels. 
He  had  not  escaped  sorrow,  it  is  true;  but  it  is  the  common  lot  of  mortals, 
and  it  had  come  to  him  as  it  comes  soon  or  late  to  all.  At  last  a  more  hope- 
ful spirit  inspires  the  theme,  and  the  note  of  repining  sinks  to  a  minor  under- 
tone as  he  consoles  himself  with  the  reflection  that 

....  As  the  evening  twilight  fades  away 
The  sky  is  filled  with  stars  invisible  by  day. 

Ulysses  had  a  braver  spirit. 

Come,  my  friends 
'Tis  not  too  late  to  seek  a  newer  world. 
Push  off,  and  sitting  well  in  order,  smite 
The  sounding  furrows;  for  my  purpose  holds 
To  sail  beyond  the  sunset,  and  the  baths 
Of  all  the  western  stars,  until  I  die. 

The  Board  of  Managers  of  Lewis  Institute,  of  which  he  was  a  member 
from  the  time  of  its  original  organization,  adopted  resolutions  on  October  9 
that  only  repeat  the  universal  sentiment — thankfuhiess  for  such  a  hfe  of 
consecration  to  duty  and  sense  of  profound  loss  at  his  untimely  death. 

The  City  Normal  School  held  a  beautiful  service  in  his  memory,  and 
again  the  fine  old  theme  of  devotion,  gladness,  inspiration,  touched  the 
hearts  of  the  Hsteners. 

On  Sunday,  November  18,  the  Centenary  Methodist  Episcopal  Church 
devoted  the  morning  and  afternoon  to  Memorial  Services.  In  the  morning 
the  Sunday  school,  of  which  Mr.  Lane  had  been  a  member  for  more  than 
sixty  years,  unveiled  a  bronze  tablet  which  had  been  placed  in  the  wall  to 
commemorate  his  worth.  Addresses  and  music  expressed  the  children's  love 
and  their  sorrow  for  his  loss.  In  the  afternoon  a  large  gathering  assembled 
to  do  honor  to  his  memory,  Dr.  Quayle  gave  the  address. 

Albert  Grannis  Lane  was  not  old,  yet  the  assaults  of  disease  had  made 
him  battle  for  his  life  more  than  once  within  the  last  few  years.     But  it  was 


Sketches]  IN  MEMORIAM  CHARLES  DUNCAN  MC  IVKR  311 

the  unconquerable  spirit  of  Ulysses  that  inspired  the  heroic  figure  so  familiar 
to  us  all.  The  eyes  lost  none  of  their  luster  and  the  earnestness  and  fervor  of 
the  uplifted  face  were  undimmed.  He  was  never  younger  in  his  spirit  than 
when  he  fell  asleep. 

]\Ir.  Lane  was  married  on  July  18,  1878,  to  Frances  Smallwood.  She  had 
taught  ten  years  in  the  city,  nine  of  which  were  in  the  old  high  school.  She 
stood  by  his  side  whether  in  sunshine  or  in  shadow.  They  have  two  daughters: 
Clara  Lane  Noble,  and  Harriet  Lane.  I  would  not  invade  the  sanctuary 
wherein  they  dwell  with  the  radiant  memory  of  their  dead,  but  upon  the 
threshold  of  that  inner  chamber  would  lay  a  wreath  of  simple  flowers,  mule 
messengers  of  the  love  we  bear  him. 


CHARLES  DUNCAN  McIVER 

BY   EDWIN   A.    ALDEKMAN,  CHARLOTTESVILLE,  N.  C. 

At  Lake  George  last  summer  in  the  home  of  a  dear  common  friend, 
looking  out  over  a  scene  of  peace  and  quiet  beauty,  Charles  Mclver  and  I 
were  talking  of  life  and  death  and  the  flight  of  time  that  had  carried  us  so 
swiftly  past  boyhood  to  middle  life.  Our  moods  alternated  between  boyish, 
unrestrained  merriment  and  a  certain  strain  of  premonition  and  sadness. 
I  recall  saying,  "Charles,  you  will  outlive  me  and  you  will  probably  have  to 
write  some  resolutions  or  say  something  about  me  when  I  am  gone.  Make 
it  short.  Just  say  that  we  had  a  good  time  together,  pt)unding  away  at  real 
things."  He  answered  quickly,  "Ed.  Alderman,  tho  I  look  stronger  than 
you,  you  may  outlive  me  after  all,  and  I  will  give  you  the  same  counsel." 
We  were  talking  like  children  in  the  dark,  as  all  of  us  poor  mortals  must  talk, 
but  I  realize  today  how  impossible  it  would  be  for  me  to  speak  of  this  strong 
and  faithful  friend,  whom  I  knew  and  loved  so  well,  and  with  whom  I  worked 
so  intimately  in  the  service  of  society,  in  any  stately  form  of  funeral  eulogy. 
My  very  nearness  to  him,  the  elemental  and  vital  character  of  his  personality, 
make  it  most  difficult  for  me  to  set  down  even  this  brief  .ippreciation  of 
him  in  formal  sentences. 

All  of  us  who  were  close  to  him  have  the  imi)ulse  to  say  simply,  "Here 
was  a  great,  strong,  hopeful,  buoyant,  friendly  soul  who  loved  his  fellows 
and  builded  enduringly  for  their  welfare,  and  should  be  forever  honored  by 
them."  Further  words  seem  vain.  Certainly,  I  shall  not  seek  to  recount  tlu' 
details  of  his  career,  nor  to  enumerate  the  positions  he  held,  or  could  have 
held;  nor,  in  any  fashion,  to  use  this  memorial  hour  in  a  formal  l)iography 
of  him. 

Charles  Duncan  Mclver  was  born  in  a  rural  Scotch  home,  in  the  simplest 
part  of  the  simplest  democracy  in  America.  This  Scotch  home  was  full  of 
cleanness  and  reverence  and  faith  in  the  dignity  of  luMu.iniiy  and  tiu-  power 
of  knowledge,  and  all  of  its  ideals  were  ideals  of  self-respect  and  manly  ambi- 
tion.    In  the  existence  of  a  multitude  of  such  homes  lies  the  antidote  for  the 


312  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

dangers  of  our  over-nourished  civilization  and  the  safeguard  of  our  repub- 
lican ideals.^ 

I  saw  him  for  the  first  time  in  the  autumn  of  1878  at  the  State  University 
of  North  CaroHna  at  Chapel  Hill,  whither  he  had  preceded  me  as  a  student  by- 
one  year.  There  was  no  mistaking  the  quality  of  this  great  big  country  boy, 
eager,  restless,  purposeful,  hopeful,  with  a  face  and  an  eye  wherein  humor 
and  sympathy  and  shrewd  discernment  struggled  for  the  mastery.  He  had 
already  become  a  leader  among  his  fellows.  There  was  no  better  place,  I 
think,  for  the  making  of  leaders  in  the  world  than  Chapel  Hill  in  the  late 
seventies.  The  note  of  life  was  simple,  rugged — almost  primitive.  Our 
young  hearts,  aflame  with  the  impulses  of  youth,  were  quietly  conscious  of 
the  vicissitudes  and  sufferings  thru  which  our  fathers  had  just  passed. 
"The  conquered  banner"  and  the  mournful  threnodies  of  Father  Ryan 
were  yielding  place  to  songs  of  hope.  A  heroic  tradition  pervaded  the 
place,  while  hope  and  struggle,  rather  than  despair  or  repining,  shone  in 
the  purposes  of  the  resolute  men  who  were  rebuilding  the  famous  old 
school. 

All  of  us  were  poor  boys.  Those  who  came  from  the  towns  looked, 
perhaps,  a  trifle  more  modish  to  the  inexperienced  eye,  but  they  were  just  as 
poor  as  their  country  fellows,  and  had  come  out  of  just  such  simple  homes 
of  self-denial  and  self-sacrifice.  The  unconscious  discipline  and  tutelage  of 
defeat  and  fortitude  and  self-restraint  had  cradled  us  all.  We  had  all  seen 
in  the  faces  of  our  patient  mothers  and  grim  fathers  something  that  we  knew, 
if  we  could  not  express,  was  not  despair,  and,  somehow,  life  seemed  very 
grand  and  duty  easy  and  opportunity  precious. 

Reflect  upon  just  a  few  of  the  names  of  the  boys  that  were  there  then,  and 
perhaps  you  will  agree  with  me:  Aycock,  Mclver,  the  Winstons,  Doughton, 
Strange,  Phillips,  Murphy,  Gattis,  Noble,  Joyner,  Thomas,  Peel,  Battle, 
Dancy,  Worth,  McAllister,  and  many  others  high  in  industrial  and  commercial 
life.  Student  ambitions  in  that  day  tended  almost  entirely  to  law,  or  politics, 
or  scholarship.  The  great  industrial  awakening,  which  has  since  beckoned, 
and  now  beckons,  to  so  many  of  our  young  men,  to  take  a  hand  in  transform- 

iDr.  Mclver  was  born  Sept.  27,  i860,  on  a  farm  near  Sanford,  Moore  County,  N.  C. 
His  paternal  ancestors  were  from  the  Highlands  of  Scotland  while  on  his  mother's  side 
he  was  a  descendent  of  the  McNeills  of  Scotland.  His  first  seventeen  years  were  spent 
on  his  father's  farm  and  in  attendance  on  private  schools  of  the  neighborhood.  He 
entered  the  State  University  of  North  Carolina  in  1877,  graduating  with  high  rank  in 
1881.  In  the  following  fall  he  became  an  assistant  in  a  private  school  in  Durham,  N.  C, 
and  within  a  few  months  was  elected  prineipal  of  the  school.  He  served  as  principal  of 
the  Durham  public  schools  in  1883,  and  of  the  public  schools  of  Winston  in  1884  and 
1885.  In  September,  1886,  he  was  elected  principal  of  the  the  Hterary  department  of 
the  Peace  Institute  at  Raleigh,  N.  C,  where  he  remained  until  June  1889.  In  1891  he 
assumed  charge  of  the  State  Normal  and  Industrial  College  for  Girls  at  Greensboro 
which  he  had  labored  so  earnestly  and  successfully  to  establish  and  in  which  the  most 
important  part  of  his  life  work  was  done. — [Editor.] 


Sketches]  IX  MEMORIAM  CHARLES  DUNCAN  MC IVER  313 

ing  our  civilization  from  an  agricultural  into  an  industrial  democracy,  had 
not  begun  to  make  its  appeal. 

After  four  happy  years  of  steady  growth  in  scholarshij)  and  character, 
Mclvcr  passed  from  the  university  to  the  schoolroom  in  18S1.  I  followed 
him  into  the  schoolroom  in  1882,  and  our  intimacy  as  fellow-workers  i)egan 
in  1886,  lasting  unbroken  and  curiously  interwoven,  until  that  cjuiet  hour 
at  Lake  George,  and  in  a  deep  spiritual  sense,  forever.  He  did  his  dutv  as 
an  undergraduate  respecting  his  body  and  liis  spirit.  He  even  won  Greek 
medals,  but  his  thought  was  on  men  and  student  issues  and  college  policies. 

The  story  of  his  life  from  1S82  to  1896  is  a  clear,  high  story  of  hmnan 
idealism  and  human  achievement,  which  every  boy  in  North  Carolina  should 
know  and  ponder,  and  which  should  cause  the  older  men  and  women,  who 
listen  to  the  strident  voices  of  unrest  and  pessimism,  to  know  that  the  heart 
of  this  republic  is  true  and  sound,  and  that  a  heroic  and  noble  simplicity  lies 
at  the  root  of  our  life.  It  is  not  an  eventful  story.  It  is  not  a  storv  of  thrill- 
ing vicissitude  or  startling  change  of  circumstance.  It  is  a  story  of  earnestness 
and  insight,  of  faith  and  purpose.  His  marriage  to  a  noble  woman,  who 
sustained  and  strengthened  him  every  day  of  his  life;  his  clear  sight  of  a  great 
institution  for  the  education  of  women  in  North  Carolina;  his  brief  and 
resistless  battle  for  the  attainment  of  that  vision;  a  widening  of  that  great 
conception  into  a  passionate  and  whole-hearted  dedication  of  himself  to  the 
education  of  all  the  people;  the  expansion  of  his  nature  under  the  spur  of  these 
high  ideals;  a  splendid,  joyous  growth  of  his  powers  as  they  faced  and  over- 
came the  dilftculties  that  blocked  his  pathway;  a  serene  and  noble  satisfac- 
tion in  beholding  his  youthful  dreams  embodied  in  the  school  which  he  founded 
in  forms  of  dignity  and  beauty  and  human  training;  the  recognition  of  his 
worth,  and  the  deep  national  value  of  his  services  by  the  whole  republic,  and 
a  sort  of  unconscious  apotheosis  of  him  as  the  most  useful  citizen  of  his  native 
state;  the  leader  in  all  of  its  good  causes.  Is  there  not  essential  grandeur  in 
the  unbroken  unity  of  this  upward-striving  story  ? 

There  are  some  scenes  in  our  common  experiences  between  1886  and 
i8go  that  my  heart  recalls,  and  that  I  shall  mention  even  at  the  risk  of  bringing 
myself  into  a  picture,  which  I  would  fain  fill  with  his  own  glory  and  his  own 
worth.  The  original  idea  of  the  establishment  of  the  State  Normal  and 
Indu>trial  College  in  N<jrth  Carolina  was  born  in  the  l>rain  of  Charles  Mclvcr. 
He  did  not  borrow  the  idea  frf)m  Massachussetts  or  New  \'ork.  The  wlu)le 
scheme  forced  itself  uj^on  him  out  of  the  dust  of  injustice  and  neghgeiue  right 
under  his  eyes.  I  recall  the  da)'  at  HIac  k  Mountain  in  1S86,  when  he  sjtoke 
of  it  to  me  in  his  compelling  way,  and  wnn  m\  (|uick  .sympathy  and  interest 
in  the  irlea.  His  busy  brain  and  unwearying  energy  rapidly  drew  friends  to 
the  movement,  for  no  one  who  met  him  failed  to  hear  of  it.  Together  we 
drew  uj)  the  first  memorial  to  the  legislature  in  its  behalf,  ami  I  rcmfmlxr  the 
day  in  1HH6  that  he  as  <  h.iirman,  and  George  T.  Winston,  iMlward  P.  .Moses 
and  myself  as  asstx.ialcs,  presented  this  matter  to  the  Committee  on  Kducation. 


314 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 


We  knew  that  it  was  doomed,  but  we  came  away  elated  and  somewhat 
excited  over  our  first  contact  with  legislative  responsibility  and  greatness.  We 
might  not  have  been  so  elated,  if  we  could  have  forseen  how  much  contact 
we  should  have  in  the  years  to  come — tho,  if  he  were  here,  I  believe  he 
would  agree  with  me  in  saying  that  the  contact  did  us  good,  and  surely  he  gave 
back  more  than  he  received. 

I  recall  Commencement  night  at  Chapel  Hill  in  the  year  1889.  We  were 
to  start  out  in  a  few  days  on  a  new  and  untried  experiment  in  North  Carolina 
or  the  South,  a  deliberate  effort  by  unique  campaign  methods  to  create  and 
mold  public  opinion  on  the  question  of  popular  education,  involving  taxation 
for  the  benefit  of  others.  We  were  in  the  twenties,  and  there  w^ere  young 
wives  and  children  at  home,  and  the  work  we  were  undertaking  was  a  tem- 
porary creation,  due  to  the  suggestion  of  the  State  Superintendent  of  Public 
Instruction  and  the  good  impulses  of  the  legislature,  which  could  not  quite 
make  up  its  mind  to  have  done  wath  us  once  and  for  all.  There  was  no 
precedent  for  what  we  were  trying  to  do,  except  Horace  Mann,  and  he  seemed 
so  far  off  and  so  great,  that  each  one  of  us  would  have  laughed  at  the  other 
for  mentioning  the  comparison.  I  remember  that  we  talked  about  our  plans 
and  purposes  and  difficulties  until  the  cocks  began  to  crow.  I  told  him  to  let 
me  say  one  more  word  and  then  let  us  both  go  to  sleep.  He  replied,  in  his 
hearty,  wholesome  way,  that  he  did  not  propose  to  be  put  to  sleep  and  let  me 
have  the  last  word  at  the  same  time.  We  then  decided  to  make  a  night  of  it,  and 
talked  on  until  the  sun  arose.  I  am  inclined  to  think  it  about  the  best  night 
I  have  ever  spent,  for  an  intelligent  and  unselfish  idea  held  our  youth  under 
its  spell,  and  bound  us  for  life  to  a  service,  which  was  not  the  service  of  self. 
As  I  think  of  it  today,  the  grim  old  room  in  the  inn  at  Chapel  Hill,  and  the 
silent  watches  of  that  night  are  lit  with  the  light  that  never  was  on  land  or 
sea. 

For  three  years^  in  every  county  of  this  state,  we  sought  to  mold  pubhc 
sentiment  and  direct  public  opinion  toward  the  development  of  an  adequate 
system  of  popular  education  and  toward  the  establishment  of  a  school  for  the 
training  of  teachers.  Some  day  I  shall  hope  to  tell  in  detail  the  story  of  this 
crusade,  for  such  it  was  in  spirit  and  purpose.  It  had  its  discouragements 
and  its  comedies  and  its  mistakes;  but  it  was  a  time  of  full-blooded  enthu- 
siasm, exaltation,  and  faith  in  the  people,  and  the  experience  taught  Mclver 
and  it  taught  me  the  essential  lovableness  and  justice  and  dignity  of  character 
and  openmindedness  of  the  average  North  Carolinian  in  a  way  we  could 
never  have  otherwise  learned.  And  some  good  seeds  were  sown,  I  think, 
which  have  increased  some  thirty,  some  sixty,  and  some  an  hundred  fold. 
Mclver  was  doubtful  at  first  of  his  ability  as  a  public  speaker,  but  forgetting 
self  in  his  purpose,  he  achieved  in  an  amazing  way  the  very  thing  that  he  did 
not  think  himself  equal  to,  and  quickly  became  the  most  effective  speaker 
for  public  education  that  I  have  known  in  America.  It  was  a  dull  and  sense- 
less audience  that  did  not  respond  to  his  earnestness,  the  breathless  onrush 


Sketches]  IN-  MEMORIAM  CHARLES  DUNCAN  MCIVER  315 

of  his  appeal,  heated  red  hot  in  the  glow  of  his  personality,  and  lighted  with 
a  homely  humor  and  a  shrewd  adaptation  of  story  and  anecdote,  unequalled 
in  North  Carolina  since  young  Zeb  Vance  won  his  triumphant  way.  His 
task  was  to  plead  with  an  individualistic  and  conservative  community,  hating 
overmuch  by  reason  of  robbery  and  suffering  the  very  word  tax,  for  a  demo- 
cratic and  communal  institution  costing  large  sums  of  money  and  a  world  of 
patience.  His  weapons  were  persuasion  and  charm  and  earnestness  and 
humor  and  pleading  and  sympathy.  They  seem  feeble  weapons  as  compared 
to  the  money  of  the  plutocrat  or  the  force  of  the  despot,  but  they  found  the 
heart  of  this  just  and  reasonable  democracy,  and  seem  to  prove  that  the  solu- 
tion of  our  peculiar  difficulties  must  come  not  by  might  or  force  but  by  the 
spirit  of  love,  justice,  humanity,  and  progress.  In  company  with  Major 
Sidney  M.  Finger  we  wrote  the  law  now  upon  the  statute  books,  creating  the 
State  Normal  and  Industrial  School  of  North  Carolina  at  Greensboro,  and 
selected  the  location  for  the  building;  and  I  should  be  false  to  justice  and 
generosity,  if  I  did  not  here  pay  tribute  to  the  earnestness  and  enthusiasm 
and  faithful  support  given  to  us  during  these  days  by  Sidney  jM.  Finger. 

An  interesting  characteristic  of  the  inspiring  career  of  Charles  Mclver 
was  its  large  unity  and  freedom  from  complexity.  In  studying  either  the  man 
or  his  work,  one  does  not  meet  with  subtleties  or  whimsicalities  or  irritating 
contradiction,  but  one  beholds  rather  a  large  movement  of  beneficent  purpose, 
struggling  onward  to  perfectly  clear  ends,  and  a  big  hearty  nature  ever  "greet- 
ing the  unseen  with  a  cheer. "  In  a  true  sense,  his  earthly  career  began  with 
his  sight  of  the  school,  over  which  he  presided  to  the  day  of  his  death,  and 
it  ended  where  it  began,  but  behold  the  all-embracing  character  of  such 
spacious  singlemindedness.  As  a  consequence  of  this  stimulating  vision, 
came  increased  interest  for  popular  education;  as  a  result  of  his  philosophic 
grasp  of  the  meaning  of  popular  education  to  a  democracy,  came  a  whole 
great  theory  of  civic  service  and  community  helpfulness,  and  common-sense 
patriotism  that  tied  him  in  closest  sympathy  to  everything  helpful,  from  hang- 
ing i)ictures  on  the  walls  of  dreary  country  schoolhouses,  to  large  sentimental 
schemes  of  relighting  the  fires  of  love  for  the  homeland  in  the  hearts  of  those 
who  had  strayed  away.  A  clear  vision,  therefore,  and  a  clean  consecration  of 
himself,  in  the  generous  ardor  of  youth,  to  the  pursuit  of  that  vision,  wrouglu 
and  molded  him  into  a  kind  of  perfection  as  an  American  citizen,  e.xhibiting 
all  the  moral  jjcrsistence  of  the  Puritan  in  a  setting  of  sunshine  and  sympathy. 

One  who  never -turned  his  baik,  but  man  hed  breasl  forward, 
Never  tloubted  tlou<i.s  would  break, 

Never  dreamed,  though  right  were  worsted,  wrong  would  triumph, 
Held  we  fall  l<;  rise,  are  baflled  to  figlil  Ix-lter,  sieej)  to  wake. 

The  j)ersonality  of  Charles  .Mihcr  inliTestc-d  and  atlratted  nun  more 
than  any  sum  of  his  attainments.  His  .scholarshii)  was  not  the  .scholar>hip 
of  the  schools,  but  rather  a  genius  for  sympathy  with  scholarship.  Life  was 
his  thesis  and  men  were  his  bo(jks  and  Love  his  method.     The  Scotch  passion 


3i6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

for  metaphysics  had  passed  him  by,  leaving  in  its  stead,  a  certain  large  under- 
standing and  a  hearty  insight  that  revealed  any  matter  to  him  whole  and 
entire.  He  gave  the  physical  impression  of  being  in  a  hurry,  but  he  was 
never  in  a  hurry  mentally.  He  was  a  wilful  man  in  a  good  sense,  and  loved 
to  have  his  own  way,  but  I  have  known  no  man  with  fewer  blind  prejudices 
to  obscure  his  vision.  He  was  not  the  sort  of  man  who  wanted  everything, 
but  the  few  fundamental  things  he  sought,  he  kept  a  searchlight  upon,  and 
his  hurrying  figure  could  be  seen  moving  toward  them  with  resolute  purpose. 
This  freedom  from  hindering  prejudices,  and  this  singlemindedness,  gave 
him  a  fine  genius  for  co-operation  and  made  him  a  beautiful  man  to  work 
with,  for  you  knew  that  his  pride  was  not  sticking  out  to  get  wounded,  or 
his  feelings  to  get  hurt,  or  his  toes  to  be  trod  upon.  You  were  dealing  with 
sanity  and  good  will  that  knew  when  to  compromise,  when  to  surrender  and 
when  to  fight.  Men  called  him  a  good  politician  and  so  he  was,  if  you  will 
let  me  define  a  good  politician  as  one  who  knows  how  to  compel  men  to  do 
deeds  of  public  service  that  they  would  not  have  otherwise  thought  of.  He 
was  a  royal  good  fighter,  too,  if  you  will  let  me  define  a  fighter  as  a  peaceful 
man,  who  is  clear  as  to  his  purpose,  who  will  not  be  gainsaid,  who  will  not  be 
set  aside,  who  will  not  be  cajoled,  and  who  will  come  to  his  point.  Besides, 
he  was  a  Scotchman  and  had  to  fight  something,  and  ignorance  was  his  natural 
foe.  Men  of  strong  character  are  sometimes  good  haters.  Mclver  was  a 
very  poor  hater.  He  could  not  hate  men  and  always  exhibited  a  sort  of  pained 
surprise,  unaccompanied  with  any  ill-will  or  malignancy  when  men  despite- 
fully  used  him.  He  simply  could  not  waste  his  moral  strength  in  that  most 
immoral  of  all  passions,  hatred. 

If  I  were  asked  what  was  the  greatest  thing  about  Charles  Mclver,  I 
should  say  that  it  was  his  interest  and  sympathy  and  love  for  men  and  women ; 
not  attractive  men  and  women  alone,  or  good  men  and  women,  or  great 
men  and  women,  but  men  and  women.  To  him  had  come  perhaps  dimly 
the  feeling  that  in  rights  and  opportunities  the  final  manhood  of  earth  will 
be  "classless  and  tribeless  and  nationless."  A  crowd  always  interested  him 
and  stirred  his  powers  no  matter  how  weary  he  was,  and  he  moved  about  the 
crowd  with  a  vast  human  interest  shining  in  his  face.  I  have  seen  him  stop 
and  speak  to  a  young  boy,  half-formed  and  immature,  with  an  interest 
informing  his  countenance,  like  that  which  shines  in  the  face  of  a  natural- 
history  collector,  who  has  just  found  a  new  object  for  his  collection.  The 
story  of  the  rise  of  man  is  full  of  men  like  Thomas  Jefferson,  who  loved  human- 
ity, and  were  willing  to  die  for  it,  but  often  they  were  shy  of  the  units  in  the 
mass  of  men.  Mclver  loved  men  and  women  as  he  foiuid  them,  and  they 
returned  his  love.  Few  men  have  worked  thru  so  busy  a  life,  with  so 
much  sympathy  and  appreciation.     He  simply  got  what  he  gave. 

Men  who  build  or  develop  institutions,  men  who  strengthen  or  preserve 
the  social  forces  of  their  times,  do  so  thru  the  exercise  of  faith  and  enthu- 
siasm and  patience  and  courage  and  energy,  and  these  words  might  form  a 


Sketches]  IN  MEMORIAM  CHARLES  DUNCAN  MC  IVER  317 

brief  biography  of  Charles  Mclver.  As  our  revolutionary  age  demanded 
the  prophet  of  human  freedom,  and  the  civil  war  period  demanded  steadfast 
courage,  and  the  industrial  period,  the  man  of  imagination  and  daring,  so 
the  decades  between  1880  and  1906  in  southern  history  demanded  men  with 
faith  in  education  as  a  great  agency  for  molding  social  and  economic 
forces,  and  with  power  of  personality  and  of  brain  to  influence  that  most 
majestic  of  all  human  agencies — public  opinion.  Our  institutii)ns  needed  to 
be  democratized;  our  thought  to  be  nationalized;  our  life  to  be  industrial- 
ized, and  the  whole  process  was  one  of  education.  The  school  was  the  heart 
of  the  South's  problem  and  ISIcIver  saw  that  truth,  and  he  will  live  forever  in 
the  history  of  this  state  as  a  great  leader  in  this  movement  of  transformation. 
It  was,  besides,  his  unique  distinction  to  build  outright  a  great  institution. 
The  State  Normal  and  Industrial  College,  planted  in  the  love  and  in  the 
hearts  of  the  people,  v.ill  grow  fairer  in  outward  form,  and  richer  in  inward 
power,  and  as  it  grows  the  great  traditions  of  his  devotion  will  grow  with  it. 
In  Emerson's  fine  phrase,  this  institution  will  be  for  all  time  the  lengthened 
shadow  of  one  man's  life. 

It  is  the  purpose  of  those  who  love  him  to  erect  a  statue  to  his  memor}-. 
In  so  doing  they  will  honor  themselves  and  teach  objectively  a  great  lesson, 
but  his  school  is  his  real  monument.  An  institution  of  learning  is  the  best 
earthly  type  of  immortality.  It  is  the  only  thing  under  the  heavens  that 
grows  younger  and  stronger  with  the  years.  It  is  a  creature  of  deathless 
function,  of  endless  needs,  of  immortal  youth.  Great-grand-daughters  will 
journey  to  it  as  to  a  pilgrimage,  while  young  children  will  be  playing  about 
its  knees,  and  the  influence  of  all  influences  that  will  guide  its  life  will  be  the 
influence  of  Charles  Duncan  Mclver. 

As  for  me,  his  death  struck  close  at  the  foundati(Mis  of  my  life.  It  was  a 
thing  my  mind  had  never  contemplated;  for  a  certain  unconquerable  boyish- 
ness in  him  precluded  the  very  thought  of  silence  and  the  grave.  I  could 
not  think  of  death  in  connection  with  this  happy-starred,  full-blooded  man, 
in  love  with  life  and  work.  His  passing  closes  for  me  a  cycle  in  my  life,  a 
companionship  of  dreaming  and  work,  of  hope,  and  accomplishment,  asso- 
ciated with  the  morning  of  life.  Such  work  as  he  did  must  always  go  on 
and  I  would  fain  be  in  it  and  of  it,  but  his  absence  somehow  gives  it  another 
hue  and  quality.  After  I  left  North  Carolina,  by  a  strange  ct)inci(lence  to 
which  he  often  alluded,  we  drew  closer  to  each  other  in  actual  intimacy  iliaii 
ever  before.  Henign  fortune  set  us  to  doing  over  an  area  extending  from  tlic 
Culf  to  the  PcAomac,  what  we  had  once  tried  to  ilo  over  the  hills  and  valley> 
of  North  Canjlina.  We  nut  often  each  year,  .sleeping  in  tin-  same  n.om, 
arul  talking  in  the  night.  1  saved  my  stories  for  him.  and  he  saved  his  for 
me.  He  imarnated  North  Carolina  to  me,  suggesting  its  wholesomeness, 
telling  me  its  incidents,  its  ambitions,  its  jjrogrcss,  and  bringitig  me  news  of  our 
olfl  friends— those  that  had  <!ied  and  those  that  had  married  and  those  that 
were  fighting  the  battles  of  ambition  and  life.     Kach  meeting  with  him  was 


3i8  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

a  bath  of  youth  and  good  feeling  and  courage,  that  left  me  cleaner  and  stronger 
and  fresher  for  my  own  tasks.  I  shall  miss  him  sorely,  in  this  breathing 
world,  tho  he  is  not  dead  either  to  my  sight  or  spirit.  Not  only  is  he  alive 
in  the  vague  spiritual  sense  of  the  choir  invisible  molding  the  ideals  and 
purposes  of  men,  but  he  is  alive  and  vital  somewhere  upon  some  mount  of 
faith,  and  busy  at  work  upon  some  good  cause. 

O  strong  soul,  by  what  shore 
Tarriest  thou  now  ?     For  that  force, 
Surely,  has  not  been  left  vain. 
Somewhere  surely,  afar, 
In  the  sounding  labour-house  vast 
Of  being,  is  practiced  that  strength. 
Zealous,  beneficent,  firm. 


THOMAS  BLANCH ARD  STOCKWELL 

BY  DAVID   W.  HOYT,  PROVIDENCE,  R.  I. 

Thomas  Blanchard  Stockwell,  son  of  Amos  W.  and  Susan  Le  Baron 
(March)  Stockwell,  was  born  in  Worcester,  Mass.,  July  6,  1839.  The 
family  removed  to  Chicopee,  Mass.,  when  Thomas  was  two  years  old,  and 
his  early  education  was  received  in  the  public  schools  of  that  place.  When 
he  was  thirteen  years  of  age,  his  father  died,  and  he  was  thrown  upon  his  own 
resources,  with  his  mother  and  a  younger  brother  dependent  upon  him.  He 
provided  a  home  for  that  mother  many  years,  and  tenderly  cared  for  her  as 
long  as  she  lived. 

He  fitted  for  college  in  the  Chicopee  High  School,  of  which"  George  D. 
Robinson,  afterward  governor  of  Massachusetts,  was  principal;  and  the 
future  career  of  Mr.  Stockwell  was  to  a  great  extent  the  result  of  Governor 
Robinson's  influence  over  him,  in  that  school.  Mr.  Stockwell  entered  Brown 
University  in  1858,  graduating  in  1862,  and  receiving  the  degree  of  A.M. 
three  years  later.  Here  he  came  under  the  influence  of  that  noted  teacher, 
Professor  S.  S.  Greene,  for  whom  he  was  accustomed  to  express  great  respect 
and  admiration. 

After  graduation,  he  served  a  short  time  as  submaster  of  the  Eaton  Gram- 
mar School  in  New  Haven,  Conn.,  and  then  was  appointed  principal  of  the 
high  school  in  Holyoke,  Mass. 

In  March,  1864,  he  became  a  teacher  in  the  Boys'  Department  of  the 
Providence  High  School,  and  continued  to  serve  in  that  capacity  for  eleven 
years.  From  1867  to  1875  he  was  also  associate  editor  and  manager  of  the 
Rhode  Island  School-master. 

In  1875  the  monthly  teachers'  publications  of  the  New  England  states 
were  merged  in  the  weekly  New  England  Journal  oj  Education,  published  in 
Boston.  Hon.  Thomas  W.  Bicknell,  then  commissioner  of  public  schools  for 
Rhode  Island,  resigned  his  position  and  became  editor  of  the  new  periodical. 
Mr.  Stockwell,  thru  his  association  with  Mr.  Bicknell  in  the  publication  of 


Sketches]      IN  MEMORIAM  THOMAS  BLANCHARD  STOCKWELL  319 

the  Schml-master,  was  already  somewhat  famiHar  with  the  duties  of  the  com- 
missioner's office,  and  his  experience  as  a  teacher  in  different  grades  of  schools 
was  an  important  qualification  for  the  position.  He  was  at  once  appointed 
to  the  office  of  commissioner  of  public  schools  for  Rhode  Island,  and  contin- 
ued to  fill  that  office  till  1905,  a  period  of  thirty  years  of  continuous  service, 
longer  than  that  of  any  other  official  occupying  a  similar  state  position  in  this 
country.  He  was  also  secretary  of  the  State  Board  of  Education  and  Board 
of  Trustees  of  the  State  Normal  School. 

Mr.  Stockwell  commenced  at  once  to  make  himself  acquainted  with  every 
school  district  in  the  state.  As  a  result  of  his  travels  and  conferences  thru 
many  years,  he  became  more  thoroly  acquainted  with  the  condition  and  the 
people  of  the  country  towns  than  any  other  person  has  been,  and  this  knowl- 
edge added  much  to  his  influence  in  those  towns  and  in  the  General  Assembly. 
His  office  was  far  from  being  that  of  a  mere  collector  of  statistics,  tho  that 
received  due  attention.  He  was  constantly  striving  to  improve  the  methods 
of  instruction  in  the  schools,  and  interest  not  only  the  teachers,  but  the  parents, 
in  the  cause  of  education.  This  he  did  by  meeting  the  people  in  their  own 
towns,  and  by  frequent  conferences  with  them  in  his  city  office.  The  General 
Assembly  was  accustomed  annually  to  place  at  his  disposal  a  sum  of  money 
to  be  used  for  conducting  institutes  and  obtaining  lecturers  for  the  purpose 
of  securing  these  results.  He  was,  of  course,  as  commissioner,  the  most 
important  member  of  the  Rhode  Island  Institute  of  Instruction,  whose  annual 
meetings  in  Providence  have  been  so  fully  attended  by  the  teachers  of  the 
state. 

The  duties  of  his  office  were  partly  judicial.  Many  educational  diffi- 
culties and  controversies  were  brought  before  him  for  settlement,  and  it  is 
much  to  his  credit  that  so  seldom  was  an  appeal  taken  from  his  decisions  to 
the  courts  of  law. 

His  ability  to  recall  the  names  and  faces  of  those  whom  he  had  not  seen 
for  some  time,  and  the  hearty  greeting  with  which  he  mot  them,  added  much 
t<j  his  fitness  for  the  office  he  held.  The  teachers,  of  both  |)ul)iic  and  private 
schools,  regarded  him  as  their  personal  friend,  and  often  sought  his  counsel, 
in  personal  as  well  as  cducati<jnal  matters. 

The  members  of  the  General  Assembly  looked  to  him  for  information 
and  advice,  whenever  a  measure  was  proposed  which  alTec  ted  i)ul)lic  educa- 
ti(jn.  N(Hwithstanding  the  well-known  disin<  lination  of  Rhode  Islanders  to 
make  changes,  during  his  long  term  of  servii  c  ht-  was  able  tt)  sirurr  imi)ortant 
reforms — like  the  free  textbook  law  and  the  ccrtifK  alion  of  teachers — by 
quiet,  patient,  constant  effort,  year  after  year.  'I'hc  abolition  of  the  school 
district  system  and  thi-  adoj)tion  of  the  town  system  he  had  long  labored  for, 
but  hardly  dared  to  hope  that  the  (  hangc  would  be  made  during  his  lifetime. 
However,  some  of  the  more  populous  towns,  one  after  another,  voluntarily 
made  the  change,  and  at  last,  more  than  :i  year  before  the  (lose  of  his  admin- 
istration, a  law  went  into  effect  making  the  change  binding  upon  the  whole 


320 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 


state.  The  erection  of  the  splendid  building  for  the  Rhode  Island  Normal 
School,  the  increase  in  the  facilities  for  secondary  education,  the  establish- 
ment of  a  large  number  of  public  libraries,  and  many  other  improvements, 
might  be  mentioned,  were  one  to  write  a  history  of  his  administration. 

He  wrote  Annual  Reports,  1875-1905;  also  A  History  oj  Public  Educa- 
tion in  the  State  0}  Rhode  Island  from  1636  to  1876,  a  volume  of  458  pages, 
published  for  the  Centennial  Exposition,  now  out  of  print,  and  highly  valued 
by  educators. 

He  was  an  influential  member  of  the  Barnard  Club,  an  organization  com- 
posed of  male  teachers  of  Rhode  Island,  of  all  grades,  from  university  pro- 
fessors to  grammar-school  teachers.  He  was  its  second  president,  after  its 
reorganization  upon  its  present  basis.  He  was  for  many  years  an  active 
member  of  the  American  Institute  of  Instruction,  and,  since  1891,  of  the 
National  Educational  Association. 

His  efforts  and  influence  were  not  confined  to  strictly  educational  circles, 
but  were  extended  to  various  moral  and  philanthropic  organizations  in  Provi- 
dence and  vicinity.  Especially  was  his  influence  felt  in  religious  matters. 
Soon  after  he  became  a  permanent  resident  of  Providence,  he  united  with 
the  Central  Congregational  Church,  where  he  was  highly  honored  and 
esteemed,  and,  for  the  last  thirty  years  of  his  life,  held  the  office  of  deacon. 

His  constant  and  conscientious  devotion  to  the  duties  of  his  office  after 
he  became  commissioner  of  schools  prevented  his  taking  proper  vacations. 
Had  he  been  more  careful  of  himself,  his  life  and  usefulness  might  have  been 
prolonged.  In  September,  1902,  he  suffered  a  slight  stroke  of  paralysis, 
which  was  repeated  two  years  later,  in  August,  1904.  He  soon  after  lost  the 
control  of  his  voice,  so  that  it  was  with  difficulty  he  could  make  himself  under- 
stood, tho  he  retained,  to  a  large  extent,  the  use  of  his  mental  powers.  Thru 
his  own  desire  and  the  kindly  consideration  of  the  State  Board  of  Education, 
he  remained  in  office  till  the  summer  of  1905,  thus  retiring  after  thirty  years 
of  service. 

For  the  next  six  months,  he  was  able  to  walk  about  the  streets  near  his 
home,  but  died  very  suddenly,  in  his  own  house,  February  9,  1906,  without 
being  confined  to  his  bed. 

Mr.  Stockwell  was  married  May  15,  1866,  to  Miss  Harriet  E.  Davis,  of 
Westfield,  Mass.,  who  survives  him,  with  their  three  sons:  Rev.  Frederick  E. 
Stockwell,  of  Beverly,  N.  J.;  Arthur  M.  Stockwell,  of  Oil  City,  Pa.;  and 
Edward  A.  Stockwell,  Esq.,  of  Providence. 

Soon  after  he  was  laid  aside  from  active  duties,  the  Barnard  Club  entered 
upon  their  records,  and  sent  to  him,  a  minute  in  which  the  following  language 
was  used: 

Teachers  will  miss  his  cor  din  1  greeting,  his  cheering  presence,  and  wise  counsel. 

All  citizens  will  appreciate  the  helpful  visits  he  has  made  to  the  schools  in  all  parts  of  the 

state,  his  influence  in  securing  wise  and  just  laws  for  tbeir  guidance,  his  wise  decisions 

of  legal  questions  submitted  to  him,  his  unremitting  application  to  all  his  varied  duties, 

.nd  his  upright  Christian  character. 


Sketches]       IN  MEMORIAM   THOMAS  BLAXCHARD  STOCKWELL  321 

The  Stale  Board  of  Education  passed  the  following  resolutions  upon  the 
retirement  of  Mr.  Stockwell: 

In  view  of  the  resignation  of  Hon.  Thomas  B.  Stockwell,  the  Commi.ssioner  of 
Public  Schools  and  the  Secretary  of  this  Board,  who  for  nearly  the  period  of  a  lifetime 
has  discharged  the  duties  of  the  high  office  with  great  credit  to  himself  and  equal  honor 
to  the  State; 

Resolved,  That  this  Board  in  accepting  his  resignation  takes  occasion  to  assure  him 
of  its  very  high  esteem  and  deep  regret  that  impaired  health  and  consequent  di.>:abililv 
have  rendered  this  act  on  his  part  neccss.Try.  In  this  connection  the  Board  recalls  with 
deep  sensibility  its  own  indebtedness  and  that  of  the  state  to  the  singularly  devoted  and 
efficient  services  by  him  continued  with  unflagging  zeal  thru  thirty  years.  When  the  his- 
tory of  education  in  Rhode  Island  during  these  years  shall  be  written,  it  will  present 
Mr.  Stockwell  as  the  foremost  among  many  able  men  and  women  doing  effective  work 
for  the  better  education  of  all  the  children  of  the  state. 

A  born  teacher,  i.  e.,  having  the  ability  and  aptitudes  for  the  nurture  and  training 
of  youth,  and  enthusiasm  that  was  nothing  else  than  a  consecration  to  the  cause  as  his 
mission  in  life,  ambitious  for  visible  results,  he  welcomed  the  office  he  now  retires  from. 
.\n  impulse  of  new  life  and  interest  in  education  was  soon  felt  in  all  parts  of  the  state, 
and  it  did  not  stop  with  the  boundaries  of  Rhode  Island.  Teachers  felt  a  new  strength 
as  of  a  leader  and  helper  come  to  their  aid.  Parents  were  awakened,  and  legislators 
listened  courteously  to  calls  for  appropriations  that  the  new  possibiUties  might  te  realized. 
In  a  word,  the  wheels  of  progress  began  to  turn  and  the  movement  has  gone  grandly 
forward  to  this  day,  when  we  can  justly  and  prouflly  say  Rhode  Island  is  quite  abreast 
of  the  noblest  states  in  our  country  in  the  matter  of  popular  education. 

Mr.  Stockwell  is  an  American  of  the  best  type,  public-spirit'^l,  patriotic,  with  the 
courage  of  his  convictions,  progressive,  his  whole  character  seasoned  by  lilieral  studies 
and  the  spirit  of  a  Christian  gentleman.  Quick  to  see  opportunities  of  improvement,  he 
has  been  wise  and  prudent  in  creating  the  public  sentiment  necessary  to  the  adoption 
of  new  measures.  Crotchets  and  fads  have  never  beguiled  him.  With  .singular  discrimi- 
nation he  has  followed  the  verifiable  paths  of  real  progress.  Educational  forces  have 
been  concentrated,  harmony  promoted,  a  system  established  that  has  the  prestige  of  the 
world's  approval. 

In  it  all  the  place  of  Mr.  Stockwell  is  unique,  for  it  is  largely  his  monument.  The 
Board  congratulates  him  upon  the  fact  that  he  retires  from  the  fieki  of  his  lalK)rs  as  the 
victorious  soldier  retires  when  the  battle  has  been  won  and  a  grateful  people  give  him 
joyful  greeting. 

This  Board  voices  the  general  sentiment  of  this  commonwealth  when  it  wishes  him 
a  glad  future,  sweet  and  inspiring,  with  the  love  of  a  generation  he  has  .served  and  blessed. 

The  following  is  from  a  minute  adopted  by  the  Central  Congregational 
Church  of  Providence. 

On  the  ninth  of  February  1906,  Deacon  Thomas  B.  Stockwell  entered  int«>  rest. 
Had  another  year  been  allotted  to  him,  he  would  have  completed  forty  years  of  memU-r- 
ship  and  thirty  years  in  the  office  of  deacon  in  the  Central  Congregational  Chur-  h. 

During  that  long  peri<Ml  of  time  his  active  co  operation  has  l>een  constantly  al  tin- 
service  of  the  church  in  all  itJi  Christian  activities,  making  him  prominent  in  the  (.in- 
ference meetings,  in  the  Sunday  schocjl,  .and  in  the  scjcial  interests  of  the  chun  h 

His  kind  and  cordial  manner  and  his  o|)en  sincerity  made  his  acquaintance  a  pic.isiire 
to  old  and  ycmng;  while  his  ready  sympathy  prompted  him  to  minister  as  fur  a.:  jjo.ssible 
to  the  relief  of  the  sic  k  and  afllic  ted  by  visits  of  condolence  or  other  tokens  of  interest 
.md  brcjtherly  love. 

Brother  Stcnkwell  wan  firnilv  allaihed  to  the  old  st.ind.inls  of  (hiisti.in  Ulirf.      .Ninic! 


322 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 


all  assaults  upon  the  credibility  and  authority  of  the  Sacred  Scriptures,  he  remained 
unmoved  in  his  adherence  to  them  as  the  only  safe  guide,  and  in  loyalty  to  "the  faith 
once  delivered  to  the  saints." 

This  church  desires  to  place  on  record  the  esteem  with  which  it  regards  the  character 
of  our  departed  brother,  and  its  sorrow  for  his  loss.  His  best  memorial  will  be  the  recol- 
lection of  his  many  valuable  services  to  his  fellow-men  in  public  and  private. 


ALBERT  PRESCOTT  MARBLE 

BY  CLARENCE   E.  MELENEY,  NEW  YORK  CITY 

Albert  Prescott  Marble  was  born  in  Vassalboro,  Maine,  May  21,  1836, 
and  died  in  New  York  City  March  25,  1906.  He  was  a  son  of  John  and 
Emeline  Prescott  Marble,  of  old  New  England  stock.  His  early  life  was 
spent  on  the  ancestral  farm  where  he  developed  a  robustness  and  vigor  which 
laid  the  foundation  of  a  well-developed  physical  and  mental  force  that  carried 
him  thru  a  long  and  active  career.  By  his  own  industry  he  laid  up  a 
small  sum,  sufficient  to  enable  him  to  attend  the  academies  at  Yarmouth 
and  at  Waterville,  and  to  begin  his  college  course.  He  was  over  twenty-one 
years  of  age  when  he  entered  Colby  University,  then  old  Waterville  College. 
It  was  the  practice  of  students  in  that  institution  in  those  early  days  to  earn 
their  way  thru  college  by  teaching  school  during  a  winter  vacation,  and 
to  pursue  their  studies  thruout  the  rest  of  the  year,  except  three  or  four  weeks 
in  summer.  This  short  vacation  was  spent  in  the  hay  fields  upon  the  home 
farm.  Mr.  Marble  inherited  not  only  a  strong  physique  but  marked  intellec- 
tual ability  and  the  moral  qualities  that  characterized  the  men  and  women 
of  New  England  communities.  In  college  he  was  a  diligent  student  and, 
having  acquired  more  than  the  average  of  maturity  thru  years  of  labor  and 
application  to  his  books,  he  was  able  to  excel  in  scholarship  and  to  take  high 
rank  in  his  class.  He  won  prizes  in  oratory  and  carried  off  many  honors 
during  his  course.  He  graduated  in  1861,  and  when  later  the  Phi  Beta  Kappa 
was  established  he  was  enrolled  as  one  of  the  early  members  of  the  chapter. 
In  1864  he  received  his  master's  degree,  and  later  was  honored  with  a  docto- 
rate. Dr.  Marble  had  already  begun  his  long  life  work  as  a  teacher  in  elemen- 
tary and  high  schools.  He  was  principal  of  the  Boynton  High  School  in 
Eastport,  Maine,  of  the  Berkshire  Family  School  in  Stockbridge,  Mass.  In 
1862  he  went  to  Wisconsin,  as  professor  of  mathematics  in  W^ayland  University 
at  Beaver  Dam.  Returning  east.  Dr.  Marble  became  principal  of  Worcester 
Academy.  At  this  time  the  academy  was  in  the  depths,  both  financially  and 
educationally,  and  the  trustees  decided  to  give  up  the  undertaking  and  turn 
over  what  funds  there  were  to  Newton  Theological  Institution.  Power  was 
asked  from  the  legislature  to  do  this,  but  Dr.  Marble  had  the  wisdom  and 
courage  to  oppose  the  proposition,  and  his  opposition  was  so  effective  that 
the  power  was  not  granted  for  the  transfer.  Thus  a  useful  and  worthy  insti- 
tution was  saved  for  general  education,  which  became  under  his  management 
and  during  recent  years  one  of  the  most  important  and  successful  secondary 


Sketches]  IX  MEMORIAM  ALBERT  PRESCOTT  MARBLE  323 

schools  in  the  country.  His  success  in  this  institution  led  to  his  election  as 
superintendent  of  schools  in  Worcester  in  1868,  which  position  he  held  till  1S94. 
During  these  twenty-six  years  Dr.  Marble  became  one  of  the  most  active  and 
prominent  superintendents  in  the  country  and  a  leader  not  only  in  his  i)wn 
state  but  in  the  nation.  He  took  charge  of  the  schools  in  Worcester  when 
there  was  practically  no  organization,  and  built  up  an  effective  city  school 
system.  He  gathered  around  him  a  group  of  masters  and  a  corps  of  teachers 
that  worked  in  the  greatest  harmony  with  him  during  his  incumbency  of  this 
responsible  position.  He  was  an  administrator  of  tact,  discretion,  and  power. 
He  showed  remarkable  wisdom  and  foresight  in  what  he  did  and  a  construc- 
tive force  of  the  highest  order.  He  anticipated  what  the  requirements  of 
the  future  would  be,  and  fitted  the  present  needs  to  these  conditions. 
He  was  able  to  w'in  to  his  support  rival  elements  in  his  school  committee,  to 
conciliate  opposition,  and  to  direct  and  control  both  radical  and  conservative 
forces.  He  gave  much  attention  to  the  proper  construction  and  equij)mcnt 
of  schoolhouses,  realizing  the  importance  of  modern  sanitary  and  hygienic 
conditions.  For  many  years  the  school  buildings  in  Worcester  were  regarded 
as  the  best  models  in  the  state,  and  his  leadership  in  this  work  had  a  great 
influence  in  establishing  in  Massachussetts  the  system  of  schoolhousc  sani- 
tation which  has  made  the  state  famous.  Dr.  Marble  was  the  author  of  a 
work  on  School-House  Construction  and  Sanitation  published  by  the  U.  S. 
Commissioner  of  Education.  In  the  administration  of  the  schools  of  Wor- 
cester, Mr.  Marble  recognized  the  ability,  the  resourcefulness,  the  integrity 
and  the  loyalty  to  the  system  of  the  principals  of  his  schools  and  the  directors 
of  the  special  branches.  He  had  absolute  confidence  in  them  and  they 
believed  in  him.  He  realized  that  they  were  able  to  work  out  the  details  of 
in.struction,  and  to  put  into  that  effort  their  individuality,  their  enthusiasm, 
and  their  professional  spirit.  He  never  hampered  or  retarded  progress  by 
petty  criticism,  too  close  oversight,  or  the  obtrusion  of  his  own  theories.  He 
was  recognized  as  a  friend  of  the  teachers,  observant,  symjjathetic,  appre- 
ciative. He  never  occasioned  fear  in  the  breast  of  the  timid  or  inexperienced 
teacher,  nor  did  he  worry  the  moderate  or  an.xious  seeker  after  truth.  He 
realized  the  limitations  of  human  effort,  and  accejHed  the  results  of  faithful 
and  conscientious  service.  The  State  Normal  School  in  that  city  supplied 
the  schools  with  many  of  the  teachers,  and  they  found  under  his  supervision 
the  necessary  opportunity  for  apprenticeship  and  for  the  divcloitnunt  of 
efficiency. 

In  those  years  Worcester  like  many  other  cities  in  the  country  i)rove(l  to 
he  a  field  where  it  was  always  necessary  steadfastly  to  maintain  tin-  |)osition, 
the  rights,  and  the  i)rerogative  of  the  superintendent.  There  were  earnest 
and  well-meaning  people  who  were  impatient  of  delays  and  eager  for  the 
adoption  of  the  most  advanced  ideas  on  school  work.  To  ilu  in  Dr.  Marble 
appeared  to  stand  in  the  way  of  progress.  Nevertheless  the  elementary 
schools  maintained  a  high  standard  and  the  high  schotjls  became  models  of 


324  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

efficiency.  Dr.  Marble  was  one  of  the  first  superintendents  to  recognize  the 
importance  of  the  Enghsh  high  school  as  differentiated  from  the  old-time 
classical  school,  and  he  had  the  honor  of  founding  an  institution  of  that  kind 
that  had  the  effect  of  raising  the  standard  of  secondary  education  along  all 
lines  of  training  and  culture.  When  the  advocates  of  manual  training  became 
active  and  proclaimed  this  feature  of  school  v^ork  as  the  measure  of  educational 
progress,  Dr.  Marble  was  not  carried  away  with  it,  nor  did  he  join  in  the 
procession.  He  had  little  respect  for  "newness,"  and  placed  his  confidence 
in  the  "presumption  of  brains. "  He  was  wise  enough  to  recognize  the  value 
of  a  system  which  could  be  worked  out  by  a  conservative  study  of  all  the 
elements  that  contribute  to  a  complete  education.  In  his  mature  experience 
as  an  educator  he  came  to  realize  the  broader  means  of  training  of  the  young, 
and  contributed  his  strength  to  the  establishment  of  all-round  courses  of 
instruction. 

From  Worcester  Dr.  Marble  went  to  Omaha  as  superintendent  of  schools, 
but  remained  only  about  a  year  in  that  city.  In  1896  the  school  system  of 
New  York  City  was  revolutionized  by  an  act  of  the  legislature  which  author- 
ized the  appointment  of  a  new  board  of  education  and  provided  for  a  board 
of  superintendents  which  should  institute  all  educational  measures,  examine 
candidates  for  principals  and  teachers,  and  establish  eligible  lists,  make  all 
nominations,  recommend  the  establishment  of  schools,  the  courses  of  studies 
and  textbooks,  and  administer  and  manage  the  schools.  In  June  the  new 
Board  of  Education  elected  several  men  who  had  acquired  experience  in 
other  states  to  membership  in  the  Board  of  Superintendents,  one  of  whom 
was  Dr.  Marble.  This  was  a  field  in  which  he  was  qualified  by  years  of 
persistent  and  energetic  work  to  undertake  great  responsibility.  His  knowl- 
edge and  ability  was  soon  recognized  and  he  was  made  chairman  of  the  Com- 
mittee on  High  Schools.  In  this  position  Dr.  Marble  achieved  a  success 
which  was  the  crowning  work  of  his  long  career.  It  made  him  the  leader  in 
the  organization  of  the  three  first  high  schools  established  in  the  city  of  New 
York,  the  preparation  of  courses  of  study,  and  the  selection  of  principals  and 
teachers.  To  support  him  in  the  Board  of  Education  in  all  legislation  and 
in  financial  matters  necessary  for  the  erection  and  equipment  of  new  build- 
ings, he  had  a  committee  headed  by  Hon.  Henry  W.  Taft  whose  wisdom, 
foresight,  and  energy  were  essential  to  ensure  the  success  of  so  great  an  under- 
taking. When  the  new  charter  of  the  greater  city  was  put  into  operation,  by 
which  the  schools  of  all  the  boroughs  were  placed  under  one  management. 
Dr.  Marble  was  elected  to  the  new  Board  of  Superintendents  and  appointed 
chairman  of  the  new  committee  on  high  schools.  His  knowledge  of  high- 
school  work  and  his  wide  acquaintance  with  high-school  principals  and 
teachers  qualified  him  in  an  eminent  degree  to  undertake  the  work  of  organ- 
izing and  extending  this  department  of  the  school  system.  He  retained  this 
position  until  his  impaired  health  and  declining  powers  made  it  necessary 
for  him  to  be  relieved.     He  also  retained  his  intereest  in  and  relations  to  the 


Sketches]  7A'  MEMORIAM  ALBERT  PRESCOTT  MARBLE 


325 


elementary  schools.  He  was  an  intelligent  and  sympathetic  advocate  of  the 
progressive  yet  conservative  development  of  the  school  system  in  all  its  varied 
activities.  He  encouraged  the  development  and  extension  of  kindergartens, 
manual  and  industrial  education,  and  the  vacation  schools.  He  took  a  large 
view  of  the  important  educational  prol)lems  being  worked  out  in  the  metrop- 
olis, realizing  the  breadth  and  comprehensiveness  of  all  their  relations.  He 
was  not  easily  disturbed  by  the  slow  develoj)nient  of  great  undertakings  and 
seldom  ruffled  by  opposition  or  criticism.  He  always  had  absolute  confidence 
in  his  associates,  respected  the  opinion  of  others,  and  co-operated  unhesi- 
tatingly in  every  undertaking  of  importance.  He  made  friends  among  the 
teachers  by  his  genial  and  sympathizing  interest  in  their  work  and  was 
always  welcome  in  the  classroom. 

In  New  York,  Dr.  Marble  was  identified  with  many  organizations  of 
school  men,  including  those  engaged  in  public  and  private  institutions.  He 
contributed  from  his  wide  experience  to  their  deliberations  and  discussions 
of  live  subjects.  He  was  warmly  greeted  in  social  circles,  and  his  ready  wit 
and  good  common-sense  always  contributed  to  social  enjoyment.  He  was 
blessed  with  an  even  temper,  an  open-hearted  generosity  and  a  cheerful 
disposition.  He  was  always  approachable,  courteous,  dignified.  He  com- 
manded respect  at  all  times  and  was  admired  for  his  courteous  and  gentle- 
manly qualities. 

During  the  last  quarter  of  the  century  Dr.  Marble  has  been  recognized 
as  one  of  the  prominent  educators  of  the  country.  He  was  active  in  state 
and  national  gatherings  of  teachers,  contributing  by  service  and  by  his  papers 
to  the  success  of  the  organizations.  He  was  one  of  the  founders  of  the  N.  E. 
A.  and  held  the  office  of  secretary  and  president.  He  was  the  presitlent  of 
the  Department  of  Superintendence  of  the  N.  E.  A.  in  1S69.  In  those  years 
he  was  a  fluent  and  engaging  speaker,  winning  his  points  by  his  practical 
and  common-sense  views.  He  contributed  much  to  educational  discussions 
by  his  addresses,  his  school  reports,  and  his  articles  in  educational  periodicals. 
Dr.  Marble  did  not  confine  his  interests  and  his  activity  to  the  i)ublic  schools. 
His  counsel  was  sought  by  other  educational  bodies,  he  having  l)een  a  member 
of  the  boards  of  trustees  of  several  of  the  higher  institutions  of  learning.  .\n 
editorial  estimate  of  Dr.  Marble  in  a  Xew  York  ])aper  was  expressed,  lu-rhaps 
justly,  as  follows: 

lie  was  an  outgrowth  of  ihu  iiukpciKlL-nl,  silf-rf.spc(  ling  New  lingland  s(  liool  of  clu- 
cators,  who  have  taken  a  leading  share  in  establishing  the  standards  of  public  fdu<  ation 
in  the  country.  He  was  perhaps  not  in  close  touch  with  many  of  the  extreme  ideas  that 
l)ccame  (  urrent  and  jKiiiuiar  during  the  last  dec  a<le,  but  he  lived  to  .sec  a  tendency  to  reac- 
tion tf^wards  his  own  view«.  He  did  not  take  educational  progress  too  seriously,  recog- 
nizing that  there  was  always  a  dividing  line  of  e.xi)eriment.  He  was  in  harmony  with  the 
Ix-st  human  methocls.  He  was  a  trained  teacher  in  all  branches  of  .sc  IkkiI  work,  more 
partic  ularly  in  high-sc  hoc!  studic-s,  and  if  he-  c  ame  to  the  sc  hools  of  this  city  (New  York] 
somewhat  late  in  life  to  enter  fully  into  the  deeper  interest  and  detail,  he  never  failed 
to  uresent  a  broad,  plea.sant,  and  congenial  attitude-  to  that  work.     He  would  cimlribute 


326  NATIONAL  EDUCATIONAL  ASSOCIATION  [Memorial 

a  cheerful  and  timely  word  or  thought  to  aid  teachers  in  their  efforts  at  progress,  and  his 
kindly  presence  will  be  often  and  tenderly  recalled. 

In  closing  this  brief  sketch  of  the  career  of  Dr.  Albert  Prescott  Marble,  I 
can  employ  no  language  more  fitting  than  the  following  paragraphs  taken 
from  the  resolutions  adopted  by  the  Board  of  Superintendents  of  this  city 
which  appears  in  the  minutes  of  March,  29,  1906: 

Among  the  educators  of  the  United  States  he  was  a  leader,  and  among  the  school 
superintendents  at  large  he  was  eminent.  He  brought  to  the  work  upon  which  he  entered 
in  the  city  of  New  York  a  ripe  scholarship,  a  broad  experience,  a  knowledge  of  educa- 
tional problems,  and  a  capacity  for  administration  that  have  been  exhibited  by  few  of 
his  contemporaries.  In  the  organizaiton  of  the  great  high-school  system  which  is  now  found 
in  the  boroughs  of  Manhattan  and  The  Bronx,  and  also  in  the  work  of  the  Board  of 
Superintendents  during  the  past  four  years,  he  took  a  leading  and  active  part.  His  coun- 
sel was  always  sound    and  his  judgment  could  safely  be  followed. 

Those  qualities  which  most  endeared  Dr.  Marble  to  his  associates  and  to  all  who 
came  in  contact  with  him  were  a  rare  sweetness  of  temper,  a  courtesy  that  never  failed, 
a  geniality  that  knew  no  difference  of  rank  or  station,  an  unswerving  steadfastness  of 
purpose,  an  unconscious  dignity  of  bearing  that  marked  him  as  distinguished,  and  a 
high  and  noble  conception  of  duty  and  honor.  His  circle  of  friends  was  as  wide  as  his 
acquaintance. 

To  his  associates  in  the  Board  of  Superintendents  the  news  of  Dr.  Marble's  serious 
illness  came  with  deep  regret,  and  the  tidings  of  his  death  brought  the  keenest  sorrow. 
The  loss  is  not  only  that  of  an  associate,  but  of  a  friend  and  comrade.  It  is  the  loss  of 
one  whose  knowledge  wao  at  our  service,  whose  advice  or  assistance  was  ever  at  our 
command,  whose  sympathetic  interest  was  always  aUve,  whose  fellowship  we  prized. 


PAPERS    CONTRIBUTED    FOR  THE   ANNI 
VERSARY    VOLUME 

BY  ME^IBERS  IN  THE  UNITED  STATES 


FIFTY  YEARS  OF  AMERICAN  EDUCATION 

ELMER  ELLSWORTH  BROWN,  COMMISSIONER  OF  EDUCATION  OF  THE 

UNITED   STATES 

The  National  Educational  Association,  in  its  inception,  was  one  of  the 
earnest  endeavors  to  arrive  at  a  national  view  of  the  common  interests  of  all 
sections  of  this  country,  which  marked  the  third  quarter  of  the  nineteenth 
century,  both  before  and  after  the  Civil  War.  It  followed  after  the  great 
educational  revival  of  the  second  quarter  of  that  century,  which  was  in  fact 
a  revival,  if  not  a  new  creation,  of  public  conscience  in  the  matter  of  the  educa- 
tion of  the  whole  people.  In  the  year  1857  that  revival  had  passed  its  first 
enthusiasm,  but  it  had  already  carried  the  American  people  forward  to  an 
educational  position  far  in  advance  of  any  which  they  had  ])rcviously  attained, 
a  position  from  which  they  have  never  receded  and  are  not  likely  ever  to  recede. 
The  tangible  results  of  the  revival  were  seen  in  the  spread  and  the  strength- 
ening of  school  supervision  in  state  and  city  and  county;  in  the  growth  of 
state  school  funds  and  local  taxation  for  schools;  in  the  organization  of  schools 
in  a  well-graded  system;  in  the  earlier  provision  for  compulsory  education; 
and  in  the  rapid  growth  of  public  high  schools  and  of  state  normal  schools. 

The  revival  had  to  do  primarily  with  education  of  an  elementary  grade, 
but  its  influence  spread  slowly  upward  and  was  felt  in  the  highest  institutions. 
In  spite  of  the  rapid  growth  of  public  high  schools,  the  standard  agency  for 
secondary  education  was  still  the  privately  managed  academy.  Between  the 
public  high  school  and  the  college  there  was  still  a  wide  gap,  and  the  thought 
that  this  gap  ever  would  or  ever  could  be  bridged  by  the  high  school  was  not  a 
widespread  convicticjn.  The  colleges  were  pursuing  in  the  main  their  old 
traditional  course  of  classical  training.  Some  faint  beginnings  had  been  made 
in  the  differentiation  of  their  courses,  but  the  established  tradition  was  hardly 
shaken  as  yet.  It  was  only  a  very  brittle  and  hardly  recognized  i)on(l  whi(  h 
joined  them  with  the  schools  of  the  people.  Some  »)f  them  had  ( ontril)Uted 
mightily  to  the  development  of  elementary  school  systems,  but  il  was  by  way 
of  a  missi(jnary  propaganda  and  not  by  way  of  an  identifu  ation  of  iiUerests. 
The  earlier  stale  universities  had  already  come  into  being,  but  llu-y  had  not 
yet  been  able  to  emancipate  themselves  from  the  i  urrciit  tradition  nf  higher 
education.  They,  too,  were  old-line  classical  colleges,  only  holding  in  lluir 
f<jrm  of  organization  an  unrealized  capacity  for  responding  to  the  still  unformed 
aspirations  of  new  commonwealths. 

327 


328  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

The  tendencies  of  naturalism  in  education  had  not  yet  come  to  their  full 
influence.  The  first  Pestalozzian  wave  in  this  country  was  past,  and  the 
second  wave  had  not  yet  culminated.  Across  the  seas,  Darwin  and  Spencer 
and  Huxley  and  Helmholtz  had  begun  their  great  work,  and  the  soil  of  America 
was  already  prepared  for  the  seeds  of  their  sowing.  Agassiz  was  at  Harvard 
and  Arnold  Guyot  at  Princeton,  and  American  natural  science,  still  drawing 
some  of  its  inspiration  from  Benjamin  Franklin  and  from  the  group  of  scien- 
tists gathered  at  Yale  by  the  first  Timothy  Dwight,  was  preparing  to  utilize, 
to  the  full,  the  forces  which  Europe  had  set  in  motion.  American  invention 
was  already  in  full  swing.  A  population  of  twenty-three  millions  in  1850, 
and  thirty-one  millions  in  i860,  was  annually  taking  out  in  the  intervening 
decade  two  thousand  patents  for  their  inventions;  yet  American  technical 
instruction,  the  training  of  hand  and  eye  to  follow  the  guidance  of  constructive 
imagination  in  the  field  of  material  things,  had  made  only  the  smallest  begin- 
nings. The  national  government  had  its  schools  of  war  at  West  Point  and 
Annapolis,  and  their  influence  was  felt  in  the  training  of  engineers;  the  Rens- 
selaer Polytechnic  Institute  and  one  or  two  other  institutions  were  doing 
pioneer  work  in  the  technological  field ;  agricultural  education  was  much  talked 
about,  and  was  actually  attempted  here  and  there,  but  had  not  yet  found  itself; 
the  first  kindergarten  had  been  established  in  Germany  less  than  twenty 
years  before  this  time,  and  the  few  kindergartens  opened  in  America  before 
the  Civil  War  were  educational  curiosities;  manual  training  in  the  schools 
was  hardly  a  dream  as  yet,  and  drawing  for  technical  ends  and  the  whole  range 
of  training  for  the  fine  arts  existed  only  in  a  crude  and  provisional  way. 

If  this  were  a  review  of  the  fifty  years  preceding  the  eighteen-hundred- 
fifties,  it  would  be  easy  to  show  that  the  time  had  been  one  of  very  great  improve- 
ment. But  the  really  glorious  advance  of  that  period  had  still  left  a  greater 
work  undone.  The  task  which  faced  the  men  of  the  fifties  was  truly  formid- 
able, and  it  called  for  a  closer  co-operation  of  educational  forces  thruout 
the  land. 

Shortly  after  the  founding  of  this  National  Educational  Association,  the 
continued  existence  of  the  nation  in  its  entirety  was  threatened,  and  civil  war 
was  the  result.  The  re-estabhshed  unity  was  in  many  respects  a  different 
nation  from  that  which  had  been,  a  nation  equipped  for  greater  undertakings, 
and  in  the  course  of  time  bound  together  by  stronger  ties  than  anyone  in  that 
time  of  strife  could  have  hoped  to  see.  The  thirty-three  states  of  i860  had 
increased  to  forty-five  in  1900.  The  population  of  thirty-one  millions  in  i860 
had  increased  at  the  end  of  the  century  to  seventy-six  millions,  and  is  now 
fast  approaching  ninety  miUions.  In  addition  to  the  natural  increase  of  a 
flourishing  people,  there  has  been  a  tremendous  increase  by  immigration 
from  all  parts  of  the  world,  of  people  representing  all  manner  of  national 
and  racial  history,  an  immigration  which  has  never  in  any  one  year  of 
that  period  fallen  below  72,183,  the  number  for  the  year  1862,  and  which 
rose  in   the   year  1906  to  1,100,735.     The  387   daily  newspapers  of  i860 


Papers]  FIFTY   YEARS  OF  AMERICAN  EDUCATION 


329 


had  risen  in  1900  to  2,226,  and  the  circulation  of  weekly  journals  and 
monthly  magazines  had  increased  enormously.  The  number  of  volumes  in 
public  libraries  increased  from  eleven  and  one-half  millions  in  1875  to  fifty- 
four  and  one-half  millions  in  1903.  The  whole  industrial  system  of  the  South 
has  been  changed  by  the  abolition  of  slavery.  The  accumulation  of  large 
capital  and  the  growth  of  gigantic  industrial  operations  liavc  introduced  new 
forms  of  organization  of  both  capital  and  labor,  and  have  brought  to  the  front 
the  weightiest  problems  of  industrial  administration  that  any  people  have  ever 
faced.  The  morals  of  a  crude,  young  society,  a  large  part  of  whose  inhabited 
territory  was  on  or  near  the  frontier  of  civilization,  have  had  to  undergo  read- 
justment to  new  conditions  of  public  and  private  life.  Where  16  per  cent, 
of  the  population  hved  in  cities  in  the  year  1S60,  t,t,  per  cent,  lived  in  cities  in 
the  year  1900,  and  the  ideals  and  usages  of  urban  life  have  been  so  spread 
abroad  by  improved  means  of  travel  and  communication  that  already  the  city 
is  dominant  thruout  our  civilization.  The  increase  of  urbanity  in  American 
life  has  already  affected  the  American  character  most  profoundly.  With  this 
urbanity  has  come  a  cosmopolitan  tendency  and  interest  in  the  affairs  of  the 
world.  As  our  nation  has  come  to  take  a  new  place  among  the  nations  of  the 
earth,  our  people  have  shown  a  readiness  to  interest  themselves  in  the  larger 
interests  of  mankind. 

All  of  these  various  movements  and  tendencies  have  been  interwoven  in 
the  most  intricate  and  interesting  relationships.  The  realistic  movement  in 
the  several  arts,  the  ethical  trend  in  religion,  the  economic  influence  in  political 
life,  all  of  these  things  have  entered  most  intimately  into  the  tremendous 
complication.  We  are  to  see,  in  the  rudest  outline,  how  American  education 
has  engaged  in  the  movement  of  these  fifty  years,  and,  with  more  or  less  of 
inspiration  and  guidance  from  the  National  Educational  Association,  has 
played  its  part  therein.  Here  as  everywhere  the  educational  movement  has 
been  both  cause  and  effect  of  the  large  development  of  our  civilization. 

Few  people  understand  how  great  is  the  first,  elemental  responsibility  of 
educational  institutions,  that  of  holding  successive  generations  up  to  the  cuUure 
level  of  their  predecessors.  This  alone  is  a  tremendous  task,  which  the  schools 
are  not  always  able  to  discharge  in  the  face  of  adverse  circumstances.  The 
difilculty  of  that  task  is  vastly  increased  when  the  peoi)Ie  to  be  educated  are 
spreading  out  into  new  territories  and  are  taking  into  themselves  large  elements 
(jf  population  from  foreign  civilizations.  Add  to  this  the  responsibility  which 
modern  and  democratic  aspirations  impose,  of  educating  each  generati«)n 
better  than  its  predecessors,  more  extensively  and  more  variously,  and  the 
task  with  which  our  schools  have  wrestled  during  these  fifty  years  is  sci  11  to  bi- 
one  of  almost  overwhelming  ditliculty. 

Only  a  few  of  the  (nuntlos  as|t((  !>  of  our  edut  ;ilitin;il  life  (luring  this 
half-century  can  be  mentioned  lu-rc,  ;in(l  llityiaii  be  incnlioiicd  only  with  the 
utmost  brevilv. 


330  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

1.  The  enormous  growth  of  pubHc  high  schools  in  this  period  has  fre- 
quently been  mentioned.  It  is  not  only  the  numerical  increase  of  such  schools 
and  of  their  attendance  of  students  which  is  notable,  but  the  fact  that  in  this 
period  the  public  high  school,  occupying  a  central  position  in  our  series  of 
educational  institutions,  has  come  to  exercise  a  most  significant  influence  upon 
the  whole  educational  system.  Closing  up,  by  an  irresistible  growth,  that 
great  gulf  between  the  schools  of  the  whole  people  and  the  institutions  of  higher 
education,  the  high  school  and  its  problems  have  come  to  constitute  a  very 
center  of  interest  in  all  American  education,  an  interest  shared  by  schools  both 
above  and  below  the  high-school  grade. 

The  historical  table  carefully  prepared  by  Dr.  Harris  shows  that  there 
were  in  existence  in  the  year  i860  only  69  high  schools  having  a  well-defined 
high-school  course  of  study.  The  number  of  incomplete  high  schools  at  that 
date  was  much  larger;  but  the  standard  American  institution  of  that  period, 
for  secondary  education,  was  still  the  privately  managed  academy.  With  the 
increase  of  population  in  the  decades  following  the  Civil  War,  the  attendance 
on  both  public  and  private  schools  of  secondary  grade  steadily  increased,  but 
the  public  high  schools  grew  more  rapidly  than  their  competitors.  In  the 
decade  between  1880  and  1890  the  center  of  gravity  of  our  secondary  education, 
as  shown  by  the  attendance  of  students,  shifted  from  the  side  of  the  private 
academy  to  the  side  of  the  public  high  school.  Since  that  time  the  privately 
managed  institutions  have  continued  their  steady  growth,  but  the  growth  of 
public  high  schools  has  been  so  great  as  to  constitute  one  of  the  most  striking 
features  in  our  educational  history.  The  202,963  students  in  attendance  on 
these  high  schools  in  the  year  1890  had  increased  in  the  year  1905  to  679,702 
students.  In  the  same  time  there  had  appeared  many  of  the  most  notable 
publications  yet  issued  in  this  country  relating  to  the  problems  of  secondary 
education ;  and  the  influence  of  schools  of  this  grade,  and  of  various  bodies  of 
teachers  representing  the  schools  of  this  grade,  had  grown  enormously. 

2.  The  period  last  referred  to  might  indeed  be  designated  as  the  age  of  the 
high  school,  were  it  not  that  with  even  more  reason  it  may  be  called  the  uni- 
versity age  of  our  history.  Indeed,  the  last  half-century  has  been  a  time  of 
remaking  of  our  higher  education.  Practically  the  whole  history  of  the  Ameri- 
can university  falls  within  that  period.  It  is  a  most  significant  fact  in  our 
American  life  that  the  university,  which  has  come  into  being  so  rapidly,  yet 
so  largely  without  observation,  has  come  to  exercise  so  powerful  an  influ- 
ence in  the  higher  life  of  the  nation. 

Before  the  time  of  our  Civil  War  there  had,  to  be  sure,  been  foreshadowings 
of  the  American  university.  Harvard,  bearing  the  university  name,  had 
already  begun  to  experiment  in  the  elective  system.  Francis  Wayland,  one 
of  the  seers  among  our  college  presidents,  had  dared  propose  radical  changes 
in  the  college  system  of  his  time.  Scientific  courses  had  begun  to  appear  in  the 
colleges  side  by  side  with  the  ancient  course  leading  to  the  degree  of  Bachelor 
of  Arts.     President  Tappan,  of  the  University  of  Michigan,  had  received  a 


Papers]  FIFTY   YEARS  OF  AMERICAN  EDUCATION 


331 


profound  impress  from  the  university  system  of  Germany,  and  had  })ubh'shcd 
large  plans  for  the  development  of  the  institution  over  which  he  presided.  But 
the  real  university  movement  in  this  country  followed  the  Civil  War.  Some 
of  its  characteristic  signs  were  private  endowments  of  university  instruction, 
the  upbuilding  of  instruction  in  natural  science,  the  introduction  and  s])read 
of  laboratory  methods  of  teaching  and  of  the  modilied  German  Seminar,  the 
rapid  extension  of  technological  training,  the  development  of  graduate  schools, 
and  the  spread  of  the  conception  of  independent  research.  Among  the  land- 
marks in  this  movement  may  be  mentioned  the  establishment  of  Cornell  Uni- 
versity in  1868,  with  the  purpose  that  it  should  be  an  institution  where  any  man 
may  receive  instruction  in  any  subject,  and  the  direction  given  to  the  first 
embodiment  of  that  purpose  by  President  Andrew  Dickson  White;  the  presi- 
dency of  Charles  W.  Eliot  at  Harvard,  beginning  in  1869,  and  extending  over 
three-fourths  of  the  period  represented  by  the  history  of  this  Association — a 
presidency  marked  by  positive  leadership  in  the  making  of  many-sided  aca- 
demic freedom,  in  the  advancement  of  American  standards  of  professional 
training,  and  in  the  vital  co-ordination  of  elementary  and  higher  education; 
the  long  leadership  of  Michigan  University  among  the  state  universities  of  this 
country,  under  the  presidency  of  James  B.  Angcll,  beginning  only  two  years 
later  than  that  of  President  Eliot,  which  in  largo  measure  fulfilled  and  in  many 
respects  surpassed  the  vision  of  President  Tappan,  and  contributed  greatly 
to  the  unification  of  public  education  in  our  state  systems  of  schools;  the 
opening  of  Johns  Hopkins  University  in  1876,  and  its  early  organization  under 
Daniel  C.  Gilman,  as  the  first  American  institution  to  give  precedence  to  the 
advanced  study  and  research  distinctive  of  the  modern  university;  the  decisive 
emphasis  upon  the  idea  of  graduate  work  in  the  establishment  of  Clark  Uni- 
versity in  the  year  i88g,  and  its  organization  by  President  G.  Stanley  Hall  as 
an  institution  definitely  raised  above  the  baccalaureate  rank;  the  long  develop- 
ment and  all-round  organization  of  the  various  elements  that  go  to  make  an 
American  university  in  the  history  of  ColuniI)ia  College,  later  Columbia 
University,  under  President  Barnard  and  his  illustrious  successors;  later 
endowments  of  great  magnitude,  such  as  those  of  the  University  of  Chicago  and 
the  Ixland  Stanford  Junior  University,  together  with  new  endowments  of 
older  institutions.  It  is  a  record  of  vast  significance,  and  this  l)rief  enumera- 
tion has  only  begun  to  mention  the  names  of  those  who  have  borne  large 
responsibilities  in  its  making,  the  foumiiitions  thru  \vhi(  li  il  has  been  pro- 
moted, and  the  intellectual  and  si)irilual  achievements  with  whii  ii  it  ha>  lieen 
attended.  The  225  (olleges  and  universities  of  1S60  had  risen  to  ,^17  in  1S70, 
and  to  512  in  1905;  thr  2.5, .^^92  (ollege  and  university  students  in  1872  had 
increased  to  126,404  in  1905;  while  the  198  graduate  students  of  1870  had 
increased  to  6,829  '"  '905-  'I'^i^^^t-'  figures,  however,  give  no  adecjuate  indica- 
tion of  the  growth  of  the  university  spirit  in  American  affairs.  The  very  idea 
of  free  s(  ienlific  resean  h,  as  it  has  gained  ground  with  the  American  public, 
has  helped  in  a  remarkable  degree  to  educ  ate  and  mold  the  American  character. 


332  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

The  university  extension  movement  in  its  various  forms,  and  to  a  vastly  greater 
degree  the  organic  integration  of  American  educational  systems,  from  the 
lowest  schools  to  the  highest,  has  given  a  general  currency  to  university  con- 
ceptions, which  had  probably  never  been  reached  before  over  so  wide  a  terri- 
tory and  among  so  numerous  a  people.  The  university  insistence  upon  pure 
competence,  impartially  determined,  and  upon  the  willingness  to  wait,  in 
any  controversy,  for  the  word  of  the  man  who  knows — a  spirit  which  is 
none  too  widely  spread  abroad  even  at  the  present  day — has,  I  think,  gone 
further  in  the  thought  of  our  American  people  than  was  ever  known  in  any 
preceding  age. 

3.  It  is  in  these  fifty  years  that  the  constructive  side  of  education  has  fairly 
begun  to  assert  itself — -that  side  of  education  which  represents  the  skilled  hand, 
under  the  control  of  a  disciplined  imagination,  and  guided  by  knowledge  of  the 
physical  world  and  of  the  products  of  human  history.  Here,  as  in  the  teaching 
of  natural  science,  there  have  been  movements  from  the  side  of  both  the  highest 
and  the  lowest  in  our  educational  systems,  which  have  met  and  mingled  in  the 
intervening  grades  to  make  some  semblance  of  a  continuous  education  of  a 
constructive  sort.  The  kindergarten  has  played  its  large  part  in  this  movement. 
That  brilliant  invention  of  the  pure-minded  German  enthusiast  has  indeed 
aimed  at  other  and  larger  things  than  merely  intelligent  work  of  hand,  but  in 
no  one  direction  has  its  influence  been  more  discernible  than  in  that  of  making 
the  hand  the  ally  of  the  spirit  in  the  process  of  education.  The  growth  of 
schools  of  technology  has  given  new  dignity  to  the  higher  constructive  activities, 
and  the  intermediate  development  of  manual  training,  through  many  mal- 
adjustments to  the  philosophic  purpose  of  the  kindergarten  and  to  the  profes- 
sional purpose  of  the  school  of  technology,  has  been  finding  its  place  and 
doing  its  work,  till  it  has  come  to  be  a  marked  feature  of  our  American 
systems  of  education. 

There  were  42  kindergartens  in  this  country  in  the  year  1S73.  This  number 
had  grown  in  the  year  1902  to  3,244,  of  which  2,202  were  connected  with  public- 
school  systems,  and  1,042  were  private  institutions.  The  earliest  report  of 
manual-training  schools,  that  of  the  year  1890,  shows  that  such  training  was 
given  in  37  cities  of  this  country.  The  number  had  increased  in  the  year  1905 
to  420  cities.  These  figures  do  not  take  account  of  the  considerable  work 
which  has  been  done  in  the  establishment  of  manual-training  schools  under 
private  auspices,  and  privately  managed  trade  schools.  Some  very  small 
beginnings  have  even  been  made  in  the  introduction  of  regular  trade  schools 
into  public-school  systems,  and  it  is  not  unlikely  that  this  movement  may  go 
to  great  lengths  in  the  coming  years. 

Since  the  close  of  the  Civil  War  the  establishment  of  technological  schools 
and  of  technological  courses  in  universities  has  been  very  rapid,  there  being 
now  more  than  one  hundred  institutions  offering  courses  in  civil  engineering 
and  almost  as  many  offering  electrical  and  mechanical  engineering  courses. 


Papers]  FIFTY  YEARS  OF  AMERICAN  EDUCATION  33^ 

There  are  enrolled  at  the  present  time  29,200  students  in  engineering  and  other 
technical  courses  of  college  grade. 

4.  In  connection  with  the  development  of  higher  technical  instruction  in 
this  country,  special  attention  should  be  paid  to  the  great  national  system  of 
agricultural  and  mechanical  colleges,  which  was  inaugurated  by  the  Morrill 
Act  of  July  2,  1862,  and  has  been  greatly  furthered  by  later  acts  of  Congress 
and  by  legislation  in  the  several  states.  The  initial  act  of  this  series  constitutes 
the  great  contribution  of  the  war  period  to  the  development  of  a  national 
system  of  education,  and  is  in  some  sense  the  crowning  educational  service  of 
President  Lincoln.  The  deep  devotion  with  which  Justin  S.  Morrill  fathered 
this  measure  and  labored  for  llu>  improvement  of  the  schools  which  he  had 
helped  to  call  into  existence,  forms  one  of  the  finest  passages  in  our  educational 
history.  It  was  a  matter  of  the  utmost  difficulty  to  bring  into  being,  at  that 
period,  efficient  institutions  for  instruction  in  agriculture  and  technology. 
Without  the  encouragement  of  the  national  government,  and  the  painstaking 
labors  of  educational  pioneers  in  the  several  states,  the  great  results  which  the 
Morrill  Act  sought  to  accomplish  could  hardly  have  been  attained.  It  may  be 
doubted  whether  the  nation  fully  appreciates  to  this  day  the  magnitude  of  the 
resulting  system  of  technical  institutions.  Fifty  state  colleges  and  universities 
have  either  sprung  directly  from  this  national  endowment,  or  have  received 
from  it  new  direction  and  encouragement,  in  addition  to  si.xteen  schools  specifi- 
cally for  colored  students  in  the  southern  states.  The  terms  of  the  national 
endowment,  as  embodied  in  the  first  Morrill  Act,  were  so  liberal  as  to  enable 
the  institutions  founded  thereon  to  be  comprehensive  universities  of  the 
American  type;  they  must  lay  due  emphasis  on  instruction  in  agriculture  and 
the  mechanic  arts,  but  are  enabled  to  bring  such  instruction  into  organic  inte- 
gration with  a  well-rounded  system  of  higher  education.  Here  is  already 
a  national  university,  in  sixty-six  free  and  independent  schools.  The  secondary 
influences  which  have  flowed  from  this  foundation  are  already  of  very  great 
importance,  and  promise  to  be  still  more  largely  infiucntial  and  useful  in  the 
future.  Particularly  in  those  states  in  which  the  benefits  of  the  Morrill  Act 
have  been  concentrated  in  the  state  university,  as  in  Wisconsin,  Illinois,  and 
California,  there  has  come  into  being  a  remarkable  type  of  higher  education. 
We  see  here  a  whole  people  engaged  most  intimately  in  the  conduct  of  a 
higher  institution  of  learning,  which  at  the  same  time  is  educating  the  whole 

p('0[)lc. 

5.  The  mfjvement  toward  a  more  efiective  supervision  of  the  public  schools, 
which  was  greatly  furthered  by  the  educational  revival,  has  gone  steadily 
forward  during  the  period  now  under  consideration.  In  every  one  of  the 
states  is  now  found  a  regularly  organized  stale  department  of  education, 
Delaware,  the  last  of  the  (jldcr  states  to  organi/.c  such  a  department,  having 
taken  that  step  in  the  year  1875.  In  recent  years  the  tendency  to  centrali/,a- 
tion  of  educational  control  in  these  state  departments  of  education  has  con- 


334  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

I 
stituted  a  well-defined  movement,  some  of  the  states,  as  New  York,  Wisconsin, 
and  Minnesota,  having  taken  very  long  strides  in  this  direction.  By  town 
and  county  organization,  the  country  schools  of  all  of  the  states  are  brought 
under  some  form  of  inspection  and  guidance.  Supervision  has,  however, 
reached  its  most  complete  development  in  a  number  of  our  larger  cities.  In 
fact  the  whole  movement  in  the  organization  of  city  school  systems,  which  has 
gone  over  into  a  distinctly  new  stage  in  the  past  ten  or  twelve  years,  is  one  of 
the  most  marked  changes  which  this  half -century  has  brought  about.  It  is  a 
change  which,  along  with  the  other  urbanizing  tendencies  of  this  modern  age, 
is  spreading  its  influence  to  the  remotest  school  districts  of  our  land.  One 
could  hardly  begin  to  set  forth  the  characteristics  of  this  recent  movement  in 
such  a  paper  as  this,  nor  is  it  necessary,  in  view  of  the  fact  that  the  movement 
has  been  widely  discussed  in  books  and  monographs  and  articles  in  our  maga- 
zines. The  careful  separation  of  the  business  side  of  school  supervision  from 
the  pedagogic  side,  the  constitution  of  boards  of  education  with  a  view  to  a  fair 
representation  of  the  educational  purposes  of  the  community  and  the  suppres- 
sion of  political  partisanship  in  their  affairs,  the  organization  of  such  boards 
in  eflftcient  working  committees,  the  provision  for  systems  of  school  finance 
intended  to  secure  adequate  funds  and  to  accomplish  a  wise  distribution  and 
expenditure  of  such  funds,  the  organization  of  large  supervising  bodies,  with 
deputy  and  district  superintendents,  supervisors  of  special  subjects,  and 
principals  of  separate  schools ;  and  all  manner  of  special  provision  for  different 
subjects  of  instruction  and  for  the  training  of  different  classes  of  pupils,  for 
hygienic  management,  for  school  extension  of  many  kinds — all  of  these  things 
have  combined  to  render  the  educational  systems  of  our  large  cities  among 
the  most  interesting  social  engineries  of  modern  times. 

6.  This  movement  in  school  supervision  in  state  and  city  and  far-outlying 
country  community  has  taken  on  the  greater  part  of  its  active  efficiency  during 
the  lifetime  of  this  Association.  In  accordance  with  the  early  historical 
character  of  our  government,  we  have  no  centralized  national  system  of  educa- 
tion. But  while  the  supervision  of  our  state  school  systems  does  not  devolve 
upon  the  national  government,  the  fact  was  early  recognized  that  a  great  work 
was  needed  in  the  form  of  a  wide  dissemination  of  such  information  as  makes 
for  educational  progress,  and  that  this  work  and  many  incidental  services 
connected  therewith  could  be  adequately  performed  only  by  a  national,  govern- 
mental institution.  At  an  early  stage  in  its  history  the  National -Educational 
Association  called  public  attention  to  the  urgency  of  this  need,  and  out  of  its 
agitation  emerged  the  Bureau  of  Education  of  the  United  States.  This  educa- 
tion office,  ten  years  younger  than  the  Association,  has,  in  the  first  thirty-nine 
years  of  its  existence,  been  under  the  administration  of  only  four  commissioners, 
the  present  incumbent  being  the  fifth  in  the  Une.  Without  attempting  any 
summary  of  its  history  I  may  mention  the  following  facts  with  reference  to 
these  four  administrations: 

The  office  was  first  organized  by  Henry  Barnard,  who  was  already,  and  had 


Papers]  FIFTY  YEARS  OF  AMERICAN'  EDUCATION 


335 


been  for  many  years,  in  his  individual  capacity,  a  national  collector  and  dis- 
tributor of  educational  information.  Under  General  John  Eaton,  who  presided 
over  its  activities  for  the  term  of  sixteen  years,  the  system  of  annual  reports 
took  definite  form,  together  with  the  publication  of  circulars  of  information  and 
miscellaneous  educational  bulletins.  In  his  administration,  the  conduct  of 
education  in  Alaska  was  placed  under  the  direction  of  this  oflSce.  The  three 
years'  commissionership  of  Colonel  N.  H.  R.  Dawson  is  remembered  especially 
for  the  inauguration  of  that  comprehensive  series  of  state  educational  histories 
the  publication  of  which  was  extended  over  many  years  of  the  administra- 
tion following  his  own.  That  fourth  administration,  of  Dr.  William  T.  Harris, 
marked  in  many  ways  a  great  advance  in  the  history  of  this  office  as  regards 
its  educational  dignity,  its  reputation,  national  and  international,  and  its 
personal  influence  in  our  American  civilization.  The  course  of  Dr.  Harris' 
administration  was  signalized  by  the  more  thoro  organization  of  the  statistical 
work  of  the  bureau,  by  a  great  increase  in  the  volume  of  its  publications,  by  the 
extension  of  its  special  activities  to  include  the  supervision  of  the  allotment  of 
the  national  appropriation  for  agricultural  and  mechanical  colleges  under  the 
second  Alorrill  Act,  of  August  30, 1890,  and  by  the  addition  to  its  other  educa- 
tional service  in  Alaska  of  the  introduction  of  domestic  reindeer  and  of  indus- 
trial training  in  connection  therewith.  In  the  prosecution  of  these  various 
educational  activities,  this  education  office,  this  foster  child  of  the  National 
Educational  Association,  has  collected  a  truly  national  library  of  educational 
documents,  and  has  brought  into  being  a  system  of  practical  relationships 
with  educational  movements  thruout  this  country,  which  have  enabled  it  to 
share  in  one  way  or  another  in  a  large  part  of  the  distinct  educational  achieve- 
ments of  this  past  half-century. 

7.  The  period  under  review  has  been  characterized  by  an  enormous  increase 
in  the  funds  made  available  for  education  in  the  several  states  and  territories 
of  our  Union.  In  the  year  1870,  with  a  population  of  thirty-eight  millions, 
the  expenditures  for  education  in  the  several  states  aggregated  sixty-three 
millions  of  dollars;  in  the  year  1905,  with  a  population  estimated  at  eighty-two 
millions,  the  expenditures  for  education  in  the  several  states  aggregated  two 
hundred  eighty-eight  millions  of  dollars.  That  is,  an  expeiuliture  i)er  capita, 
for  education  in  the  public  schools  in  the  year  1870,  of  $1 .64,  had  increased 
in  the  year  1905  to  an  expenditure  per  capita  of  $3.49,  while  an  expenditure 
of  $2.  lo  in  the  year  1870  for  each  $1,000  of  estimated  true  value  of  pr<)j)erty 
had  increased  to  $2 .  70  for  each  $1,000  in  the  year  1905.  These  figures  relate 
lo  public  systems  of  education  alone,  and  do  not  include  expenditures  for  stale 
universities.  The  expenditures  for  higher  education,  public  and  private, 
within  that  same  period  of  thirty-five  years,  have  advanced  from  seven  mil- 
lions of  dollars  in  1873  to  forty-two  millions  of  dollars  in  1905.  It  is  estimated 
that  the  total  exjjenditure  for  all  forms  of  education  in  this  country,  public 
and  j>rivate,  in  the  year  1905  had  reached  the  truly  colossal  sum  of  $376,996,- 
472.     This  amrtunt  equals  26  per  rent,  of  all  expenditures  for  governmental 


336  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

purposes  in  this  country,  national,  state,  and  local;  while  the  expenditures 
in  all  of  the  states  for  publicly  supported  education  constituted  in  the  same 
year  22  per  cent,  of  the  total  public  expenditure  of  all  the  states,  counties,  and 
lesser  political  units  for  all  purposes  whatsoever. 

8.  In  no  other  direction  has  this  enormous  expenditure  of  funds  for  public 
education  produced  such  conspicuous  and  tangible  results  as  in  the  erection  of 
buildings  for  educational  purposes,  and  the  furnishing  and  adornment  of  those 
buildings,  together  with  provision  of  laboratories  for  teaching  purposes,  and 
other  appliances.  This  is  one  of  the  first  aspects  of  American  education  to 
strike  the  attention  of  our  visitors  from  abroad.  It  may  be  said  that  in  the 
main  these  expenditures  for  the  material  equipment  of  our  schools  have  been 
justified,  and  the  results  have  been  such  as  may  rightly  arouse  our  national 
pride.  Especially  is  this  the  case  where  adequate  care  has  been  taken  to 
secure  in  our  school  structures  not  only  suitable  proportions  and  well-considered 
lines  of  architectural  beauty,  but  more  particularly  where  care  and  expense 
and  inventive  genius  have  combined  to  produce  structures  which  are  hygienic 
in  plan  and  construction;  where  such  buildings  have  been  provided  with 
gymnasiums,  playgrounds,  baths,  and  other  appliances  for  promoting  the 
health  of  pupils ;  and  where  these  appliances  in  turn  have  been  supplemented 
by  instruction,  medical  inspection,  and  personal  oversight,  directed  to  the 
making  of  sound  health  in  our  school  population. 

9.  When  we  come  to  consider  dominant  tendencies  in  our  ordinary  school 
education,  in  city  and  country  alike,  we  are  met  with  a  fact  which  is  strongly 
emphasized  by  foreign  critics  of  American  schools,  a  fact,  too,  which  we  may 
easily  recognize  here  at  home.  I  refer  to  the  great  regard  which  is  paid  in 
American  education  to  the  characteristics  and  inclinations  of  individual  pupils 
— to  what  one  of  our  recent  foreign  visitors  calls  our  American  respect  for 
"the  right  of  personality."  There  is  no  doubt  that  we  have  gone  further  than 
most  of  the  nations  of  the  earth  in  our  deference  to  the  leadings  of  nature, 
as  shown  in  the  varying  bent  and  tendency  of  childhood.  We  pay  respect  to 
the  leadings  of  personality  and  of  individuality  in  our  education  of  every  grade, 
looking  upon  these  things  as  the  very  data  from  which  our  educational  doctrine 
and  method  are  to  be  constructed.  The  elective  system  in  our  colleges  is  of  a 
piece  with  this  regard  for  the  leadings  of  child  nature  in  our  elementary  schools. 
We  have  here  a  well-defined  tendency  in  our  American  democracy.  It  has 
been  made  in  part  and  in  part  discovered  by  some  of  our  best-known  leaders 
of  educational  thought  and  practice.  In  some  sense,  this  tendency  all  goes 
back  to  the  Pestalozzian  movement,  back  to  Rousseau  and  the  Emile.  It 
received  vigorous  emphasis  at  the  hands  of  Francis  W.  Parker,  whose  virile 
leadership  and  whole-souled  devotion  to  his  ideal  were  at  once  intensely  Pesta- 
lozzian and  intensely  American.  A  new  direction  of  a  most  significant  sort 
has  been  given  to  this  tendency  by  the  philosophic  insight  of  John  Dewey. 
And  with  it  all,  a  veritable  fire  mist,  which  may  be  for  the  making  of  new 


Papers]  FIFTY   YEARS  OF  AMERICAN  EDUCATION  3^7 

worlds,  psychological  and  educational,  has  spread  abroad  from  that  central 
glow  at  Clark  University. 

This  is  all  very  democratic  and  very  American.  In  our  democracy  we 
have  had  many  leaders  of  public  thought  who  in  large  measure  were  men 
self-educated.  We  know  something  of  the  weakness  of  self-education  but 
we  know  also  very  much  of  its  strength;  and  it  is  hardly  too  much  to  say  that 
our  American  educational  ideal  has  come  to  be  the  ideal  of  organized  self- 
education.  We  would  make  of  every  school  a  favoring  environment,  in  which 
each  pupil  shall  find  his  own  opportunity  and  stimulus,  and  shall  begin  the 
working  out  of  his  own  true  destiny. 

This  is  well-nigh  an  impossible  undertaking — to  present  in  a  few  pages 
even  a  bare  hint  of  the  movement  of  American  education  in  the  fifty  years 
which  are  under  review.  Nothing  has  yet  been  said  of  the  slow  de\elopment 
of  our  commercial  education,  which  has  taken  on  new  promise  within  the  past 
few  years ;  of  the  movement  in  coeducation  and  the  higher  education  of  women, 
in  which  the  first  difficult  problems  have  already  been  solved,  and  others 
equally  difficult  and  important  are  immediately  before  us;  of  the  new  educa- 
tion in  physiology  and  hygiene,  with  its  regard  for  both  hygienic  and  moral 
values ;  of  the  peculiar  and  noteworthy  development  of  school  systems  in  the 
southern  states  since  the  close  of  the  Civil  War;  of  provision  which  has  been 
made  for  the  education  of  the  negro  and  the  Indian  in  our  states  and  terri- 
tories, and  of  peoples  both  of  our  own  race  and  of  alien  races  in  our  more 
recently  acquired  dependencies;  of  the  special  education  of  members  of  both 
defective  and  delinquent  classes;  of  the  great  development  of  public  libraries, 
those  indispensable  adjuncts  of  a  highly  developed  educational  system;  of 
summer-school  instruction  and  university  extension  in  all  of  their  numerous 
forms;  of  movements  for  making  a  more  varied  use  of  both  tlie  puljjic  school 
"plant"  and  of  systems  of  public  parks  for  manifold  purposes  of  i)ublic  educa- 
tion ;  of  the  remarkable  growth  of  tlie  text-book  business  and  the  varied  business 
of  school  supply,  which  have  been  an  essential  element  in  the  making  of  Ameri- 
can education,  while  new  evils  and  new  problems  have  grown  up  with  their 
gnnvth.  And  nothing  has  been  said  of  the  integration  in  single  institutions  of 
many  diverse  intellectual  and  sj)iritual  interests,  touching  the  fine  arts,  tech- 
nology, commerce,  journalism,  and  others  without  limit,  which  has  become  a 
characteristic  of  the  American  type  of  univirsity ;  of  the  transformation  of  our 
I)rofessional  schools,  particularly  those  of  law  and  medicine;  of  the  devilopmcnf 
of  learned  societies  and  the  increase  of  productive  scholarship  in  the  higher 
fields  of  learning,  which  made  possible,  on  American  soil,  the  Congress  of 
Arts  and  Science  at  Saint  Louis  in  the  year  1904;  of  j)rincely  benefactions  for 
education  of  every  grade-  -ten  millions  for  the  endowment  of  research,  a  like 
amount  for  the  endowment  of  college  teaching,  again  a  like  amount  for  the 
furtherance  of  general  education,  and  other  gifts  that  are  (•om|)arable  with 
these;    nor  of  the  significant  advance  of  that   international  spirit  whit  h  is 


338  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

binding  the  schools  of  all  civilized  nations  into  one  great  world-institution — a 
new  world-power  which  transcends  even  national  lines.  All  of  these  matters 
and  many  others  call  for  extended  and  careful  consideration,  which  they  cannot 
receive  in  this  paper. 

While  there  is  much  in  the  history  we  have  been  considering  that  adds  of 
right  to  our  national  pride,  we  must  not  overlook  the  fact  that  even  now  we  are 
only  at  the  beginning  of  things.  The  end  of  this  fifty-year  period  finds  us  on 
the  threshold  of  a  new  age,  with  new  problems  before  us  and  difficulties  greater 
than  those  we  have  surmounted.  Some  of  these  unfinished  ends  of  the  work 
of  the  years  now  past  have  already  been  referred  to  above.  Our  secondary 
schools  must  become  better  differentiated  to  meet  the  needs  of  our  people,  and 
more  widely  extended  to  meet  the  needs  of  all.  Their  adjustments  to  schools 
above  and  below  must  be  made  closer  and  more  vital.  Our  universities  have 
only  begun  to  deal  with  the  problem  of  educating  vast  bodies  of  immature 
students  in  single  institutions,  and  their  problems  of  professional  and  graduate 
study  are  numerous  and  are  pressing  for  early  solution.  The  great  unsettled 
question,  too,  of  the  new  place  and  purpose  of  our  old  national  type  of  higher 
education,  the  American  college,  is  one  that  cannot  be  ignored.  Our  schools 
and  colleges  for  trade  and  technical  instruction  have  not  yet  come  into  their 
full  adjustment  to  either  our  educational  or  our  industrial  system.  We  can 
not  doubt  that  these  institutions  are  to  see  a  very  large  development  in  the 
near  future,  and  with  that  development  will  come  new  and  difficult  and  often 
extremely  delicate  readjustments  between  our  education  and  our  national  life. 
The  external  organization  of  our  school  systems  and  our  systems  of  inspection 
and  supervision  still  calls  for  great  improvement,  particularly  at  that  weakest 
point  of  all,  the  county  superintendency  and  the  supervision  of  country  schools. 
Here  very  great  improvements  are  urgently  required.  Here,  too,  important 
beginnings  have  already  been  made,  in  the  consolidation  of  rural  schools,  in 
township  supervision,  and  in  the  establishment  of  educational  requirements 
for  the  county  superintendency.  But  it  is  clear  enough  that  much  remains  to 
be  done. 

Thru  all  of  these  fifty  years  the  country  has  been  endeavoring  to  bring 
its  population  of  school  age  into  the  schools.  Compulsory  education  laws  have 
been  adopted  and  are  now  in  force  in  36  states.     Such  laws  are  now  supple-  J 

mented  with  their  natural  and  necessary  accompaniment,  that  is,  with  laws 
restricting  the  employment  of  children,  in  32  of  these  36  states,  while  in  11 
other  states  there  are  child-labor  laws  unaccompanied  by  laws  for  compulsory 
education.  Vigorous  organized  efforts  are  making  to  improve  the  operation 
of  these  laws  and  secure  their  adoption  in  states  in  which  they  are  not  now  in 
force.  By  truant  schools  and  truant  officers  and  children's  courts,  this  move- 
ment is,  in  various  parts  of  the  country,  receiving  added  reinforcement.  In 
spite,  however,  of  all  these  efforts,  our  school  attendance  still  falls  far  below 
that  which  we  ought  to  have  if  we  are  to  be  a  thoroly  educated  people.  In 
the  year  1870,  there  were  57  per  cent,  of  the  children  of  school  age  in  this 


Papeis]  FIFTY   YEARS  OF  AMERICAN  EDUCATION  339 

country  enrolled  in  public  schools.  In  the  year  1905  this  proportion  had  risen 
to  70  per  cent.  Another  hard  campaign  is  before  us,  to  bring  this  very  moderate 
percentage  up  to  what  may  be  regarded  as  a  normal  standard.  Even  of  the 
children  enrolled  in  the  schools,  only  70  per  cent,  are  in  average  daily  attend- 
ance during  the  school  year;  and  that  school  year,  on  an  average,  is  only  150 
days  in  length,  instead  of  200  days,  which  may  be  regarded  as  normal  for  our 
more  favored  American  conditions.  If  we  should  take  onl\-  that  part  of  our 
school  population  which  is  actually  enrolled  in  the  schools,  with  its  irregular 
attendance  for  a  short  school  year,  and  bring  it  up  to  regular  attendance  for  a 
school  year  of  reasonable  length,  we  should  thereby  increase  bv  over  90  i)er 
cent,  the  amount  of  education  enjoyed  by  our  American  children. 

But  modern  education  calls  for  schooling  for  those  who  are  nt)  longer  in 
school.  By  means  of  evening  classes  and  correspondence  courses  and  various 
other  provision,  the  range  of  schooling  is  indefmitely  increased.  Such  increase 
must  be  regarded  as  extremely  desirable  and  worthy  of  being  regarded  as 
among  the  fir^t  things  to  be  considered  in  our  next  educational  advance. 

That  all  of  these  various  improvements  may  be  made,  the  central  and  vital 
need  is  that  the  schools  be  provided  with  an  adequate  supply  of  adequatelv 
trained  teachers.  When  this  Association  came  into  existence,  there  were,  all 
told,  10  state  normal  schools  in  the  United  States.  This  number  has  now  been 
increased  to  130.  Near  the  middle  of  this  fifty-year  period  there  began  a 
defmite  movement  for  the  higher  training  of  teachers  at  the  colleges  and  uni- 
versities of  the  land,  with  particular  reference  to  the  needs  of  secondary  schools. 
Early  experiments  in  this  field  had  been  made  at  the  University  of  the  City  of 
New  York  (now  New  York  University),  at  Brown  University  and  the  Uni- 
versity of  Iowa,  when  in  1879  ^he  University  of  Michigan  established  its  chair 
of  the  Science  and  the  Art  of  Teaching,  which  has  had  a  highly  inlluential 
history.  The  University  of  Wisconsin  and  other  institutions  followed  in  the 
eighteen-hundred-eightics,  the  movement  reaching  at  length  the  large  develop- 
ment seen  in  the  professional  schools  of  university  grade  at  Columbia  and 
Chicago  universities,  the  University  of  Missouri,  and  several  other  institutions, 
^'et  the  projxjrtion  of  teachers  whose  training  is  fairly  well  suited  to  the  grade 
of  school  in  which  they  teach  is  still  relatively  small.  Sucli  figures  as  are 
obtainable  shcnv  that  in  Massachusetts  61  per  cAt.  of  the  teachers  in  the 
common  schools  are  normal  school  or  college  graduates.  In  Maine  24  per 
cent,  are  graduates  of  normal  schools.  In  many  of  the  states  the  i)roportion 
is  undoubtedly  much  lower  than  these  figures  indie  ate. 

With  su(  h  advance  as  has  l>een  made  in  the  training  of  teachers,  (lure  has 
Int-n  an  efjually  marked  advance  in  tlie  produt  lion  of  an  American  pedagogical 
literature.  E.specially  as  regards  tin-  literature  of  secondary  education,  we 
may  say  that  it  has  grown  from  pra(  ti(  ally  nil  to  its  present  proportions  within 
the  past  twelve  or  fifteen  years.  The  National  I'.diu  alional  Assot  iation  has 
had  a  direct  and  li<jnorable  |)art  in  this  movement,  in  lli.it  the  report  of  its 
Committee  of  Ten  aiul  the  later  rejtort  nf  its  Coiiiiiiiltee  <»ii  College  Entrance 


340 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 


Requirements  have  been  two  of  the  most  notable  landmarks  in  this  advance. 
Yet  with  all  that  has  been  done,  our  pedagogical  literature  is  not  yet  up  to 
the  standard  of  the  literature  of  the  older  professions,  and  the  work  that  still 
remains  to  be  accomplished  in  this  field  is  very  great  indeed. 

If  our  teacher-training  and  literature  of  teaching  are  still  relatively  back- 
ward, it  will  not  be  questioned  that  the  actual  teaching  in  our  schools  and 
colleges  still  leaves  much  to  be  desired.  Some  of  the  best  teaching  in  the  world 
is  unquestionably  done  in  America,  and  our  average  has  probably  advanced 
by  many  stages  within  these  fifty  years.  But  it  is  easier  than  many  suppose  to 
gain  a  reputation  for  excellence  in  this  field  without  the  substance  of  excel- 
lence; and  a  really  high  standard  of  sound  instruction  and  thoro  intellectual 
achievement  is  hard  to  attain  and  hard  to  maintain.  As  a  people  we  still  need 
to  go  on  for  many  years  learning  to  discriminate  between  positive  excellence  in 
teaching  and  in  all  forms  of  intellectual  and  spiritual  productivity,  and  the 
superficial  show  that  so  easily  may  take  its  place. 

It  remains  to  speak  of  two  of  the  highest  aspects  of  educational  achievement 
in  which  extensive  beginnings  have  been  made,  but  beginnings  which  never- 
theless must  be  regarded  as  wholly  inadequate.  Our  instruction  in  the  fine 
arts,  whether  regarded  on  the  side  of  production  or  on  the  side  of  appreciation, 
has  made  very  great  advance  within  the  past  half-century.  Particularly 
within  the  past  ten  or  fifteen  years  the  effective  teaching  of  music  in  the  public 
schools  has  made  gratifying  progress,  and  much  has  been  done  in  the  higher 
teaching  of  music  in  special  schools  of  that  art.  In  painting  and  the  plastic 
arts,  too,  both  as  regards  the  pubHc  schools  and  as  regards  the  more  advanced 
institutions,  usually  under  private  control,  the  repeated  stimulus  of  interna- 
tional expositions,  of  varied  contact  with  the  art  of  more  artistic  peoples,  and 
of  the  more  enhghtened  call  for  the  exercise  of  good  taste  and  artistic  invention 
in  our  public  buildings,  have  all  had  a  beneficial  effect.  Yet  so  far  as  the 
country  at  large  is  concerned,  we  must  believe  that  our  development  in  music 
and  the  other  arts  belongs  mainly  to  the  future,  and  that  with  that  development 
there  will  come  some  of  the  finest  things  that  may  be  hoped  for  by  our 
democracy. 

Secondly,  and  finally,  there  is  that  most  subtle  and  baffling,  and  yet  that 
finest  and  most  indispensa  Die  portion  of  all  educational  endeavor,  the  fostering 
of  moral  character  and  the  furthering  of  religious  development.  The  non- 
sectarian  character  of  our  public  schools  has  become  firmly  established  within 
this  half-century,  and  that  is  a  great  and  lasting  gain.  The  exclusion  of 
instruction  in  any  distinct  system  of  religion  from  the  public  schools  throws 
definitely  a  large  responsibility  for  religious  instruction  on  private  schools  and 
ecclesiastical  institutions.  There  remains  to  the  public  schools  a  weighty 
responsibihty  for  instruction  and  training  in  the  field  of  morals.  No  one 
can  reasonably  doubt  that  these  schools,  even  where  they  have  been  most 
cautious  and  reticent  in  all  that  pertains  to  rehgious  belief,  have  exercised  an 
influence  which  has  made  for  righteousness.     Yet  the  present   situation  is 


Papers]  HOW  TO  CORRECT  DEFECTIVE  CLASSWORK  341 

beyond  question  still  unsatisfactory.  The  fact  that  our  people  are  not 
fully  satisfied  with  what  has  thus  far  been  accomplished  is  shown  in  the 
earnest  activities  of  such  organizations  as  the  Religious  Education  Associa- 
tion; and  another  indication,  which  cannot  be  disregarded,  is  the  growth, 
along  with  our  public-school  system,  of  great  systems  of  denominational 
and  parochial  schools,  the  schools  of  that  religious  denomination  alone  which 
is  foremost  in  this  movement  having  enrolled  in  the  year  1905  over  one 
million  pupils,  or  6  per  cent,  as  many  pupils  as  the  public  schools.  While 
the  problem  of  religious  education  and  moral  education  are  interwoven  in 
manv  ways,  experience  shows  that  where  occasion  demands,  the  problem  of 
moral  education  can  be  sufficiently  isolated  for  large  treatment  in  such  an 
institution  as  the  public  school.  But  it  is  also  clear  that  effective  training  in 
morals  involves  approach  from  many  sides  by  a  great  variety  of  agencies  and 
methods.  Definite  instruction  in  morals  is  not  sufficient  of  itself,  yet  such 
definite  instruction  seems  clearly  needed  as  one  of  many  ways  of  making  for 
the  growth  of  moral  character.  Here  is  a  problem  thickly  set  with  difficulties; 
and  we  know  that  in  this  very  field  we  must  do  a  work  and  reach  results  which 
to  the  present  day  would  appear  almost  impossible. 

Yet,  after  all,  taking  all  sides  of  our  education  into  the  account,  the  attain- 
ments of  the  past  half -century  must  be  regarded  as  colossal  in  their  extent,  and 
tremendously  vital  in  their  quality.  We  go  forth  to  the  work  of  the  new  age 
well  aware  that  it  will  bring  new  and  larger  needs,  to  be  met  by  new  means  and 
efforts  more  effective  than  those  of  the  past.  But  the  period  we  have  been 
considering  showed  at  the  outset  its  new  and  greater  needs  as  compared  with 
those  of  the  age  preceding;  and  its  large  demands  have  been  met  with  such 
fertility  of  resource,  with  such  energy  and  self-sacrifice,  with  such  command  of 
material  means  and  spiritual  power,  as  shall  give  us  ground  for  hope  and 
confidence  in  all  that  the  future  may  unfold. 


HOW  THE  SUPERINTENDENT  MAY  CORRECT  DEFECTIVE 
CLASSWORK  AND  MAKE  THE  WORK  OF  THE  RECITA- 
TION TEACH  THE  PUPIL  HOW  TO  PREPARE  HIS  I.ESSOX 
PROPERLY 

BY   W.    T.    HARRIS,    WASHINGTON,    D.  C. 

In  the  American  school,  to  a  greater  extent,  perhai)s,  than  in  the  schools 
of  other  countries,  the  recitation  is  the  important  means  of  teaching  the  i)upil 
how  to  study  the  book  and  get  infijrmation  and  insight  for  himself.  Tin- 
American  teacher  relies  im  the  use  of  the  textbook  more  than  llu-  teacher  of 
Kngland,  France,  or  (iermany  does,  and  exi)ects  more  of  self -preparation  (.11 
the  part  of  the  pupil  than  is  expected  there.  Our  greatest  danger,  tluiefore. 
lies  in  the  tendency  to  permit  the  mechanical  haltit  of  mcmori/.iiig  the  text- 
book, instead  of  rer|uiring  the  pupil  to  master  its  thoughts.  Vm\\  rei  ilation 
ought  to  develop  in  the  j)Ui)iI  a  greater  |)ow(t  of  self  helj).     'J'here  must  be 


342 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 


individual  work  on  the  part  of  the  pupil — the  work  of  preparation  of  the 
lesson;  then  there  must  be  the  examination  on  the  results  of  his  study,  con- 
ducted by  the  teacher.  The  examination  is  conducted  in  the  presence  of 
a  class;  it  does  not  take  each  pupil,  one  by  one,  by  himself.  For  the  chief 
point  in  the  recitation  is  to  ascertain  the  degree  of  understanding  which  the 
pupil  has  attained,  and  correct  and  enlarge  it  so  that  he  shall  come  to  the  study 
of  the  next  lesson  with  more  care  and  attention.  Each  pupil  learns  most 
from  his  fellow  pupils. 

While  the  poor  teacher  labors  with  pupils  individually,  dividing  up  his 
time  into  small  portions,  and  is  obliged  to  flit  from  one  subject  to  another 
with  such  precipitation  as  to  preclude  the  possibility  of  doing  justice  to  the 
subject,  the  good  teacher  knows  how  to  manipulate  his  class  as  a  whole.  He 
knows  how  to  bring  every  part  of  it  to  the  support  of  every  other  part;  how 
to  help  each  individual  by  means  of  the  insights  of  his  fellows. 

He  thereby  gains  time  to  consider  each  subject  thoroly.  But  not  only 
this;  he  manages  the  class  in  such  a  way  as  to  bring  out  the  details  of  the 
lesson  in  a  variety  of  different  aspects,  each  pupil  giving  the  results  of  his  own 
study,  and  learning  from  the  others  their  results.  This  kaleidoscope  view  of 
a  subject  as  reflected  from  the  minds  of  a  whole  class,  when  sifting  and  criti- 
cizing are  carried  on  under  the  teacher's  direction,  is  of  far  greater  benefit  to 
each  and  every  pupil  of  the  class  than  a  private  recitation  of  the  same  lesson 
could  have  been,  even  with  the  teacher's  whole  time  devoted  to  the  one  pupil. 
This  will  appear  from  the  following  consideration : 

The  immature  mind  of  the  pupil  does  not  know  how  to  study  the  printed 
page— it  reads  the  words,  but  thinks  under  the  words  only  its  small  mouthfuls 
of  meaning,  seeing  only  a  very  little  of  the  precise  import,  and  missing  the 
generalizations  altogether.  The  object  of  the  study  of  the  book — the  chief 
object  of  the  modern  school — is  to  learn  how  to  get  out  of  the  printed  book 
the  wisdom  that  is  expressed  there.  The  race  ought  to  reinforce  the  individual. 
The  pupil  comes  to  his  task  with  a  small  stock  of  words  and  a  few  narrow 
ideas.  Yet  he  must,  by  means  of  the  little  that  he  has,  unlock  the  great  world 
of  thought  that  is  spread  out  before  him  in  books. 

The  first  object  of  his  recitation  is  to  draw  out  each  pupil's  own  view  of 
the  subject-matter  of  the  lesson.  Accordingly,  as  one  after  another  recites, 
our  teacher  probes  beneath  the  mere  first  statements  for  the  more  compre- 
hensive phase  which  should  lie  in  the  pupil's  mind  if  he  understands  what 
he  is  reciting.  By  a  few  searching  questions  the  pupil  is  brought  up  against 
some  phase  of  his  lesson  that  his  thoughts  had  not  reached.  Now  begins  the 
real  work  of  the  recitation;  this  pupil  shall  now  supplement  or  perfect  his 
own  views  by  those  of  others.  The  teacher  rapidly  calls  out  from  a  dozen 
other  members  of  the  class,  all  eager  to  add  their  statements,  just  what  is 
needed  to  correct  the  one-sided  character  of  the  recitation  of  the  first  pupil. 
It  will  always  happen,  in  getting  at  this  result,  that  several  new  views  not 


Papers]  HOW  TO  CORRECT  DEFECTIVE  CLASSWORK  343 

even  in  the  mind  of  the  teacher  at  the  moment  are  elicited,  all  tending  to 
clear  up  and  amplify  the  exposition. 

The  teacher  is  well  aware  that  by  drawing  out  from  the  different  members 
of  the  class  before  him  these  statements  and  corrections,  he  is  accomplishing 
far  more  for  them  than  his  own  statements  or  corrections  could  do.  Xot 
what  he  does  directly,  but  what  he  gets  his  pupil  to  do,  is  of  value.  There 
are  two  aspects  of  this  which  deserve  special  note: 

1.  The  statement  of  an  idea  in  a  i)upirs  own  words  is  apt  to  be  better 
fitted  to  the  capacity  of  com])rehension  which  his  fellows  possess,  and  there- 
fore to  arouse  more  vivid  ideas  in  their  minds.  The  necessary  crudeness  and 
narrowness  of  such  ideas  get  corrected  l)y  the  variation  of  statement  which 
is  obtained  from  different  members  of  the  class.  Each  pupil  sees  several 
phases  that  entirely  escaped  him  in  the  course  of  his  own  investigation,  and 
even  the  particular  view  that  he  himself  seized  is  made  clearer  by  the  discussion. 

2.  The  pupil  is  aroused  and  stimulated  to  a  new  method  of  study  on  the 
next  lesson.  He  has  obtained  a  peep  thru  the  lenses  of  other  minds,  and 
cannot  fail  to  remember  these  different  points  of  view  in  preparing  a  new 
lesson.  It  is,  moreover,  a  practical  collison  of  one  intellect  with  another, 
and  acumen  is  sharpened  and  habits  of  the  closest  attention  are  engendered. 

The  pupil  in  the  recitation  is  to  be  taught  how  to  study  the  book  properly. 
He  is  to  be  shown  what  his  fellow-pupils  have  got  out  of  the  words  of  the  lesson. 
Each  fellow-pupil  is  an  immature  individual  like  himself.  But  partial  views 
differ  one  from  another,  and  only  agree  by  luck  and  chance;  only  whole 
views  agree  with  each  other.  The  ideas  of  his  fellow-pupils  are  different 
from  his  own — not  contradicting  his  own,  but  supplementing  them.  The 
good  teacher  takes  pains  to  develop,  one  after  another,  these  jjartial  views, 
and  complete  them  into  whole  views.  All  come  to  agreement  when  the 
whole  is  before  them.  Disagreement  exists  as  long  as  the  views  are  partial. 
The  pupil  must  paraphrase  any  words  and  sentences  that  he  quotes  from  the 
book  lest  he  shall  hide  his  ignorance  behind  the  mere  words.  Again,  if  he 
gives  the  thought  entirely  in  his  own  words,  there  will  be  occasion  for  dis- 
cussion of  the  merits  and  demerits  of  the  mode  of  expression  used  in  the  book; 
and  this  is  the  best  possible  form  of  what  we  call  "language  lessons."  One 
increases  rapidly  in  the  command  of  language  when  he  is  required  to  para- 
phrase and  to  discover  the  advantages  and  disadvantages  of  the  modes  of 
expression  employed  by  himself  and  others. 

The  pupil  is  perpetually  discovering  how  much  is  impliid  in  language; 
that  is  to  say,  he  is  finding  the  ideas  that  belong  to  the  words  that  he  sees. 
The  language  has  been  made,  not  by  individuals  in  their  private  capacity,  but 
acting  together  as  a  social  whole.  For  each  worrl  is  such  because  it  is  a 
conventional  cxpressicm  for  .some  thought.  Tin-  individual  cannot  make  a 
word.  If  he  calls  a  thought  by  some  vocal  sound,  that  sound  will  not  beciune 
a  word  until  his  fellow-men  accept  the  sound  as  expressing  that  thought. 


344  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

Thru  this  it  is  that  the  immature  mind  may  be  helped  by  others,  for  the 
words  used  are  problems  to  him  the  solution  of  which  helps  him  into  new 
thoughts  discovered  by  his  fellows.  Given  the  word,  he  must  discover  its 
meaning  by  the  context  and  by  the  explanation  of  others. 

In  the  other  form  of  recitation,  that  of  the  private  pupil  to  his  tutor,  all 
these  advantages  are  lacking.  By  what  means  can  the  teacher  make  up  for 
the  want  of  that  powerful  stimulus  to  activity  which  the  presence  of  enthusiastic 
classmates  gives  to  the  pupil  ?  How  can  the  teacher  so  adapt  his  own  expla- 
nations and  corrections  to  the  mind  of  his  pupil  as  to  produce  the  same  enlight- 
ening results  as  the  restatements  of  his  classmates  do  ?  Finally,  by  what 
means  can  the  teacher  arouse  himself  to  that  height  of  thought  which  the 
presence  of  a  class  of  eager  pupils  excites  in  him  ?  One  pupil  looking  one 
way  is  nothing  to  a  score  or  more  with  different  points  of  view;  they  take  in 
the  whole  horizon,  and  the  teacher  must  ascend  to  the  most  comprehensive 
platform  in  order  to  be  equal  to  the  occasion. 

Those  educators  who  would  look  for  superior  instruction  from  the  private 
individual  tuition  of  the  teacher  certainly  mistake  the  nature  of  true  educa- 
cation.  Self-activity,  power  of  independent  research,  acute,  critical  insight^ 
how  can  these  be  obtained  apart  from  contact  with  one's  fellow-men  striving 
toward  the  same  goal  ?  There  can  be  no  doubt  that  such  people  are  misled 
into  the  behef  that  cramming  or  one-sided,  capricious  insights  are  better  than 
these  quahties. 

Many  educational  reformers  fall  into  the  error  of  supposing  that  the  busi- 
ness of  a  school  is  not,  primarily,  for  the  purpose  of  training  the  pupil  to  learn 
from  books;  they  would  teach  the  pupil  to  observe  nature  directly.  It  is 
surprising  to  discover,  upon  careful  examination,  how  little  one  can  get  from 
his  own  unaided  observation  of  nature,  even  under  the  most  favorable  circum- 
stances. Humboldt  learned  to  know  nature  wonderfully,  but  he  arrived  at 
this  knowledge  mostly  thru  reading  the  results  of  observations  made  by 
others.  Each  observer  contributed  only  his  mite  to  the  aggregate  of  knowl- 
edge, and  it  took  the  collected  insights  to  make  up  what  would  be  worthy 
to  be  called  knowledge.  If  Humboldt  made  more  original  discoveries  than 
anyone  else  in  his  time,  yet  even  in  his  case  his  original  observation  constituted 
only  one  part  in  one  hundred  of  his  knowledge.  The  individual  apart  from 
the  social  whole  is  a  weak,  puny  affair.  The  social  whole  of  humanity  is 
something  very  powerful.  The  individual  reinforced  by  the  whole  is  elevated 
to  a  potence  far  above  his  simple,  natural  self;  he  becomes  a  spiritual  self 
thru  sharing  in  the  labors  of  his  race. 

We  must  never  lose  sight  of  this  relation  of  the  individual  to  the  social 
whole  if  we  are  to  judge  rightly  in  affairs  of  education.  That  which  gives  the 
pupil  only  special  skill,  and  no  power  to  participate  in  the  labors  of  others,  is 
not  of  the  highest  value. 

The  educator  who  has  looked  widely  over  the  field  does  not  need  to  be 
told  that  just  here  lies  the  most  important  point  in  pedagogy.     The  initiation 


Papers]  HOW  TO   CORRECT  DEFECTIVE  CLASSWORK  345 

of  the  youth  into  the  great  secret  of  combination  with  his  fellow-men — where 
can  it  be  done  so  well  as  in  the  school  ?  The  school  should  help  each  strug- 
gling boy  or  girl  to  ascend  above  his  idiosyncrasy  and  achieve  the  universal 
forms  of  activity  which  will  make  the  free  man  or  free  woman.  It  is  clear 
that,  with  the  close,  personal  relation  of  the  private  tutor,  the  chances  are 
against  that  emancipation  of  individuality  which  the  school  secures.  The 
privately  educated  youth  is  apt  to  be  non-sympathetic,  and  to  be  uncertain 
and  hesitating  in  his  dealing  with  men.  He  has  not  learned  l)v  early  contact 
with  youth  of  his  own  age  how  to  suppress  what  is  merely  subjective  and 
peculiar  to  himself,  and  how  to  square  his  views  with  what  is  objective  and 
universal.  Hence  he  lacks  direclive  power  among  his  fellow-men,  and  this 
is  the  most  serious  defect  in  the  culture  of  life.  He  must  borrow  directive 
power  from  others.  Such  an  education  is  a  preparation  for  a  misanthropic, 
unhappy  life,  and  only  the  force  of  circumstances  can  overcome  its  damaging 
defects. 

There  goes  on  necessarily  with  the  learning  to  understand  the  lesson  a 
process  of  verification  on  the  part  of  the  pupil.  The  assimilation  of  the  new 
thoughts  is  principally  this.  In  case  it  is  the  report  of  facts  in  nature,  the 
jnipil  must  verify  them  by  comparison  with  what  he  has  previously  learned, 
and  with  what  otlicrs  know  about  the  matter.  Only  in  a  narrow  field  of 
study  can  he  verify  the  facts  by  going  over  all  the  original  observations. 
In  natural  philosophy  and  chemistry  this  is  very  important.  He  should 
see  everything  verified  by  actual  experiment  there.  In  botany  and  in 
geology  this  is  not  possible  to  nearly  so  great  an  extent.  In  physical  geog- 
raphy and  meteorology  and  zoology  to  a  much  less  extent.  But  most  of  the 
studies  of  school  are  studies  that  chiefly  demand  reflection  on  the  material 
furnished  in  the  lesson,  and  do  not  require  great  addition  of  illustrative  mat- 
ter from  outside.  Mathematics,  for  example,  rer^uircs  the  reflecting  mind  to 
discover  the  links  of  necessity  that  connect  one  formula  with  another.  Lan- 
guage lessons  require  reflection  on  what  is  given,  and  it  is  not  .sense-i)ercei)tion 
that  is  needed  there  to  any  great  extent.  History  is  assimilated  by  recurrence 
to  the  pupil's  experience  with  people,  and  not  by  an  object  lesson  on  a  speci- 
men brought  in  for  the  occasion.  Literature,  again,  makes  the  same  appeal, 
for  its  understanding,  to  the  child's  experience,  sentiments,  and  convictions. 

Is  it  not  clear  how  far  the  memoriter  recitation  is  from  the  recitation  con- 
ducted by  a  good  teacher?  The  teacher  who  allows  parrot-like  repetition  of 
the  words  in  the  book  to  pass  unquestioned  is  not  a  teacher  who  desi-rves  to 
have  charge  of  a  class  at  all.  He  has  not  learned  to  mani|)ulale  the  instru- 
ment placed  in  his  hands,  and  would  a((()m|)lis|)  just  as  mu(  h  wiili  jinpils 
taken  individually  as  in  classes. 

While  the  good  oral  teacher  secures  many  of  these  advantages,  he  is  not 
able  to  secure  all.  The  |)Upils  come  before  him  to  receive  information  on 
the  day's  lesson,  and  not  to  Ik*  critically  tested  on  what  they  have  done,  and 
<>u  the  methods  which  they  have  used.     It  is  true  that  they  can  be  tested  on 


346  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

the  previous  lesson,  but  it  would  be  better  to  have  them  responsible,  also,  for 
a  definite  amount  of  labor  on  the  lesson  of  today.  Meanwhile,  if  the  oral 
instructor  is  comparatively  no  better  than  a  majority  of  teachers  in  schools  as 
they  are,  it  is  evident  that  the  pupils  will  not  be  powerfully  aroused  to  self- 
activity  of  any  sort  except  play.  Yet  even  memorizing  the  words  of  the  book 
is  self-activity,  altho  of  a  low  order;  it  is  certainly  a  higher  activity  than 
the  process  of  repeating  statements  after  the  dictation  of  the  teacher. 

But  the  good  teachers  will  strive  by  all  means  to  develop  in  his  pupil  the 
most  rapid  growth  of  mental  independence.  He  will  teach  him  how  to  pursue 
his  investigations  on  any  topic  by  sifting  to  the  very  bottom  the  statements 
made  in  the  book.  Under  the  good  teacher  a  pupil  will  learn  to  compare  one 
assertion  with  another,  and  one  man's  view  with  another;  to  verify  his  ideas 
by  consulting  different  authorities,  and  to  gain  a  comprehensive  insight  by 
exhausting  the  sources  of  information  on  a  given  subject.  Original  investi- 
gation should  not  so  much  precede  as  follow  a  mastery  of  what  has  already 
been  accomplished.  No  one  in  his  senses  would  recommend  a  young  man 
to  spend  his  time  endeavoring  to  make  discoveries  in  electricity  or  chemistry 
before  he  had  made  himself  acquainted  with  the  present  developments  in 
those  provinces. 

Let  us  pause  here  to  consider  the  bearing  of  this  work  of  the  class  in  reci- 
tation upon  the  training  of  the  pupil's  will-power. 

No  matter  what  the  lesson  is,  whether  language,,  mathematics,  history, 
geography,  grammar,  manual  training,  cooking  lessons — all  these  require  two 
kinds  of  industry,  the  private  individual  industry  and  the  social  industry  or 
class  work.  These  involve  two  applications  of  will-power.  Let  me  discuss 
this  more  at  length. 

School  industry.- — Industry  may  be  of  various  kinds,  but  the  industry  of 
the  school  is  essentially  the  study  of  books.  The  pupil,  as  we  have  shown, 
is  to  add  to  his  own  feeble  and  undeveloped  powers  of  thought  and  observa- 
tion these  faculties  of  thought  and  observation  as  exhibited  in  the  strongest 
of  his  race.  The  printed  page  is  the  chief  means  by  which  he  adds  to  his 
own  observation  and  reflection  what  has  been  observed  and  thought  out  by 
fellow-men  especially  gifted  in  these  things.  The  pupil  shall  learn  by  master- 
ing his  textbook  how  to  master  all  books — how  to  use  that  greatest  of  all 
instruments  of  culture,  the  library.  He  shall  emancipate  himself  by  this 
means  from  mere  hearsay. information. 

In  the  case  of  oral  information  the  pupil  must  wait  upon  the  leisure  of  his 
good-natured  neighbor  or  gossiping  friend,  trusting  to  his  memory  for  the 
words  told  him,  and  pondering  them  on  some  future  occasion.  In  the  pres- 
ence of  the  book  he  can  take  the  sentences  one  by  one  and  reflect  carefully 
upon  the  meaning  of  each  word  and  each  sentence.  The  book  waits  upon 
his  leisure.  The  book  contains  the  most  systematic  presentation  of  its  author's 
ideas.  Thru  the  book  the  observers  and  thinkers  of  the  past  become  present. 
Those  of  distant  and  inaccessible  countries  come  to  his  side. 


Papers]  HOW  TO  CORRECT  DEFECTIVE  CLASSVVORK 


347 


This  shows  us  the  significance  of  the  kind  of  labor  which  the  pupil  per- 
forms in  his  school  industry.  In  the  schoolroom  industry — let  us  repeat  the 
assertion — there  are  two  kinds  of  attention  which  the  pupil  must  cultivate 
and  exercise.  There  is,  first,  the  attention  already  discussed  at  length — the 
attention  which  the  class  must  give  collectively  to  the  recitation  and  to  the 
teacher  who  conducts  it;  and  there  is,  second,  the  individual  industry  of 
the  pupil  working  by  himself  in  the  preparation  of  his  lessons.  But  it  is  in 
the  development  of  these  two  kinds  of  attention  that  the  chief  value  of  school- 
room industry  consists.  In  the  recitation  the  teacher  examines  the  work  of 
his  pupils,  criticizes  it,  and  discusses  its  methods  and  results. 

The  pupils  in  the  class,  we  have  said,  all  give  attention  to  the  questions 
of  the  teacher  and  to  the  answers  of  their  fellow-pupils.  Each  one  learns 
b«jth  positive  and  negative  things  regarding  the  results  of  his  own  studies  of 
the  lessons.  He  finds  some  of  his  fellow-pupils  less  able  than  himself  to  grasp 
certain  points  in  the  subject  of  study.  He  finds  others  who  are  more  able  than 
himself — pupils  who  have  seen  farther  than  himself,  and  developed  new  phases 
that  had  escaped  his  attention.  He  is  surprised,  too,  at  sides  and  points  of 
view  which  the  teacher  has  pointed  out;  items  of  information  or  critical 
points  of  view  that  had  escaped  his  own  attention  and  the  attention  of  his 
fellow-pupils  in  the  class. 

The  pupil  gains  an  insight  into  human  nature  such  as  he  never  had  beft>re. 
He  sees  the  weaknesses  and  the  strength  of  his  fellows;  he  sees  the  superiority 
manifested  by  the  teacher  who  is  maturer  than  he,  and  who  has  reinforced 
his  own  observation  and  insight  by  the  observation  and  insight  of  observers 
and  thinkers  as  recorded  in  books.  The  pupil  measures  himself  by  these 
standards  and  comes  to  that  most  important  of  all  knowledge — self-knowledge. 

This  kind  of  attention  which  he  exercises  in  recitations  or  class  e.xercises 
is  a  kind  of  attention  which  I  have  called  critical  alertness  directed  outward 
to  the  expression  of  other  minds,  namely  of  his  fellow-pupils  and  teacher. 
Step  by  step  he  watches  carefully  the  unfolding  of  the  lesson,  comparing  what  is 
said  with  what  he  has  already  learned  by  his  own  effort. 

After  the  recitation  is  over,  he  takes  up  the  work  of  indi\  iilual  preparation 
of  another  lesson,  but  he  has  improved  in  some  respect  his  method,  because 
he  is  now  alert  in  some  new  direction.  He  has  an  intellectual  curiosity  in 
some  new  field  that  he  had  not  before  studied;  what  the  teacher  has  .said  or 
what  some  Ijright  pupil  has  said  gives  him  a  hint  of  a  new  line  of  inquiry 
which  he  ought  to  have  carried  on  in  his  mind  when  he  was  pre|)aring  his 
lessfjn  of  the  day  Ijcfore.  Now  he  is  con.sciously  alert  in  this  new  direction, 
and  he  reaps  a  harvest  of  new  ideas  that  would  have  been  pa^-ed  over  in 
neglect  had  he  not  received  the  benefits  of  the  kind  of  attention  wlii<  h  1  call 
"critical  alertness"  in  the  work  of  the  recitation  or  lesson. 

This  kind  of  attention  is  something  that  cannot  be  developed  by  the  !)Upil 
in  any  other  way  so  well  as  in  that  school  device  calietl  the  "reiitalion"  or 
"lesson." 


348  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

I^et  us  now  consider  the  other  kind  of  attention  which  the  pupil  cultivates 
and  exercises  in  school.  While  pupils  of  one  class  are  reciting,  the  pupils 
of  the  other  class  (I  assume  that  there  are  two  classes  in  a  room)  are  preparing 
their  lesson.  Each  individual  is  or  should  be  absorbed  in  the  work  of  prepara- 
tion, not  jointly  with  his  fellows,  questioning  them  or  answering  them,  but 
by  absorption  on  the  part  of  each  in  his  own  work,  having  no  communication 
with  the  other  pupils  in  the  room  or  with  the  teacher;  each  one  must  be  able 
to  study  his  own  book  and  resist  the  tendency  to  distraction  which  comes 
from  the  recitation  that  is  going  on  with  the  other  class. 

To  shut  out  from  one's  mind  all  objects  that  do  not  concern  it  and  con- 
centrate one's  thought  and  observation  upon  a  special  given  subject,  whether 
it  be  a  scientific  presentation  of  the  textbook,  or  whether  it  be  the  investiga- 
tion of  some  subject  by  means  of  objects  themselves,  or  by  the  use  of  many 
books — this  kind  of  attention  is  of  the  utmost  importance.  It  is  that  of  indi- 
dividual  industry,  or  absorption,  while  the  other  kind  is  that  of  critical  alert- 
ness. 

Critical  alertness  follows  the  thoughts  of  others;  takes  an  active  part  in 
the  dialogue  which  is  going  on.  The  ancients  called  this  business  of  questions 
and  answers  and  critical  alertness  the  dialectic,  and  this  kind  of  attention  is 
that  which  is  trained  in  the  old  dialectic.  But  the  attention  which  is  absorbed 
upon  its  object  is  a  different  matter,  altho  of  equal  importance. 

The  pupil  should  learn  how  to  neglect  the  distracting  circumstances  of  the 
schoolroom,  the  movements  of  pupils  in  the  tactics  of  the  class,  the  dialectic 
of  question  and  answer  going  on  with  illustration  and  points  of  interest,  and 
equally  the  work  of  his  fellow-pupils  in  the  class  preparing  themselves  by 
absorbing  study  like  his  own.  He  lets  these  all  slip  by  him,  disciplining  him- 
self to  abstract  his  attention  from  them  and  to  hold  himself  in  utter  indiffer- 
ence to  these  outside  events.  He  brings  to  bear  his  best  intellect  upon  the 
problems  of  his  task,  critically  questions  the  meaning  of  his  author,  and 
applies  himself  to  the  work  of  veryifying  by  his  own  observation  and  reflection 
what  is  compiled  for  him  by  the  author.  He  is  learning  by  this  private 
industry  how  to  reinforce  himself  by  the  work  of  his  fellow-men;  he  cannot 
help  himself  thru  the  help  of  others  unless  he  verify  their  results.  Verifi- 
cation is  always  an  act  of  self-activity.  Memorizing  the  text  of  the  book, 
committing  to  memory  what  has  been  told  one,  this  is  not  self-help  until  the 
internal  work  of  verification  has  been  accomplished. 

The  second  kind  of  attention  that  we  are  here  considering  has  therefore 
its  most  important  feature  in  verification.  What  someone  else  has  seen  and 
recorded  the  pupil  must  see  for  himself  if  possible.  What  someone  else  has 
reasoned  out  by  inference  he  must  reason  out  for  himself,  and  test  the  result 
by  the  activity  of  his  own  intellect. 

At  first  the  pupil  finds  himself  with  feeble  will-power  and  unable  to  absorb 
himself  in  his  own  task.  He  is  easily  distracted  by  what  is  going  on  around 
him.     By  using  his  moral  will  in  self-control  he  gains  strength  from  day  to 


Papers]  HOW  TO  CORRECT  DEFECTIVE  CLASSWORK  349 

day  in  concentrating  his  attention  and  neglecting  all  that  is  not  essential  in 
his  individual  industry. 

The  two  kinds  of  industry,  the  recitation  and  the  preparation  of  the  lesson, 
form  the  work  of  the  school  and  furnish  a  ready  test  to  the  principal  of  the 
school,  or  to  the  superintendent,  of  the  quality  of  teaching.  Upon  entrance 
into  the  room  the  supervisor  notices  the  two  kinds  of  industry  going  on  without 
interference  with  one  another.  The  pupils  in  the  class  are  alert,  paying 
critical  attention  to  the  teacher  and  to  the  answers  of  the  pupil  reciting.  The 
pupils  not  reciting  are  concentrating  each  his  attention  upon  his  own  task, 
apparently  oblivious  of  all  else  in  the  schoolroom. 

The  superintendent  knows  by  this  that  the  teaching  is  good.  The  pupils 
have  acquired  the  essential  methods  of  school  industry  and  will  become  stronger 
from  day  to  day. 

The  teacher  cannot  produqe  this  condition  in  his  room  as  an  empty  show. 
If  his  pupils  are  careless  and  do  not  pay  real  attention  in  the  recitation,  or 
do  not  acquire  the  habit  of  genuine  absorption  in  their  work  of  preparation, 
they  cannot  simulate  it  upon  occasion  to  deceive  the  supervisor  or  the  visiting 
examiner.  Listlessness  will  show  itself  in  the  faces  and  attitudes  of  those 
affecting  to  study;  those  in  the  class  will  lose  the  thread  of  the  recitation  and 
the  teacher  will  not  be  able  to  draw  out  their  knowledge  to  correct  the  mis- 
takes or  supplement  the  deficiencies  of  the  pupil  reciting.  One  or  both  of 
these  kinds  of  attention  will  be  found  wanting  and  the  teacher's  work  will 
be  noted  as  failing  in  the  essential  purpose  of  the  school. 

I  Have  tried  to  set  down  some  of  the  features  of  the  true  method  of  con- 
ducting a  class  recitation,  and  to  point  out  their  advantages  over  the  teaching 
of  a  private  tutor  or  over  the  old  memoriler  system  supposed  to  be  still  in 
vogue  in  many  schools  in  this  country.  I  have  also  ^)\\n  how  the  industry 
of  the  school,  its  essential  purpose,  consists  in  the  two  kinds  of  attention,  one 
of  which  is  developed  in  the  well-conducted  recitation.  The  supervisor  can 
judge  of  the  efficiency  of  the  work  of  the  teacher  by  a  brief  inspection  of  these 
two  kinds  of  industry  in  his  school.  I  sum  u|)  the  conclusions  of  my  thesis 
as  follows: 

SUMMARY 

In  the  ungraded  schools  the  naturally  l)right  pupils  accomplish  a  fair 
amount  of  work  if  they  happen  to  have  good  textbooks.  They  are  able  to 
leach  themselves  from  the  Ijooks.  But  tlu-  rank  aiul  tUc  of  the  school  It-arn 
a  little  reading,  writing,  and  arithmetic,  and  |)robably  study  the  sanu-  i)ook 
for  several  winters,  beginning  at  the  lirsl  |)age  on  the  first  day  of  school  each 
year.  Those  who  need  no  heli>  linni  tla-  teacher  Uarn  t..  lulj.  themselves 
and  enjoy  a  delightful  freedom.  'J'liose  who  are  slow  and  dull  do  not  get 
much  aid  fr<jm  the  teac  her.  Their  industry  may  have  been  in  earlier  times 
stimulated  by  fear  of  the  rod,  whic  li  was  often  used  in  cases  of  real  or  sup- 
posed indolence.   Harsh  measures  may  succeed  in  fon  ing  |)Upils  to  dt)  niei  ham- 


350  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

cal  work,  but  they  cannot  secure  much  development  of  the  power  of  thought. 
Hence  the  resources  of  the  so-called  "strict"  teacher  of  our  childhood  were 
to  compel  the  memorizing  of  the  words  of  the  book. 

With  the  growth  from  the  rural  to  the  urban  condition  of  population,  the 
method  of  "individual  instruction,"  as  it  is  called,  giving  it  a  fine  name,  has 
been  supplanted  by  class  instruction,  which  prevails  in  village  and  city  schools. 
The  individual  did  not  get  much  from  individual  instruction,  for  the  simple 
reason  that  his  teacher  had  only  five  or  ten  minutes  to  examine  him  on  his 
daily  work.  In  the  properly  graded  school  each  teacher  has  two  classes,  and 
hears  one  recite  while  the  other  learns  a  new  lesson.  Each  class  is  composed 
of  twenty  to  thirty  pupils  of  nearly  the  same  qualifications  as  regards  the 
degree  of  progress  made  in  their  studies,  but  the  first  class  is  from  ten  to  thirty 
weeks  in  advance  of  the  second  class.  The  teacher  has  thirty  minutes  for  a 
recitation  (or  "lesson,"  as  it  is  called  in  England),  and  can  go  into  the  merits 
of  the  subject  and  discuss  the  real  thoughts  that  it  involves.  The  meaning 
of  the  words  in  the  book  is  probed,  and  the  pupil  made  to  explain  it  in  his 
own  language.  But  besides  this,  all  pupils  learn  more  by  a  class  recitation 
than  by  an  individual  recitation  to  a  tutor.  For  in  the  class  each  can  see 
the  lesson  reflected  in  the  minds  of  his  fellow  pupils,  and  understand  his 
teacher's  views  much  better  when  drawn  out  in  the  form  of  a  running  commen- 
tary on  the  mistakes  of  the  duller  or  more  indolent  pupils.  The  dull  ones 
are  encouraged  and  awakened  to  effort  by  finding  themselves  able  to  see  the 
errors  and  absurdities  of  fellow-pupils.  For  no  two  minds  take  precisely  the 
same  view  of  a  textbook  exposition  of  a  topic.  One  child  is  impressed  by 
one  phase  of  it,  and  another  by  a  different  phase.  In  the  class  recitation  each 
one  has  his  crude  and  one-sided  views  corrected  more  or  less  by  his  fellows, 
some  of  whom  have  a  better  comprehension  of  this  point,  and  some  of  that 
point,  in  the  lesson,  ^e  himself  has  some  glimpses  of  the  subject  that  are 
more  adequate  than  those  of  his  fellows. 

The  possibilities  of  a  class  recitation  are,  therefore,  very  great  for  efficient 
instruction  in  the  hands  of  a  teacher  who  understands  his  business.  For 
he  can  marshal  the  crude  notions  of  the  members  of  the  class  one  after  another, 
and  turn  on  them  the  light  of  all  the  critical  acumen  of  the  class  as  a  whole, 
supplemented  by  his  own  knowledge  and  experience.  From  beginning  to  end, 
for  thirty  minutes,  the  class  recitation  is  a  vigorous  training  in  critical  alert- 
ness. The  pupil  afterward  commences  the  preparation  of  his  next  lesson 
from  the  book  with  what  I  have  called  new  "apperceptive"  powers,  for  he 
finds  himself  noticing  and  comprehending  many  statements  and  a  still  greater 
number  of  implications  of  meaning  in  his  lesson,  meanings  that  before  had 
not  been  seen  or  even  suspected.  He  is  armed  with  a  better  power  of  analysis, 
and  can  "apperceive,"  or  recognize  and  identify,  more  of  the  items  of  informa- 
tion, and  especially  more  of  the  thoughts  and  reflections,  than  he  was  able  to 
see  before  the  discussions  that  took  place  in  the  recitation.  He  has  in  a  sense 
gained  the  points  of  view  of  fellow-pupils  and  teacher,  in  addition  to  his  own. 


Papeisl  JNTERXATIONAL  CONGRESS  AT  LlkCE  351 

The  good  school  continually  develops  in  its  pupils  two  kinds  of  attention, 
and  its  success  in  this  constitutes  the  surest  indication  to  the  supervisor  of 
the  value  of  the  teacher's  work. 


RECENT    INTERNATIONAL    CONGRESS    AT    LIEGE' 

WILL  S.  MONROE,  DEPARTMENT  OF  PEDAGOGY  AND  PSYCHOLOGY  STATE  NORMAL 
SCHOOL,  WESTFIELD,  M.\SS. 

In  recent  times  the  kingdom  of  Belgium  has  taken  an  active  part  in  the 
educational  affairs  of  the  world.  At  the  international  expositions  and  con- 
gresses held  at  Paris  in  1889  and  1900,  and  at  our  recent  exposition  held  at 
St.  Louis,  she  was  creditably  represented.  Three  times  during  the  past 
quarter  of  a  century  she  has  herself  held  expositions  and  congresses  that  have 
been  more  or  less  international  in  scope — at  Brussels  in  1880,  at  Antwerp 
in  1894,  and  at  Liege  in  1905. 

The  educational  congress  held  at  Lifege  in  1905  was  in  all  respects  inter- 
national. Germany,  France,  Spain,  Russia,  Portugal,  Servia,  Switzerland, 
Holland,  Great  Britain,  the  United  States,  Mexico,  Bolivia,  Argentine  Repub- 
lic, and  Japan  co-operated  with  a  representative  committee  of  Belgian  edu- 
cators in  the  direction  of  the  international  congress  held  at  Li^ge  September 
18,  19,  and  20,  1905. 

The  organization  of  the  congress  included  three  honorary  presidents — 
M.  Jules  van  den  Heuvel,  minister  of  justice  in  the  Belgian  cabinet,  Emile 
Dupont,  vice-president  of  the  Belgian  senate,  and  Henry  Delvaux,  member  of 
the  Belgian  chamber  of  deputies;  the  officers  of  the  four  departments  of  the 
congresses;  and  national  committees  a})p()inted  by  the  sixteen  foreign  coun- 
tries participating  in  the  congress.  The  committee  aj)pointcd  for  the  United 
States,  by  the  Honorable  the  Secretary  of  State,  included:  Chairman,  M.  V. 
O'Shea,  professor  in  the  University  of  Wisconsin,  Madison,  Wis.;  secretary, 
Will  S.  Monroe,  professor  in  the  State  Normal  School,  Westfield,  Mass.; 
Alfred  Bayliss,  state  superintendent  of  public  instruction  of  Illinois,  Spring- 
field, 111.;  Charles  F.  Birtwell,  superintendent  of  the  Children's  Aid  Society, 
Boston,  Mass.;  William  H.  Burnham,  professor  in  Clark  University,  Wor- 
cester, Mass.;  A.  Caswell  Ellis,  professor  in  tiie  University  of  Texas,  Austin, 
Tex.;  Mrs.  Ellen  M.  Hcnrotin,  Chicago,  111.;  K.  G.  Lancaster,  president  of 
Olivet  College,  Olivet,  Mich.;  William  H.  Tolman,  director  of  the  ;\merican 
Institute  of  Social  Service,  New  '\'ork;an(l  Rii  hard  H.  Tuthill,  judge  in  Cook 
County,  Chicago,  III. 

Twelve  hundred  individuals  anrl  institutions  were  numbers  of  tiu-  congress, 
the  leading  countries  being  France,  469  members;  Melgium.  460;  Hollantl, 
112;  United  States,  70;  Germany,  20;  England,  12;  Russia  12,  and  Italy 
10.     Three  medical  societies  and  thirty  educational  associations  (in  twelve 

■  For  arlditional  account*  of  the  connrcss  wc  an  article  by  Mim  Anna  Htirkbcc  in  the  Pfttnsytiitnia  School 
Journal,  Scplember,  1006;  alsf)  article*  by  the  writer  in  the  School  Journal  (New  Y<irk),  November  4.  igos, 
anrl  the  Pedagogical  Seminary,  Dcirmbcr,  1005.  The  proccr<linKii  <>(  the  congreM — both  papers  and  di*- 
cti*«ion« — have  been  imblisbcd  in  French  in  eight  volume*. 


352  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

different  countries)  were  represented  in  the  congress.  Among  American 
organizations  represented  were  the  National  Educational  Association  and 
the  National  Congress  of  Mothers. 

The  congress  was  organized  in  four  departments  or  sections.  The  first 
section  had  for  its  central  theme  of  discussion  the  study  of  children;  the 
second  section,  the  care  and  training  of  children  in  the  family;  the  third 
section,  the  education  of  defective  children;  and  the  fourth  section,  agencies 
for  the  protection  of  childhood  and  youth.  The  second  section,  which  was 
the  largest  of  the  congress,  was  again  subdivided  into  four  subsections — 
(i)  general  problems  touching  family  education;  (2)  education  in  the  family 
before  the  school  age;  (3)  education  in  the  family  during  the  school  age; 
(4)  family  education  after  the  school  age. 

Professor  J.  J.  Van  Biervliet,  of  the  University  of  Ghent,  presided  over 
the  first  department;  and  sixteen  papers  on  various  aspects  of  child-study 
were  presented  by  representatives  from  France,  Belgium,  the  United  States, 
and  Holland.  Professor  Alfred  Binet,  director  of  the  psychological  laboratory 
of  the  University  of  Paris,  gave  two  papers.  In  his  first  paper  he  suggested 
a  plan  of  co-operation  among  the  scattered  fields  of  genetic  psychology,  and 
he  asked  the  congress  to  name  an  international  committee  to  co-ordinate 
and  unify  the  labors  of  the  numerous  workers  represented  at  Liege.  Such 
a  committee  was  subsequently  appointed,  including  Binet  of  France,  Schreu- 
der  of  Holland,  Ufer  of  Germany,  Diess  of  Austria,  Popovisch  of  Hungary, 
Pereira  of  Spain,  Van  Biervliet  of  Belgium,  Monroe  of  the  United  States, 
Mme.  Koschkine  of  Russia,  and  Miss  Pycroft  of  England.  In  his  second 
paper  Professor  Binet  pointed  out  the  need  of  definite  studies  on  the  aesthetic 
reactions  of  children. 

The  problem  of  mental  fatigue,  and  its  relation  to  mental  work  and  school 
life,  was  presented  in  two  papers — one  by  Professor  P.  Malapert,  of  the 
Lycee  Louis  le  Grand  in  Paris,  and  the  other  by  Professor  Van  Biervliet,  of 
the  University  of  Ghent.  The  question  of  school  hygiene  was  discussed  by 
Professor  William  H.  Burnham,  of  Clark  University,  Worcester,  Mass. ;  and 
Mr.  L.  Laberthonnifere,  editor  of  Annates  de  philosophie  chrelienne,  pointed 
out  the  relation  of  the  results  of  experimental  and  genetic  psychology  to 
pedagogy  and  education. 

Methods  of  studying  children  were  discussed  in  a  half-dozen  papers. 
Professor  Anna  Buckbee,  of  the  State  Normal  School  at  California,  Pa., 
gave  an  outline  of  the  methods  of  studying  children  in  American  normal 
schools;  Principal  J.  Klootsema,  of  the  Reform  School  at  Alkmaar,  Holland, 
pointed  out  the  scientific  value  of  current  child-study  methods;  M.  Marius 
Dupont,  of  the  National  School  for  the  Deaf  at  Paris,  suggested  the  needs 
and  methods  of  studies  in  anthropometry;  and  Will  S.  Monroe,  of  the  State 
Normal  School  at  Westfield,  Mass.,  traced  the  development  of  child-study 
methods  in  the  United  States.     The  subject  of  child-study  in  clubs  composed 


Papers]  INTERNATIONAL  CONGRESS  AT  LikGE 


353 


of  parents  was  discussed  by  Miss  Harriet  A.  Marsh,  principal  of  the  Han- 
cock School,  at  Detroit,  Mich. 

The  second  section  of  the  congress — education  of  the  child  in  the  family — 
appealed  to  a  wide  range  of  interests;  and,  because  of  the  large  membership 
and  the  numerous  papers  presented,  the  department  met  in  four  subsections. 
-Mmc.  Lucie  Felix-Faure  Goyare  presided  over  the  subdivision  devoted  to 
the  education  of  the  child  in  the  home,  and  forty  papers  were  read.  Among 
the  notable  papers  were  the  following:  Family  Instruction  Concerning  Sex, 
l\v  Dr.  F.  L.  Blanchard,  of  Grenoble,  France;  Study  of  the  Child  in  the 
Home,  by  Mme.  Nadine  Koschkine,  of  St.  Petersburg,  Russia;  The  Art  in 
the  Home,  by  Dr.  Ernst  Buss,  of  Glarus,  Germany,  and  An  Appeal  to  Work- 
ingmen  and  the  Clergy  for  Co-operation  in  Family  Education,  by  the  Abbd 
Simon,  of  Namur,  Belgium. 

The  second  subdivision  of  the  department,  which  considered  family 
education,  had  as  its  special  theme  the  care  of  the  child  in  the  home  before 
the  school  age.  The  Baronne  de  Pitteurs  de  Budingen,  of  Li^ge,  presided, 
and  thirteen  papers  were  read  and  discussed.  The  topics  discussed  included: 
Personality  of  the  Child,  by  Dr.  Frederick  Eby  of  the  United  States;  Rela- 
tion of  Play  and  Education,  by  Leo  Claretie;  Value  of  Kindergarten  Train- 
ing, by  Maurice  Wolff;  Spinal  Troubles  of  Young  Children,  by  Dr.  A.  Kai- 
sin;   and  The  Training  of  the  Child's  Senses,  by  Mme.  Gest. 

Education  in  the  family  during  the  school  age  was  the  general  topic  of 
the  third  section  of  family  education.  Thirty-three  papers  were  presented 
for  discussion.  The  following  titles  will  give  a  notion  of  the  range  of  the 
papers:  Collaboration  of  the  Family  with  the  School,  by  Eugraph  de  Kova- 
levsky,  of  the  Russian  ministry  of  public  instruction;  The  Rcafling  of  Chil- 
dren, by  Mrs.  Heller,  of  Omaha,  Neb.;  The  Inllucnce  of  the  Weather  on 
Children,  by  Professor  Edwin  Grant  Dexter,  of  the  University  of  Illinois; 
Pedolcjgy,  the  Science  of  the  Study  of  the  Child,  by  George  Walforce,  of  Lii?ge; 
The  Utility  of  Parents'  Clubs  for  Child-Study,  by  C.  Lachal,  of  Quincie, 
France.  A  notable  speaker  before  this  section  of  the  congress  was  the  emi- 
nent French  historian,  Professor  ICrnest  Lavisse,  of  the  University  of  Paris, 
who  made  an  earnest  i)lea  for  in(  ulcating  in  children  a  genuine  love  of  nature. 

The  fourth  section  of  family  education  discussed  the  child  tijicr  the  school 
age,  and  some  oi  the  problems  of  adolescence.  Hon.  M.  Priim,  of  the  Duchy 
of  Luxemburg,  j>re.sided.  Twenty-four  papers  were  presented,  including: 
Training  for  Social  Servi(  e,  by  Mile.  S.  Lefebvre,  of  Amsterdam;  Aids  in 
llie  Choic  e  cjf  Careers,  by  G.  Bille,  of  Fonl:iine  rEve(|ue;  The  I'rotedion  of 
N'oung  Girls,  by  Mme.  de  Monlenaek;  Instruction  of  (iirls  for  Motherhood, 
by  I)r.  i;.  C(jrdier,  of  Hru.ssels;  Domestic  Instruction  of  Girls,  by  Mme. 
(iautier-Laca/.e;  Training  in  Social  Purity,  by  J.  Renault,  of  Namur;  Instruc- 
tion in  Sexual  Hygiene,  ity  Professor  F.  (iache,  of  Alais;  Inlluen*  e  of  Military 
Tniiiiing  on  \n\iu^  Men,  by  Alice  M.iy  Douglass,  of  .Maine;  and  The  Kcin- 


354  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

stallation  and  Revivification  of  the  Hearth-Side  as  a  Factor  in  the  Education 
of  the  Adolescent,  by  Pastor  Charles  Wagner,  of  France. 

The  third  section  of  the  congress  was  composed  very  largely  of  medical 
men  and  directors  of  institutions  for  defective,  dependent,  and  delinquent 
children.  The  general  topic  of  the  section  was  the  care  and  training  of  the 
defective  child.  Professor  Jean  Demoor,  of  the  University  of  Brussels, 
presided,  and  thirty-nine  specialists  presented  addresses  and  papers.  Dr. 
Bourneville,  the  distinguished  director  of  the  Bicetre  in  Paris,  opened  the 
congress  with  a  comprehensive  address  on  the  problems  touching  abnormal 
children.  Dr.  Decroly,  of  the  policHnique  of  the  medical  faculty  of  the  Uni- 
versity of  Brussels,  suggested  a  scheme  for  the  classification  of  abnormal  chil- 
dren. Professor  Alfred  Binet,  of  the  University  of  Paris,  and  Dr.  Simon,  of 
the  Hospital  of  Sainte-Anne,  discussed  the  mental  training  of  backward 
children.  Dr.  Guillaume,  of  Berne,  traced  the  forces  which  had  decreased 
cretinism  in  Switzerland  during  recent  years.  Dr.  George  E.  Shuttleworth, 
the  most  distinguished  English  authority  on  the  education  of  feeble-minded 
children,  told  the  congress  what  was  being  done  in  England  for  feeble-minded 
and  other  mentally  defective  children  by  voluntary  and  state  appointed 
agencies.  Dr.  Fletcher  Beach,  also  a  well-known  English  alienist,  discussed 
the  care  of  mentally  and  physically  abnormal  children  and  epileptics  in 
England  and  Scotland. 

The  juvenile  delinquents  and  incorrigibles  were  discvissed  by  Professor 
Jean  Demoor,  of  Brussels,  Mile.  Muller,  of  Rouen,  Charles  L.  Brace,  of 
New  York,  and  Miss  Anna  Gamewell,  of  Glen  Mills,  Pa.  Orphans,  ille- 
gitimate and  abandoned  children  were  treated  by  Director  Dario  Trentini, 
of  Matarello,  Tyrol.  Speech  instruction  for  the  deaf  was  the  subject  of  a 
valuable  paper  by  Miss  Mary  S.  Garrett,  of  Philadelphia.  Professor  Edou- 
ard  Drouot,  of  Paris,  also  discussed  the  family  training  of  deaf  children. 
The  education  of  the  blind  was  presented  in  papers  by  Michael  Anagnos 
(since  deceased),  of  the  Perkins  Institution  for  the  Blind,  Boston,  and  by  J. 
Sternheim,  of  the  National  Institution  at  Paris. 

Speech  defects,  aphasia,  and  kindred  disturbances  were  discussed  by 
Drs.  Jean  Gresslar,  M.  Dufour,  and  Georges  Rouma;  and  Dr.  Bourrillon, 
of  St.  Maurice  (France),  gave  an  account  of  educational  establishments  for 
crippled  and  deformed  children.  The  nature  of  the  care  and  training  of 
epileptic  children  was  presented  by  Dr.  Alexandre  Paris,  of  Nancy,  Dr. 
Kolle,  of  Zurich,  and  Dr.  Fletcher  Beach,  of  London. 

The  fourth  section  of  the  congress  concerned  itself  with  associations  and 
other  agencies  for  the  protection  of  youth.  Professor  Dejace,  of  the  Univer- 
sity of  Li^ge,  presided  and  thirty-eight  papers  were  presented.  Eight  papers 
discussed  the  alcohol  problem  and  the  nature  of  temperance  instruction  and 
societies.  Two  papers  dealt  with  the  tobacco  habit  and  its  effect  on  the 
development  of  youth.  Moral  purity  was  presented  by  several  speakers. 
School  excursions  and  vacation  colonies,  school  and  postal  savings  banks 


Papers]  THE   TEACHER  AND   THE  LIBRARIAN 


355 


and  other  thrift  agencies,  literary  societies  for  young  people,  and  a  dozen 
other  topics  of  a  like  nature  were  discussed.  Two  important  papers  before 
this  section  were:  The  Juvenile  Courts  of  the  United  States,  bv  Richard  S, 
Tuthill  of  Chicago,  and  Benevolent  Agencies  iov  Children  in  the  United 
States,  by  Professor  Charles  R.  Henderson,  of  the  University  of  Chicago. 


THE  TEACHER  AND  THE  LIBRARIAN^ 

NATH.\N  C.   SCHAEFFER,  PRESIDENT  OF  THE  NATIONAL   EDUCATIONAL  ASSOCI- 
ATION, HARRISBURO,  PA. 

When  I  accepted  the  invitation  to  meet  the  American  Library  Association 
y)n  this  day  I  made  up  my  mind  that  I  would  resist  the  masculine  tendency  to 
give  advice.  The  proverb,  'tis  more  blessed  to  give  than  to  receive,  must 
have  been  written  of  advice.  I  am  here  rather  for  the  purpose  of  glorifying 
the  vocation  of  the  teacher  and  the  librarian,  and  of  uttering  a  sort  of  Mace- 
donian cry,  "Come  over  to  us  and  help  us;"  for  the  National  Educational 
Association — especially  the  library  section — needs  very  much  the  help  and 
co-operation  of  the  American  Library  Association.  We  need  that  help 
quite  as  much  as  the  teacher  needs  the  help  of  the  librarian,  and  I  might 
announce  my  point  of  view  as  being  strictly  in  accord  with  the  sentiment 
expressed  in  this  report,  namely,  that  the  library  as  well  as  the  public  school 
forms  an  integral  part  of  a  system  of  free  and  public  education. 

We  who  teach  and  supervise  schools  need  your  help,  for  the  sake  of  uplift- 
ing the  industrial  classes.  Will  you  look  at  this  matter  for  a  few  minutes 
from  my  point  of  view  ?  I  live  in  the  richest  agricultural  county  in  the  United 
.States,  a  county  that  has  more  money  deposited  in  its  national  banks  than 
any  one  of  seven  southern  states  that  might  be  named,  and  the  wealth  of  that 
county  is  due  to  the  fact  that  it  is  a  great  tobacco  county.  There  is  per- 
petual warfare  between  the  school  and  the  tobacco  factory.  The  boy  aiul 
the  girl  leave  the  school  just  as  soon  as  the  law  allows  them  to  go  to  work, 
in  very  many  cases,  and  the  owner  of  one  of  those  industrial  establishments 
assures  me  that  during  the  noon  hour  the  telephone  is  kept  in  constant  use 
by  the  young  people  who  are  engaging  scats  upon  the  roof  garden  for  the 
evening.  I  confess  to  you  I  have  sympathy  for  those  young  people.  I  have 
heard  of  industrial  establishments  where  it  takes  22  persons  to  maki-  a  pin; 
where  the  leather  passes  thru  64  hands  before  the  shoe  is  reaily  for  the 
market.  I  have  never  been  able  to  ascertain  thru  how  many  hiinds  the 
tobacco  passes  until  it  ends  in  smoke  and  ashes,  but  think  of  a  human 
iK-ing  spending  his  time  on  every  working  day  from  the  first  ui  January  until 
the  last  day  of  December  making  the  twenty-second  part  of  a  pin,  the  si.xly- 
fourlh  part  of  a  shoe,  the  infinitesimal  part  of  a  cigar,  and  you  can  realize 
for  yourself  the   monotonous  drudgery  of    that  sort  of    Ijfi-  and  the    iiniate 

'  An  aililrnui  licforr  the  Amrrimn  Lilirnry  A»«Kialiiin.  nt  il»  Annual  I  imvrnlicm  nt  N.irrnRttnuct  I'irr. 
R.  I.,  July,  1906,  by  I'rcsidcnl  St hncflfrr  as  the  offidal  rcprT»rntnlivc  ol  ihc  National  i:duc«ll<in«l  AsJWKiation. 


356  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

impulse  driving  those  operatives  to  seek  recreation.  Now,  how  much  better 
would  it  be  if  these  workers  in  the  tobacco  factory  and  in  other  industrial 
establishments  could  at  the  close  of  the  day  go  to  the  public  library  and  there 
find  the  recreation  which  their  nature  craves,  instead  of  seeking  that  recrea- 
tion in  the  saloon  and  upon  the  roof  garden.  So  long  as  our  workers,  our 
industrial  classes,  do  not  frequent  the  library,  there  to  associate  with  the 
choice  spirits  of  all  the  ages,  but  seek  recreation  in  lower  forms  of  enjoyment, 
so  long,  I  claim,  there  is  important  work  to  be  done  by  the  teacher  and  by  the 
librarian. 

I  am  not  wilHng  to  accept  for  the  teacher  all  the  blame  for  this  state 
of  affairs  among  our  industrial  classes.  1  find  that  when  anything  goes  wrong 
in  the  public  life  of  the  American  people,  people  always  look  to  the  school 
for  a  remedy  and  the  teacher  is  blamed  for  what  is  wrong,  or  at  least  she  is 
expected  to  correct  it.  See  what  the  teachers  are  expected  to  do.  If,  for 
instance,  someone  is  found  cruel  to  an  animal,  straightway  there  is  legisla- 
tion that  teachers  must  give  instruction  upon  the  humane  treatment  of  the 
brute  creation;  if  it  is  found  that  cigarettes  and  stimulants  sap  the  life  of  the 
nation,  straightway  we  have  legislation  that  in  every  school  we  must  teach 
physiology  with  special  reference  to  the  effect  of  narcotics  and  stimulants 
upon  the  human  system;  if  too  many  boys  leave  the  farm  to  go  to  the  city, 
the  school  is  expected  to  give  instruction  in  agriculture  in  order  to  revive  an 
interest  in  country  life;  if  there  is  danger  that  our  forests  will  be  all  cut  down 
and  reach  extinction,  straightway  there  is  legislation  for  Arbor  Days,  in  order 
that  the  children  may  know  how  to  plant  trees  and  take  care  of  them;  if  there 
is  trouble  in  learning  a  trade,  straightway  we  must  have  manual  training,  in 
order  that  the  boys,  and  the  girls  even,  may  learn  how  to  use  the  tools  that 
lie  at  the  basis  of  all  the  different  handicrafts;  and  if  there  is  trouble  in  getting 
domestic  help,  straightway  we  must  have  the  introduction  of  domestic  science 
into  the  school  curriculum.  Indeed,  no  prophet  can  tell  what  problems  will 
be  shied  at  the  school  in  the  next  fifty  years.  We  are  now  to  celebrate  the 
eighteenth  of  May  in  order  to  prepare  the  world  for  international  arbitration, 
and  somebody  out  in  the  state  of  Ohio,  which  is  prolific  in  new  ideas,  recently 
proposed  that  the  school  children  of  this  country,  thru  their  teachers, 
shall  raise  $400,000  to  build  a  bronze  ship  in  memory  of  those  who  died  in 
the  explosion  of  the  "Maine." 

Now  I  am  prepared  to  say  that  the  school  can,  of  course,  help  to  solve 
some  of  these  problems;  but  here  is  the  difficulty,  and  it  should  come  very 
near  to  the  hearts  of  you  librarians:  the  things  which  did  not  originally 
belong  to  the  school  curriculum  have  been  emphasized  to  such  an  extent  that 
many  teachers  have  a  bad  conscience  with  regard  to  their  legitimate  school 
work.  Many  teachers  feel  conscience-stricken  if  somebody  catches  them 
teaching  the  three  R's;  and  I  have  found  it  absolutely  necessary  to  show 
the  fundamental  relation  of  that  which  called  the  school  into  existence  to  the 
preservation  of  our  modern  civilization.     There  are  many  people  who  think 


Papers!  THE  TEACHER  AND   THE  LIBRARIAN  357 

that  the  library  and  the  school  are  a  burden  which  our  modern  civilization 
must  carry.  I  claim,  on  the  other  hand,  that  modern  civili/.ation  is  a  burden 
which  the  school  and  the  library  must  carry.  Once  a  good  woman  who,  in 
preparing  herself  for  the  duties  of  the  schoolroom,  goes  to  summer  schools 
and  annual  gatherings  of  teachers,  came  to  me  and  in  a  tone  of  despair  said, 
"I  would  like  to  know  what  we  are  to  teach  ?"  "Well,"  said  I,  "what  makes 
you  ask  that  question?"  "Why,"  she  answered,  "the  editor  of  the  Ladies' 
Home  Journal  says  that  a  crime  is  being  committed  before  the  eyes  of  Ameri- 
can parents  thru  the  overcrowding  of  the  school  curriculum,  whilst  Presi- 
dent Eliot  savs  that  the  school  curriculum  must  be  enriched."  Said  she, 
"I  have  listened  to  a  professor  from  Chicago  who  advcKated  that  no  child 
should  be  taught  to  read  until  it  reaches  the  ninth  year;  and  another  professor 
save  us  an  interesting  lecture  on  a  whale,  and  another  lecture  on  a  butlertlv, 
and  still  another  lecture  on  a  Baltimore  oriole,  and  he  made  us  feel  that  this 
is  the  kind  of  information  that  we  should  give  in  the  schoolroom." 

I  saw  that  this  woman's  notions  of  the  original  purpose  of  the  school 
needed  clarifying  before  she  could  again  be  happy  in  her  school  work,  and  I 
said  to  her:  "You  know  as  well  as  I  do  that  Pennsylvania  has  been  made 
the  dumping-ground  for  the  illiterate  populations  of  southern  Europe.  Let 
us  watch  one  of  these  men  who  cannot  read  and  write,  let  us  see  his  experi- 
ences during  a  day.  I  saw  one  of  them  get  on  the  train  in  the  vicinity  of 
Pittsburg  not  long  ago  to  go  to  some  point  where  he  was  sent  by  the  firm 
that  employed  him.  Every  now  and  then  he  asked  the  brakeman  the  name 
of  the  next  station  for  fear  he  might  be  carried  beyond  his  destination;  he 
couldn't  read  the  names  that  have  been  put  upon  tablets  on  each  side  («f  the 
station.  When  the  noon  hour  came  he  was  sent  to  a  hotel  to  get  his  dinner, 
and  there  he  was  confronted  by  the  hotel  register.  He  made  some  excuse 
about  his  name  and  got  the  clerk  to  write  it.  When  he  entered  the  dining- 
room  he  was  confronted  by  the  bill  of  fare,  ])ut  he  couldn't  read  a  wonl  of  it. 
In  despair  he  asked  for  something  to  eat.  That  evening  he  got  a  letter  from 
his  daughter  who  was  attending  the  public  schools.  The  child  thouglu 
this  was  a  fine  opportunity  to  show  papa  she  could  write  a  letter,  liut  he 
couldn't  read  a  word  of  it.  There  were  ink  and  writing  material  in  tliat 
hotel,  free  to  everybody,  but  he  could  not  do  what  he  wanted  to  do,  write  a 
letter  to  the  dear  ones  at  home.  Somebody  handed  him  a  newspaper.  Not 
willing  to  acknowledge  his  illiteracy,  he  held  it  in  the  customary  position, 
but  soon  there  was  a  laugh,  for  .someone  saw  that  lie  was  holding  the  paper 
upside  down.  Now  what  was  it  that  this  man  iieetied  all  day  long.-'  Was 
it  knowledge  of  a  whale,  of  a  butterlly,  of  a  Halliniore  oriole,  or  was  it  the 
ability  to  read  and  to  write?" 

The  good  woman  said,  "Hereafter  I  -h;ill  teach  reading  and  writing  as 
tho  the  fate  of  the  nation  depended  upon  it." 

The  illiterate  man  is  not  adjusted  to  our  modern  (omplex  (  i\  ili/.alion, 
and  no  matter  what  the  st  hool  teaches,  the  school  is  a  failurt-  if  il  does  not 


358  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

develop  ability  to  read  and,  in  addition  to  that,  the  feading  habit  and  the 
library  habit. 

Look  at  this  wliole  question  from  the  point  of  view  of  John  Fiske  and 
Lewis  Morgan  and  other  scholars  who  hold  their  views  with  regard  to  the 
development  of  ancient  culture.  I  believe  that  if  you  look  at  your  own  work 
for  a  few  moments  from  that  point  of  view  every  one  of  you  will  go  home  an 
inch  taller,  glorifying  your  work  as  librarians  in  a  way  that  you  never  magni- 
fied that  work  before.  According  to  this  theory,  you  will  recall  there  were 
three  great  epochs  in  the  development  of  ancient  culture.  The  lowest,  the 
stage  of  the  savage,  had  in  it  three  upward  steps:  first,  man  lived  on  nuts 
and  fruits,  then  man  learned  to  fish  and  how  to  build  a  fire,  finally  man  learned 
to  hunt  with  bow  and  arrow.  Did  any  one  of  those  occupations  call  the 
school  and  the  vocation  of  the  schoolmaster  into  existence  ?  Far  from  it. 
And  the  next  stage  came  when  man  stepped  from  the  savage  to  the  barbarian 
plane  of  life.  And  there  I  would  like  to  make  my  bow  to  a  woman.  Did  it 
ever  occur  to  you  that  whenever  the  average  girl  begins  to  study  a  history  she 
wishes  she  were  a  boy  ?  And  why  ?  Because  our  textbooks  on  history  devote 
about  499  pages  to  the  achievements  of  men,  and  if  women  get  half  a  page  in 
the  ordinary  textbook  on  history  the  sex  is  fortunate.  The  average  girl  is 
made  to  think  that  everything  heroic  in  the  world — yes,  everything  worth 
doing — belongs  to  the  other  sex.  Now  I  want  to  say  that  I  had  a  good  deal 
of  sympathy  for  that  New  England  woman  who,  when  an  assembly  glorified 
the  Pilgrim  fathers  and  talked  of  the  hardships  that  the  Pilgrim  fathers 
endured,  rose  and  proposed  a  toast  to  the  Pilgrim  mothers,  who  endured  all 
the  hardships  of  the  Pilgrim  fathers  and  then  had  to  endure  the  Pilgrim 
fathers  besides. 

Three  epochs  man  passes  thru  before  he  reaches  civilization.  First, 
his  life  is  nomadic  and  his  wealth  consists  in  cattle  grazing  on  the  adjacent 
hills.  But  does  that  call  the  school  and  the  library  into  existence  ?  Far 
from  it.  The  teacher  and  the  librarian  come  later.  The  next  upward  step 
is  made  when  man  learns  how  to  till  the  soil,  to  practice  the  art  of  the  hus- 
bandman. But  does  that  call  the  school  and  the  library  into  existence  ? 
Altho  the  school  makes  the  farmer  a  better  farmer,  still  farming  did  not  call 
the  school  nor  the  library  into  existence.  The  next  great  upward  step  was 
made  when  man  learned  to  work  in  iron,  in  metals.  But  that  did  not  call 
the  school  into  existence.  According  to  John  Fiske  and  Lewis  Morgan, 
civilization  dawned  when  man  learned  how  to  record  his  thoughts  and  how 
to  transmit  them  to  distant  peoples  and  to  future  generations.  It  is  in  the 
need  of  recording  man's  thoughts  and  achievements  and  of  preserving  them 
for  future  generations  that  you  have  the  origin  of  the  school  and  the  origin 
of  the  library.  So  that  the  vocation  of  the  schoolmaster  and  of  the  librarian 
lies  at  the  basis  of  our  modern  civilized  life.  And  civilization,  I  repeat,  is 
the  burden  which  the  school  and  the  library  must  carry  and  preserve. 

Now,  from  that  point  of  view  we  can  well  glorify  these  two  vocations. 


Papers]  THE  TEACHER  AND  THE  LIBRARIAN 


359 


The  library  is  of  course  useless  if  the  teacher  fails  to  teach  the  children  how- 
to  read  and  write.  On  the  other  hand,  as  this  report  points  out,  the  school 
life  of  the  average  child  in  this  country  is  five  years,  and  the  rest  of  life  belongs 
\o  the  librarian  and  to  the  library,  if  the  reading  habit  and  the  library  habit 
have  been  developed  in  these  five  years.  Undoubtedly,  even  during  the  short 
period  of  the  school  life  of  the  child  it  is  possible  not  only  to  teach  the  child 
how  to  read — and  she  is  the  best  teacher  who  with  the  least  expenditure  of 
time  and  energy  makes  the  child  an  independent  reader — but  it  is  also  possible 
during  that  school  period,  if  the  librarian  and  the  teacher  work  together  to 
develop  in  the  child  a  love  of  good  books,  to  develop  the  power  to  use  books 
aright;  and  in  spite  of  all  the  talk  we  have  had  about  things  against  words, 
the  school  is  a  failure  if  it  does  not  teach  the  right  use  of  books.  And  it  is 
at  that  point  that  the  teacher  needs  the  help  of  the  librarian. 

To  my  mind  the  vocation  of  the  librarian  has  the  earmarks  of  a  profession. 
What  are  they  ?  V\e\\,  in  the  first  place,  every  profession  has  its  own  esprit 
de  corps,  and  the  first  thing  I  heard  when  I  got  into  this  building  was  talk 
about  "the  library  spirit."  There  is  a  professional  spirit  springing  up  in 
this  organization  that  will  finally  pervade  the  entire  vocation  in  this  country. 
Then,  in  the  next  place,  every  profession  requires  technical  training,  and  you 
have  your  library  schools  fulfilling  that  function.  More  than  that,  every 
profession  presupposes  a  liberal  or  a  general  education,  and  the  day  has  come 
when  the  brightest  of  those  who  graduate  from  our  schools  do  not  hesitate 
to  use  their  learning,  their  training,  their  liberal  culture,  as  a  basis  upon 
which  to  build  the  vocation  of  the  librarian.  In  addition,  I  notice  that  every 
profession  has  certain  operations  that  are  not  merely  mechanical  but  that  arc 
based  upon  science.  Anybody  can  chop  off  an  arm,  but  it  takes  a  skilled 
surgeon  to  amputate  an  arm.  There  is  science  at  the  basis  of  that  professional 
operation.  You  throw  a  man,  however  learned,  into  a  modern  library  and 
let  him  manage  it,  and  he  will  find  how  little  he  has  of  the  technical  training 
and  the  science  that  underlie  the  work  in  our  libraries.  And  then,  last  of  all, 
I  find  that  every  profession  has  a  noble  aim.  The  theologian  seeks  to  save 
souls,  the  physician  seeks  to  save  life — and  the  librarian  has  a  noble  aim. 
It  is  to  fit  men  and  women,  not  only  to  get  knowledge  from  the  booksiielves 
or  the  books  on  the  shelves,  not  merely  to  get  recreation,  but  it  is  to  enable 
men  and  women  to  live  the  higher  life  of  thought.  So  many  of  our  industrial 
classes  are  dissatisfied  because  they  think  money  makes  life  worlh  living  and 
because  they  think  the  millionaire  has  that  which  they  themselves  cannot 
get.  Now,  monev  .stands  for  food  and  drink,  for  tlic  garments  we  wear  and 
the  houses  we  live  in  and  things  of  tlial  xnt ;  l)Ul  let  it  ncvi-r  be  forgotten 
that  money  cannot  make  life  worth  living.  If  you  have  plenty  of  money  you 
can  buy  a  fine  h<juse,  but  you  cannot  buy  a  happy  home;  that  must  be  made 
by  you,  and  by  her  who  occuj)ies  it  with  you.  If  you  are  rich  you  may  buy 
a  fine  co[)y  of  Shakespeare,  but  you  (annol  buy  the  ability  to  appreciate  a 
j)lay  of  Shakespt-are 


360  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

Plato  wrote  above  the  door  of  his  academy,  "Let  no  one  enter  here  who 
is  destitute  of  geometry. "  Why  did  he  vakie  geometry  so  highly  ?  Not 
merely  because  he  thought  it  was  the  best  introduction  to  the  study  of  phi- 
losophy, but  Plato  had  still  another  idea,  and  he  expressed  it  when  he  says, 
"God  geometrizes. "  Plato  had  an  idea  that  when  a  youth  learns  to  think 
the  thought  of  geometry,  he  is  thinking  God's  thoughts  and  he  is  tasting  the 
pleasures  of  a  life  that  does  not  turn  upon  what  we  eat  and  drink  and  upon 
the  things  that  the  almighty  dollar  will  buy.  When  Kepler  discovered  the 
laws  of  planetary  motion  he  exclaimed  in  ecstasy,  "  O  God,  I  think  thy  thoughts 
after  thee!"  And  when  the  youth  at  school  learns  to  think  the  thoughts 
that  God  has  put  into  the  starry  heavens  above  and  into  all  nature  around  us, 
that  youth  is  learning  to  think  God's  thoughts  and  is  enjoying  the  pleasures  of 
the  higher  life  of  thought. 

Here  is  where  I  glorify  the  library  and  the  vocation  of  the  librarian.  No 
human  being  can  expect  to  discover  for  himself  all  the  thoughts  that  God 
has  put  into  the  starry  heavens  above  and  into  all  nature  around  us,  but  if 
he  has  acquired  the  library  habit  he  will  find  upon  the  shelves  of  the  library 
the  books  that  give  what  man  has  discovered  of  the  thoughts  that  God  has 
put  into  the  heavens  above  and  into  nature  around  us;  he  will  learn  that  the 
books  upon  the  shelves  of  the  library  enable  him  to  associate  with  the  ch  ice 
spirits  of  all  the  ages  and  to  think  the  best  thoughts  of  the  best  men  whenever 
he  enters  that  library  and  makes  a  right  use  of  books. 

For  that  reason  I  believe  that  all  over  this  land  teachers  and  librarians 
should  emphasize  as  one  of  their  chief  functions  the  acquisition  of  the  power 
to  make  the  right  use  of  books,  the  development  of  ability  to  enjoy  a  good 
book.  And  it  is  there  that  the  library  must  help  the  teacher,  for  few  teachers 
have  leisure  enough  to  select  the  best  books  upon  the  shelves  of  the  library. 
It  is  there  that  the  librarian  must  act  as  a  guide  to  both  teacher  and  pupil. 

Now  one  word  about  the  National  Educational  Association.  We  have  a 
library  department  of  the  National  Educational  Association,  as  you  have 
been  told,  and  when  I  was  president  of  the  department,  about  600  special 
letters  of  invitation  to  the  meeting  of  that  department  were  sent  to  people 
in  different  parts  of  the  country.  What  response  did  we  get  ?  I  think  we 
had  present  at  St.  Louis,  if  my  memory  serves  me  right,  four  librarians  and 
less  than  a  score  of  teachers.  The  National  Educational  Association  has 
money;  it  has  an  invested  fund  now  of  about  $150,000,  and  some  of  its  finances 
have  been  used  to  print  this  library  report,  which  has  come  into  being  largely 
thru  a  committee  of  the  American  Library  Association.  I  am  not  here  to 
advocate  either  organic  or  federal  union  between  these  two  organizations, 
but  I  wish  to  raise  in  your  minds  the  question  whether  it  is  not  possible  to 
have  a  closer  affiliation  between  the  librarians  and  the  teachers,  especially 
between  the  National  Educational  Association  and  the  American  Library 
Association. 


Papers]  EDUCATIONAL  AWAKENING  IN  ENGLAND  361 

I  rejoice  in  this  opportunity  to  brint^  to  you  the  greetings  of  the  National 
Educational  Association,  and  I  shall  never  miss  an  opportunity  to  glorify  the 
work  which  you  librarians  are  doing  for  humanitv  and  for  civilization. 


BY  CORRESPONDING  MEMBERS  IN  OTHER  COUNTRIES 


THE  EDUCATIONAL  AWAKENING  IN  ENGLAND 

MICHAEL    ERXEST    SADLER,    MEMBER    OF    ROYAL    COMMISSION    ON    SECONDARY 
EDUCATION,  EASTWOOD,  WEYBRIDGE,  ENGLAND 

During  the  last  ten  years  more  thought  has  been  given  to  educational 
questions  in  England  than  during  any  earlier  half -century  in  our  national 
history. 

Changes  of  great  significance  and  magnitude  have  been  made  in  the 
machinery  of  educational  administration.  The  central  authority  has  been 
unified  and  reorganized.  It  now  deals  with  primary,  secondary,  and  technolo- 
gical education,  as  well  as  with  the  administration  of  educational  endowments. 
In  some  respects  these  separate  branches  of  its  work  are  still  unnecessarily 
di\idcd  from  one  another,  but  year  by  year  they  become  more  closely  adjusted, 
and  we  can  see  signs  of  more  complete  fusion  in  the  future.  At  the  other 
end  of  the  administrative  chain  the  local  educational  authorities  have  been 
entirely  remodeled.  New  blood  has  been  brought  into  the  local  offices:  new 
forms  of  experience  into  the  committee  rooms.  But  we  have  not  yet  reached 
a  lasting  settlement  as  to  the  form  of  local  authority  for  educational  govern- 
ment. So  far  as  one  can  discern  the  future,  we  are  likely  to  have  some  diver- 
sity in  the  mode  of  election  of  the  local  educational  authority  in  dilTerent 
districts  according  to  the  magnitude  of  the  task  devolving  upon  it.  The 
old  school-board  system  with  its  cumulative  vote  has  probably  gone  forever. 
We  have  derived  much  benefit  from  the  new  county  administration,  and  yet 
that  system,  Ick),  has  its  drawbacks  and  the  new  administrative  model, 
which  owed  much  to  Fabian  inspiration,  is  already  beginning  to  show  some 
weak  places.  In  London  esjK'cially  there  are  some  signs  of  a  reaction  (not 
wholly  justified)  against  the  County  Council  administration,  and  it  is  possible 
that  there  may  be  a  return  in  public  thought  to  the  conception  of  a  semi- 
independent  local  public  authoril)-  for  educational  purjjoses.  Thus,  on  the 
administrative  side,  English  education  wears  today  a  very  dilTerent  dress 
from  that  of  ten  years  ago.  The  wh(jle  (h-ift  of  things  is  toward  greater  public 
control  in  educational  matters.  Hut  whether  that  control  is  to  ct)me  from  a 
government  oflice  in  London,  or  from  the  olVu  es  of  local  authorities  scattered 
all  about  the  country,  is  still  far  from  (irtain.  I'he  centralizing  and  the  can- 
tonal jjrinciplcs  are  struggling  with  one  anotlur  for  the  nia>^tery.  Here  the 
one  scores  a  jioint,  and  here  the  other.  I'ra<  ti(;il  ( ointiiicni  i-  rallur  lh;in 
political  theory  is  settling  tin's  new  iialam c  of  pducrs:    ilic  probabililN  i->  lli.it 


362  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

we  shall  have  a  composite  system  of  educational  government  in  which  the 
central  power  of  the  state  and  the  decentralized  power  of  the  local  authority 
will  play  the  part  of  the  different  metals  in  a  compensating  pendulum. 

Modern  administrative  education  is  dogged  by  one  great  danger.  It  is 
very  costly.  If  the  new  educational  movement  in  England  breaks  down  on 
any  one  point  other  than  dissidence  in  social  ideals,  it  will  be  upon  the  question 
of  expenditure  from  national  and  local  funds.  We  have  much  leeway  to 
make  up  in  educational  provision,  according  to  modern  standards.  A  great 
deal  has  had  to  l^e  done  very  quickly  to  overtake  arrears.  And  modern 
elective  bodies  seem  to  delight  in  bricks  and  mortar.  The  result  is  that  the 
mass  of  local  indebtedness  in  Great  Britain  is  already  considerable.  Yet 
very  much  of  it  represents  expenditure  which  is  directly  remunerative.  Much 
that  is  not  directly  remunerative  has  been  indirectly  beneficial.  But  the 
aggregate  of  indebtedness  is  none  the  less  serious.  According  to  the  last 
published  returns  (those  for  1903-4)  the  local  debt  of  Great  Britain  is  £,^(>g,- 
231,417.  Twenty-five  years  ago  it  was  less  than  ;i^  100,000,000.  The  differ- 
ence marks  the  change  in  our  conception  of  the  functions  of  local  government. 
Educational  expenditure  will  steadily  become  a  more  important  fraction  of 
the  whole.  The  local  rate-payer  already  raises  cries  of  distress.  Govern- 
ments take  a  popular  step  when  they  shift  the  financial  burden  from  local 
rates  to  the  central  treasury.  And  the  result  of  this  tendency  is  that  the 
expenditure  from  the  imperial  exchequer  upon  education  in  the  United 
Kingdom  is  advancing  by  leaps  and  bounds.  Last  August,  on  the  motion 
of  Mr.  Thomas  O'Donnell,  the  government  issued  returns  relating  to  the 
cost  and  to  other  statistics  of  education.  All  statistics  are  a  dangerous  ground 
on  which  to  tread.  Educational  statistics  are  particularly  full  of  traps  for 
the  unwary.  These  government  returns, '  the  first  of  their  kind  and  interesting 
from  many  points  of  view,  show  that  the  total  expenditure  from  the  imperial 
exchequer  on  primary,  secondary,  technical,  and  university  education  in 
England,  Wales,  and  Scotland  in  the  year  1904-5  was  ;^i4,985,i35.  This 
means  that,  apart  from  the  cost  of  central  administration,  the  amount  paid  in 
grants  from  the  imperial  exchequer  for  the  different  forms  of  state-aided 
education  was  6  s.  11  d.  per  head  in  England  and  Wales.  By  a  curious  coin- 
cidence, exactly  the  same  contribution  per  head  was  made  in  Scotland.  But 
when  we  come  to  add  together  the  educational  expenditure  from  national 
taxes  and  from  local  taxes,  we  find  that  England  and  Wales  run  ahead  of 
Scotland.  Out  of  local  taxes  every  man,  woman,  and  child  in  England  and 
Wales  paid,  in  1904-5,  5  s.  ^\  d.  for  education.  The  corresponding  figure 
in  Scotland  was  only  4  s.  lo^  d.  The  total  expenditure  on  education  from 
the  imperial  exchequer  and  from  local  rates  in  1904-5  for  the  whole  United 
Kingdom  was  ;^26,9i3,364.  Of  this  amount,  England  and  Wales  were  respon- 
sible for  ;^22,303,i56. 

But  changes  in  the  form  of  educational  administration  and  the  rapid 

'  House  oj  Commons  Return,  No.  305  (1906).     Price  li  d. 


Papers]  EDUCATIONAL  AWAKENING  IN  ENGLAND  363 

increase  in  the  cost  of  educational  supply  are  only  symjitoms  (jf  a  much  deeper 
change  in  public  opinion.  It  is  not  too  much  to  say  that  the  last  ten  years  have 
worked  a  revolution  in  the  standpoint  from  which  tlie  more  thoughtful  of 
English  citizens  view  the  problem  of  how  best  to  train  boys  and  girls  for 
social  efficiency  and  for  the  duties  of  citizenship.  Educational  thought  is 
broadening.  The  old  bad  habit  of  speaking  of  education  as  if  it  were  simply 
a  matter  of  school-teaching  is  losing  its  hold.  It  is  now  coming  to  be  more 
clearly  understood  that  the  physical  side  of  education  is  not  less  important 
than  the  intellectual.  Ever  since  the  time  of  Locke,  English  people  have  been 
predisposed  to  take  this  view.  But  modern  science  has  emphasized  the 
importance  of  physical  training,  of  proper  and  sufficient  food,  of  adcfjuate 
sleep,  of  pure  air,  of  wise  limitations  of  labor.  l''ngland  too,  especially  since 
the  time  of  Dr.  Arnold,  has  always  laid  stress  on  the  moral  side  of  education 
as  at  least  equal  in  importance  to  the  intellectual.  But  it  is  now  being  dimlv 
perceived  that  this  requirement  of  right  physical,  intellectual,  and  moral 
conditions  in  training  really  involves  the  provision  of  a  suitable  social  envi- 
ronment for  young  people  from  their  earliest  years.  And  thus  there  is  break- 
ing in  upon  our  thoughts  the  view  that  all  education  worthy  of  tlic  name  is 
but  one  aspect  of  the  social  question.  The  shrewder  sort  of  English  thinkers 
on  education  have  always  seen  this.  Robert  Owen  saw  it;  Carlyle  saw  it; 
Ruskin  saw  it;  and  the  teaching  of  these  three  men  is  part  of  (he  intellectual 
and  moral  influence  which  lies  behind  the  rise  of  the  new  Labor  Party.  We 
in  England,  however,  are  not  agreed  about  our  social  ideal.  The  result  is 
that  there  is  opening  up  a  new  field  of  educational  contn)\ersy  which  really 
turns  upon  an  ideal  of  social  environment.  ]Iaj)pily  there  is  a  large  field  of 
agreement  in  which  common  action  will  be  possible. 

The  educational  awakening  in  England,  with  its  broadening  of  view 
and  new  complexity  of  varied  purpose,  is  the  result  of  many  influences,  social, 
economic,  ethical,  and  scientific.  Always  in  the  welter  of  our  eduiational 
thought,  influences  from  abroad  have  ])layed  their  j)art.  The  soc  iai  organi- 
zation of  the  German  empire,  tho  clearly  unsuited  in  many  respects  to 
the  temperament  of  the  Englishman,  has  never  before  had  so  jxiwcrful  a 
influence  upon  English  ])olitiial  thought.  ;\n<l  not  !(-->  iicnctraling  lia\e 
been  the  influences  from  beyond  the  Atlantic  American  zeal  for  edmational 
reform,  American  faith  in  free  public  education  as  a  factor  in  the  well-bi-ing 
of  the  modern  state,  have  had  a  |)rofoim<l  inlhuiKc  upon  English  opinion. 
And  may  I,  without  doing  injustice  to  the  work  of  others,  mention  live  names 
amtjiig  great  Americ  an  ediK  ators,  whi(  h  are  of  espec  iaI  signilicaiu  i"  to  I*'nglish 
workers  in  the  educational  field  .^  Dr.  William  T.  Harris,  late  I'.  .S.  Commis- 
sioner of  J'^lucation,  has  won  an  abiding  place  in  the  aflections  of  every 
Engli.sh  teacher  and  student  who  has  had  the  honor  of  becoming  personally 
acquainted  with  him.  .And  the  Rrporls  from  the  |{iireau  of  Edmalion 
issued  unfler  his  dire*  tion  are  among  the  best-used  books  of  eduialional 
reference  on  an  English  educational  worker's  shelves.     President   I'A'mi,  of 


364  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

Harvard  University,  is  another  household  name  in  this  country,  and  some  of 
his  inspiring  addresses,  notably  that  on  Education  for  Efficiency,  have  been 
very  widely  read  among  all  branches  of  the  teaching  profession.  President 
Butler,  of  Columbia  University,  by  his  unfailing  helpfulness  to  English 
students  and  his  unsurpassed  knowledge  of  the  various  departments  of  edu- 
cational work,  has  become  as  it  were  a  proxenos  for  English  students  of  educa- 
tion. The  influence  of  President  Stanley  Hall  has  also  been  penetrating  and 
far-reaching.  The  child-study  movement,  which  also  owes  very  much  in 
Great  Britain  to  the  insight  and  originality  of  Professor  Earl  Barnes,  looks 
to  Dr.  Hall  for  much  of  its  inspiration;  and  it  is  not  too  much  to  say  that 
numbers  of  English  teachers  think  of  the  educational  bearing  of  the  problems 
of  adolescence  from  a  different  point  of  view  in  consequence  of  Dr.  Hall's 
teaching.  Fifthly,  in  its  power  of  challenge  and  in  its  freshness  of  disinte- 
grating criticism,  the  writing  of  Professor  John  Dewey  is  potent  in  English 
educational  thought.  I  am  not  sure  that  it  may  not  turn  out  that  conclu- 
sions indirectly  drawn  from  Professor  Dewey's  suggestions  may  divert  from 
its  old  channels  much  of  the  traditional  democratic  thought  on  educational 
problems.  But,  tho  I  have  mentioned  my  live  names,  there  are  others 
which  cannot  be  omitted.  Dr.  Maxwell,  of  New  York,  and  President  Hadley, 
of  Yale,  come  at  once  into  the  thoughts  of  any  one  who  would  attempt  the 
briefest  catalogue  of  American  influences  in  English  educational  thought. 
Nor  should  the  influence  of  American  schoolbooks  and  theoretical  writings 
on  education  be  forgotten.  You  can  hardly  find  an  English  teacher's  room 
without  well-used  American  textbooks  upon  the  shelves.  And  yet  more 
important  than  all  these  influences,  personal  and  otherwise,  are  the  great 
streams  of  experience  and  of  comment  and  the  friendly  interchange  of  view 
which  are  the  outcome  of  the  increasingly  frequent  visits  of  Americans  to 
the  United  Kingdom  and  of  travelers  from  here  to  America.  For  their 
encouragement  of  travel  in  America  with  a  view  to  the  study  of  educational 
methods  and  institutions,  the  efforts  of  Mr.  Alfred  Mosely  are  held  in  high 
and  deserved  honor. 

It  is  important  that  the  distant  student  should  not  forget  that  there  are 
virtually  four  separate  educational  systems  iri  the  United  Kingdom.  Eng- 
land and  Wales,  Scotland  and  Ireland  have  each  of  them  their  own  educa- 
tional legislation  and  government.  But  there  is  much  reciprocal  influence 
between  the  educational  ideals  and  the  educational  experience  of  the  four 
countries.  The  Scottish  system  is  the  most  homogeneous,  the  Irish  is  the 
most  divided,  the  Welsh  the  most  emotional  and  enthusiastic,  the  English  the 
most  complicated  and  various.  For  historical  reasons,  we  are  not  at  one  in 
our  thoughts  about  social  organization.  Regarded  as  a  composite  figure, 
the  Englishman  may  seem  to  some  to  be  a  Mr.  Facing-Both-Ways.  But  the 
real  truth  is  that  at  his  best  a  sober-minded  Englishman  has  the  candor  and 
good  sense  to  look  at  both  sides  of  the  case.  He  likes  what  in  the  intellectual 
sphere  is,  in  Pascal's  words,  the  combination  of  opposite  truths,  and  what  in 


Papers!  EDUCATIONAL  AWAKENING  IN  ENGLAND  365 

the  practical  sphere  is  workable  compromise.  One  of  his  best  qualities  is  a 
certain  temperateness  of  judgment.  He  feels  sympathy  with  what  is  true 
in  opposite  theories.  The  better  educated  he  is,  the  more  distrustful  he  is 
of  abstract  formulas.  Like  Richard  Baxter,  he  thinks  that  "more  light  and 
greater  truth  are  with  the  reconcilers  than  with  either  of  the  two  contending 
parties."  But  looked  at  from  a  distance,  he  must  sometimes  appear  to 
stagger  about  in  muddle-headed  incfiiciency.  Pie  is  always  maintaining  what 
must  look  to  the  distant  observer  to  be  quite  unnecessarily  duplicated  institu- 
tions. He  is  prone  to  compromise;  he  seems  to  set  no  store  by  lucidity  of 
thought.  His  acts  of  Parliament  are  a  marvel  of  obscurity.  He  has  no 
written  constitution.  Daily,  when  he  dares  to  do  so,  he  thanks  Heaven  that 
he  has  not.  In  the  armory  of  his  ancient  precedents  he  always  keeps  ready 
for  use  some  justification  of  whatever  political  revolution  he  has  next  a  mind 
for.  Everything  is  loose  and  free  and  easy-fitting,  like  an  old  coat  or  a  well- 
worn  shoe.  He  admires  the  German  spick-and-spanness,  but,  after  inspecting 
its  results,  he  walks  away  witli  his  mind  set  upon  his  own  way  of  doing  things 
and  upon  his  own  comfortable  habits.  He  likes  to  hear  himself  scolded, 
because  he  knows  it  is  good  for  him  to  have  the  discii)line  of  abuse,  especially 
when  he  is  aware  that  at  bottom  he  is  right.  And  this  state  of  mind,  this 
habit  of  thought,  reflect  themselves  in  his  education.  He  has  not  one  system, 
but  a  score  of  systems.  His  educational  organization  is  a  conglomerate. 
It  works  behind  the  scenes  a  good  deal  better  than  one  would  think.  It  has 
its  compensations,  its  private  balances,  its  tacit  checks,  and  it  is  in  an  incessant 
state  of  change,  buzzing  at  present  in  all  directions  with  new  and  unregarded 
experiments. 

But,  after  all,  the  great  question  remains  unsolved.  How  will  this  mixture 
of  bold  novelty  and  venerable  tradition  bear  the  strain  of  the  new  forces, 
first  of  democracy,  secondly  of  scientific  competition.'  We  feel  ourselves, 
at  any  rate  in  England,  in  the  power  of  a  new  current:  we  are  passing  ra])idly 
forward  to  fresh  issues  and  to  unexpected  change.  But  nothing  will  help 
us  more  in  the  diflrcult  limes  which  are  upon  us  than  a  certain  out-of-door 
sanity  of  view  which  the  best  kind  of  Englishman  never  quite  loses  and  whicli 
indisposes  him  to  take  up  with  the  intellectual  fashion  of  the  moment.  So 
long  as  he  can,  he  walks  in  the  old  ways.  He  does  not  like  to  cast  aside 
people  and  institutions  which  have  served  him  well.  He  is  not  very  hopeful 
of  any  rapid  changes  in  human  nature.  Most  of  all  he  distrusts  the  ven- 
dors of  educational  panaceas:  he  thinks  them  (|ua(  ks.  Hut  now  he  finds 
himself  compelled  to  make  trial  of  general  education  011  a  much  more  serious 
scale  than  ever  before.  He  comes  to  the  new  task  with  very  little  experi- 
ence. He  has  crude  ideas  about  it.  Perhaps  what  will  .serve  him  best 
is  a  certain  shrewdness  of  temperament  which  makes  no  pretense  to  clever- 
ness, but  .sometimes  hits  a  truth   which  cleverness  does  not  observe.     And 

'  The  fad  thnt  in  dome  indu!itri;il  dLitricU  the  popul.ition  is  inircasing  muih  less  r.Tpiilly  than  hrrclofnre 
has  social  and  educational  bearings  of  deep  significance 


366  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

among  the  truths  to  which  the  wiser  English  statesman  attaches  especial 
importance  is  the  wisdom  of  not  pressing  social  reform  to  the  point  at  which 
it  unnecessarily  estranges  one  class  of  the  community  from  another. 


THE   TEACHING   OF  MODERN  LANGUAGES  IN   ENGLAND 

CLOUDESEY     BRERETON,     DIVISIONAL     INSPECTOR    TO    THE    LONDON    COUNTY 
COUNCIL,   BRININGHAM  HOUSE,  MELTON   CONSTABLE,  ENGLAND 

The  reorganization  and  rearrangement  by  the  local  authorities  thruout 
England  of  our  whole  system  of  education,  and  especially  of  that  branch  of 
it  known  as  secondary,  offers  us  a  unique  opportunity  for  putting  the  teaching 
of  modern  languages  on  a  sound  basis.  Now  or  never  we  have  to  bring  home 
to  the  powers  that  be  the  importance  of  due  recognition  and  support  for 
French  or  German,  or  both,  in  any  curriculum  that  professes  to  provide  a 
liberal  education.  Moreover,  with  the  supremacy  of  Greek  being  challenged 
in  our  larger  schools  and  that  of  Latin  in  the  smaller,  it  is  essential  that  those 
who  believe  that  every  well-balanced  curriculum  should  contain  a  certain 
minimum  of  literary  elements  should  develop  and  strengthen  the  teaching  of 
the  mother-tongue  and  of  modern  languages  in  order  to  provide  an  adequate 
alternative  for  the  classics  which  it  will  otherwise  be  difficult  to  replace.  Our 
task  is  therefore  twofold,  to  convince  not  only  the  head-master  who  controls 
the  hours  of  study,  but  also  the  local  authority  who  provides  so  largely  the 
ways  and  means.  But  this  implies  the  necessity  of  sketching  out  as  far  as 
possible  a  modern-language  course  in  its  fullest  and  completest  form,  indi- 
cating en  passant  where  it  must  be  curtailed  and  abridged  in  those  cases  in 
which  it  only  occupies  a  prominent  in  place  of  a  predominant  position  in  the 
cycle  of  studies.  Our  task  would  be  far  easier  were  the  subjects  as  yet  un- 
taught in  English  schools.  \\'e  should  merely  have  to  outline  new  methods 
and  indicate  the  qualifications  requisite  in  those  who  should  apply  them. 
As  it  is,  the  field  is  largely  occupied  by  teachers  employing  an  almost  infinite 
variety  of  methods,  some  good,  others  the  reverse,  some  well  applied,  others 
spoilt  in  the  application.  In  framing  the  grandes  lignes  of  a  complete  course, 
the  wisest  way  seems  to  be  to  make  a  rough  analysis  of  existing  methods  with 
a  view  to  selecting  among  the  different  types  the  strands  of  teaching  likely 
to  form  a  sound  staple  of  instruction.  By  thus  indicating  how  the  new  and 
old  are  combined,  we  shall  make  the  transition  easier  for  existing  teachers  by 
suggesting  to  them  how  they  may  readjust  their  teaching,  instead  of  asking 
them  to  "scrap"  all  their  existing  experience — a  proposal  that  none  can 
regard  with  complacency,  and  few  with  equanimity. 

Amid  the  infinite  variety  of  methods  at  present  in  vogue,  we  may  distin- 
guish three  main  tendencies  which  for  the  sake  of  convenience  may  be  labeled 
the  Right,  the  Left,  and  the  Center.  The  first  group  is  composed  of  old- 
fashioned  orthodox  teachers,  who,  reared  in  the  atmosphere  of  classical 
traditions,  believe  that  the  aim  of  their  teaching  is  to  give  a  mental  discipline 


Papers]  TEACHING  OF  MODERN  LANGUAGES  367 

of  the  best  possible  kind,  to  teach  the  language  in  a  scholarly  fashion,  and  to 
utilize  the  foreign  tongue  as  a  means  of  teaching  the  king's  English.  They 
are  thorogoing  believers  in  a  liberal  application  of  grammar,  translation, 
and  composition.  The  foreign  language  is  treated  perinde  ac  cadaver.  The 
ear  is  quite  untrained,  accent  is  largely  neglected,  conversation  is  practically 
ignored. 

The  aim  of  the  Left  is  to  enable  the  pupil  to  understand,  speak,  and 
later  on  to  write  the  language.  They  point  out  that  excessive  grammatical 
analysis  defeats  its  own  object;  they  ridicule  the  employment  of  methods 
suitable  for  the  mature  scholar  for  teaching  the  language  to  the  small  boy 
of  nine;  they  insist  on  the  r61e  of  imitation.  They  put  in  the  front  of  their 
program  the  education  of  the  ear  and  tongue.  So  far  from  using  the 
mother-tongue  as  a  medium  for  learning  the  foreign  language,  they  insist 
that  the  two  should  be  kept  as  far  apart  as  possible,  while  so  far  from  neglect- 
ing the  mother-tongue,  they  consider  it  should  be  the  subject  of  independent 
study.  If  rather  careless  of  the  literary  side,  they  give  concreteness  to  their 
teaching  by  a  liberal  use  of  Realien,  and  by  affording  the  pupil  an  insight 
into  the  country  itself,  its  institutions  and  inhabitants.  They  thus  give 
background  to  their  teaching,  as  well  as  infusing  it  with  a  moral  aim.  The 
pupil  involuntarily  acquires  a  better  appreciation  of  his  neighbors  across  the 
water,  and  this  makes  for  international  good-will. 

Between  these  two  extremes  come  the  Center,  who  steer  a  middle  course 
between  the  two  extremes.  Thus  they  believe  in  training  the  ear  and  tongue, 
and  they  likewise  believe  in  the  usefulness  of  grammar.  Unsuccessful  com- 
promise naturally  ends  in  a  jumble,  but  skilful  compromise  combines  the  best 
forms  of  opposing  schools.  The  future  does  not  appear  to  lie  with  the  extrem- 
ists of  either  party,  but  rather  with  those  who  are  keen  on  new  experiments, 
while  refusing  to  throw  over  what  has  proved  of  value  in  the  past,  with,  in 
fact,  that  section  which,  being  nearer  the  Left,  than  the  Right,  I  would  call 
the  Left  Center.  The  fault  of  the  conservatives  seems  largely  to  lie  in  the 
a|)piicalion  of  methods  at  the  outset  which  have  their  place  to  a  certain  extent 
later  on;  the  weakness  c)r  rather  iiicompklciK'Ss  of  the  reformers  seems  to 
be  their  ajjjjarently  tacit  assumption  of  the  adequacy  of  certain  methods 
which  pnjduce  excellent  results  in  the  dehitfanl,  yet  are  of  themselves  insuffi- 
cient to  cuhivate  the  finer  literary  and  critical  instincts  of  tin-  niaturer  pupils. 

What  then  would  be  the  program  of  the  Left  Center?  At  the  beginning 
they  would  decidedly  incline  to  the  Left.  They  would  insist  that  the  vounger 
the  child,  the  more  oral  the  teaching  should  be.  In  fa(  t,  with  young  cliiMrcii 
they  wcjuld  jjrobably  hold  that  what  with  pictures  and  i)antominii'  liiey  could 
largely  disjiense  with  a  textbook.  .Su(  h  kindergarten  l'"ren(  h  involves  the 
employment  of  all  sorts  of  conccrtcil  movements  and  ganii-s,  whiih  may  be 
judi(  iously  varied  by  the  introducliiJii  of  songs  and  sim|)le  dialogues.  Under 
(over  of  these  exercises  the  simple  elements  of  grammar  may  be  taught,  but 
always  inc  idcntally,  and   never  in  a   formal  ai)strail   fashion.     Not   nurelv 


368  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

correct  accent  but  correct  articulation  must  be  insisted  on  from  the  start; 
clearness  and  distinctness  of  speech  are  far  too  often  ignored  in  Enghsh 
schools.  There  is  no  harm  in  beginning  a  foreign  language  early,  provided 
the  mother-tongue  is  not  neglected. 

With  pupils  of  nine  and  older  the  teaching  may  be  much  more  formal. 
Such  pupils  will  already  have  learned  the  art  of  reading  and  writing.  The 
phonetic  script  may  be  used  and  phonetic  drill  practiced  by  means  of  Lautta- 
jeln.  If  the  pupil  is  not  allowed  to  write  the  script,  it  does  not  apparently 
upset  his  acquisition  of  the  ordinary  spelling  later  on.  Songs  and  dialogues 
have  here  their  place.  A  reading-book  should  be  introduced  early,  but  it 
must  not  be  composed  of  disconnected  sentences,  but  of  short  stories.  Nothing 
is  more  fatal  to  the  sentiment  of  interest  than  a  succession  of  sentences  which 
have  no  connection  with  one  another.  Great  stress  should  be  laid  on  class 
reading,  both  singly  and  in  chorus.  In  all  oral  exercises  all  mumbling  and 
gabbling  must  be  strictly  forbidden.  Grammar  should  be  learned  inductively, 
especially  syntax.  But  the  grammatical  knowledge  thus  amassed  should 
from  time  to  time  be  classified — supplemented  if  necessary — by  the  learning 
by  heart  of  kindred  forms  in  simple  accidence,  and  reduced  to  a  logical  shape 
in  the  pupil's  mind  by  means  of  a  small  grammar.  The  ordinary  class  direc- 
tions should  be  given  in  French,  but  care  must  be  taken  that  the  French  is 
beyond  reproach.  The  mother-tongue  should  not  be  excluded,  but  when 
employed  should,  be  used  as  sparingly  as  possible,  as  a  sort  of  temporary 
scaffolding  to  be  taken  down  at  the  earliest  possible  moment.  If  the  teacher 
attempts  to  dispense  altogether  with  it,  it  is  almost  impossible  to  guard  against 
vagueness  or  even  positive  misconception.  Besides,  to  explain  everything 
in  the  foreign  tongue  is  very  laborious  for  the  teacher,  and  undoubtedly 
tiresome  for  the  more  quick-witted  boys  in  the  class.  The  home  work  in  the 
opening  stage  should  mainly  consist  of  recapitulation  and  revision  of  what 
has  already  been  done  in  school.  In  this  way  alone  is  it  possible  to  keep  down 
the  percentage  of  mistakes  to  a  reasonable  figure.  A  good  jjroportion  of  the 
work  should  be  oral,  whether  it  be  poetry  to  commit  to  memory,  or  a  page 
of  French  to  read  over  aloud. 

So  far  the  teaching  is  mainly  based  on  the  theory  of  the  Left,  but  when 
we  come  to  the  question  of  reading  versus  translation,  we  find  expert  opinion 
deeply  divided.  The  advocates  of  reading  only  insist  that  the  exclusion  of 
the  mother-tongue  enormously  strengthens  the  Sprachgejuhl.  The  partisans 
of  translation  admit  the  contention  to  a  certain  extent,  but  point  out  how 
they  are  able  to  cover  a  vast  deal  more  ground,  and  can  certainly  teach  con- 
versation from  the  reading-book  in  a  more  rapid  fashion.  The  "new  method- 
ist"  can  and  does  practice  conversation  in  a  similar  way,  but  he  cannot  go 
the  same  pace,  because  he  is  not  certain  that  his  class  understand  the  meaning 
of  the  words.  As  conversation  taught  off  the  reading-book  is  one  of  the  chief 
aids  to  the  practice  of  oral  composition,  which  in  its  turn  should  form  the 
stepping-stone  to  written  composition,  the  question  of  the  rapid  acquisition  of 


Papers]  TEACHING  OF  MODERN  LANGUAGES  369 

vocabulary  is  obviously  of  great  importance.  It  is  in  fact  one  of  the  three 
capital  problems  which  confront  the  learner,  the  other  two  being  the  acquisi- 
tion of  accent  and  grammar.  He  who  has  not  mastered  all  three  has  not 
mastered  the  language.  Moreover  there  are  two  kinds  of  vocabulary  to 
acquire.  One  which  consists  of  words  the  pupil  uses  and  the  other,  a  far 
larger  one,  of  words  which  he  understands  when  he  hears  them  or  meets  with 
them  in  print,  but  rarely  if  ever  uses.  If  an  adequate  speaking  vocabulary 
consists  of  (say)  some  five  thousand  words,  the  other  amounts  to  at  least  ten 
or  fifteen  thousand.  Translation,  therefore,  is  one  of  the  best  ways  and 
means  for  acquiring  this  second  vocabulary,  tho  later  on,  when  a  good 
vocabulary  has  been  got  together,  the  use  of  a  second  reading  text,  exclusively 
reserved  for  rapid  reading  without  translation,  is  also  of  considerable  assist- 
ance in  strengthening  and  adding  to  the  pupil's  vocabulary. 

So  far  we  have  assumed  that  French  should  be  the  first  foreign  language 
to  be  studied.  Most  persons  will  agree  with  this  conclusion.  There  is, 
however,  a  minority  who  contend  that  we  should  rather  begin  with  German. 
Such  people  argue  that  owing  to  its  accent,  intonation,  and  spelling,  which  is 
largely  phonetic,  as  well  as  to  its  closer  kinship  with  English,  it  is  the  more 
suitable  language  for  beginners.  As  regards  accent  and  intonation  they  are 
probably  right,  tho  these  are  not  such  formidable  obstacles  with  younger 
as  with  older  children.  In  respect  to  word-relationships,  everything  depends 
on  the  age  of  the  learner.  If  he  is  already  able  to  read  fairly  fluently,  he 
comes  across  quite  as  many  words  of  Latin  origin  in  English  to  which  French 
is  generally  a  trustworthy  key.  On  the  other  hand,  German,  with  its  more 
abundant  inflexions,  its  numerous  inversions,  its  complicated  word  order 
and  involved  sentences,  not  to  mention  the  difficulties  connected  with  the 
genders  and  prepositions,  far  more  intricate  than  similar  problems  in  French, 
appears  to  become  the  harder  of  the  two  as  the  pupils  go  farther  into  the 
language.  German,  no  doubt,  is  the  language  of  research,  yet  it  is  often 
forgotten  how  much  the  French  have  done  in  these  matters,  especially  in 
the  way  of  putting  into  shape  the  disconnected  investigations  of  others. 
Again,  as  far  as  commerce  is  concerned,  French  is  certainly  the  more  useful 
language.  Most  German  merchants  know  English,  a  large  percentage  of 
French  do  not.  Our  traders  can  therefore  far  more  easily  do  without  German 
than  without  French.  Where,  however,  French  as  a  school  subject  seems 
so  immeasurably  superior  to  German  is  that,  as  the  dine  I  (lesceiidaiit  of 
Latin,  it  is  a  better  ste[)[)ing-stone  to  the  study  of  that  language  than  German. 
But  its  chiefest  claim  to  the  premiership  seems  to  be  in  its  unrivaled  Uu  idity 
and  its  cult  of  f(jrm.  If  there  are  any  qualities  \vlii(  h  wc  ;is  ;i  nation  sir-i  ially 
lack,  they  arc  the  habit  of  lucid  and  logical  thought,  and  the  an  (n  cx])ress 
ourselves  in  a  clear  and  concise  fashion. 

Of  course,  while  German  should  in  most  cases  be  the  sccdiui  lanmiage, 
it  does  not  mean  that  Sininish,  or  even  Italian  should  never  Ix-  taken  up.  In 
some  towns,  notably  Liverpool  and  Swansea,  Spanish   might  well   b.e  the 


370  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

second  string.  In  such  cases,  it  is  worth  considering  whether  German 
should  not  be  made  the  first,  for  such  boys  as  take  it  up,  to  prevent  their 
studying  two  languages  of  the  same  group.  But  the  question  which  modern 
language  should  be  studied  first  is  bound  up  with  the  much  larger  ones  of 
the  relation  of  classics  to  modern  languages  in  classical  and  semi-classical 
schools,  of  the  general  order  in  which  languages  should  be  taught,  and  indeed 
of  linguistic  teaching  as  a  whole.  At  present  the  several  languages  as  a  rule 
are  taught  on  exclusively  analytic  lines,  or  else  as  diversely  as  possible.  The 
study  of  two,  or  even  more,  is  commenced  almost  simultaneously.  Classics 
are  begun  at  so  early  an  age  that  many  get  disgusted  with  the  subject,  either 
because  they  began  too  young  or  ought  never  to  have  studied  the  subject  at 
all.  What  is  wanted  is,  as  far  as  practical,  similarity  of  method  in  linguistic 
attack.  Each  language  has,  of  course,  its  own  idiosyncrasies,  and  there  are 
certain  common  features,  certain  general  grammatical  notions  common  to 
all.  Again,  in  language  teaching,  as  in  everything  else,  we  must  start  with  the 
easy  and  proceed  to  the  less  easy.  Hence  the  mother-tongue  must  be  the 
basis  of  linguistic  study.  And  finally,  we  must  make  certain  of  one  language 
before  we  open  accounts  with  another,  otherwise  our  mental  book-keeping 
is  apt  to  get  mixed,  and  we  shall  be  liable  to  form  cross-entries  between  the 
different  languages,  like  the  school-boy  who  wrote  ^' Nous  avons  duos  jrh-es. " 
These  conditions  appear  to  be  largely  satisfied  by  the  so-called  Frankfort 
method,  which  bids  fair  to  become  the  normal  system  of  language-teaching 
in  Germany  in  the  near  future.  The  mother-tongue  is  made  the  basis  of 
instruction.  French  is  begun  at  nine  and  studied  intensively  for  three  years. 
Then  comes  a  parting  of  the  ways.  The  absolutely  modern  boy  can  now 
take  up  a  second  modern  language,  English,  while  those  classically  inclined 
study  Latin  intensively  for  two  years.  And  finally,  there  is  a  second  bifur- 
cation between  the  full  classical  section,  in  which  Greek  is  taken  up  and 
studied  intensively,  and  a  Latin-modern  languages  section.  Further,  the 
work  is  so  arranged  that  a  boy  who  leaves  at  sixteen  has  received  a  complete 
education  of  a  kind,  tho  the  full  course  is  for  pupils  of  eighteen  to  nine- 
teen. Could  such  a  system  be  adopted  in  English  schools,  the  gain  would  be 
very  great.  The  choice  between  Latin  or  no  Latin  could  be  postponed  to  a 
more  reasonable  age,  and  the  classical  side  less  blocked  with  hopeless  duffers 
whose  metier  is  really  elsewhere.  The  problem  of  Greek  would  be  solved 
in  the  same  fashion.  One  can  hardly  expect  the  big  public  schools  at 
once  to  reverse  their  methods,  but  we  may  reasonably  expect  the  new  local 
authorities  to  require  the  introduction  of  the  experiment  in  the  schools 
under  their  authority  or  patronage. 

But  we  have  not  as  yet  come  to  the  end  of  the  list  of  obstacles  to  the  forma- 
tion of  an  ideal  curriculum.  The  present  widespread  system  of  external 
examinations  is  still  a  serious  hindrance  to  the  evolution  of  a  proper  course 
of  study  in  individual  schools.  Happily,  there  are  abundant  signs  of  improve- 
ment in  the  near  future.     That  thing  of  shreds  and  patches,  the  grammar 


Papers]  TEACHING  OF  MODERN  LANGUAGES  371 

piipcr,  which  formerly  bristled  with  all  the  lusus  naturae  in  the  language, 
looks  like  being  replaced  shortly  by  a  questionnaire  of  sentences  and  phrases 
to  turn  into  French.  The  introduction  of  oral  examinations  on  a  large  scale, 
tho  still  only  optional,  is  a  move  in  the  right  direction,  for  which  the 
Cambridge  University  Syndicate  may  take  much  credit.  The  attempt  to 
combine  inspection  with  e.xamination  on  the  lines  suggested  by  London  Uni- 
versity is  equally  promising,  especially  as  examinutit)n  is  treated  as  a  branch 
of  inspection,  or  one  of  the  ways,  and  not  the  sole  and  unique  way  as  hereto- 
fore, for  testing  the  work  of  the  school.  No  one  can  at  present  forecast  the 
future  of  the  Leaving  Certificate,  which  has  been  exposed  by  the  Board  of 
Education  on  the  Educational  Taygetus  on  the  chance  of  the  various  author- 
ities rescuing  it  from  destruction.  But  one  thing  is  plain  enough.  With 
the  spread  of  the  direct  method,  the  difficulty  of  examining  the  lower  classes 
(if  a  large  number  of  schools  by  means  of  written  papers  will  increase,  and  the 
case  for  individual  inspection  and  examination  will  grow.  It  will  be  a  mercy 
if  we  can  get  some  of  the  cup-tie  spirit  out  of  our  schools,  and  replace  it  by 
higher  ideals. 

But  there  yet  remains  a  final  question.  What  ought  the  curriculum  in 
(»ur  higher  classes  to  be,  supposing  that  the  Frankfort  method  be  adopted 
and  the  disturbance  produced  by  external  examinations  be  reduced  to  a 
minimum  ?  This  is  a  ])oint  that  has  not  received  the  attention  it  deserves 
in  England.  Historically,  the  explanation  is  easy.  The  reformers  who  have 
been  fighting  the  battle  of  oral  French  have  hatl  no  time  to  consider  the 
sec<jnd  stage.  Still,  it  is  clear  our  aim  must  Ije  something  more  than  io  turn 
out  animated  fjhonographs,  if  indeed  from  the  point  of  view  of  literature  and 
culture  we  are  to  produce  persons  of  something  like  tlie  same  intellectual 
caliijer  as  the  scholars  who  owe  their  training  to  a  classical  discipline.  Prob- 
ably a  study  of  the  curricula  of  the  German  schools  would  supply  us  with 
many  abundant  hints.  What  we  need  is  a  regular  catalogue  raisonue,  not  a 
mere  alphabetical  bibliography,  of  textbooks  as  short  notes  to  say  for  what 
classes  they  would  be  suitable,  and  above  all,  we  want  set  out  a  clear  and 
definite  idea  of  the  aim  that  each  school --whether  classical,  scientific,  or 
literary — should  adopt,  with  suggestions  as  to  the  best  methods  for  its  attain- 
ment. As  before,  the  reading-book  should  be  the  center  of  instruction,  but, 
as  the  pupils  proceed,  the  bias  given  to  the  teathing  ^liDukl  i>e  more  and 
more  literary  in  the  true  sense  of  the  word.  Tliu^,  with  pu[)ils  of  si.xteen  and 
Uftward,  Racine  and  Corneille,  so  out  of  pla(  e  in  the  lower  classes,  should 
now  be  studied  rather  than  second-rate  modern  novels.  Sui  li  pu|)ils  should 
be  able  to  appre(  iate  the  fine  literary  lla\(>r  of  these  classic  authors,  haxing 
by  this  time  become  possessed  of  a  standard  of  comparison,  thru  their 
accjui.sition  of  the  m-Klcrn  i<liom.  'i'he  reading  of  selections  and  snijtpets 
should  be  reduced  to  a  mininunn.  Authors  should  be  read  in  large  (juan- 
tities  or  in  works  complete  in  themselves,  such  as  |)oems  and  plays.  The 
tea(  hing  should  as  far  as  po.ssible  be  (  ondui  ted  in  the  foreign  medium.     ( Iram- 


372  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

mar  should  not  be  pushed  to  excess,  nor  its  modern  supplanter,  philology, 
tho  a  little  handbook  on  historical  grammar  would  not  be  out  of  place. 
But  the  instruction  should  be,  above  all,  literary  and  critical.  It  should  include 
discussions  on  the  subject-matter  of,  say,  the  play  the  class  was  studying, 
with  an  analysis  of  the  plot,  of  the  principal  characters,  and  of  the  stage- 
craft displayed  by  the  writer,  dealing  with  such  questions  as  why  such  and 
such  a  person  or  incident  is  introduced.  These  matters  might  also  be  uti- 
lized as  materials  for  original  composition.  That  parasite  of  modern 
education,  the  annotated  edition,  should  as  far  as  possible  be  dispensed 
with.  Instead  of  studying  a  poem  or  play  as  an  artistic  or  literary  whole, 
the  pupil  has  his  attention  perpetually  called  off  and  distracted  by  some 
footnote  of  fifth-rate  importance,  while  his  taste  and  judgment  are  formed  in 
advance  for  him  by  the  critical  appreciation  prefixed  to  the  text.  What 
external  information  is  required  should  be  supplied  by  the  teacher  or 
hunted  up  by  the  pupils  themselves  in  the  reference  library  of  the  school. 
Alongside  of  the  comparatively  careful  study  of  some  classical  masterpiece, 
the  pupils  should  employ  for  rapid  reading  a  play  by  the  same  writer,  or  by 
one  of  the  same  or  even  a  later  epoch,  which  would  afford  scope  and  subject- 
matter  for  comparison  and  contrast,  while  the  writings  of  some  great  French 
critic  on  the  author  in  question  might  be  simultaneously  studied.  At  the 
same  time,  certain  modern  standard  authors  could  be  recommended  for 
home  reading.  In  the  highest  class  an  introduction  might  be  made  to  the 
study  of  philosophy  by  reading  in  class  Descartes'  Discours  de  la  methode, 
or  some  of  Pascal's  works. 

Such,  then,  is  a  very  rough  sketch  of  a  full  curriculum. 

It  will  doubtless  have  been  noted  that  no  attempt  has  been  made  to  draw 
a  line  between  the  teaching  of  modern  languages  in  secondary  and  primary 
schools.  The  reason  is  simple.  Granted  that  the  teachers  are  capable,  the 
beginning  stage  should  always  be  the  same,  tho  the  scale  on  which  the 
methods  are  applied  must  naturally  depend  on  the  time  allotted.  Even  in 
evening  schools,  wherever  the  teaching  of  modern  languages  is  properly 
organized,  it  would  probably  be  better  to  make  accent  and  pronunciation  the 
pihce  de  resistance  of  the  first  year's  course,  translation  of  the  second,  leaving 
the  commercial  study  of  the  language  to  the  third  year.  In  the  same  way, 
in  those  schools  whose  pupils  go  into  business,  the  teaching  of  commercial 
French  and  German  should  be  postponed  till  the  last  year  of  the  school 
course.  The  pupils  will  pick  up  the  technical  side  all  the  quicker,  the  better 
the  foundation  they  have  laid  in  the  general  knowledge  of  the  language. 

The  successful  realization  of  any  curriculum,  however  complete  in  theory, 
demands  in  practice  the  elimination  of  certain  all-too-prevalent  disabilities 
and  the  fulfilment  of  certain  indispensable  desiderata.  Some  of  these  have 
been  more  or  less  touched  on  already.  They  deserve,  however,  separate 
treatment  in  order  to  give  them  their  proper  focus  and  proportion. 

I.  Allusion  has  already  been  made  to  the  need  of  treating  the  mother- 


Papers]  TEACHING  OF  MODERN  LANGUAGES  373 

tongue  as  the  basis  of  all  linguistic  instruction.  This  means  that  the  teaching 
must  be  brought  into  line  with  that  of  French  and  German,  and  the  old 
classical  methods  abandoned.  The  reading-])ook  must  be  made  the  center 
of  instruction.  Great  stress  should  be  laid  on  reading  aloud  and  recitation 
as  a  means  not  merely  of  teaching  simple  elocution  but  of  encouraging  lite- 
rary appreciation.  Questions  should  be  employed  to  lead  up  to  the  practice 
of  oral  narration  based  on  the  reading-book,  and  this  in  its  turn  should  prove 
a  stepping-stone  to  written  composition,  which  at  the  start  should  also  be 
largely  reproductive.  Grammar  should  be  principally  taught  inductively  from 
the  reading-book.  A  simj^le  grammar  might  be  used  for  reference  or  revision, 
but  the  bulk  of  the  work  should  consist  of  botanizing  in  the  text  itself.  Liter- 
ature, again,  should  be  studied  for  the  sake  of  the  subject-matter  and  thought- 
content,  not  merely  for  the  grammatical  constructions  it  contains;  above  all, 
pupils  should  be  encouraged  to  find  out  what  the  author  aimed  at,  and  how 
he  tried  to  accomplish  his  aims.  They  must,  in  fact,  unravel  the  author's 
plot,  his  characters,  the  precise  reason  of  their  exits  and  entrances,  the  nature 
of  their  motives,  the  efYect  of  their  actions  on  one  another  and  on  [hv  general 
trend  of  the  story.  We  want  an  analysis  of  his  purposes  and  processes, 
not  a  lifeless  grammatical  dissection  of  the  result.  We  want  to  study,  in 
fact,  the  dynamic  element  in  his  work — a  studv  which  confines  itself  to  col- 
lecting the  various  flowers  of  rhetoric  is  but  a  study  in  gargoyles.  We  want 
to  reconstitute,  if  we  can,  the  master-builder's  plan  of  tlie  whole,  in  which, 
however  much  we  study  the  architectural  details,  we  must  not  forget  they 
are  parts  of  a  single  entity. 

This  is  but  a  thumb-nail  sketch  of  what  the  teaching  should  be,  l)ut  enougli 
has  probably  been  said  to  show  that  our  chief  aim  is  to  standardize  t)ur 
methods  of  teaching  different  languages  as  far  as  possible.  A  boy  trained 
on  the  above-mentioned  lines  should  bring  to  the  study  of  French  certain 
valuable  tools  and  instruments  which  ha\e  ah"ea(l\-  been  forged  bv  his  expe- 
rience of  the  first  language.  He  will  know  liow  to  U)ok  out  for  parts  of  speech, 
or  make  simple  distinctions  between  subject  and  object.  IIa\ing  learned  to 
speak  clearly  in  his  own  language,  he  will  not  mumble  liis  1' rem  h  and  Ger- 
man. He  will  readily  take  to  the  method  of  oral  narration,  and  as  he  advances 
in  the  foreign  tongue  he  will  be  more  ready  to  recogni/e  literature  as  literature, 
and  less  likely  to  regard  it  as  gibberish  to  \k-  turned  into  dog-Fnglish. 

2.  Reference  has  already  been  matle  to  the  neeil  of  a  gratluated  list  of 
authors  for  the  different  classes.  It  is  ecjually  im|)ortant  that  the  numbi-r 
of  grammar  and  exercise  books  in  any  one  school  should  be  ri'diin-d  (o  ;i 
miin'mum.  \ot  infrecjuently  one  finds  in  many  of  the  classes  a  separate 
grammar  and  exen  ise  book,  fossil  relics  of  different  epochs  in  modern  lan- 
guage teaching.  What  is  wanted  in  modern  schools  is  a  sim|)le  grammar 
in  French  written  for  I-aiglish  boys,  or  a  skeleton  one  in  I'.nglisli  in  those 
schools  in  which  only  two  hours  a  week  are  given  to  the  subject.  Larger 
grammars,  if  in  use,  sliouM  be-  employed  mainly  for  reference. 


374  NATIONAL  EDUCATIONAL   ASSOCIATION  [Anniversary 

3.  Co-ordination  between  the  work  of  class  and  class  is  absolutely  essential 
if  one  class  is  to  serve  as  a  stepping-stone  to  the  next.  It  is  especially  neces- 
sary in  the  case  of  teaching  conversation  on  common  topics.  Unless  certain 
topics  are  duly  allotted  to  certain  forms,  overlapping  or  omissions  are  sure  to 
occur.  To  insure  co-ordination  it  is  imperative  that  one  of  the  staff  should  be 
made  responsible  for  the  organization  of  the  modern-language  teaching,  a 
principle  that  has  recently  been  largely  adopted  in  London  schools. 

4.  But  co-ordination  between  subject  and  subject  is  equally  essential  to 
a  well-balanced  curriculum,  especially  in  the  matter  of  the  setting  of  home 
work.  Hence  the  need  for  a  thoro  understanding  between  the  specialists 
on  the  different  subjects,  with  the  head-master  acting  as  honest  broker  to 
see  that  each  gets  fair  play. 

5.  But  good  teaching  on  modern  lines  requires  good  classroom  accomoda- 
tion. How  can  we  get  clear  enunciation  in  a  crowded  schoolroom  ?  Science, 
thanks  in  part  to  its  effect  on  the  olfactory  nerves,  has  conquered  for  itself 
classrooms  of  its  own;  let  us  hope  that  modern  language  teaching  will  work 
such  havoc  with  the  auditory  nerves  of  the  neighboring  classes,  that  it  will 
make  good  its  claim  to  separate  accommodation. 

6.  Assuming  it  does  so,  care  should  be  taken  to  make  the  French  class- 
room as  much  a  part  of  France  as  the  French  embassy  in  London  is  really  a 
French  enclave  on  British  soil.  All  notices  should  be  in  French.  There 
might  be  French  maps  and  pictures  on  the  walls,  with  illustrations  in  natural 
size  of  the  French  weights  and  measures,  coins,  etc.  What  we  want  to  create 
is  a  regular  French  atmosphere.  The  pupil  should  feel  the  change  on  enter- 
ing it,  just  as  he  feels  a  change  on  entering  a  church. 

7.  Such  a  room  should  contain  a  French  library,  with  three  sections,  for 
beginners,  juniors,  and  seniors.  The  books  should  be  light  reading,  and  all 
should  be  encouraged  to  take  out  a  volume.  A  preference  should  be  shown 
for  illustrated  books  and  weekly  or  monthly  illustrated  magazines.  Such 
publications  are  not  unlikely  to  tempt  an  inquisitive  Alfred  to  study  the  text 
for  the  sake  of  understanding  the  pictures. 

8.  All  these  arrangements  are  of  little  effect  if  the  pupils  leave  too  early. 
This  is  a  very  common  defect  in  middle-class  schools,  especially  when  they 
are  in  good  odor  with  the  business  world.  A  palliative  would  be  the  granting 
of  a  leaving  letter  to  those  boys  only  who  have  been  three  years  at  the  school, 
while  the  business  men  should  be  publicly  acquainted,  either  thru  the 
local  Chamber  of  Commerce  or  otherwise,  with  the  fact  that  all  other  boys 
who  claim  the  hallmark  of  membership  do  so  S.  G.  D.  G.,  as  the  French  say. 

9.  Still  more  injurious  to  the  proper  working  of  a  curriculum  based  on 
the  usual  method  is  the  irregular  ages  and  seasons  at  which  the  new  recruits 
enter.  Sets,  however,  may  do  a  great  deal,  and  even  extra  classes  something 
for  bringing  these  modern-language  "  ineffectives "  up  to  the  mark.  It  is 
certainly  a  pity  we  cannot  demand  of  the  parents  that  these  "specials"  receive 
extra  coaching  at  home  as  they  do  in  Germany.     Personally,  one  would  like 


Papcre]  TEACHING  OF  MODERN  LANGUAGES  375 

to  see  a  higher  fee  charged  in  the  case  of  a  bo\-  who  was  over  thirteen  at 
entrance  unless  he  came  on  from  an  accredited  school,  while  boys  who  did 
not  join  at  the  beginning  of  the  school  year  might  be  made  to  pay  on  a 
higher  scale  for  the  odd  term  or  two  preceding  the  next  ^financial  year. 

10.  Another  factor  to  be  reckoned  with  is  the  question  of  classes  of  man- 
ageable size.  The  point  is  so  well  known,  there  is  no  need  to  elaborate  it 
here.  It  is  worth  noting,  however,  that  the  I'"rench  oHuial  jirogram  looks 
on  twenty-five  as  a  ma.ximum,  and  indicates  that  even  this  numl)er  should 
be  avoided  if  possible. 

11.  Teachers  under  tlie  new  method  suffer  from  a  double  disadvantage. 
Their  work  needs  more  ])rei)aration,  it  is  also  far  more  exhaustive.  German 
statistics  prove  that  modern-language  teaching  on  modern  lines  is  rapidly 
becoming  a  dangerous  trade.  The  Xcitpliilolog  has  four  years  less  expecta- 
tion of  life  than  his  colleagues.  Yet  the  German  teacher  has  only  about 
20-18  hours  net  per  week  in  school.  Obviously,  if  the  reform  is  perma- 
ncntlv  to  prosper  in  England,  we  must  cut  down  radically  the  number  of 
leaching  hours  for  the  modern  language  master.  This  again  has  been  done 
in  many  London  schools. 

12.  If  the  staff  are  not  all  efjually  competent,  the  be>t  teachers  must  be 
put  on  at  the  bottom  and  the  top  of  the  school.  It  is  everything  to  get  the 
foundations  in  properly.  Even  if  the  teaching  falls  off  in  the  middle,  the 
bovs  who  have  been  well  grounded  can  be  pulled  together  again  in  the  ui)])er 
classes. 

13.  Hut  the  teaching  in  any  one  form  should  never  be  divided  up  if  })os- 
sible.  To  give  one  man  the  translation  and  the  other  the  composition  is  to 
cut  the  latter  off  his  legitimate  source  of  supplies.  Only  when  there  is  a 
foreigner  on  the  staff  is  it  advisable  to  give  the  translation  to  an  Englishman. 
But  in  that  case  the  pu])ils  ought  to  read  witli  the  foreigner.  The  use  of  a 
young  Erenchman  in  this  respect  as  an  assistant  has  much  to  commend  it. 
He  can  take  the  upper  boys  not  only  in  reading  but  also  in  con\ersation  and 
occasionally  in  free  composition,  while  his  presence  on  tiie  stalf  gives  the 
teachers  a  chance  of  keeping  up  their  Erench. 

14.  Altho  we  have  a  certain  number  of  very  ca|)ablc  foreign  teachers, 
the  experience  of  Erancc  and  Germany  is  overwluliningly  in  favor  of  the 
eflkient  home-bred  teacher.  lie  j)robai)ly  does  not  know  the  language  so 
well,  but  he  knows  its  difficulties  better.  And  in  teac  hing  it  is  not  enough  to 
know;  one  must  also  be  able  to  locate  tlic  impil'.-  >t;ind|ioint  in  order  lo  tini>w 
him  a  ro[)e  across  the  unknown.  Moreover,  the  liomc-i)red  teacher  knows 
the  temper  and  temperament  of  his  own  countrymen  as  the  foreigner  never 
can. 

15.  All  these  questions  of  smaller  classes,  reduced  hours  of  teaching, 
and  competent  teachers  are  at  bottom  purely  financial  (|uestions.  They 
mean  more  teachers  and  better  rates  of  |)ay.  \o  modern  te;u  lur  ouglil  to 
btart  on  less  than  £iS°t  when  one  (onsiders  what  h\^  training  has  (ost  him. 


376  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

Our  one  hope  of  the  estabhshment  of  modern  languages  on  a  sound  basis 
must,  in  the  face  of  the  niggardly  doles  of  the  Board  of  Education,  rest  with 
the  new  local  authorities  as  far  as  the  aided  schools  are  concerned,  one  of 
which  has  recently  solved  the  financial  problem  at  least.  The  London 
County  Council  instituted  last  July  a  new  scheme  of  salaries  for  teachers  in 
its  secondary  schools.  Men  assistants  can  under  certain  circumstances  rise 
to  a  salary  of  £,^,$0  a  year,  and  women  teachers  are  correspondingly  liberally 
treated. 

16.  But  if  these  bodies  come  to  the  rescue,  it  is  sincerely  to  be  hoped  they 
will  in  return  demand  that  the  schools  they  aid  offer  a  complete  and  well- 
organized  course  of  study  in  modern  languages.  This  does  not  mean  the 
infliction  on  these  schools  of  a  rigid  curriculum,  but  only  the  observance  of 
certain  definite  principles  in  the  teaching  of  the  subject,  while  at  the  same 
time  allowing  a  wide  latitude  in  the  degree  in  which  they  are  enforced.  Such 
principles  would  involve,  for  instance,  an  oral  treatment  of  the  language  at 
the  start,  recognition  of  conversation  as  a  branch  of  the  subject,  the  mother- 
tongue  being  made  the  basis  'of  linguistic  instruction,  and  languages  being 
taken  up  in  their  proper  order  of  study, 

17.  In  order  to  hasten  the  adoption  of  these  principles,  the  local  authori- 
ties would  have  to  take  steps  to  improve  the  existing  teachers  and  secure  a 
supply  of  properly  trained  and  qualified  teachers  in  the  future.  To  effect  the 
former  object,  assistants  might  freely  be  introduced  into  the  schools.  In 
university  towns  the  lectors  who  ought  to  be  attached  to  every  chair  of  lan- 
guage might  conduct  conversation  classes  for  teachers  and  give  them  lectures 
on  French  life.  The  local  teachers'  guild  might  start  a  French  club,  and  this 
might  find  premises  in  the  teachers'  institute,  which  every  large  town  should 
possess.  Again,  in  university  towns  the  universities  might  so  organize  their 
courses  as  to  allow  for  graduate  or  post-graduate  study  in  the  evenings. 
Local  authorities  might  offer  to  pay  fees  at  such  courses  and  also  at  holiday 
courses  abroad.  And  lastly,  after  seven  years'  service,  every  teacher  should 
have  a  right  to  claim  a  year's  furlough  on  full  pay  with  a  view  to  visiting 
other  schools  and  getting  out  of  the  rut  into  which  the  best  of  us  are  liable 
to  fall.  As  for  the  training  of  secondary  teachers,  the  whole  thing  is  so  much 
in  the  making  one  can  only  throw  out  a  hint  or  two.  Local  authorities  might 
offer  scholarships  at  the  local  university  in  modern  languages;  they  might 
also  encourage  students  already  in  residence  to  spend  their  vacations  abroad ; 
and  lastly,  they  might  copy  the  example  of  certain  German  towns  and  give 
traveling  scholarships  to  those  who  have  already  taken  a  degree. 

In  conclusion,  I  would  wish  to  emphasize  two  points.  One  is  the  need 
of  establishing  certain  principles  at  the  very  start.  If  this  is  done,  we  shall 
be  saved  from  the  danger  of  adopting  en  bloc  any  stereotyped  curriculum  and 
refusing  to  alter  any  jot  or  tittle  in  it;  on  the  other  hand,  if  we  always  have 
these  principles  in  view  when  building  up  a  curriculum,  we  shall  be  saved 
from  incorporating  in  it  practices  which  are  really  incompatible  with  sound 


Papers]  SECONDARY  EDUCATION  OF  GIRLS  377 

educational  theory.  And  lastly,  I  would  once  more  emphasize  the  fact  that 
the  ultimate  solution  of  the  problem  is  very  largely  a  solution  of  ;i^.  .f.  d. 
It  is  money  that  makes  the  mare  go,  and  it  is  money  that  alone  can  make 
the  best  of  schemes  work. 


SECONDARY  EDUCATION  OF  GIRLS  DURIXG  THE  PAST 
FIFTY  YEARS 

I.     IN  ENGLAND 
BY  DOROTHEA  BEALK,  PRINCIPAL  OF  THE  CHELTENHAM  LADIKS'  COLLEGE, 

ENGLAND  ^ 

I  propose  to  give  some  account  of  the  marvelous  change  that  has  taken 
place  during  the  last  half-centur\-  in  the  education  of  girls.  I  shall  speak 
only  of  secondary  and  higher  education,  and  of  the  great  enlargement  con- 
sequent thereupon  of  the  sphere  of  women's  work. 

Fifty  years  ago,  "  society"  excluded  from  its  ranks  any  who  earned 
money.  A  "lady,"  if  she  could  by  small  economies  manage  to  live,  was 
expected,  on  pain  of  losing  caste,  to  do  nothing  to  increase  her  income.  The 
"old  maid's"  was  a  pitiable  lot  for  most,  and  it  was  so  proclaimed.  I  have  had 
to  listen  to  a  clergyman,  a  teacher  of  girls,  saying  that  a  woman  who  did  not 
marry  was  a  "social  failure,"  and  another  advised  a  father  not  to  allow  his 
five  girls  to  teach  because  their  "prospects  would  be  injured." 

Those  to  whom  a  substantial  mental  diet  w^as  as  necessary  as  food  for  the 
body  were  fain  to  take  it  in  secret,  with  blinds  drawn  down,  lest  IMrs  Grundy 
should  espy  them.  It  was  under  protest  that  Elizabeth  Barrett  learned  Greek 
— her  grandmother  wanted  to  keep  her  to  needlework;  and  Mary  Somerville 
anxiously  enquired  if  it  was  "wTong  for  girls  to  learn  Latin."  The  excellent 
classical  scholar,  Caroline  Cornwallis,  wrote  on  philosophy  under  the  title  of  a 
Pariah;  her  books  were  much  read,  but  she  j)reser\t'(l  lur  incognito  as  scrupu- 
lously as  Junius,  until  her  death.  Her  mother  was  a  good  Hebrew  scholar, 
and  a  cousin  was  well  versed  in  the  three  classical  languages  and  in  mathe- 
matics. These  and  a  few  like-minded,  as  Miss  Sw^inwick,  the  author  of 
translations  of  Aeschylus,  obeyed  the  inward  impulse  to  unfold  to  the  light  the 
intellect  which  (iod  had  given  them.  \\y  their  faith,  mountains  of  prejudice 
have  indeed  been  removed  and  cast  into  the  sea.     W  i'  ha\e  lived  to  see  the 

•  It  becomes  a  sad  duly  lo  announce  the  dciith  of  Miss  Uokoiuka  Hkai.e  on  November  9,  1906,  in  licr 
iscvcniyfiflh  year.  This  article  which  she,  as  a  corresponding  member,  had  consented  to  prepare  for  the 
Anniversary  Volume  was  the  last  p.ipor  wTitten  by  her,  and  is  a  review  of  the  growth  of  the  great  work  of 
which  she  wa.s  the  distinguished  leader  in  l.ngland  for  half  a  century.  After  serving  several  years  with  dis- 
tinction as  a  mathematical  and  classical  tutor  in  Queen's  College,  and  for  one  year  as  head  tutor  in  tlieClirgy 
Daughters'  School  at  (!astcrIon — Charlotte  Hrontc's  "  Lowood" — Miss  Ucalc  was  appointetl  in  1838  head 
mistress  of  the  famous  Ladies'  College  of  Cheltenham,  in  the  fourth  year  of  its  existence,  which  position 
she  held  continuously  to  the  time  of  her  death. 

She  was  the  virtu.d  founder  and  creator  of  this  great  schtKjl  for  girls.  It  is  impossible  here  to  review  her 
services  as  [irincipal  of  this  schrx)!  for  nearly  lifty  years  and  her  efforts  in  every  part  of  the  I'niteil  Kingdom 
in  Ijchalf  of  educntion  for  girls;  a  work  which  pl.ices  her  l>csidc  .Mrs.  William  Grey,  the  pioneer  of  the 
modem  education  for  girls  in  Kngland.  One  of  her  former  pupils  closes  a  touching  "  Appreciation"  with 
the  words,  "bhe  has  l^cn,  and  still  is,  to  thcjsc  who  knew  her,  a  true  Dorothea— the  gift  of  God." — [Dditor.] 


378  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

daughters  of  prime  ministers  and  bishops  not  ashamed  to  become  paid  workers 
like  their  brothers  and  fathers. 

Half  a  century  ago  certain  subjects  were  considered  masculine  and  others 
feminine,  and  the  general  opinion  regarding  the  right  and  the  duty  of  women 
to  use  their  intellect  is  perhaps  made  more  evident  by  such  protests  as  Mrs. 
Jameson's  in  her  beautiful  lectures  on  the  Communion  of  Labor,  than  by  any 
direct  attack — even  as  the  Apologies  of  the  early  church  show  the  existing 
ideas  of  the  heathen  world. 

We  are  told  [she  writes],  practically  to  seek  the  shade  till  morally  we  fear  the  light. 
Why  cannot  we  walk  bravely,  honestly,  serenely,  yet  simply,  along  the  path  to  which 
it  hath  pleased  God  to  call  us,  instead  of  creeping  about  in  a  spirit  of  fear  ?  There  are 
men  manly  and  far-sighted,  eager  to  instruct  us,  eager  to  recognize  in  us  companions  by 
the  grace  of  God. 

She  enlarges  on  what  was  "surprising  and  delightful,  that  there  were  found 
eleven  distinguished  professional  men,  ready  and  willing  to  deliver  lectures  to 
ladies  on  practical  subjects."     She  adds — 

it  is  not  anywhere  indicated  that  weakness  and  ignorance  are  to  be  accounted  as  charms  in 
women  by  which  they  are  to  recommend  themselves  to  intellectual  men;  or  that  it  is 
unfeminine  to  study  the  conditions  of  health;  or  that  the  desire  to  know  something  of  those 
divine  laws  through  which  she  lives,  and  moves  and  has  her  being,  is  the  result  of  a  "de- 
praved imagination." 

She  gives  the  astounding  fact  that  out  of  nearly  80,000  women  who  married 
in  1854,  68,000  could  not  write  their  names.  "Morally,"  she  writes,  "a 
woman  has  a  right  to  the  free  and  entire  development  of  every  faculty  God  has 
given  her." 

One  was  ever  hearing  that  women  were  made  to  be  wives  and  mothers, 
and  it  was  not  apparently  evident  that  they  could  be  neither  in  the  fullest 
sense,  unless  they  were  "beings  breathing  thoughtful  breath."  Bishop 
Dupanloup  in  his  Femmes  savantes,  modestly  suggested  that  the  parable  of 
the  talents  applied  to  women  as  well  as  men. 

I  might  also  refer  to  Miss  Davies  on  Higher  Education,  to  Miss  Shirreff's 
book,  to  Miss  Parke's  Essays,  and  to  an  article  of  mine  in  Eraser'' s  Magazine 
for  1866. 

Mrs.  Gamp  ruled  in  the  hospital;  soldiers  died  on  the  battlefield  without 
educated  nurses;  the  poor  were  untaught;  the  middle  classes  learned  in  the 
schools  "words  and  facts ;"^  science  was  studied  unscientifically,  drawing  was 
copying  other  drawings,  music,  playing  pieces.  There  were  no  schools  in 
London  corresponding  with  the  grammar  and  public  schools,  which  daughters 
of  well-to-do  people  could  attend;  the  middle  classes  were  taught  by  resident 
governesses  and  perhaps  sent  for  a  short  time  to  boarding  schools.  In  the 
fashionable  boarding  school,  "accomplishments,"  as  they  were  called,  were 
the  chief  occupation,  and  the  committing  to  memory  of  words,  empirical 
unconnected  facts,  and  rules  of  grammar  prevailed. 

■  Report  oj  the  Schools'  Inquiry  Commission  (1868).  A  few  copies  remain  and  will  be  sent  to  those  mem- 
bers of  the  National  Educational  Association  who  ask  me  for  them. 


Papers]  SECONDARY  EDUCATION  OF  GIRLS 


379 


The  first  detinite  movement  for  the  higher  edueation  of  women  may  be 
traced  perhaps  to  the  foundation  of  the  Governesses'  Benevolent  Society  in 
1S43.  -"^  registry  was  opened  by  the  society,  but  it  was  found  almost  impos- 
sible to  distinguish  real  governesses  from  mere  pretenders.  There  was  abso- 
lutely no  test.  To  those  who  can  read  between  the  lines,  the  following  sen- 
tences, in  the  rei)ort  for  1846,  speak  of  vain  efTorls  to  found  a  college,  to  get 
an  examining  board  recognized,  and  to  obtain  government  grants;  there  was 
opjiosition  from  some  subscribers,  whose  idea  of  charily  was  the  giving  of 
m(.)ney. 

The  Committee  expressed  their  disappointment.  They  were  not  prepared  to  find 
the  higher  authorities  of  the  country  unawakened  to  the  importance  of  female  education  in 
its  bearing  upon  national  character,  and  thus  upon  national  prosperity,  nor  to  find  that 
those  legislative  favours  which  have  been  lavished  so  freely  upon  the  Endowed  Schools 
and  Universities  for  the  one  sex,  should  be  withheld  from  the  first  effort  ever  made  to  place 
female  education  upon  a  proper  basis. 

In  the  Report  for  1847,  ^^'^  read:  The  College  has  commenced  its  operations 
this  year.  Her  Majesty  has  permitted  the  use  of  the  "  Royal  name  for  Queen's 
College."  Some  of  the  professors  of  King's  College  in  October,  1847,  began 
to  examine  gratuitously  and  to  grant  certificates  to  governesses,  and  the  pro- 
fessors of  King's  College  kindly  opened  free  evening  lectures  for  ladies  engaged 
in  teaching.  Miss  Buss  writes,  "Queen's  College  opened  a  new^  life  to  me 
intellectually;  to  come  in  contact  with  the  minds  of  such  men  was  a  new 
experience  to  me  and  to  most  women.  I  was  a  member  of  the  evening  lectures 
at  the  outset."  Early  in  1848  a  series  of  opening  lectures  were  given  which 
were  afterwards  published  in  a  volume,  and  helped  much  to  modify  public 
opinion.  Mr.  Llewellyn  Da  vies  has  rightly  called  the  establishment  of  Queen's 
College  an  epoch  in  female  education.  Some  of  the  first  teachers  were  Fred- 
erick Denison  ^Maurice,  E.  Hayes  Plumptre  (afterward  Dean  of  Wells), 
Richard  Chevenix  Trench  (afterward  Archbishop  of  Dublin),  Dr.  Brewer,  the 
historian,  and  other  leading  men.  Lady  Stanley,  of  Alderley,  Lady  Monteagle, 
Lady  Canning,  Mrs.  Wedgwood,  and  many  others  became  lady  visitors. 
The  queen  founded  scholarships.  It  is  strange  from  the  vantage  ground  of 
the  present  to  read  the  apologetic  tone  of  these  early  papers:  the  prophecy 
of  the  ffjunders  of  Queen's  College  has  indeed  been  fulfilled.  They  write, 
"When  the  whole  class  l<K;k  back  at  some  future  lime  upon  llie  operations  of 
the  Society,  the  Committee  are  sanguine  that  this  will  be  the  branch  from 
which  has  resulted  the  largest  amount  of  permanent  and  general  advantage." 

A  simultaneous  movement  was  begun  by  teachers  themselvi'S.  in  1S45, 
the  (,'ollege  of  Preceptors  was  f(jrmed ;  it  was  at  lirst  ralher  a  benefit  .society; 
then  the  nr-(  e.s>ity  anjse  of  testing  the  (lualifications  of  those  who  had  no 
university  degree.     Examin;itions  were  ojiened  for  men  and  wonuii  alike. 

The  success  of  (^)ueen's  Ccjllcge  led  to  the  eslablishinent  in  1S49  of  Bedford 
College  ujKjn  an  undenominational  basis,  folhjwing  the  lines  of  University 
CcjUege,  as  opposed  to   King's.     Irancis  Newman,    Dr.    Morgan,  and    Dr. 


380  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

Carpenter  were  among  its  first  teachers.  Erasmus  Darwin,  Thomas  Farrar, 
and  Hensleigh  Wedgwood  became  trustees;  Miss  Jane  Martineau  was 
secretary. 

Then  Miss  Buss,  who  had  been  carrying  on  a  private  school  determined  to 
develop  it  on  the  lines  of  a  public  endowed  school. 

In  1854,  the  Cheltenham  Ladies'  College,  the  first  proprietary  school  for 
girls,  was  established  on  the  model  of  the  Cheltenham  College.  Some  good 
private  schools  were  opened,  but  it  was  more  than  ten  years  from  this  time  ere 
any  great  public  movement  was  made. 

The  astonishing  ignorance  disclosed  by  examinations  opened  to  governesses 
caused  some  ladies,  under  the  leadership  of  Miss  Emily  Davies,  to  press  upon 
the  Schools'  Enquiry  Commission  to  get  if  possible  some  insight  into  girls' 
schools  above  the  elementary.  Miss  Davies,  Miss  Buss,  myself,  and  other 
ladies  gave  evidence ;  the  portion  belonging  to  girls'  schools  was  by  permission 
of  the  commissioners  afterward  condensed  by  me  into  a  handy  volume  and 
reprinted  with  an  introduction.  I  quote  here  a  few  passages  from  reports  of 
some  of  the  Assistant  Commissioners. 

The  noxious  brood  of  catechisms  [exclaims  Mr.  Bryce].     These  books   teach  facts, 

such  facts  for  example  as  the  number  of  houses  burnt  in  the  fire  of  London Such 

knowledge  is  fragmentary,  known,  not  scientifically  as  a  subject,  but  merely  as  so  much 
information,  and  hence,  like  a  wall  of  stones  without  mortar,  it  readily  falls  to  pieces. ' 

Mr.  Fitch  writes : 

I  have  seen  girls  learning  by  heart  the  terminology  of  the  Linnaean  system,  to  whom 
tlie  very  elements  of  vegetable  physiology  were  unknown.  They  learn  from  a  catechism 
the  meaning  of  such  words  as  divisibility,  inertia,  who  know  nothing  of  the  physical  facts 
of  which  these  words  are  the  representatives. 

We  find  [writes  Mr.  Norris],  as  a  rule,  a  very  small  amount  of  professional  skill,  an 
inferior  set  of  school  books,  a  vast  deal  of  dry  uninteresting  rules  put  into  the  memory 
with  no  explanation  worthy  of  the  name,  a  very  false  estimate  of  the  relative  value  of  the 
several  kinds  of  acquirement,  a  reference  to  effect  rather  than  to  solid  worth,  a  tendency  to 
fill  or  adorn  rather  than  to  strengthen  the  mind. 

Mr.  Fitch  also  dwells  on  the  wasteful  expenditure  in  small  schools. 

Of  nearly  80,  whose  statistics  I  obtained,  only  5  contained  more  than  40  scholars, 
including  both  boarders  and  day  pupils.     Nothing  can  well  be  more  extravagant  than  the 
waste  of  money,  and  of  educational  resources  in  these  small  schools.     There  is  little  life, 
no  collective  instruction,  and  nothing  to  call  forth  the  best  powers  of  either  teacher  or 
learner,  in  a  school  where  each  class  consists  of  two  or  three  pupils  only. 

As  we  talk  of  pre-Raphaelite  painting,  we  might  speak  of  pre-Victorian 
education,  so  great  has  been  the  change.  There  are  evils  now,  but  those  who 
have  read  the  Reports  of  the  Royal  Commission  of  40  years  ago  must  acknowl- 
edge that  the  improvement  in  the  education  of  girls  is  something  to  be  thankful 
for.  Thackeray's  description  of  the  past  is  scarcely  overdrawn.  This  is  the 
condition  of  a  young  lady's  existence.  She  breakfasts  at  8 ;  she  does  MagnalVs 
Questions  till  10;   she  practices  till  one;   she  walks  in  the  square  with  bars 

■  Report  oj  the  Schools'  Inquiry  Commission  (1868). 


Papers]  SECONDARY  EDUCATION  OF  GIRLS  38 1 

round  her  till  two;  then  she  practices  again;  then  she  sews  or  reads  French  or 
Hume's  History;  then  she  comes  down  to  play  to  papa,  because  he  likes 
music,  whilst  he  is  asleep  after  dinner. 

The  evidence  collected  by  the  commission  made  a  great  impression,  esi)e- 
cially  (n\  Mrs.  Grey  and  Miss  Shirreflf,  the  daughters  of  Admiral  Shirretf,  and 
under  their  able  leadership,  the  National  Union  for  Improving  the  Education 
of  Women  was  founded.  They  worked  on  in  faith,  and  gradually  the  mountain 
of  prejudice  yielded:  llu-ir  high  intellectual  endowment,  their  power  of  expres- 
sion, their  gentleness  and  strength,  above  all  their  lofty  and  unselfish  character 
lifted  the  workers  into  a  region  too  high  for  the  ignorant  and  worldly  to  climb 
or  for  the  arrows  of  ridicule  to  touch  them.  Whilst  their  work  was  chiefly  to 
address  meetings.  Miss  Davies  set  herself  chiefly  to  collect  facts.  She  and 
the  ladies  acting  with  her  prevailed  on  the  University  of  Cambridge  to  allow 
girls  to  take  informally  the  papers  set  in  the  "local  examinations"  for  boys. 
Many  evils  were  predicted,  especially  the  ruin  of  girls'  health.  The  fight  in 
which  our  American  sisters,  under  the  leadership  of  Miss  Brackett,  contended 
so  bravely  will  not  be  forgotten.  Miss  Buss  and  I  led  the  forces  in  England. 
It  is  now,  I  believe,  universally  admitted  that  the  intellectual  development 
has  coincided  with  bodily  development,  and  a  higher  standard  of  health. 

In  1869  girls  were  regularly  admitted  to  local  examinations  and  later  a 
higher  examination  was  opened  by  Cambridge  University  and  Miss  Davies 
established  at  Hitchin,  near  Cambridge,  a  college  for  women,  in  which  the 
course  of  study  and  examination  was  made  as  nearly  as  possible  identical  with 
those  of  the  university. 

The  London  University  in  1869  opened  a  si)ecial  examination  for  women; 
it  was  almost  identical  with  the  matriculation.  Very  few  women  came  forward. 
In  nine  years  only  139  passed;  more  than  half  of  these  were  pupils  of  two 
.schools,  44  were  from  the  Cheltenham  Ladies'  College,  28  were  from  that 
founded  by  Miss  Buss;  the  first  to  take  a  certificate  in  mathematics  was  from 
Cheltenham.  Professor  Smith  used  to  tell  how  the  beadle  came  to  him  on 
seeing  this  solitary  examinee,  and  in  a  loud  whisper  told  him  that  "if  anything 
should  occur  there  was  a  female  attendant  in  the  next  room." 

In  1870,  Josiah  Mason  by  a  deed  of  fouiidalioii  gave  to  Hirniingham  a 
Science  College  open  to  men  and  women. 

Its  object  was  to  create  a  sounder  public  opinion  with  regard  to  education  itself  and 
the  national  imporLince  of  the  education  of  women,  and  thus  to  remove  the  gnat  liin- 
drance  to  its  improvement,  the  indilTerence  witli  whicii  it  is  regarded  l)y  the  puljlie. 

In  1872  Miss  Buss,  giving  \\\)  lier  ])ri\ale  properly  in  Iut  s(  iiool,  madi-  it  a 
public  school  by  placing  it  in  trust.  Meanwhile  ladies'  associations  were 
formed  in  various  large  towns,  and  a  very  important  movement  began.  Lec- 
turers chosen  by  Cambridge  were  sent  to  give  courses  of  systematic  instrui  tion. 
This  has  since  developed  into  the  great  university  extension  movement. 

Cirton  had  insisted  rather  on  the  importance  of  conforming  its  course  and 
examinations  to  those  instituted  for  men.     Many  women  desired  university 


382  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

culture,  without  being  prepared  to  go  thru  the  regular  studies  which  were 
familiar  to  boys,  but  difficult  for  those  who  had  taken  other  lines.  To  meet 
their  wishes,  Merton  Hall  had  been  opened  in  1871  by  a  committee  of  which 
Professor  Sidgwick  was  the  leading  spirit,  and  Miss  Clough  (sister  of  the  poet), 
who  was  full  of  devotion  to  the  cause,  was  appointed  head.  It  was  removed 
later  to  Newnham. 

The  Girls'  Public  Day  School  Company  was  founded  in  1873,  and  the 
Froebel  Society,  the  outcome  of  the  efforts  of  Mrs.  Grey  and  Miss  Shirreff. 

Meanwhile  opportunities  for  obtaining  higher  education  were  extended. 
A  university  college  was  opened  at  Aberystwith,  where  education  was  offered 
on  equal  terms  to  men  and  women.  Subsequently  similar  colleges  were 
added  at  Cardiff  and  Bangor.  The  small  Women's  College  at  Hitchin  was 
removed  to  Girton,  and  it  has  never  ceased  to  grow. 

A  most  important  movement  had  been  going  on  in  which  again  our  American 
sisters  took  the  lead.  In  1858  Dr.  Elizabeth  Blackwell  had  taken  her 
M.  D.  in  Switzerland.  Soon  after  Miss  Garrett  began  to  seek  medical  educa- 
tion in  London.  In  1866  she  became  a  qualified  practitioner,  but  the  door 
thru  which  she  had  entered  was  immediately  closed,  and  then  began  a 
desperate  struggle  against  women  doctors  on  the  part  of  the  less  enlightened 
of  the  profession.  It  culminated  in  1873  when  the  women  students  of  medicine 
were  driven  from  Edinburgh  to  London.  Not  until  1882  were  English  medical 
degrees  opened  to  women. 

In  1866,  by  the  energy  of  Mrs.  Jellicoe,  supported  as  she  was  by  Arch- 
bishop Trench  and  the  provost  and  fellows  of  Trinity  College,  Alexandra 
College,  Dublin,  was  founded.  Also  existing  colleges  continued  to  grow. 
The  Ladies'  College  at  Cheltenham,  once  a  school,  had  developed  into  a  real 
college;  and  in  1872  it  was  removed  from  a  private  house  into  a  beautiful 
college  designed  for  250  pupils;  it  now  numbers  about  1,000.  In  1874  Bedford 
College  moved  to  York  Place  and  a  medical  college  for  women  was  founded 
in  London. 

Miss  Buss  formed  in  1874  an  Association  of  the  Head  Mistresses  of 
Endowed  and  Proprietary  Schools.  There  were  only  eight  present  at  the  first 
meeting.     It  now  numbers  a  membership  of  230. 

In  1875  an  endowment  of  ;^2o,ooo  was  assigned  to  the  Camden  schools 
by  the  Charity  Commissioners,  and  the  Clothworkers  added  ;£3,ooo  in  1878. 
Miss  Ewart  had  already  in  1872  given  ;^i,ooo  to  the  lower  school.  In  1879 
the  handsome  buildings  of  the  North  London  Collegiate  School  were  opened 
by  the  Prince  of  Wales.  Mrs.  Bryant,  D.  Sc,  London,  a  woman  of  quite 
exceptional  talent  and  distinguished  equally  in  mathematics  and  mental 
science,  became  the  able  vice-principal. 

An  important  step  was  taken  in  1877  by  the  establishment  of  training  col- 
leges for  teachers  in  high  schools.  Miss  Newman  (sister  of  Mr.  William 
Newman,  the  distinguished  fellow  of  Balliol,  and  recent  editor  of  Aristotle), 
opened  a  small  house  in  connection  with  the  Cheltenham  Ladies'  College.     At 


Papers]  SECONDARY  EDUCATION  OF  GIRLS  383 

her  death,  money  was  collected,  and  the  College  of  St.  Hilda's,  Cheltenham, 
now  accommodates  50  students. 

The  following  year,  1S78,  the  Maria  Gray  Training  College  was  estab- 
lished in  London,  and  King's  College  again  took  the  lead  in  a  movement  for  the 
extension  of  women's  education. 

The  year  1879  was  a  memorable  one  in  many  ways;  the  London  Uni- 
versity having  given  up  its  cry  of  }ion  possumus,  had  obtained  a  supplemental 
charter,  and  for  the  first  time  admitted  women  on  the  same  terms  as  men; 
but  the  medical  faculty  was  strong  enough  to  exclude  them  from  medical 
degrees,  and  it  was  not  until  three  years  later  that  this  citadel  was  carried. 

AA'hile  Cambridge  was  ever  offering  fresh  advantages  to  women  and  London 
was  giving  degrees,  Oxford  reluctantly  offered  its  local  examinations;  and  it 
was  not  until  ten  years  after  the  Hitchin  College  had  been  opened,  ten  years 
after  the  London  University  had  examined  women,  that  the  Ladies'  Association 
was  formed,  and  two  colleges  were  founded — Somerville  and  Lady  Margaret. 

In  1880,  Owen's  College,  Manchester  (founded  in  1852),  became  the 
\'ictoria  University,  and  received  power  "to  bestow  degrees  on  all  persons, 
who  shall  have  pursued  a  regular  course  of  study  in  a  University  College, 
and  shall  submit  themselves  for  examination."  The  Liverpool  and  Yorkshire 
College  at  Leeds  now  formed  part  of  the  Victoria  University.  The  association 
has  however  been  since  dissolved,  and  all  our  principal  towns  are  now  asking 
that  university  colleges  should  become  universities.  These  all  admit  women 
to  classes  and  grant  them  degrees. 

In  1882,  the  Cambridge  tripos  examination  was  opened  to  women.  After 
a  desperate  fight  at  Oxford,  the  honors  examination  was  also  opened,  but 
the  degree  was  still  refused. 

Meanwhile  there  had  been  growing  up  all  over  the  country  large  and 
efficient  schools  for  girls;  also  the  endowments,  which  had  been  diverted  to 
boys  alone,  were  now  being  restored  to  girls,  and  a  number  of  old  foundations 
were  revived.  Five  of  the  most  important  were  the  Blue-Coat,  the  Grey-Coat, 
Westminster,  the  Bedford,  the  Askc  and  Mary  Datchelor  Schools. 

In  1883  another  important  movement  began.  The  idea  originated  with 
Miss  Buss  of  uniting  into  one  great  body  teachers  whether  men  or  women, 
forming  a  body  of  great  weight  and  importance,  and  thus  the  Teachers'  Guild 
was  established. 

In  1H84  Miss  Prideaux  obtained  brilliant  honors  in  the  medical  examina- 
tions of  the  London  University.  She  died  the  following  year  of  diphtluTia, 
caught  in  the  discharge  of  her  duties.  Ihr  iiiicllectual  superiority  and  the 
beauty  of  her  character  helped  to  break  down  the  remaining  prejudices  felt 
for  women  doctors;  the  last  vestiges  disap|)eare(l  when  the  suffirings  of  the 
Indian  women  were  brought  before  the  English  community  by  the  Marchioness 
of  Dufferin  and  Ava,  and  a  national  associatinti  fdrincd  to  supply  female 
medical  aid. 

The  Jubilee  year  was  signali/cd  iiy  the  oj)eiu"Mg  of  liic  inagiiirucnl  I  loljoway 


384  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

College.  At  Cambridge  women  won  special  distinction,  Miss  Ramsey  being 
Senior  Classic,  and  having  the  whole  class  to  herself;  Miss  Harvey  occupying 
a  similar  position  in  the  mediaeval  languages  tripos;  and  in  1890  Miss  Philippa 
Fawcett  was  placed  above  the  senior  wrangler. 

At  length  Oxford  opened  the  Honour  Schools  in  Lit.  Humaniores,  but 
refused  to  permit  women  to  enter  for  the  pass  examination.  Women  gained 
special  distinction  this  year  in  the  examinations  of  the  London  University, 
one  took  the  gold  medal,  being  the  highest  in  classics  at  the  final  M.A.  In 
the  B.A.  classical  honors.  Miss  Richardson  of  Cheltenham  was  bracketed 
equal  second.  Dr.  Sophia  Jex-Blake  was  appointed  extra-mural  lecturer  on 
midwifery.  This  is  the  first  instance  of  the  official  recognition  of  a  woman  as 
a  lecturer  in  a  public  medical  school  in  this  country,  and  it  is  of  particular 
significance  as  representing  the  progress  of  opinion  in  Scotland  where  with 
much  difficulty  the  lady  students,  excluded  from  the  university,  obtained  their 
education  in  the  Extra-Mural  School  of  Edinburgh.  Another  step  toward 
breaking  down  the  intellectual  barriers  which  separate  men  and  women,  was 
taken  in  the  summer  meeting  for  Oxford  extension  students  at  Oxford  in  1S88. 
From  all  parts  came  men  and  women,  brothers  and  sisters,  fathers  and 
daughters,  heads  of  schools,  teachers  and  senior  pupils,  workingmen  and 
people  of  high  position,  social  and  intellectual.  The  large  rooms  in  the  new 
schools  were  crowded  every  morning  with  eager  listeners ;  afternoon  or  even- 
ing lectures  were  also  given.  Meetings  were  held  for  the  discussion  of  educa- 
tional subjects,  and  a  great  stimulus  given  to  university  extension  work. 
Schemes  were  discussed  for  bringing  the  university  into  still  closer  relations 
with  students  in  large  towns,  by  the  forming  of  reading  circles,  the  granting 
of  certificates,  etc.  The  subsequent  meetings  have  been  very  numerously 
attended  and  the  1889  and  1890  meetings,  which  have  combined  a  month  of 
quiet  study  after  for  a  select  number,  have  been  much  appreciated. 

In  1893  I  opened  St.  Hilda's  Hall  at  Oxford,  a  beautiful  house  built  by 
Sir  Benjamin  Brodie,  looking  down  on  Christchurch  Meadows  and  Magdalen 
College.  It  accommodates  30  students.  It  has  been  several  times  enlarged, 
and  I  have  now  given  it  to  the  association  of  St.  Hilda's  Incorporated  College, 
and  thus  connected  it  with  the  Cheltenham  College  of  St.  Hilda's  which 
takes  58. 

Let  me  try  to  sum  up  the  chief  changes : 

There  was  until  forty  years  ago  no  college  where  women  could  receive 
anything  corresponding  to  a  university  education.  There  are  now  large  and 
important  colleges  in  London,  Cambridge,  Oxford,  Edinburgh,  Dublin,  and 
Glasgow.  All  the  universities  existing  in  Scotland  and  Wales  and  all  in  Eng- 
land except  Oxford  and  Cambridge  are  open  to  women,  besides  many  uni- 
versity colleges.  Women  are  admitted  to  the  tripos  and  honor  examinations 
at  Oxford  and  Cambridge,  tho  they  have  no  degree:  several  have  been 
appointed  extension  lecturers.  University  local  examinations  were  first  opened 
to  girls  in  1868,  now  all  the  universities  admit  boys  and  girls  to  the  local  exami- 


Papers]  SECONDARY  EDUCATION  OF  GIRLS  385 

nations  on  the  same  conditions,  and  the  Oxford  and  Cambridge  Schools' 
Examination  Board  grant  certificates  to  both.  Thus  education  of  the  best 
and  highest  kind  in  all  departments  is  now  open  to  girls  and  women.  Women 
hold  leading  positions  in  numerous  hospitals  for  women  and  children  in  Eng- 
land, and  in  India,  and  no  hospital  is  complete  without  its  higlily  educ 'ted 
sisters  and  thoroly  well-taught  trained  nurses.  Now  that  women  have 
shown  themselves  capable  of  doing  good  work  they  are  employed  not  only  by 
private  associations  but  by  the  state  in  the  post-office,  and  women  have  become 
clerks  on  the  Labor  Commission ;  they  are  poor-law  and  factory  inspectors. 

All  has  been  done  quietly,  gradually.  The  old  idea  of  a  "lady  "  being  one 
who  came  to  be  ministered  unto  is  gone — to  render  service  is  felt  to  be  the 
highest  privilege.  The  desire  to  serve  has  made  women  contend  for  the 
means  of  education  and  training.  The  passion  for  service,  as  Ruskin  has 
taught,  stimulates  every  faculty,  glorifies  and  gives  insight  into  nature,  and 
hallows  all  art.  This,  as  our  great  musicians  have  shown,  ennobles  the  emo- 
tional nature,  and  exalts  its  expression.  But  as  women  have  come  to  feel 
more  and  more  that  culture  is  a  good  for  the  human  being,  they  have  longed 
U)  lift  up  those  who  had  not  their  advantages  to  a  higher  level;  the  many 
unmarried  women  have  become  working  bees  in  the  social  hive.  Everywhere 
ladies  have  been  found  ready  to  leave  a  home  of  comfort  and  even  of  luxur\-  to 
become  national  school-mistresses,  to  minister  to  the  poor  in  hospitals  and 
workhouses,  in  asylums  for  the  insane,  and  in  the  homes  of  the  sick  poor. 
They  arc  working  in  prisons  and  penitentiaries;  they  have  been  elected  guard- 
ians of  the  poor,  and  county  councilors;  in  the  Salvation  Army  as  in  the 
Society  of  Friends  they  hold  equal  rank  with  men.  Large  organizations  have 
been  formed  and  managed  by  women,  notabl}-  the  Girls'  Friendly  Society,  the 
Melrojtohtan  Association  for  Befriending  Young  Servant  Girls,  the  Christian 
\'oung  Women's  Association,  the  Young  Women's  Help  Society,  the  Girls' 
Club  Union,  and  the  College  for  Working  \\'omon.  The  (Oxford  and  Cam- 
bridge colleges  and  Cheltenham  Ladies'  College  have  established  settlements 
of  their  own  in  the  poor  i)arl  (^f  London.  Many  outcasts  too  have  been  gath- 
ered ill  by  the  Church  Peiiilenliar\-  aiul  similar  societies,  and  wonic-ii  have  been 
leaders  in  the  great  crusade  against  the  most  terrible  evils  which  aftlict  human- 
ity. Women  entirely  manage  the  /enana,and  take  active  ])art  in  foreign  and 
home  missions  as  accredited  agents  of  the  great  societies.  They  have  become 
lecturers  and  writers  c)n  social  topics,  forming  societies  for  iinigralion,  for 
sanitar)'  science,  and  giving  lectures  on  temiti-rance,  dress,  cooking,  hoinc  arts 
and  industries,  plain  and  art  needlework,  slojd,  etc-.  Sonic-  lake  u])  let  luring 
as  a  profe.ssion,  and  are  emjjloyed  by  the  Palestine  and  I-'.gyptian  l'',x|)loratioii 
Societies.  Others  have  taken  up  physical  culture,  regarding  it  as  a  maltc-r  of 
national  iinjiorlaiH c  Tin-  old  prejudice  that  for  a  woman  to  earn  money 
was  to  lose  caste  is  a  thing  of  the  jtasl:  those  who  are  admitted  to  the  highest 
circles  of  society  have  accepted  lieadshi|)s  of  women's  colleges:  head-mistresses 
rank    with    lic-ad  inastc-rs.      F.ady    physic  iall^   and   other   ]>ripfc-ssioiial    woiiic-ii 


386  NATIONAL  EDUCATIONAL  ASSOCIATION   .  [Anniversary 

now  take  the  place  to  which  they  are  entitled,  women  medical  officers  have 
even  been  appointed  to  government  service,  and  it  is  not  thought  unwomanly 
to  lecture  and  address  large  audiences.  Women  are  carrying  on  business  as 
printers,  lithographers,  law-copyists,  photographers,  architects,  etc. ;  they  are 
found  in  insurance  and  other  large  offices,  to  say  nothing  of  the  ever  womanly 
callings  in  the  management  of  the  home. 

It  is  a  cheering  sight  when  the  National  Union  of  Women  ^^^orkers  holds 
its  annual  congress.  Here  assemble  most  of  those  engaged  in  some  important 
philantliropic  work — able  to  write  and  speak  clearly,  to  organize  and  direct; 
and  the  last  development  of  a  world-wide  intellectual  organization  for  women 
— by  means  of  the  Lyceum  Club — has  brought  together  a  large  number  of 
the  leading  writers  and  workers  of  Europe. 

It  is  true  that  still  women  pass  the  same  examinations  with  men  at  the 
old  universities,  but  are  denied  the  title  which  has  been  won ;  but  these  anom- 
alies must  surely  vanish  before  long,  and  may  we  not  hope  that  some  day 
the  iron  age  will  end,  that  some  crying  wrongs  will  be  redressed  and  our 
hearts  cease  to  bleed  for  those  who  are  now  trampled  in  the  dust  and  who 
exact  a  terrible  revenge  ?  It  seems  as  if  again  a  voice  had  gone  forth  as  to 
the  daughter  of  Jairus  to  the  women  of  England — "I  say  unto  thee,  arise." 

It  is  true  that  they  have  been  deprived  of  the  seat  to  which  they  were 
entitled  as  members  of  school  boards  and  not  allowed  to  be  elected  to  county 
councils ;  it  is  true  that  they  pay  rates  and  taxes  but  have  no  voice  in  an  expen- 
diture; but  when  we  consider  what  has  been  done  during  the  last  fifty  years, 
we  thank  God  and  take  courage.  Especially  do  we  feel  strengthened  as  we 
see  the  good  work  being  done  in  all  countries  by  our  American  sisters.  They 
were  the  pioneers  in  the  most  beneficent  reform,  the  opening  of  medical  edu- 
cation to  women,  in  missionary  work,  and  in  many  of  the  reformatory  experi- 
ments of  our  time.  But  I  must  not  encroach  on  the  space  in  which  the  great 
achievements  in  behalf  of  education  for  girls  will  be  recorded. 


THE  SECONDARY  EDUCATION  OF  GIRLS  IN  FRANCE 

CAMILLE   s£e,  counselor   OF   STATE,  PARIS,  FRANCE 

The  secondary  education  of  girls  is  entirely  the  work  of  the  Third  Republic. 
"It  alone  of  all  our  institutions  of  public  instruction  owes  its  initiative  to 
Parliament"  as  Mr.  Gabriel  Compayr^,'  one  of  our  most  eminent  university 
men,  remarks. 

The  education  of  women  under  the  old  regime  was  confined  to  the  mon- 
asteries. As  Mr.  Gabriel  Compayre  says:^  "Women  were  trained  up  only 
for  heaven  or  for  the  religious  life ;  spiritual  exercises  formed  the  sole  occupa- 
tion of  the  pupils,  and  study  was  hardly  thought  of. "     This  was  the  position 

■  Repertoire  du  droit  administratif ,  T.  XIX,  part  4,  " Enseignement  secondaire  des  jeunes  filles,"  p. 
180,  col.  2,  by  Mr.  Gabriel  Compayrfi,  Inspector-General  of  Public  Instruction,  formerly  Deputy,  formerly 
Provost  of  the  Academy  of  Lyons. 

'  Hisloire  de  la  pedagogic,  p.  177. 


Papefsl  SECONDARY  EDUCATION  OF  GIRLS  IN  FRANCE  387 

of  affairs  in  the  middle  of  the  seventeenth  century.  Even  at  Port  Royal  the 
Jacqueline  Pascal  scheme  of  education  was  limited  to  instruction  in  cate- 
chism, reading,  and  writing,  and  there  was  an  hour's  arithmetic  on  holidays. 
M"^-  de  Scudery  in  1750  writes:  "I  am  astonished  to  see  so  many  women  of 
quality  with  an  ignorance  so  gross  that  they  dishonor  one's  sex. "  "Nothing 
is  more  neglected,"  said  Fenelon  in  1687,  "than  the  education  of  girls." 
This  was  at  the  time  of  the  foundation  of  St.  Cyr.  There  Madame  de  Main- 
tenon  tried  to  train  up  young  girls  for  the  convent.  In  reality  from  the  outset, 
when  "Esther"  and  "Athalie"  were  performed,  the  syllabus  was  limited  to 
reading  (which  never  included  the  profane  authors),  writing,  and  music,  with 
a  little  orthography  and  some  very  summary  notions  of  the  history  of  France, 
"comprising  the  knowledge  of  the  national  princes  and  a  sufficient  cognisance 
of  them  to  prevent  the  confusion  of  our  kings  and  their  courts  with  the  princes 
of  other  nations  ....  but  all  this  without  rule  or  method.  "  This  syllabus 
concerned  the  young  girls  of  noble  families  alone.  "For  the  girls  of  the 
middle  classes  all  this  is  useless, "  said  M'"^  de  Maintenon.  "It  is  sufficient 
to  teach  them  to  recite  the  catechism  and  to  read  and  write. "  As  for  the  edu- 
cation of  girls  of  the  lower  class  it  was  not  even  thought  of.  When  in  1697 
M™^  de  Maintenon  turned  St.  Cyr  into  a  monastery,  even  the  girls  belonging 
to  the  nobility  were  taught  only  reading,  writing,  and  arithmetic. 

The  education  at  girls'  convents  in  the  eighteenth  century  was  the  same. 
The  assemblies  of  the  Revolution  took  an  interest  in  the  education  of  women, 
but  they  opened  to  them  only  the  primary  schools.  Talleyrand,  the  reporter 
of  the  Assemblee  Conslituante,  opened  the  public  schools  for  boys  to  girls 
under  the  age  of  8  years.  The  reporter  of  the  Assemblee  Legislative,  Con- 
dorcet,  arranged  that,  when  there  was  only  one  primary  school  in  a  locality, 
the  boys  and  girls  should  be  educated  together  under  the  same  instructor  and 
given  the  same  instruction.  The  reporter  of  the  Convention,  Lakanal,  put 
boys  and  girls  on  a  level  as  regards  j)rimary  teaching.  However,  for  the  girls 
he  substituted  visits  to  manufactories  for  military  drill,  and  needlework  for 
apprcnticcshij)  to  a  trade.  Daunou,  who  succeeded  Lakanal,  passed  girls 
over  in  silence.  Fourcroy  sj)oke  of  them  only  to  say  that  his  scheme  (May, 
1S02)  flid  not  concern  them.  And  this  observation  applies  also  both  to  the 
lir'-l  Empire  and  to  the   Restoration. 

I'nrlcr  the  monarchy  of  July,  Cuizol's  scheme  (183,^)  of  priniar\'  iiislrui  - 
tion  (ontainecl  a  section  on  the  instruction  of  girls.  The  minister,  at  the 
n(|uest  rtf  his  friends,  left  this  part  of  the  scheme  in  abeyance. 

l.'nflcr  the  Republic,  in  1848,  Monsieur  lii|i|io|ytc  Cariiot,  in  his  s(  liciiie 
of  |)rimary  education,  revived  the  (|uestion  of  the  education  of  girls.  The 
reporter  of  the  scheme,  Mr.  liarthdkniy  Saint  Ililaire,  asked  that  every  town- 
ship with  more  than  800  inhabitants  should  be  compelled  to  have  a  girls' 
school,  and  that  in  other  towns  the  girls  should  be  received  into  the  boy's 
schools.  This  scheme  was  not  debated.  It  was  replaced  by  the  scheme 
which  became  law  in   1H50,  the  loi  I'alloux.     livery  town  containing  more 


388  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

than  800  inhabitants  was  compelled  to  have  a  primary  school  for  girls,  but  on 
the  condition  that  it  defrayed  the  expenses  out  of  its  "own  resources. "  The 
effect  was  to  leave  the  primary  education  of  girls  to  the  initiative  of  individuals 
and  particularly  of  religious  associations. 

Victor  Duruy,  under  the  Second  Empire,  remedied  this  state  of  things  in 
the  law  of  1867,  by  calling  upon  the  department  and  the  state  to  contribute  to 
the  expense  of  the  foundation  and  upkeep  of  primary  schools  for  girls.  Every 
town  with  more  than  500  inhabitants  was  again  compelled  to  maintain  a 
public  school  for  girls.  But  in  this  law  as  far  as  girls  were  concerned  it  was 
only  a  question  of  primary  elementary  teaching,  that  is  to  say  of  instruction 
given  up  to  the  age  of  12  years.  This  was  what  Jules  Simon  stated  on  the 
platform  of  the  corps  legislati}  in  1867,  when  he  said:  "  Girls,  even  in  the  most 
advanced  boarding-schools,  receive  a  futile  education,  wholly  lacking  in 
accomplishments."  And  the  bishop  of  Orleans,  Mr.  Dupanloup,  confirmed 
this  opinion  several  months  after  when  he  wrote:  "The  instruction  of  girls 
is  scanty,  trivial,  and  superficial,  even  when  it  is  not  factitious."^ 

It  was  under  these  circumstances  that,  in  1867,  the  minister  of  public 
instruction,  Victor  Duruy,  asked  the  provosts  to  invite  the  municipalities  to 
open  to  girls  courses  of  lectures  in  literature,  modern  languages,  science, 
and  drawing.  These  courses  were  to  extend  over  a  period  of  six  months, 
and  the  staffs  of  the  boys'  schools  were  to  be  called  in  to  undertake  them. 
Some  municipalities  endeavored  to  carry  out  the  desire  of  the  ministry.  In 
Paris  at  the  Sorbonne  an  association  was  actually  formed,  which  included 
116  girls  in  1868-69,  and  162  in  1869-70.  All  or  almost  all  the  courses  dis- 
appeared with  Mr.  Duruy. 

Manifestly,  they  were  not  destined  to  live.  They  had  no  organization, 
no  management,  no  staff,  no  buildings.  Each  town  had  opened  courses  of 
lectures  as  it  wished.  In  one  place  they  were  elementary  in  preparation 
for  the  brevet  simple.  In  another  place  they  were  intended  for  those  pre- 
paring for  a  commercial  or  professional  career.  In  some  places  they  were 
of  the  nature  of  lectures  tentatively  established  for  the  daughters  of  university 
men.  There  were  towns  which  had  two  or  three  courses  on  literature,  history, 
and  science;  or  on  science;  or  on  modern  languages;  or  again  on  history, 
geography,  and  literature.  The  law  was  not  posted  up  in  the  town.  Further, 
these  courses  lasted  for  a  few  weeks  only.  Hygiene,  domestic  economy,  and 
pedagogy  were  everywhere  passed  over  in  silence.  These  courses  had  no 
common  program.  There  was  absolutely  no  connection  between  them. 
They  were  open  by  chance,  if  the  municipalities  were  wiUing;  there  were 
no  professors  with  degrees,  no  directresses,  no  listeners,  far  less  pupils.  These 
courses,  in  reality,  were  more  in  the  nature  of  a  diversion  or  passe-temps 
than  of  actual  instruction.  No  conditions  of  age  or  abihty  were  required  of 
the  girls.  The  professors  did  not  know  them.  There  were  no  exercises  and 
no  questions.     It  was  even  the  same  at  the  Sorbonne,  where  it  was  the  excep- 

■  "Femmes  savantes  et  femmes  studieuses  "  Le  correspondant    1867,  Vol.  LXX   p.  765. 


Papers]  SECONDARY  EDUCATION  OF  GIRLS  IN  FRANCE  389 

tion  for  anv  notes  taken  by  the  pupils  to  be  corrected  by  the  mistresses. 
Finally  there  was  no  place  for  these  lectures  to  be  held  in,  and  the  Hotel  de 
\'ille  olTercd  the  hospitality  of  one  of  its  rooms. 

To  sum  up,  there  only  existed  for  girls  the  public  schools,  which  offered 
primary  elementary  teaching;  private  schools  which  added  to  this  instruction 
some  accomplishments;  and  the  convent. 

Such  was  the  sad  position  of  women  willi  regard  to  education.  The  task 
presented  itself  of  making  the  general  culture,  which  secondary  education 
ofifers,  accessible  to  them.  It  was  only  justice  to  assure  this  right  to  woman, 
as  long  as  she  existed  with  her  personality  and  her  responsibilities.  It  was 
a  social  obligation  of  the  first  magnitude  to  undertake  the  education,  moral 
and  civic,  of  the  wife  and  mother  of  tomorrow,  "so  that  all  the  children  of 
the  same  family,  who  are  often  alienated  by  different  influences,  might  be 
brought  up  in  accordance  with  the  same  principles  and  endowed  with  the 
same  spirit.'" 

All  of  these  reasons  made  it  imperative  to  establish  secondary  education 
for  girls,  suitable  to  their  vocations  and  future  careers.  This  w^as  the  work 
of  the  law  of  December  21,  1880.^  The  law  was  vigorously  attacked  by 
the  partisans  of  religious  teaching;  they  fought  it  with  the  greater  energy 
because,  until  that  time,  the  clergy  had  had,  as  it  were,  the  monopoly  of  the 
education  of  women.  We  have  .seen  that  this  education  had  been  reduced  to 
primar>'  education,  and  that  it  was  a  question  of  establishing  secondary 
education  for  girls  and  leaving  it  to  the  initiative  and  sole  charge  of  the  state. 
The  supporters  of  the  convents  disputed  the  right  of  the  state  to  teach.  They 
maintained  that  to  establish  schools  for  the  secondary  education  of  girls  in 
the  name  of  the  state,  would  be  an  infringement  of  liberty.  They  knew, 
however,  that  it  had  not  even  been  suggested  that  this  education  should  be 
obligatory,  and  that  the  father  of  a  family  would  be  free  to  send  his  daughters 
to  a  convent  as  before,  or  to  have  recourse  to  state  establishments.  They 
went  farther;  they  pretended  that  not  only  was  liberty  menaced,  but,  what  is 
still  more  serious,  that  liberty  of  conscience,  that  most  precious  of  all  liberties, 
was  violated,  notwithstanding  that  in  the  law  scrupulous  care  had  been  taken 
to  respect  it.  However,  to  violate  freedom  of  conscience  means,  for  some 
|)ersons,  not  to  make  Catholic  religious  teaching  in  the  classes  obligatory 
for  those  pupils  who  are  not  Catholics. 

The  [)roi)osals  of  the  bill  submitted  for  delil)erati()n  to  the  Chamber  of 
Dejjuties  concluded  with  the  establishment  by  the  state,  with  the  co-operation 
of  the  (k-i)artmeiits  and  towns,  of  secondary  education  for  girls  analogous  to 
that  which  is  given  in  the  boys'  high  schools. 3     The  bill  proposed  that  the 

■  Report  0}  the  Miniiler  of  Publu  Imlrudton,  M.  Armantl  Falliircs,  to  the  President  of  the  Republic, 
1889.  T.  I,p.  li. 

•  Proprjflcd  by  Cam  11  Ic  S^,  Chaml)cr  of  Deputies,  1878;  re|)ortcr  to  the  ChiimIxT  of  Deputies,  C.imillc 
Sc<;   reporter  to  the  .Senate,  .VIr.  Urot.i.  afterward  Henri  Martin. 

>  It  in  the  hiKh  !i<hfK)l.  indeed,  that  tlie  law  metins.  In  fact  it  created  alw)  mtiiii<  ip.il  colleges.  It  even 
favored  the  o(<eninii  of  rourM-n  of  lectures  hy  the  municipalities,  in  the  Ix-lief,  which  is  f.ir  from  lx-in({  juslil'ied, 
that  they  would  be  a  help  in  the  application  of  the  law. 


390  NATIONAL  EDUCATIONAL  ASSOCIATION         .      [Anniversary 

establishments  should  be  at  one  and  the  same  time  day  schools  and  boarding- 
schools.  For  the  establishment  of  secondary  education  for  girls  without 
boarding-houses  in  connection  with  the  schools  _  would  have  been  utterly 
useless.  It  is  due  to  the  residential  system  that  in  the  case  of  the  secondary 
education  of  boys,  the  ecclesiastical  establishments  have  overthrown  the 
private  estabhshments  conducted  by  laymen,  and  at  the  same  time  have  held 
in  check  public  establishments. 

Resident  schools  are  necessary  in  France.  If  the  opening  of  establish- 
ments for  girls  had  been  limited  to  simple  day  schools,  families  in  the  country 
and  those  in  towns  not  possessed  of  a  high  school  would  have  been  deprived 
of  the  proposed  education.  Indeed,  it  is  not  the  custom  in  France  to  send 
young  girls  away  from  home  and  to  intrust  them  to  families  living  in  towns 
where  there  is  a  school.  It  is  as  rare  to  meet  parents  willing  to  trust  their 
daughters  to  strange  families,  as  to  meet  families  prepared  to  accept  the 
responsibility.  Without  boarding-houses  in  connection  with  the  schools  the 
benefits  of  the  high  school  would  have  been  reaped  only  by  girls  in  towns 
where  they  had  been  opened.  Even  in  towns  it  would  not  have  satisfied 
parents  who  are  obliged,  on  account  of  their  occupations,  family  ties,  or 
social  duties,  to  have  recourse  to  boarding-schools.  It  may  be  added  that  it 
is  of  equal,  if  not  of  greater  importance,  to  give,  in  addition  to  instruction,  the 
education  which  residence  alone  can  assure.  Boarding-schools  are  necessary 
so  that  the  horizon  of  the  young  girl  may  not  be  limited  to  her  family.  She 
ought  to  see  something  of  the  society  in  the  midst  of  which  she  is  going  to 
pass  her  life.  It  is  a  good  thing  for  her,  before  she  leaves  her  parents  to 
share  the  life  of  her  husband,  to  serve  the  apprenticeship  in  life,  in  however 
slight  a  degree,  and  to  this  end  she  should  share  for  some  time  in  the  common 
life  of  a  high  school.  The  residential  system  suits  the  French  character. 
The  law  then  would  have  failed  in  its  task,  if  it  had  not  taken  cognizance 
of  this.  Its  clear  duty  was  to  estabhsh  high  schools  provided  with  boarding- 
houses,  where  the  regime  of  the  convent  would  be  avoided  and  the  organization 
would  be  on  the  model  of  family  life. 

The  state  could  have  made  model  establishments.  The  high  school 
might  have  been  built  in  the  middle  of  a  large  park,  and  around  it  might  have 
l)een  grouped  small  boarding-houses  placed  each  one  under  the  superintend- 
ence of  an  experienced  lady,  who  would  have  taken  the  place  of  the  absent 
mother  and  would  bave  been  specially  intrusted  with  the  education  of  the 
girls.  It  would  have  been  her  duty  to  prepare  them  for  their  future  role  as 
wife,  mistress  of  the  house,  and  instructress  of  children.  In  these  boarding- 
houses  also  girls  would  have  been  able  to  converse  with  foreign  mistresses, 
and  in  a  short  time  would  have  accustomed  themselves  without  difficulty  to 
speak  fluently  in  three  or  four  languages.  These  boarding-houses  would  have 
been,  as  it  were,  a  continuation  of  the  home  life.  They  would  have  had  all 
the  advantages  without  any  of  the  inconveniences  of  the  boys'  boarding- 
houses. 


Papers]  SECONDARY  EDUCATION  OF  GIRLS  IN  FRANCE 


391 


This  is  the  sort  of  resident  school  which  should  have  been  established  and 
organized  under  the  control  of  the  state.  This  was  the  system  to  which  the 
commission  of  the  Chamber  of  Deputies  gave  its  support,  but  on  the  instance 
of  the  minister  of  public  instruction  they  abandoned  it,  in  full  sitting,  in  favor 
of  the  establishment  of  non-resident  schools,  to  which  boarding-houses  might 
be  attached  on  the  request  of  the  municipalities.  In  vain  the  reporter  took 
up  in  his  own  name  as  an  amendment  and  defended  with  tenacity  the  first 
wording  of  the  commission,  which  made  resident  schools  obligatory.  He 
was  defeated:   the  amendment  was  thrown  out  by  453  to  12  votes. 

The  opponents  of  the  law  considered  it  lost.  They  did  not  attcmj)!  to 
conceal  their  joy.  One  of  their  most  important  organs  speaking  next  day  of 
the  voting,  said:  "It  (the  Chamber  of  Deputies)  has  retained  the  system  of 
boarding-houses  under  certain  special  conditions  which  make  the  law  illusory." 

To  his  praise  be  it  said  that  Jules  Ferry,  the  minister,  brought  the  question 
up  again  before  the  Senate,  and  spoke  most  eloquently  of  the  necessity  of  the 
boarding-house  system.  But  the  resolution  of  the  Chamber,  of  which  the 
object  was  to  throw  the  moral  and  financial  responsibility  of  the  boarding- 
houses  on  the  municipalities  instead  of  on  the  state,  was  emphasized  to  a 
still  greater  extent  in  the  Senate.  When  it  was  a  question  of  putting  the  law 
into  practice,  it  was  recognized  that  to  apply  it  strictly,  as  it  stood,  would  be 
to  restrict  the  benefits  conferred  by  it  to  a  few  privileged  towns  which  were 
in  possession  of  a  high  school.  It  was  decided  then  to  support  the  boarding- 
house  system,  which  system  alone  made  it  possible  for  the  whole  of  France  to 
benefit  by  the  law. 

The  director  of  secondary  education  to  the  ministry  of  public  instruction, 
Charles  L^vort,  with  his  never-failing  shrewdness,  recognized  that  there  was 
"an  irresistible  trend  of  opinion"  in  favor  of  the  boarding-house  system, 
and  he  exerted  all  his  efforts  to  get  it  established.  To  this  end  he  trod  the 
farthest  limits  of  legaHty.  He  even  contributed  to  bring  about  the  decision 
that  the  state  should  contribute  half  the  sum  required  for  the  establishment 
of  secondary  schools  for  girls,  without  distinguishing  between  the  day  schools 
and  boarding-.schools. 

More  and  more  was  it  recognized  in  practice  tliat  the  key  to  the  success 
of  the  law  was  the  boarding-hfjuse  system.  And  this  is  an  oj)inion  which, 
as  the  law  was  carried  into  force,  made  itself  fell  in  I)otli  <  haiiihers. 

It  is,  indeed,  as  Gabriel  Compayrd'  notices,  tlie  opinion  that  since  18S0 
we  have  found  exjiressed  in  many  reports  on  the  budget  of  the  minister  of 
public  inslructi«jn,  and  notably  in  that  of  Aulonin  Dubosl,  now  president  of 
the  Senate,  who  in  18S4  said:  "Tlie  iioarding-house  system  is  a  practiia! 
necessity  which  it  is  not  pitssii)le  to  overlook  without  depriving  an  important 
])arl  of  llic  ]Mjpulation  of  the  advantages  of  secondary  e(iu(  ation,  and  thus 
establishing  a  deplorable  iMc(|uality  in  the  education  of  women."  Thus 
the  opinion  of  those  who  sup|)orlc(l  the  estai)lishment   «)f   resident   schools 

•  RepfTloire  du  druil  adminiilralil.  \'n\.  XI.V,  I'arl  4,  p.   i8». 


392  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

step  by  step,  and  who,  at  the  Chamber  of  Deputies,  recorded  only  12  votes, 
was  entirely  justified.  Edgar  Levort,  provost  of  the  Caen  academy,  mentions 
this  in  his  History  of  the  Third  Republic.  He  says:'  "We  must  recognize, 
now  that  we  have  learnt  it  by  experience,  that  the  12  were  right  against  the 

453-" 

The  thought  which  has  dominated  the  legislature  in  drawing  up  the  scheme 
for  teaching  has  been  above  all  the  scrupulous  assurance  of  respect  for  liberty 
of  conscience.  Teaching  establishments,  under  the  direction  of  the  state  and 
addressing  themselves  to  all  families  alike,  ought  to  safeguard  all  opinions, 
all  beliefs.  It  would  not  have  been  possible,  as  Condorcet  says,  to  infringe 
the  liberty  of  conscience  by  attaching  weight  to  particular  dogmas. ^  Moral 
teaching,  that  is  to  say,  the  teaching  of  that  lasting  morality  which  is  common 
to  all  beliefs  and  to  all  good  people,  can  alone  form  part  of  a  code  of  instruc- 
tion given  to  all  in  common.  Religious  teaching  cannot  form  part  of  an 
instruction  common  to  all,  seeing  that  it  must  be  the  choice  of  each  individual 
conscience,  and  therefore  no  authority  has  the  right  to  prefer  one  religion  to 
another. 3  It  was  then  the  bounden  duty  of  the  legislature  to  draw  a  clear  line 
of  demarkation  between  the  moral  law,  which  is  common  to  all,  and  the 
religious  law,  which  belongs  exclusively  to  the  individual  conscience,  and 
consequently  to  reserve  the  teaching  of  morality  for  the  state  and  religious 
instruction  for  the  ministers  of  the  different  denominations.  This  is  a  prin- 
ciple which  the  law  with  regard  to  the  secondary  education  of  girls  has  scru- 
pulously respected.  Moral  teaching  is  given  in  common  in  the  classes  to  all 
the  girls.  Religious  instruction,  in  conformity  with  the  wishes  of  the  parents, 
is  given  outside  the  classes  by  the  ministers  of  the  different  denominations. 

After  moral  teaching  the  following  subjects  figure:  French  language; 
reading  aloud,  and  at  least  one  modern  language;  literature,  ancient  and 
modern;  geography  and  cosmography;  French  history  and  a  slight  sketch 
of  general  history;  arithmetic,  the  elements  of  geometry  and  chemistry, 
physics,  and  natural  history;  hygiene;  domestic  economy;  needlework;  ele- 
mentary law;  drawing;  music;  gymnastics. 

Further,  the  teaching  of  pedagogy  may  be  organized.  The  teaching  thus 
established  was  intended  by  the  law  to  correspond  in  scope  and  duration 
to  that  given  in  the  boys'  high  school.  In  the  secondary  education  of  boys 
and  girls  there  should  be  equality,  but,  as  Ernest  Lejouve  remarked,  "  Equality 
in  difference."  The  teaching  ought  to  be  "feminine,"  i.  e.,  appropriate  to 
the  career  and  vocation  of  women.  For  example,  girls  should  not  be  taught 
history  like  the  cadets  at  the  Military  School  of  St.  Cyr,  or  science  and  mathe- 
matics, like  the  pupils  at  the  Polytechnic  School.  At  the  same  time,  to  secure 
the  proper  teaching,  great  caution  is  necessary  and  a  steady  insistence  on  the 
parts  of  the  syllabus  which  are  particularly  interesting  to  women. 

'Vol.  Ill,  p.   113. 

'  Condorcet,  Report  to  AssemhUe  des  statuts. 

>  Condorcet,  Vol.  VII,  p.  104. 


1 


Papersl  SECONDARY   F.DUCATIOX   OF  GIRLS  IX   FRANCE  393 

Finally,  and  above  all,  an  important  place  had  to  be  given  to  hygiene  as 
well  as  to  domestic  economy,  theoretical  and  practical,  which  are  as  it  were 
leading  examples  of  the  kind  of  teaching  required.  They  are,  above  all,  the 
sciences  which  give  the  scope  for  the  preparation  of  girls  for  their  future 
careers  as  wives  and  mt)thers,  and  which  he!])  them  in  a  worthy  manner  to 
occupy  their  place  at  the  domestic  hearth  and  vigilantly  to  watch  over  the 
well-being  of  their  families  and  homes.  Those  who  have  been  charged  with 
the  practical  working  of  the  law  have  not  entirely  conformed  to  its  tenets, 
when  it  was  a  question  of  regulating  the  extent  and  duration  of  studies.  They 
did  not  sufficiently  regulate  tne  preparatory  classes.  They  reduced  the 
duration  of  real  secondary  teaching  to  five  years,  when  six  or  seven  years 
should  have  been  devoted  to  it.  They  set  aside  completely  the  enactments 
of  the  law  when,  in  revising  the  syllabi  in  1797,  they  limited  the  time 
devoted  to  hygiene  and  dt)mestic  economy  in  a  way  which  showed  that  they 
were  bent  on  its  suppression. 

We  have  had  to  limit  ourselves  in  this  short  account  to  the  main  outlines 
of  the  law.  We  have  passed  over  the  details  of  the  measures  taken  by  the 
minister  of  public  instruction  to  assure  its  being  carried  out.  Thus  we  have 
passed  over  all  that  concerns  scholarship,  for  secondary  education  is  not 
gratuitous  like  primary  education.  The  number  of  scholarships  is  fixed  in 
the  agreement  between  the  minister  of  public  instruction,  the  department, 
and  the  township  where  the  school  is  established.  At  the  same  time  we  have 
omitted  university  abatements  or  exemptions,  which  benefit  the  children  of 
professors  at  secondary  schools  for  boys  and  girls  as  well  as  those  of  the 
functionaries  of  primary  education.  We  have  at  the  same  time  passed  over 
everything  concerning  the  conditions  of  establishment,  of  upkeep,  and  of  the 
financial  regime  of  the  schools.  We  have  also  taken  no  account  of  all  the 
regulations  relating  to  the  duration,  division,  distribution  of  teaching,  etc., 
and  also  those  relating  to  entrance  examinations,  examinations  during  the 
course,  leaving  diplomas,  etc.  Readers  who  wish  information  on  these  points 
will  find  it  in  the  (jlTicial  article  published  by  Gabriel  Com|)ayre."  We  refer 
them  also  to  this  article  for  all  that  concerns  llic  staff  (coiKlilioiis  of  nomina- 
tion, [privileges,  salaries,  pensions).  Finally,  we  will  speak  of  the  training- 
college  for  secondary  teachers  at  Sbvres,  established  to  form  this  stalT. 

The  result  of  liie  law  with  regard  to  the  >(•(  i)n<lary  eduialioii  of  girls  and 
of  the  preparatory  work  to  whi(  h  it  lias  given  rise,  is  that  eai  h  estal)lishmenl 
is  placed  under  the  authority  of  a  directress,  and  that  the  teaching  is  given 
by  lady  professors  furnished  with  recognized  diploin  is.  This  class  of  teaclu-rs 
did  not  exi.st.     It  had  U)  be  created,  inslru(  ted,  and  trained  for  teaching. 

This  was  the  work  of  the  law  of  July  2S,  iHSr,  wliii  h,  like  the  law  of 
December  21,  18H0,  on  the  >e(omlirv  ediualioii  of  girls,  was  proposed  and 

•  Reperluirt  du  ilruil  ailniiniUrati/,  Vol.  Xl.\.  "I'lihlii  Insliuiiinn."  |);irt  iv,  "St'CDinlary  'I'c.ii  liiiiK  fur 
GirU." 


394  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

carried  through  by  Parliament.^  A  boarding-school,  according  to  the  word- 
ing of  the  law,  is  a  school  to  which  girls  obtain  entrance  by  competition  and 
are  supported  free.  All  that  concerns  the  syllabi,  the  duration  of  the  course 
of  study,  the  staff,  the  conditions  of  admission,  and  the  leaving  examinations, 
was  referred  back  by  the  law  to  a  regulation  debated  in  the  conseil  superieur 
of  public  instruction.  The  school  is  composed  of  two  sections,  viz.,  arts 
and  science.  The  length  of  the  course  of  study  is  three  years.  At  the  end 
of  the  second  year  the  girls  compete  for  the  certificate  of  ability  to  teach  in 
secondary  schools  for  girls  (certificat  d'aptitude  a  V enseignement  secondaire 
des  jeunes  filles).  The  examination  for  this  certificate  comprises  arts  and 
science,  including  written  tests,  followed  by  oral  tests,  if  the  candidate  has 
passed  the  written  examination.^  At  the  end  of  the  third  year,  which  only 
girls  who  have  obtained  the  above-mentioned  certificate  can  enter  upon,  is 
the  competition  for  a  higher  certificate  of  ability  to  teach  in  secondary  schools 
for  girls  (agregation  de  V enseignement  secondaire  des  jeunes  filles).  The  exami- 
nation for  this  certificate  includes  arts,  subdivided  into  two  sections,  literature 
and  history,  and  science,  subdivided  into  mathematics  and  physical  and 
natural  science. ^  The  schemes  of  study  and  the  syllabi  are  arranged  by  the 
professors  of  the  school.  These  professors  have  the  title  of  charges  des  con- 
ferences. They  are  borrowed  from  the  faculties  and  the  boys'  high  schools 
in  Paris,  and  are  paid  au  cachet  70  francs  a  lesson.  There  are  some  lady 
professors  with  degrees,  for  elocution,  drawing,  English,  German,  and  dress- 
making. There  are  besides  four  assistant  mistresses,  two  for  arts,  two  for 
science,  as  well  as  two  for  supervision  work. 

Among  other  conditions  with  regard  to  the  reception  of  girls  at  the  school, 
it  is  necessary  for  them  to  be  not  less  than  18  and  not  more  than  24  years  of 
age. 4  All  expenses,  except  for  dress,  are  borne  by  the  state.  But  the  young 
girl  must  undertake  to  teach  for  ten  years  in  the  public  schools.  If  the  engage- 
ment is  not  kept,  she  is  obliged  to  refund  ;i^40  for  each  year  passed  in  the  school. 

Such  is,  in  brief,  the  reform  by  which  France  has  profited  for  more  than 
a  quarter  of  a  century,  and  which  will  not,  we  trust,  be  without  its  influence 
on  her  destiny. 

BIBLIOGRAPHY 

Louis  Baugon,  La  loi  Camille  See,  i  volume,  Paris,  1881. 

Gabriel  Compayre,  Histoire  critique  des  doctrines  de  V education  en  France,  depuis  le 

seizieme  siecle   (prix   de   I'Academie   des  sciences  morales  et  politiqucs,  en  1877), 

Paris,  1879. 
Gabriel  Compayre:    Histoire  de  la  pedagogic,  Paris,  1884. 
Camille  See,  Lycees  des  colleges  de  jeunes  filles,  7th  edition. 
A.  Villcmot,  Etude  sur  I' organisation,  le  jonclionnement  et  les  progrhs  de  V enseignement 

secondaire  des  jeunes  filles  en  France  de  1879  a  1887,  i  volume,  Paris,  1888. 

'  Proposed  in  the  Chamber  of  Deputies  by  Camille  S^e;  reporter  to  the  Chamber  of  Deputies,  Camille 
S^e;  reporter  to  the  Senate,  Mr.  Ferrouillat. 

»  For  all  these  regulations  see  the  article  of  Gabriel  Compayre. 

3  See  Gabriel  Compayr6,  Repertoire,  loc.  cit.  *  Ibid. 


Papers]  HIGHER  EDUCATION  FOR  WOMEN  IN  PRUSSIA  395 

O.  Grcard,  Education,  Instruction,  T.  I,  Paris,  1887. 

Henri  Marion  (Professor  in  the  Faculty  of  Arts  in  Paris),  U education  des  jeuttes  fiUes, 

Paris,  1902. 
E.  Levort,  Histoire  de  la  troisihme  republique,  Paris,  T.  III. 
Gabriel  Compayre,  Repertoire  du  droit  administrat if,  Tome  XIX;    Part  iv  "Enscignement 

secondaire  des  jcuncs  fillcs. " 
. "  L'enscignement  secondaire  des  jcunes  filles. "     Review  founded  and  organized  by 

Camille  See  (50  volumes). 


THE  MODERN  SYSTEM  OF  HIGHER  EDUCA  TION  FOR  WOMEN 

IN  PRUSSIA^ 

FRIEDRICH   PAULSEN,  STEGLITZ  (bERLIN) 

I.  It  seems  now  as  if  higher  education  for  women  is  at  last  on  tlic  point 
of  emerging  from  the  period  of  fluctuating  discussion  and  groping  exjxM-iment, 
and  that  it  is  about  to  fmd  itself  settled  on  lasting  and  enduring  foundations. 
Far-reaching  plans  on  the  part  of  the  minister  of  public  instruction,  which 
were  furthered  by  a  conference  called  for  the  purpose,  have  led  to  the  adop- 
tion of  a  scheme  of  a  joint  organization  which,  it  is  hoped,  may  at  no  distant 
day  find  its  development  in  a  well-considered  curriculum  and  in  other  well- 
ordered  arrangements. 

The  determination  that  was  apparent,  thruout  all  the  dclil)crations 
over  the  proposed  law,  as  submitted,  was,  to  provide  for  two  independent 
and  complete  systems  of  higher  education  for  girls,  each  of  which  had  to  work 
out  its  own  minor  details,  as  based  on  the  accepted  plan.  First,  a  school  was 
planned  whose  ten-year  course  was  designed  to  end  concurrently  with  about 
the  sixteenth  year  of  the  pupil's  age,  and  which  undertakes  to  give  a  general 
preparation  for  the  duties  of  life  and  for  the  activities  of  woman's  existence, 
and  which,  on  the  whole,  embraces  the  course  followed  in  the  so-called  Real- 
schulen  for  boys.  The  second  is  a  school  offering  a  prc])aratory  course  for 
the  scientific  studies  of  the  high  school,  corresjjonding  to  the  course  in  the 
higher  grade  of  our  Gyvuiasien.  For  the  fir^t,  the  name  Lyzniiii  and  for  tin- 
second,  Oberlyzeum,  has  been  proposed. 

The  ruling  idea  in  the  elaljoration  of  the  plans  ami  the  i  iiiii(  uluin  for 
both  schools  will  be  to  lead  the  scholars  to  earnest  menial  cnilcaN'or  and  to  an 
inde[)endcnce  of  thought  and  act  which  in  its  turn  will  result  in  ihc  molding 
of  ( haracter  by  bringing  the  will  and  the  mental  fa(  idlies  inidcr  lull  (onlrol. 

Hitherto,  girls' schools,  more  particularly  private  sch<v)ls,  \va\v  been  lon- 
s[)i(Uously  weak  in  one  direction-  i.  c,  in  Ia\  ing  too  nnu  h  stress  on  inc  idcntal, 
showy  accomplishments,  and  l<»o  little  on  serious  work.  Literature  and  lan- 
guages, anfl,  in  particular,  conversation  and  aesthetics,  were  emphasized  as 
the  chief  ornament  of  the  "higher  education;"  while,  in  llu-  acquisition  of 
the  really  important  branches,  i.e.,  ciphering,  mathematics,  natural  s(  iciK c, 
geogra[)hy,  history,  there  was  too  often  much  left  to  be  wished  for.  In  thi> 
direction  the  school  had  accommodated  itself  to  liic  o|)inions  of  so(  iity.     'i'lie 

■Translated  at  the  University  of  Chii.iKo  PrrM.  Clii(.ini.,  111. 


396  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

social  idea  of  "culture,"  of  "higher  education,"  particularly  as  regards 
women,  admits  of  but  one  point  of  view,  i.e.,  that  "culture"  consists,  above 
all,  in  the  ability  and  the  readiness  to  carry  on  conversation  and  to  express  an 
opinion,  even  in  foreign  languages.  That  the  acceptance  of  such  an  ideal 
produced  such  resultant  fruits  is  not  surprising;  the  "finished"  daughter, 
the  natural  product  of  the  "finishing-school  for  girls, "  was  a  being  who  was- 
partly  ridiculous,  partly  to  be  pitied,  with  a  nature  that  neither  took  itself 
seriously  nor  was  taken  seriously  by  anyone  else;  and  who,  when  life  finally 
presented  itself  as  a  serious  affair,  was  dazed  and  lost  in  the  face  of  her  respon- 
sibilities: she  had  thought  to  be  able  to  settle  everything  with  "conversation" 
and  chatter.  On  the  other  hand,  those  girls  who  had  attended  the  public 
schools  were  far  better  off.  They  had  been  seriously  instructed  in  serious 
subjects  with  the  boys,  often  in  close  association  with  them;  they  had  learned 
arithmetic  and  had  read  the  Bible;  it  had  never  been  suggested  to  them, 
either  at  home  or  in  school,  that  the  ability  to  "engage  in  conversation"  was 
such  an  especially  important  affair.  And  so,  from  the  outset  they  bore  them- 
selves toward  life  as  toward  a  serious  thing;  they  regarded  the  home  as  a 
scene  of  work  and  of  duty,  not  as  a  doll's  house  for  the  exhibition  of  affectation 
and  for  indulgence  in  gluttony.  True,  the  "cultivated"  family  did  not,  in  every 
case,  measure  up — or  down — to  this  standard ;  but  it  can  no  more  be  denied 
that  the  model  woman  of  "good"  society  thoroly  approved  of  this  standard, 
than  it  can  that  the  higher  "finishing-schools"  had  grown  to  be  altogether 
too  complacent  toward  the  dictates  of  this  class.  It  will  be  admitted  that 
society  molds  the  school — not  the  school,  society. 

In  the  meantime  views  have  changed  to  some  exte  nt,  as  have  the  circum- 
stances themselves.  However  perplexing,  unusual,  fantastic,  and  even  impos- 
sible, the  "woman's  movement"  may  have  appeared  to  many,  it  is,  on  the 
whole,  actuated  by  a  consistent  purpose:  the  determination  to  achieve  a 
definite  object  in  life,  and,  above  all,  to  elevate  the  "polished"  woman  above 
the  insignificance  of  society's  pursuits  of  the  doll's-house  variety,  and  to  lead 
her  to  substitute  for  the  latter  a  serious  purpose  and  an  honorable  occupa- 
tion, A  new  ideal  for  the  education  of  women  is  in  process  of  development — 
an  ideal  which  contemplates  more  earnest,  perhaps  even  more  austere  aims, 
than  the  old  order  of  things:  the  production  of  an  independent,  industrious 
woman,  able  to  stand  alone  and  to  demand  her  rights;  in  other  words,  a 
more  virile  woman.  In  the  one  case  the  result  is  that  the  woman  of  the 
working  and  middle  classes  is  becoming,  in  an  ever-increasing  measure,  a 
factor  of  importance  as  a  self-supporting  worker  in  the  trades  and  professions. 
This  transformation  has  become  both  possible  and  desirable  thru  the 
development  of  modern  methods  of  household  management  which  have 
made  it  easy  to  break  away  from  the  old  preconceived  notion  that  woman 
must  confine  her  activities  to  domestic  affairs:  the  demands  of  business  are 
ever  more  and  more  circumscribing  the  claims  of  mere  household  manage- 
ment.    In  the  other  case,  it  is  apparent  that,  among  those  of  the  educated 


Papers]  HIGHER  EDUCATION  FOR  WOMEN  IN  PRUSSIA  397 

classes,  the  failure  to  marry  is  becoming  more  frequent;  the  absence  of  skill 
in  household  management  and  the  increase  of  social  demands  and  activities 
even  among  the  bourgeois  classes,  combine  to  render  a  man  more  and  more 
cautious  in  taking  upon  himself  the  burden  of  a  family.  For  this  very  reason, 
the  girls  in  this  class  of  society  are  finding  themselves  in  increasing  numbers 
forced  to  seek  an  independent  means  of  livelihood;  their  dependence  on  a 
support  from  their  family  constantly  becomes  more  and  more  an  uncertainty, 
and  the  necessity  more  and  more  pressing  of  establishing  for  themselves  a 
position  in  business  life,  if  they  would  avoid  the  alternative  of  becoming  a 
mere  dependent. 

2.  The  Lycf»w.— This  great  change  in  attitude  and  outK)ok  must,  gener- 
ally speaking,  stamp  itself  on  the  new  higher  schools  for  girls.  And  this 
will  be  the  case,  not  only  in  the  Obcrlyzeum,  where  the  preparation  for  really 
scientific  studies  to  which  matriculation  is  a  condition  precedent  will  naturally 
entail  serious  and  constant  application  and  study,  but  in  the  Lyzeum  likewise. 
The  hitherto  vapid  and  light-minded  "linishing-school"  will  give  place  to 
one  with  more  earnest  aims.  The  prospect  of  a  possible  future  activity  in 
mercantile  business,  in  manufactures,  in  traffic,  will  make  itself  felt  as  a 
stimulus.  Commercial  arithmetic  and  mathematics  which,  until  recently, 
many  girls'  schools  seemed  to  consider  as  superfluous  for  women — possibly, 
also,  as  being  beyond  the  capacity  of  the  feminine  intellect  (tho  with 
what  slight  justification!) — will  now  be  seriously  taken  up;  the  natural 
sciences  will  follow,  and  will  coincidently  attract  an  eager  following;  the 
teaching  of  languages  will  then  be  taken  up  with  more  thoroness  and 
persistency.  And  so,  in  every  direction,  the  girls'  curriculum  will  be  estab- 
lished on  a  plane  more  nearly  approaching  the  more  difficult  courses  that 
obtain  in  the  boys'  schools — to  the  advantage  of  the  individual  and  of  the 
movement  itself.  It  is  as  true  in  the  case  of  the  woman  as  it  is  in  that  of  the 
man  that 

Wcr  mil  dcm  Lcben  spiel t, 

Kommt  nic  zurccht; 

Wcr  sich  nicht  sclbst  Ix-fichlt, 

Bleibt  immrr  Knecht.' 

In  the  original  plan  to  place  the  Lyzeum  on  a  parity  with  the  si.x-graded 
Realschule,  and  which  served  as  a  basis  for  all  the  discussions  of  the  Confi-r- 
cnce  which  followed,  it  was  pointedly  insisted  tliat  "tlie  Lyzeum  shall  olTer  a 
course  which  shall  be,  at  the  very  least,  the  ecjuivalent  of  that  followed  in  the 
si.x  grades  of  the  boys'  schools."  "Ecjuivalent,"  it  may  be  i'.\i)lained,  means 
"uniform  with;"  and  thus  the  special  branches  of  instruition  as  well  as  the 

'  The  translator  of  thin  paper  has  thouKht  it  to  l>e  in  licttcr  taste  to  let  the  al>ove  stanr^-i,  as  quotc<l  liy 
Mr.  Paulsen,  remain  in  its  ori|{inal  German  in  the  text,  and  tu  ofTcr  the  followinji  tran.shition.  (or  wliat  it  is 
worth,  by  means  of  a  footnote : 

Who  (ports  with  hfc  as  S'lmcthinn  li|{ht 

Will  ne'er  achieve  the  Roal; 

Who  is  not  master  of  him.vlf 

Must  fill  a  menial  r6le. 


398  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

details  of  their  delivery,  will  bring  the  curriculum  provided  for  the  girls  closer 
and  closer  to  that  followed  in  the  case  of  the  boys. 

Clearly,  however,  it  must  not  be  supposed  that  all  the  scholars  from  the 
new  Lyzeuni  enter  a  business  avocation,  as  in  the  case  of  the  graduates  of  the 
Realschule,  even  tho  they  do  not  take  the  full  course  at  the  Oherrealschule. 
The  role  of  wife  and  mother  will  ever,  as  heretofore,  remain  as  the  primary 
vocation  of  woman.  The  Lyzeum  would  be  false  to  its  mission  if  the  results 
of  the  education  it  offers  tended  to  unfit  a  girl  for  this  role,  or  even  to  divert 
her  from  its  contemplation.  The  general  proposition  is  laid  down,  however, 
that  a  thoro  school  course  is  of  great  advantage  even  to  that  end.  For 
not  only  will  the  habit  of  close  and  minute  attention  to  duty,  which  is  incul- 
cated by  such  a  course,  prove  to  be  of  value  in  the  performance  of  every  act 
of  service;  but  the  actual  knowledge  and  well-balanced  control  of  the  mental 
faculties  which  result  therefrom  will  find  ample  opportunity  for  their  use 
and  application,  both  in  the  management  of  a  household  and  in  the  rearing 
of  children.  This  will  be  apparent,  for  example,  in  the  fact  that  such  a 
mother  will  be  better  qualified  to  give  stimulating  and  helpful  guidance  to 
her  sons  on  up  thru  their  school  course — a  situation  that  will  serve  mate- 
rially to  broaden  the  scope  of  her  relation  toward  them.  And  finally,  it  may 
be  said,  the  measure  of  respect  accorded  to  the  woman  corresponds  invariably 
to  the  measure  of  her  force  of  mind  and  her  ability. 

Ten  years  have  been  contemplated  as  the  proper  term  to  cover  the  curricu- 
lum of  the  Lyzeum — or  seven  years,  if  the  three-year  elementary  curriculum 
is  left  out  of  consideration — while  the  order  of  instruction  from  the  year 
1894  establishes  a  nine-year  curriculum  as  the  norm,  corresponding  to  the 
nine-year  course  at  the  Realschule.  The  ten  years  of  school  life  are  meeting 
with  universal  approval.  The  term  corresponds  to  what  used  to  be  con- 
sidered the  rule  in  the  displaced  "higher  schools  for  girls."  To  leave  school 
at  15  years  of  age  is  too  early,  and  places  the  child  in  an  anomalous  position. 
With  the  increased  maturity  apparent  at  16  years  of  age  comes  greater  adapta- 
bility to  the  exigencies  of  a  home — either  one's  own  or  that  of  others;  and, 
likewise,  greater  strength  and  decision  of  character  can  be  brought  to  bear 
on  taking  up  the  ensuing  preparatory  course  for  a  life-calling. 

And  for  the  curriculum  itself  the  additional  year  is  also  a  distinct  gain. 
It  can  be  arranged  somewhat  more  easily;  the  hours  of  study  are  not  neces- 
sarily so  crowded;  as  it  is,  the  contemplated  course  demands  from  twenty- 
four  to  twenty-six  hours  a  week,  independently  of  athletics,  singing,  and 
manual  training.  That  the  course  for  boys  in  the  Realschule  covers  but 
six  years  is  no  argument  against  it;  for,  as  a  rule,  as  regards  mental  effort, 
the  constitution  of  woman  is  endowed  with  a  somewhat  slighter  power  of 
resistance,  as  compared  with  that  of  man,  and  should  be  spared  some  of  the 
strain  during  the  critical  years  of  early  life.  And  it  has  been  urged  with 
some  show  of  reason  that  the  six-graded  Realschule  subjects  the  pupil  to  a 
good  deal  of  mental  forcing.     In  particular,  it  is  scarcely  possible  to  reach 


Papers]  HIGHER  EDUCATION  FOR  WOMEN  IN  PRUSSIA  399 

the  prescribed  proficiency  in  the  two  foreign  languages  in  six  years;  and  the 
result  is  that,  in  practice,  the  course  is  often  extended  to  cover  seven  years 
and  even  longer,  and  results  in  denying  the  contemplated  advance  in  grade — 
to  the  great  distress  of  scholar,  parents,  and  teacher.  In  any  case,  the  average 
age  at  which  the  Rcalschiile  is  left  behind  is  considerably  beyond  15  years. 
From  every  point  of  view,  thorefi^ire,  it  was  considered  wiser  to  make  the 
path  of  learning,  which,  for  boys,  is  already  somewhat  too  steep,  somewhat 
less  so  for  girls. 

In  any  event,  there  is  no  fear  that  complaint  will  ever  be  made  that  the 
several  stages  embrace  too  few  subjects  of  instruction.  It  is  more  likely  that 
here  and  there  it  will  be  charged  that  not  enough  time  is  given  for  thoro 
practice  in  the  details  of  a  subject.  Thus,  I  am  not  ihoroly  convinced 
whether  it  will  be  possible  to  adhere  to  the  three  hours  a  week  allotted  in  the 
plan  to  accounts  and  mathematics.  If  absolute  correctness  in  results  is  to 
be  attained,  it  will  be  admitted  that  constant  and  many-sided  practice  is  of 
the  first  importance.  If  the  necessary  time  for  this  cannot  be  found  in  the 
schedule  as  arranged,  it  must  be  taken  from  the  time  allotted  to  housework. 
.\nd  if  this  suggestion  is  worth  considering,  we  are  confronted  with  the  fact 
that  most  girls,  when  they  leave  school,  have  "gone  thru"  most  branches 
of  arithmetic,  but  are  well  grounded  in  none.  So,  too,  the  provision  of  two 
hours  for  instruction  in  natural  sciences  is  in  scarcely  the  needed  proportion, 
the  more  so  from  the  fact  that,  in  these  subjects,  everything  must  of  necessity 
be  done  in  the  regular  school  hours  themselves.  And  a  thoro  grounding  in 
natural  sciences  is,  for  girls,  of  an  importance  that  cannot  be  overestimated. 
It  is  of  equal  importance,  alike  in  the  departments  of  housekeeping  and 
child-rearing,  and  in  the  ordinary  business  avocations.  Indeed,  we  might 
say  that  it  forms  the  indispensable  foundation  for  all  the  courses  which  are 
imperative  later  on  in  a  training-school.  I  am  persuaded  that  in  this  direction 
an  increase  in  the  contemplated  hours  of  study  (fifteen)  will  be  conceded  as 
necessary.  Possibly  instruction  in  German,  to  which  thirty-four  week-hours 
(almost  five  in  each  week  thruout  the  course)  have  been  allotted,  may  be 
made  to  yield  some  of  the  time.  More  hours  are  perhaps  accorded  to 
literature  than  is  altogether  to  be  commended.  Tho  this  study  may  pos- 
siljly  lead  to  a  broader  outlook,  it  may  easily  be  made  to  produce  a  certain 
mental  nausea.  Thus  it  should  be  easy  at  first  to  deduct  a  few  hours  from 
this  branch  in  favor  of  domestic  subjects.  Most  of  the  pupils  come  from  a 
circle  in  life  in  which  some  reading  is  done,  anyway. 

Possibly  we  shall  even  come  to  the  pcjint  of  .seriously  (juestioning  wiietlu-r 
a  knowledge  of  two  foreign  languages  forms  an  indisjjcnsable  element  in  the 
training  f>f  German  boys  and  girls.  The  western  nations  simplify  the  ques- 
tion for  themselves,  or  Uix  their  youths:  they  make  two  modern  languages 
optional.  They  have  the  advantage  of  an  older  and  more  independent 
( ulture.  In  Germany  the  feeling  that  rooted  itself  in  the  national  miixl  at 
the  time  of  the  greatest  degradation  of  our  national  life,  still  exists,  that  to 


400  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

attain  culture,  or  even  to  the  true  dignity  of  manhood,  the  acquisition  of 
foreign  languages  was  indispensable.  He  who  knew  no  language  but  German 
was  classed  as  one  of  the  vulgar  rabble,  with  whom  it  was  in  no  sense  profitable 
to  converse.  It  may  be  that  some  day  the  German  people  will  grow  brave 
enough  to  regard  foreign  languages  more  in  the  light  of  an  accessory,  rather 
than  as  the  actual  substitute,  of  culture.  If,  as  is  the  proper  way  of  viewing 
the  matter,  foreign  languages  come  to  be  valued  merely  as  a  means  to  an  end, 
rather  than  as  a  criterion  and  token  of  culture,  we  shall,  I  fancy,  be  ready  to 
declare  that,  as  a  rule,  a  young  girl  has,  provisionally,  acquired  enough  in 
acquiring  one  foreign  language,  both  in  respect  to  linguistic  and  grammatical 
knowledge,  as  well  as  every  practical  need.  If,  later,  the  necessity  of  learning 
another  arises — well,  the  possibility  of  learning  it  does  not  cease  when  school 
is  left  behind.  And  for  all  the  purposes  of  the  school  itself,  a  tolerable  pro- 
ficiency in  the  use  of  one  foreign  language  would  prove  in  the  end  of  far  greater 
value  than  the  doubtful  advantage  of  having  "taken"  two.  There  can  be  no 
doubt  that,  some  day,  the  death-knell  will  sound  for  the  compulsory  learning 
of  two  foreign  languages,  in  favor  of  the  more  thoro  acquisition  of  the 
really  material  subjects  in  the  curriculum.  There  is  weary  sighing  now  to 
be  heard  in  all  the  higher  schools,  without  exception,  under  the  present  heavy 
burden  of  the  requirements  in  languages. 

3.  The  Oberlyzeum. — The  proposed  regulations  for  the  Lyzeum  encoun- 
tered at  no  time  any  basic  criticism  or  opposition  in  the  Conference.  The 
debate  was  limited  almost  exclusively  to  a  discussion  of  the  grammar-school 
curriculum  for  girls.  So  much  stress  was  laid,  by  the  advocates  of  higher 
study  for  women,  on  the  question  as  to  the  relation  of  the  curriculum  of  the 
Oberlyzeum  to  the  preceding  curriculum  of  the  Lyzeum,  that  it  seemed  to  be 
the  main  question  at  issue.  It  is  noteworthy  that  no  one  seemed  for  a  moment 
to  draw  in  question  the  necessity  of  according  to  women  the  right  to  pursue 
the  studies  conducted  in  the  colleges,  and  to  accord  them  untrammeled  access 
to  the  preparatory  courses  of  the  Gymnasien;  so  thoroly  has  the  "woman's 
movement"  triumphed  in  these  days  over  the  old-time  prejudices  and  obses- 
sions. The  only  question  that  was  raised  was:  How  shall  we  arrange  the 
curriculum  of  the  Gymnasium  for  girls,  and,  in  particular,  how  are  the  stages 
leading  to  the  higher  schools  for  girls  to  be  worked  out  ? 

The  discussion  proceeded  on  the  assumption  that  the  Oberlyzeum  was  to 
be  established  as  an  educational  institution  entirely  independent  and  com- 
plete in  itself.  Of  course,  it  takes  for  granted  that  a  suitable  preUminary 
education  has  been  obtained;  but  its  course  is  not  confined  to  being  a  direct 
continuation  of  that  of  the  Lyzeum.  Just  as  the  latter  has  an  independent 
standing  and  position  of  its  own,  so  has  the  Oberlyzeum.  It  can  maintain 
relations  with  a  Lyzeum,  and  can,  nevertheless,  exist  as  a  thoroly  inde- 
pendently organized  institution — very  much  as  is  the  case  with  the  "college" 
in  England  and  America.  And  on  this  basis  the  internal  government  of  the 
institution  has  been  estabhshed:    there  is  no  hard-and-fast,  unchangeable 


Papers]  HIGHER  EDUCATION  FOR  WOMEN  IN  PRUSSIA  401 

curriculum  which  is  forced  on  all  alike;  but  a  variety  of  courses  with  optional 
subjects  in  each.  The  course  customarily  followed  resembles  that  of  the 
Oherrealschiden,  with  sciences  and  modern  languages  as  the  principal  sub- 
jects. A  second  course  closely  follows  that  given  in  the  classical  Gymna- 
sium, with  the  dead  languages  as  the  prominent  feature.  And,  finally,  there 
is  the  course  occupying  a  position  midway  of  the  two  others,  patterned  largely 
after  the  plan  of  the  Real(^ym>iasium,  with  Latin,  but  not  Greek.  As  a  rule 
the  ultimate  object  is  matriculation  preparatory  to  entering  college;  yet  even 
so,  the  training  obtainable  in  the  Oberlyzeum  is  of  distinct  value.  This  is 
apparent,  also,  in  the  permission  which  it  is  contemplated  extending  to  girls 
to  attend  lectures,  in  cases  where  they  arc  following  a  limited  number  of 
distinctly  optional  subjects.  The  normal  length  of  this  course  will  be  four 
years. 

At  this  point  arose  the  opposition,  whose  principal  mouthpiece  was  INIiss 
Helene  Lange.  This  opposition  was  based  on  the  following  contentions: 
that  in  the  usual  course  of  events  preparation  for  the  Oberlyzeum  naturally 
succeeds  the  Lyzeiim  itself,  that  is,  in  a  ten-year  course.  Add  to  this  the  four 
years  of  the  Oberlyzeum  course  itself,  and  you  have  an  aggregate  of  fourteen 
years'  preparation  for  college:  two  years  longer  than  the  corresponding 
course  for  boys.  Thus  girl  students  would  reach  the  university  at  twenty 
years  of  age  instead  of  at  eighteen,  as  in  the  case  of  the  young  men,  and  they 
are  therefore  proportionately  delayed  in  their  preparation  for  embarking  on 
their  life-work.  This  results  in  a  heavy  burden  being  imposed  on  the  indi- 
viduals and  on  their  families,  since,  as  a  rule,  the  women  pursuing  higher 
studies  are  not  to  be  found  among  the  well-to-do  classes.  And  this  imposi- 
tion is  the  more  unfair  since  it  will  be  conceded  that  it  is  only  girls  earnest 
and  gifted  above  the  average  who  devote  themselves  to  scientific  .studies. 
For  this  reason,  it  was  declared,  the  demand  that  girls  be  enabled  to  reach 
the  university  thru  a  twelve-year  course  is  reasonable.  And  it  was  urged 
that  to  this  end  the  Lyzeum  curriculum  should  be  bifurcated,  so  to  speak, 
after  the  pupil  is  twelve  years  old;  that  the  course  of  the  general  higher  girls' 
school  should  branch  off  at  this  point  with  Latin,  which  thus  would  lead  to 
the  final  examination  in  six  years. 

In  .spite  of  the  most  brilliant  and  importunate  advocacy,  the  demand 
failed  of  approval;  a  large  majority  of  the  members  of  the  Conference  held 
fast  to  the  outlines  of  the  original  plan.  I  believe  they  were  right.  The 
following  reasons  seem,  in  the  main,  to  be  the  ones  to  be  taken  into  account. 

Under  the  constitution  of  the  higher-girls'-.school  system,  it  is  impossible 
to  make  provision  for  the  smoothest  possible  road  to  the  university  by  means 
of  a  uniform  short  cut  thru  the  curriculum.  Under  the  enactment  of  the 
boys'-school  system,  the  situation  is  somewhat  different.  With  them  the 
matriculation  examination  and  the  succeeding  academic  studies  must  be 
consistently  i)lanncd  for  with  a  more  or  less  dcfmitcness  of  aim.  .And  in 
practice  the  higher  bf)ys'  s(hof)l  is  regarded  as  a  college.     In  earlier  times  (he 


402  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

higher  middle-class  school  achieved  for  itself  some  sort  of  independence  of 
the  college  under  the  guise  of  the  so-called  Realschule.  What,  however, 
seems  contradictory  is  the  fact  that  even  among  those  who  need  and  desire 
a  higher  middle-class-school  course  to  follow  after  they  have  reached  their 
sixteenth  year,  the  practice  is,  nevertheless,  to  complete  their  studies  in  the 
lower  and  middle  classes  of  the  Gymnasium  and  the  college — a  situation  that 
results  in  serious  regrettable  interruption  and  drawbacks. 

In  the  school  system  for  girls  there  is  no  necessity  whatever  for  duplicating 
this  intrinsically  objectionable  combination  of  college  and  higher  middle- 
class  school.  Under  this  system,  matriculation  and  college  studies  will 
always  be  regarded  as  the  exception.  And,  owing  to  the  lengthening  of  the 
general  course,  this  exception  will  come  to  be  all  but  overlooked.  The  higher 
girls'  school,  from  now  on,  will  have  to  develop  its  own  curriculum  entirely 
with  reference  to  its  own  needs  and  conditions,  without  taking  into  considera- 
tion a  possible  scientific  course  to  follow.  If  the  proposed  bifurcation  of 
the  course  were  to  be  inaugurated,  and  thus  provide  a  special  course  after 
the  twelfth  year  of  age  for  those  who  contemplated  a  university  course  later 
on,  it  would  result  in  a  deep-seated  disturbance  in  the  curriculum  planned 
for  them  after  they  have  attained  their  sixteenth  year.  Parents  and  young 
girls  would  then  be  confronted  with  the  question, — a  question  it  would  be  far 
too  early  to  be  able  to  settle  properly:  Shall  it  be  college  or  higher  girls' 
school  ?  And  the  disquieting  discussion  would  not  only  result  in  unnecessary 
heat,  but  would  probably  often  lead  to  far-reaching  dissension.  Parents' 
pride  and  daughters'  hastiness,  ambition  and  jealousy,  combined  with  the 
reflection  that  it  can  always  be  tried,  and,  if  it  does  not  "go,"  can  always  be 
abandoned,  added  to  the  fact  of  holding  one's  self  free  to  make  the  choice 
as  is  the  case  with  the  boys'  school,  would  prove  the  death-blow  to  the  college 
course.  And  the  result  would  then  be  just  the  same  as  in  the  case  of  the 
boys'  school:  that  after  longer  or  shorter  trial  the  experiment  would  have  to 
be  abandoned,  ending,  after  futile  labor,  in  a  bungling,  half-acquired  knowl- 
edge of  Latin.  Or  the  result  might  be  that,  pride  forbidding  the  admission 
that  one  was  mistaken  concerning  one's  strength  and  talents,  a  determination 
might  be  reached  to  follow  to  the  end  the  course  originally  decided  on,  in 
spite  of  all  the  handicap  of  nature.  And  we  should  then  find  the  number  of 
unfit  young  men  (of  whom  there  are  not  a  few  at  the  universities)  augmented 
by  the  presence  of  unfit  young  women,  with  the  sad  prospect  of  the  disillu- 
sionment awaiting  them. 

But,  passing  from  this  extreme  possibility,  have  we  any  real  occasion,  by 
so  arranging  the  curriculum,  to  attract  the  daughters  of  the  leisure  class, 
and  then  to  "crowd"  them  in  their  studies,  as,  it  must  be  admitted,  is  done 
with  their  sons  at  the  Gymnasium?  I  think,  on  the  contrary,  it  is  desirable 
rather  that  they  should  be  held  back,  not  to  say,  even  deterred.  It  seems  to 
me  wholly  undesirable  that  we  should  follow  America's  example  of  making 
the^learned  professions  more  and  more  accessible  to  the  female  sex:  (i)  On 


Papers]  HIGHER  EDUCATION  FOR  WOMEN  IN  PRUSSIA  403 

account  of  the  thing  itself;  for  we  can  scarcely  believe  that  the  professional 
duties  of  the  j)hysician  or  of  the  teacher  can  be  more  effectively  undertaken 
bv  women  than  b\"  men.  Howexer  great  may  be  the  achievements  of  a  few, 
we  shall,  nevertheless,  have  no  occasion  to  abandon  the  old  conviction  that 
in  general  a  manV*  ^trengtll  and  skill  in  these  callings  are  greater,  more  reU- 
able,  more  lasting,  and  more  persevering  than  a  woman's.  From  the  facts 
alone  that  the  woman  ages  earlier,  and  there  always  remains  in  the  back- 
ground the  possibility  of  her  marrying,  it  may  be  urged  that  her  training  for 
these  professions,  demanding  so  long  a  preparation  as  it  does,  is  more  un- 
thrifty than  in  the  other  case.  Even  the  Americans  are  Ix'ginning  to  give 
iheni.-elves  pause  and  to  ask  whether,  in  the  highest  sense,  it  is  expedient 
that  their  school  matters  should  be  so  preponderatingly  controlled  by  women; 
whether  in  training  boys  to  become  men,  it  is  not  better  to  intrust  their  man- 
agement to  men.  (2)  On  account  of  the  individuals  themselves:  for  the 
woman  scarcely  e\"er  finds  the  same  satisfying  gratification  in  such  a  calling 
as  does  a  man.  The  proof  of  this  is  seen  in  the  reachness  displayed  by  women 
to  embrace  each  offered  opportunity  to  escape  from  their  profession  and  to 
enter  the  married  .state  as  the  one  true  and  sati>fying  vocation.  (3)  Anc', 
la>tlv,  not  on  account  of  the  joint  contact  of  the  se.xcs  involved.  The  crowd- 
ing of  women  into  the  learned  professions  is  followed  by  the  immediate 
result  of  a  prejudicial  effect  on  the  establishment  of  families;  not  so  mucli, 
perha])s,  because  it  diverts  the  woman's  thoughts  from  marriage — she  will 
cast  furtive  glances  at  it  anyhow — as  that  by  her  presence  she  crowds  out 
from  such  positions  the  men  who  would  be  able  to  support  a  household  if 
they  occupied  them  themselves.  Ten  thousand  self-sustaining  female 
teachers — would  it  not  be  more  desirable  for  the  sake  of  the  community  if 
we  had  in  their  j)lace  ten  thousand  married  male  teacliers  ?  True,  they 
would  cost  more;  but  would  not  ten  thousand  teachers'  families  with  their 
accretions  more  than  recoup  this  e.xpense  ?  Who  shall  say  how  weighty 
is  the  influence  which  tlie  teacher's  house,  serving,  so  to  speak,  as  a  gang- 
|>lank  between  the  lower  and  u])per  classes  of  society,  has  exerted  and  will 
c(jntinue  tf)  exert — the  school  teacher's  house,  but,  etjually,  the  head-master's 
family.  The>e  are  all  things  whose  value  cannot  be  exactly  computed  in 
figures;  they  touch  us  closely,  however,  and  are  not  without  weiglit.  We 
cannot — nor  would  we — altogether  exclude  women  from  the  karneil  j)ro- 
fessions;  but,  on  the  other  hand,  it  is  e(|uall\  out  ol  llic  ([Uolion  tlial  we 
should,  by  means  of  an  adjustment  of  the  school  curriculum,  present  to  them, 
as  something  necessary  or  natural,  a  c  hoice  of  such  u  career.  To  stamp  the 
higher  .schools  for  girls  with  sudi  ( liaractcristics  as  graihuilly  to  lause  the 
well  t<t-do  familie.-.  to  regard  it  as  a  social  duty  to  cause  their  daughters  to 
study  along  the  same  lines  as,  unhappily,  their  sons  now  do  this  1  should 
regard  as  disastrous;  and  the  dironit  crowding  of  tlie  professions  is  the 
inevitable  result. 

Thus  it  will  be  nei  essary  so  to  arrange  the  curric  uhim  that  il  shall  aim 


404  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

to  terminate  with  the  pupil's  sixteenth  year  of  age;  that  it  shall  necessitate  a 
distinct  resolve — I  could  almost  wish  for  a  strain — to  take  up  the  curriculum 
of  the  Gymnasium.  Only  unusual  energy  and  talents  together  with  other 
favoring  circumstances,  should,  as  a  rule,  justify  such  a  resolve.  The  more 
emphatically  the  school  will  declare  that  it  expects  no  such  resolve  on  the  part 
of  its  pupils,  the  better.  We  should  be  starting  ourselves  on  a  fatal  course 
if  we  were  to  offer  up  the  girls'  school  at  the  shrine  of  the  girls'  Gymnasium, 
even  as  we  have  sacrificed    the  higher  boys'  school  to  the  Gymnasium. 

If  this  be  insisted  upon,  it  may  well  appear  an  open  question  whether  the 
proposed  order  of  instruction  does  not  make  too  much  concession  to  the 
opposite  principle,  in  that  it  will  provide  for  a  collateral  Latin  course  of  six 
hours  weekly  in  the  two  upper  classes  of  the  Lyzeiim,  and  in  such  a  manner 
that  those  who  take  this  subject  will  be  compelled  to  receive  somewhat  less 
instruction  in  German  and  French.  Perhaps  it  would  have  been  more 
suitable  to  leave  a  contingent  Latin  course  wholly  to  the  promptings  of  indi- 
vidual diligence.  The  resultant  necessary  additional  work  "would  have  been 
a  test  of  the  student's  capabilities;  and  to  obtain  a  competent  teacher  for  the 
purpose  would  scarcely  have  resulted  in  appreciable  difficulty  anywhere. 
Such  a  man  is  not  seldom  to  be  found  in  the  house,  or  at  least  in  the  imme- 
diate neighborhood.  Thus  something  like  the  beforementioned  "bifurcation" 
forces  itself  in  after  all,  which  is  closely  related  to  the  ambition  to  become 
one  of  the  "college  students."  It  is  thus  clear  that,  apart  from  the  possible 
individual  studying,  provision  for  taking  elementary  Latin  might  be  incor- 
porated in  the  general  scheme.  I  admit  that  I  have  not  been  able  minutely 
to  figure  out  such  a  provision.  In  any  case,  the  gratification  of  any  such 
ambition  may  well  be  left  to  individual  enterprise. 

Likewise,  it  would  not  seem  to  me  as  an  impossible  concession  if,  with  a 
view  to  the  development  of  possible  candidates  for  the  Gymnasium,  the  course 
for  the  upper  classes  of  the  higher  girls'  school  should  be  kept,  as  far  as  pos- 
sible, free  of  all  new  subjects,  so  as  to  make  the  graduation  from  such  classes 
easier  for  the  aforementioned  candidates.  It  is  true  that  if  the  final  class 
were  to  cover  merely  a  general  review  without  covering  material  branches 
which  would  lead  to  new  levels,  it  would  lose  in  prestige  in  the  pupils'  minds. 
And  the  same  objection  would  apply  to  a  too  comprehensive  approach  to  the 
Oberlyzeum.  If  it  were  attempted  to  convert  the  lowest  grade  into  a  sort  of 
reception-class,  whose  object  would  be  to  bring  all  its  pupils  who  would,  of 
course,  have  come  from  all  sorts  of  schools  and  private  teachers  to  the  same 
level  by  means  of  review  and  complementary  studies,  the  result  would  be  not 
only  to  rob  the  general  course  of  a  whole  year  which  could  ill  be  spared,  but 
it  would  tend  to  dull  the  zeal  of  those  who  brought  ambition  with  them. 
And  likewise,  it  would  serve  to  postpone,  in  the  case  of  the  "unfit,"  a  recog- 
nition of  their  mistake. 

Some  doubt  might  even  be  entertained  as  to  the  wisdom  of  the  nomen- 
clature of  the  different  institutions.     The  terms  Lyzeum  and  Oberlyzeum  (as 


Papers]  HIGHER  EDUCATION  FOR  U'OMEN  IX  PRUSSIA  405 

in  the  case  of  the  Realschule  and  Oberreahchule)  give  rise  to  the  idea  that  the 
latter  is  a  continuation  and  rounding-out  of  ihc  former.  Franklr  speaking,  a 
new  characterization  of  the  new  arrangement  is  needed,  as  over  against  the 
old  TbchterscJmle  and  MddcJicngymuasiitni. 

In  the  fmal  discussion  many  secondary  considerations  may  well  be  in- 
cluded. It  might  be  urged  that  the  nine-year  Gymnasium  course  for  l)oys 
is  all  too  short;  .since  in  actual  practice  it  often  extends  over  an  appreciably 
longer  period  with  necessary  class-review  work.  The  average  age  of  those 
who  matriculate  is  twenty  years.  And  for  our  university  requirements,  this 
is  not  too  high.  To  leave  school  at  an  earlier  age  is  not  always  an  unmixed 
blessing,  however  much  it  may  be  desired  by  parents.  It  would  be  (juite 
proper,  therefore,  if,  for  .the  girls,  with  their  weaker  constitution  and  more 
timid  dispositions,  we  were  to  endeavor  to  lay  out  a  somewhat  more  level 
path  than  the  all- too  steep  highway  of  the  nine-year  Gymnaskim  course. 
If,  at  twenty  years  of  age,  they  attain  the  point  where  they  can  enter  college, 
it  would  prove  a  more  suitable  age.  And  if,  in  reaching  this  goal  by  the  longer 
route,  they  have  gained  a  mental  and  physical  maturity,  this  will  prove  of 
immense  advantage  in  the  later  university  course,  and  might  even  aid  in 
.shortening  the  latter.  The  avoidance  of  the  year  of  dienen  and  of  strenuous 
study  which  is  so  often  undertaken  by  our  students,  will  always  assure  them 
the  means  of  "catching-up"  with  their  fellow  male  students. 

Moreover,  there  would  in  no  case  be  any  compulsion  to  pursue  the  full 
fourteen-year  course  thru  Lyzeum  and  Oberlyzeum.  No  one  would  be 
jjrevented  from  reaching  the  goal  by  pas.sing-over  certain  classes.  This  was 
not  an  unusual  thing  in  colleges  in  earlier  days,  accomplished  by  means  of 
strenuous  private  tutoring,  and,  without  doubt,  was  an  advantage  over  the 
present  system  of  filling  out  the  entire  period  allotted  to  each  grade.  Admis- 
.sion  to  the  Oberlyzeum  is  by  no  means  conditioned  on  completing  the  full 
course  of  the  Lyzeum.  It  will  eventually  be  necessary  to  determine  the 
candidate's  attainments  and  general  preparation  by  means  of  ;in  entrance 
examination,  but  no  conditions  will  be  impo.sed  as  to  the  manner  in  which 
these  were  acquired.  A  good  course  of  private  tutoring — which  is  not  to  he 
confounded  with  "cramming" — as.suming  the  necessary  capacity  and  deter- 
mination, can,  without  doubt,  lead  to  the  goal  by  a  .shorter  route  than  the 
schools  afford.  As  a  rule,  of  course,  preference  must  be  given  to  the  school, 
and,  in  practice,  preparation  for  the  university  will  generally  be  found  to 
rcfjuire  the  stated  term.  1  slxjuld  not  regret  if  a  year  were  oixasionally 
interjected  between  the  Lyzeum  and  the  Oberlyzeum  for  tht  lini-hing  touches 
in  hou.sehcjld  ec(»nomics — if  for  no  other  reason  than  for  the  .sake  of  llu-  |)o.ssiblc 
marriage  which  might  en.sue.  The  "crowding"  incident  lo  the  (juickest 
possible  completion  of  the  course  is  assuredly  the  most  unheallhful  condilion 
to  which  a  young  girl  can  be  subjected. 

4.  To  go  into  jjarticulars  of  the  j)lan  and  course  of  instruc  lion  of  the  two 
institutions  is  not  my  intention.     I  have  but  a  few  suggestions  lo  add. 


4o6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

Collaterally  to  the  Lyzeiim  course,  which  will  assure  a  complete  school 
education,  there  should  be  established  courses  for  a  general  rounding-out  of 
the  education  of  adult  girls,  and  for  training  in  the  various  vocations  of  life. 

Classes  for  a  general  finishing  education  would  provide  for  those  subjects 
which  are  of  highest  importance  to  the  mistress  of  the  house  and  the  mother; 
such  as  the  economic  sciences,  with  a  theoretical  foundation,  the  laws  of 
health,  with  the  necessary  details  of  anthropology  and  physiology,  rules  for 
the  care  and  upbringing  of  children,  with  training  in  nursing  and  kinder- 
gartens. We  have  been  reproached  for  not  keeping  these  things  in  view; 
but  this  is  unfair.  It  was,  from  one  point  of  view,  unreasonable  to  overload 
the  course  with  too  many  subjects.  Those  selected  were  numerous  and 
burdensome  enough.  And,  from  another  point  of  view,  it  is  desirable  that  in 
respect  to  such  subjects  a  certain  amount  of  liberty  and  individualization 
should  obtain,  which  is  impossible  in  a  minutely  laid-out  plan  of  studies; 
and,  for  the  rest,  a  certain  private  initiative,  which  is  here  attended  with  the 
best  results,  must  be  given  greater  opportunity  for  its  display. 

As  regards  the  Oberlyzeiim,  it  was  but  right  that  the  majority  of  the  pupils 
should  be  accorded  the  opportunity  of  following  the  path  which  leads  to  the 
Oherrealschide.  And  so,  also,  in  the  case  of  those  who  have  no  intention  of 
following  up  their  studies  at  the  university.  The  same  is  true  for  those  who 
have  in  mind  the  study  of  mathematics  and  natural  sciences.  And  if,  as 
seems  probable,  the  medical  departments  shall  next  open  their  doors  to 
graduates  from  the  Oherrealschide,  such  young  women  as  intend  to  devote 
themselves  to  the  profession  of  medicine  will  likewise  find  that  there  is  no 
longer  any  need  for  any  very  extensive — I  repeat,  extensive — course  in  Latin. 
For  the  future  teachers  of  the  humanistic  sciences,  theology,  languages,  his- 
tory, a  knowledge  of  Latin,  and,  in  certain  circumstances,  of  Greek  also,  will 
always  remain  desirable,  if  not  indispensable — for  female  and  male  teachers 
alike.  To  permit  entrance  to  the  schools  on  equal  terms  will  entail  the  neces- 
sity of  furnishing  correspondingly  equal  instruction  to  the  entrants.  Possibly, 
in  other  respects,  the  "modern"  curriculum  of  the  Oberlyzeum  will  not  strictly 
correspond  to  that  followed  by  the  Oberrealschule;  it  will  necessarily  be 
somewhat  more  "humanistic"  in  character,  if  only  for  the  reason  that  the 
technical  colleges,  for  which  the  Oberrealschule  was  originally  a  preparatory 
school,  have  made  no  provision  for  the  entrance  of  women  as  scholars.  For 
those  who  would  become  teachers,  even  of  mathematics  and  natural  sciences, 
as  well  as  for  female  physicians,  a  thoro  training  in  the  humanistic  sciences 
will  always  be  of  extreme  value.  This  was  not  overlooked  in  the  establish- 
ment of  the  general  plan.  But  it  is  noteworthy  that  this  same  plan  will  be 
found  to  have  made  one  provision,  also,  for  a  philosophical  course.  In  fact, 
what  would  be  otherwise  a  strongly  "realistic"  course  will  be  found  to 
contain  a  noteworthy  illustration  of  the  fact  that  a  comprehensive  view  of 
things  cannot  be  obtained  from  a  knowledge  of  natural  sciences  alone. 

A  completion  of  the  Oberlyzeum  course  with  its  concomitant  ripening  of 


Papere]  HIGHER  EDUCATION  FOR  WOMEN  IN  PRUSSIA  407 

the  miml,  will  thus  guarantee  to  women  the  rijjjht  to  enter  the  university  on 
equal  terms;  and  in  any  event,  the  right  to  matriculate  can  no  longer  be 
denied  them,  as  has  hitherto  been  the  case  in  Prussia.  And,  in  like  manner, 
the  right  on  the  part  of  individual  teachers  to  deny  access  to  their  lecture- 
rooms  will  come  to  an  end.  For  particular  medical  .subjects,  special  courses 
will  undoubtedly  have  to  be  arranged.  It  goes  without  saying  that  equal 
rights  carry  with  them  correspondingly  equal  duties.  The  academic  as  well 
as  the  state  examinations  will  establish  uniform  requirements  of  both  sexes, 
and,  in  particular,  the  would-be  female  principal  must  measure  up  to  the 
standard  set  for  men.  The  natural  result  will  be  that  both  will  enter  life 
with  equal  facilities — at  least  with  res])ect  to  the  higher  girls'  schools.  Will 
this  be  so  with  respect  to  the  boys'  schools  also  ?  Thus,  altho  under 
difficulties,  the  American  plan  of  coeducation  in  the  higher  schools  is  finding 
a  foothold;  small  beginnings  have  already  been  made.  In  the  meantime, 
even  from  America,  warnings  against  the  overvaluation  of  the  system  reach 
us,  due  to  the  cheapening  of  the  privilege.  The  same  appreciation  and 
recognition  of  its  advantages  are  not  accorded  to  the  system  by  thoughtful 
men  that  are  urged  by  the  average  American,  enveloped  in  an  atmosphere 
of  democracy,  radicalism,  and  general  "up-to-dateness." 

On  the  other  hand,  the  fullest  recognition  cannot  be  refused  the  system 
in  the  higher  girls'  schools;  and  the  management  of  the  institutions  w-ill  be 
subject  to  it.  Passionate  protests  have  been  made  against  this.  It  is  declared 
that  it  is  beneath  the  dignity  of  a  man,  as  such,  to  submit,  as  a  teacher,  to 
the  direction  of  a  woman.  *  I  cannot  share  this  view.  If  a  woman  has  execu- 
tive ability — and  this  is  certainly  to  be  found  in  women — and  inasmuch  as 
many  private  schools  are  managed  by  women  with  good  results,  it  is  not 
easy  to  see  why  a  man's  honor  should  be  imi)ugned  if  he  should  make  his  own 
work  fit  in  with  such  an  institution.  The  guiding  hand  of  a  woman  would 
be  of  especial  value  in  such  Oberlyzeen  as  were  devised  on  the  plan  of  (he 
English-American  colleges,  with  a  complete  "boarding-school"  system  of 
their  own.  And  I  am  persuaded  that  it  would  be  highly  advantageous  if  at 
least  a  few  of  the  Oberlyzeen  were  .so  arranged;  they  ])osse>s  advantages  in 
their  influence  on  character-builcling,  and  in  rcsjiect  to  the  development  of 
individuality  which  the  family  training  does  not  exhil)it  in  every  case.  It 
remains  to  be  seen  whether  the  time  will  (ome  wlien  wealth  will  be  devoted 
more  than  at  i)rcsent  to  the  founding  of  such  establishments. 

Finally,  girls'  schools  would  progress  to  greater  signifuaiKe  and  imjtor- 
tance  if  ({ualified  teachers  did  not  consider  themselves  too  good  (<>  remain 
permanently  on  their  stalT.  That  (ould  not  be  said  of  them  as  long  as  the 
higher  girls'  school  was  not  regarded  as  belonging  in  the  higher  edut  aiioiial 
circles,  but  was  relegated  to  the  class  represented  by  tlic  public  ^i  IkkiI.  \\  iih 
the  establishment  of  the  Lyzcutn  as  c)ne  of  the  higher  s(  iiools,  this  obstac  le 
will  disiippear.  Presumably  male  teachers  will  still  (onliiuie  to  bend  their 
efforts  toward  obtaining  positions  in  (lie  iiyiinuisiitni,  as  (Ju-  older  and  more 


408  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

agreeable  institution.  On  the  other  hand,  the  new  Oberlyzeiim,  with  its  new 
practices,  its  greater  adaptability  of  courses,  and  its  highly  qualified  scholars, 
offers  an  attractive  prospect  to  which  male  teachers  may  well  remain  loyal. 

The  new  arrangements  for  girls'  schools,  under  the  auspices  of  the  state, 
is  practically  little  more  than  a  plan,  a  plan  which  the  state  will  not  undertake 
to  carry  out  or  develop,  but  which  is  turned  over  to  the  cities  and  to  private 
enterprise,  even  tho  the  establishment  of  a  few  such  institutions  by  assist- 
ance from  the  state  is  not  altogether  impossible.  Such  interest  on  the  part 
of  the  state  might  concern  itself  with  institutions  conducted  on  the  plan  of 
boarding-schools  resembling  the  ancient  Fiirstenschulen,  designed  for  the 
benefit  of  indigent  but  talented  daughters  of  officials,  teachers,  and  ministers. 
In  the  main,  however,  the  benefit  of  this  plan  would  consist  in  the  fact  that 
gradually  all  the  existing  establishments,  conducted  by  the  city  or  private 
enterprise,  will  develop  into  such  schools.  The  resulting  advantages  would 
suffice  for  external  justification.  A  more  intimate  justification,  however, 
must  lie  in  the  conviction  as  to  the  applicability  of  the  plan.  For  my  own 
part,  I  believe  it  will  bear  honest  and  thoro  examination. 


ON  THE  DEVELOPMENTS  AND  CHANGES  IN  PRIMARY 

TEACHING  IN  FRANCE  DURING  THE  THIRD 

REPUBLIC  (1870-1906)^ 

PIERRE  EMILE  LEVASSEUR,   PROFESSOR  AT  THE  COLLEGE  OF 
FRANCE,   PARIS 

Public  instruction  has  been  the  object  of  very  keen  anxiety  under  the 
Third  Republic.  It  has  had  ample  and  varied  development,  it  has  aroused 
long  and  ardent  debates,  and  in  its  legal  organization  and  in  the  constitution 
of  its  schools,  it  has  undergone  very  great  changes,  which  have  been  imposed 
upon  it  by  republican  policy. 

Without  too  minutely  recalling  the  system  in  vogue  previous  to  1870,  it 
will  be  useful,  before  speaking  of  the  achievements  of  the  Third  Republic,  to 
divide  the  history  of  that  system  into  five  distinct  periods. 

1.  During  the  great  Revolution  of  1789  to  1795,  the  subject  of  general  edu- 
cation had  awakened  an  interest  in  the  minds  of  the  leading  authorities,  which 
resulted  in  the  formation  of  important  bills  followed  by  the  enactment  of  some 
into  law;  but  the  greater  part  of  these  laws  had  not  been  applied. 

2.  This  education  had  been  the  subject  of  no  special  law  during  the  First 
Empire  and  the  Restoration.  Nevertheless,  during  the  Restoration  it  had 
been  the  object  of  numerous  special  endowments  and  was  the  cause  of  ardent 
rivalry  between  the  ecclesiastics  who  pursued  the  plan  of  teaching  in  classes, 
and  the  liberals  who  argued  in  favor  of  teaching  singly. 

3.  It  was  during  the  reign  of  Louis  Phillippe  that  the  first  organic  law 
establishing  primary  teaching  — the  law  of  June  28,  1833,  known  as  the  Guizot 

'Translated  at  the  University  of  Chicago  Press,  Chicago,  111. 


Papers]  PRIMARY   TEACHING  IN  FRANCE  409 

law — was  enacted.  As  a  result,  the  establishment  of  numerous  public  schools 
followed;  while  the  number  of  pupils  registered  in  primary  schools,  both 
public  and  private,  increased  in  1847  to  3,530,000. 

4.  Under  the  Second  Republic,  the  fear  that  socialistic  ideas  might  be 
promulgated  by  means  of  the  school  was  mainly  instrumental  in  bringing  about 
the  passage  of  the  law  of  March  15,  1850.  On  one  hand,  this  rendered  the 
maintenance  of  girls'  schools  obligatory  for  townships  of  more  than  800 
inhabitants;  and  on  the  other,  it  organized  the  administration  in  sucli  a  way 
as  to  place  the  teachers  under  the  influence  of  the  clergy  and  to  favor  the 
development  of  clerical  schools.  All  lay  teachers  were  regarded  \vith  suspicion 
during  the  first  ten  years  of  the  Empire. 

5.  With  the  new  direction  of  imperial  politics  after  the  war  with  Italy, 
the  school  situation  changed  during  the  latter  half  of  the  Empire.  Under 
Victor  Duruy  as  minister,  adult  courses  were  greatly  encouraged.  The  law  of 
April  10,  1867,  made  the  maintenance  of  girls'  schools  mandatory  for  town- 
ships of  more  than  500  inhabitants,  and  authorized  each  townshij)  to  give 
free  primary  tuition  on  condition  that  four  centimes  be  added  to  the  three 
centimes  by  which  the  four  direct  tax-levies  were  increased,  and  which 
already  sufficed  to  pay  part  of  the  salary  of  the  teachers  and  the  expense  of 
maintaining  the  schools. 

In  1850,  under  the  Second  Repul^lic,  there  were  to  be  found  in  France 
60,579  primary  schools,  public  or  private,  and  3,332,000  pupils  enrolled  in 
these  schools  (a  number  inferior  to  that  shown  by  the  minister's  report  at  the 
end  of  the  reign  of  Louis  Phillippe).  In  1872,  after  the  fall  of  the  Empire,  there 
were  70,179  schools  and  4,722,000  pupils  enrolled.  During  this  time  (1850- 
72)  the  number  of  lay  private  .schools  had  decreased,  while  the  private  clerical 
.schools  had  increased.  The  number  of  public  schools  had  also  increased, 
principally  those  belonging  to  the  clericals,  which  had  been  augmented  from 
6,564  to  12,060  between  the  years  1850  and  1863. 

This  progress  of  the  ecclestiastical  schools,  which  was  tiue  to  tlie  law  of 
1S50  and  to  the  policy  oi  the  government  during  the  first  years  of  the  I'.inpire, 
hafl  been  momentarily  checked  during  Duruy's  ministry. 

The  first  years  of  the  'I'liird  Republic  are  chiefly  noticeable  on  account  of 
the  |)e<lagogi(al  organization  which  (ireard,  director  of  j)rimary  teaching  in 
the  de|)artment  of  the  Seine,  ga\e  lo  the  schools  of  the  c  ity  of  Paris  and  wlii(  h 
has  .served  since  as  a  type  for  the  general  reorganization  of  ])ul)lic  sc  hools  in 
France.  At  this  early  period  of  the  Third  Repul)hc  there  is  but  one  law 
deserving  of  mention:  that  of  .Man  h  19,  1875.  Tlii>  iiu  rcascd  from  ihice 
centimes  to  four  centimes  the  additional  amount  whic  h  the  townsiiips  sliould 
vote  for  the  support  of  their  schools,  and  increased  the  minimum  .salary  for 
men  teachers  to  1,200  francs  and  for  women  teat  hers,  to  900  franc  s.  It  was 
only  after  the  defeat  of  May  16,  when  the  rc])ublican  party  came  into  power, 
that  the  reforms  .so  long  considered  by  them  began  to  be  executed. 


41 0  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

The  first  and  one  of  the  most  important  reforms  related  to  school  buildings. 
Many  schools  were  still  installed  in  rented  houses  very  poorly  adapted  to  the 
needs  of  instruction  and  to  the  requirements  of  hygiene.  The  law  of  June  i) 
1878,  compelled  the  townships  to  own  their  school  buildings.  It  appropriated 
a  double  fund,  one  of  60,000,000  francs  intended  for  distribution  among  them 
in  the  form  of  subsidies ;  the  other,  of  60,000,000  francs,  intended  to  be  lent 
for  the  purpose  of  assisting  in  the  cost  of  construction.  Subsequent  laws 
have  at  various  times  augmented  this  fund,  while  the  form  of  the  loan  and  the 
subsidy  has  varied. 

In  1902  the  budget  set  forth  the  fact  that  seven  hundred  and  eighteen 
miUions  had  been  distributed  in  subsidies  and  loans,  and  had  served  to  con- 
struct 37,908  schools,  182  normal  schools,  and  to  buy  or  improve  26,314  school 
furnishings.  These  seven  hundred  and  eighteen  millions  form  only  two- 
thirds  of  the  total  sum  spent;  to  this  sum  must  be  added  about  three  hundred 
millions  for  the  account  of  the  large  cities  which  did  not  have  recourse  to  the 
state.  This  brings  to  about  one  billion  francs  the  total  sum  devoted  to  the 
work  of  school-building  from  1878  to  1902.  Parliament  still  votes  every  year 
a  large  sum  to  aid  in  the  constructions. 

The  reorganization  of  instruction  upon  the  plan  conceived  by  the  republican 
party  commenced  a  short  time  after  the  promulgation  of  the  law  of  June  i, 
1878,  and  continues  to  this  day.  As  early  as  the  year  1872  the  French 
League  of  Instruction  had  presented  to  the  Bureau  of  the  Chamber  of 
Deputies  a  petition  bearing  more  than  a  million  signatures  asking  that  primary 
education  be  made  obligatory,  free,  civil. 

This  triple  desire  long  cherished  by  the  republican  party  was  realized  by 
the  laws  of  June  16,  1881,  of  March  28,  1882,  and  of  October  30,  1886,  and 
was  followed  by  other  complementary  laws.  These,  which  aroused  heated 
debate  in  the  press  and  whose  elaboration  and  discussion  in  Parliament  were 
slowly  and  laboriously  accomplished,  are  today  the  organic  laws  of  education. 
Three  men  have  contributed  much  to  the  preparation  of  the  bills  and  the 
application  of  the  laws:  Jules  Ferry,  as  minister  of  public  instruction; 
Paul  Bert,  as  reporter  in  the  Chamber  of  Deputies;  M.  Buisson,  as  director 
of  primary  instruction. 

1.  The  law  of  June  16,  1881,  abolished  entirely  all  charges  for  primary, 
elementary,  and  higher  education  in  the  public  schools. 

2.  The  law  of  March  28,  1882,  inaugurated  the  principle  of  compulsory 
education,  requiring  every  child  of  from  six  to  thirteen  years  of  age,  viz.,  during 
a  period  of  seven  years,  to  attend  a  school,  public  or  private,  unless  his  educa- 
tion at  home  were  provided  for.  This  law  at  the  same  time  determined  the 
subject-matter  of  primary  education. 

3.  The  law  of  October  30, 1886,  on  the  establishment  of  primary  education, 
followed  by  several  explanatory  enactments,  provided  for  the  classification 
of  schools  into  three  grades:  infant  schools,  formerly  known  under  the  name 


Papers]  PRIMARY  TEACHING  IN  FRANCE  411 

of  salles  d'asile;  elementary  primary  schools;  and  higher  primary  schools, 
which  had  been  omitted  by  the  law  of  March  15,  1S50.  The  infants'  schools 
which  existed  in  1886  had  to  be  annexed,  under  the  title  of  infants'  classes, 
to  the  several  primary  schools.  Primary  schools  were  able  to  add  to  their 
elementary  classes  a  course  in  higher  primary  instruction  extending  over  one 
or  two  years.  The  law  provided  that  the  instruction  in  all  public  schools 
should  henceforth  be  non-sectarian;  that  the  laicisatiou,  that  is  to  say,  the 
substitution  of  non-sectarian  for  clerical  schools  should  be  completely  accom- 
plished within  the  space  of  five  years  for  boys'  schools,  and  without  time 
limit  after  tlie  death  or  withdrawal  of  clerical  instructresses  for  the  girls'  schools. 

How  are  these  laws  applied  ? 

Free  education  led  to  a  complete  change  in  the  financial  policy  of  primary 
education.  Formerly  the  budgets  of  primary  instruction  had  been  provided 
(i)  by  township  funds  derived  principally  from  the  four  additional  centimes 
in  the  direct  ta.x-levy ;  (2)  by  an  additional  levy  of  four  centimes  for  the  benefit 
of  the  departments  and  devoted  chiefly  to  maintenance  of  the  primary  normal 
schools;  (3)  by  grants  by  the  state  which  supplemented  the  scanty  township 
resources;  (4)  finally,  by  academic  fees  whicli  parents  who  were  not  poor 
paid  for  the  schooling  of  their  children. 

The  townships  furnished  forty-one  millions  (all  their  expenses  were  not 
then  known):  academic  tuition-fees  provided  sixteen  millions;  the  depart- 
ments eight  and  one-half  millions;  the  state,  whose  contribution  had  much 
increased  since  Victor  Duruy  had  been  minister,  twenty-three  millions. 

The  law  of  July,  1889,  made  the  public  school  teachers  officers  of  the  state 
whose  salary  is  paid  out  of  the  general  budget  of  the  ministry  of  public  instruc- 
tion. They  no  longer  depend  upon  municipal  councils,  altho  the  town- 
ships still  vote  them  supplementary  salaries,  some  determined  by  law,  others 
optional.  The  tuition  fees  which  the  parents  paid  were  entirely  abolished. 
The  expense  which  fell  upon  the  departments  for  the  support  of  the  primary 
n<jrmal  sch(K)ls  no  longer  exists,  as  the  state  maintains  these  schools  with  the 
general  funds  of  the  budget.  The  contribution  of  the  departments  toward 
the  expenses  of  primary  education  is  therefore  today  insignificant.  The  con- 
tribution of  the  townships,  which  had  sunk  to  thirty  millions  during  the  first 
few  years  following  the  establishment  of  free  education,  has  since  increased, 
and  this  is  due  to  several  causes,  but  principally  to  the  piiyment  of  the  debts 
incurred  at  the  time  of  the  erecticm  (jf  the  schools.  The  amount  was  eighty- 
one  millions  in  1902. 

The  contribution  of  the  state  is  the  (jne  that  has  increased  the  most.  I'rom 
thirty-three  milli<jns  in  1886,  it  rose  to  one  hundred  and  fifty-five  millions 
in  1902,  increasing  from  year  to  year,  owing  to  the  application  of  the  new 
system.  While  the  total  expense  for  public  |>rimary  education  was  two  hun- 
dred and  thirty  six  millions  in  1902,  the  last  year  for  which  the  entire  expendi- 
tures are  known,  the  sum  payable  to  the  state  was  65  per  cent,  of  this.     Its  share 


412 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Anniversary 


has  almost  quadrupled  in  22  years.  It  is  still  increasing  and  will  continue 
to  increase:  primary  education  is  allowed  one  hundred  and  seventy-two  and 
three-quarter  millions,  in  the  budget  for  igo6. 

To  the  two  hundred  and  thirty-six  millions  of  the  year  1902  there  should 
be  added  the  expenses  of  private  primary  instruction;  but  these  are  nowhere 
obtainable. 


The  figures  relating  to  the  number  of  schools,  public  and  private,  and  to 
the  number  of  teachers,  male  and  female,  are  recorded  every  year  in  the  report 
called  etats  de  situation  which  the  primary  inspectors  send  to  the  minister  of 
public  instruction.  Comparison  of  the  year  1876-1877  which  preceded  the 
reforms  of  the  republican  government  and  which  is  on  the  other  hand  the  first 
year  of  which  the  commission  of  statistics  of  primary  instruction  (established 
in  1876)  published  the  results  in  detail,  with  the  year  1904-1905,  the  last  for 
which  complete  statistics  have  reached  the  minister,  furnishes  a  statistical 
measure  of  the  progress  accomplished.  We  give  the  figures  (for  France  alone, 
in  1876-1877,  for  France  and  Algeria  together,  in  1904-1905)  grouped  in  two 
ways:  (i)  in  public  schools  and  in  private  schools;  (2)  in  non-sectarian 
schools  and  in  clerical  schools. 


Primary  Schools 

Public :  boys'  and  mixedi 

girls' 

Private:  boys'  and  mixed' 

girls' 

Public :  non-sectarian 

Private:  non -sectarian 

Public:  clerical 

Private :  clerical 


1876-77 


71.547 


39.764 

19.257 

2.657 

9,869 

44,928 

23.365 

3.396 

10,116 

71.547 
45,816 

5.841 

13,205 

6,685 

81,805 
67,499 

10,697 

794 

2,815 

81,805 


'  Mixed  schools,  viz.,  those  receiving  boys  and  girls,  are  classed  with  the  boys'  schools  because  they 
are  most  often  taught  by  men  teachers. 

In  the  course  of  these  twenty-eight  years,  the  number  of  schools  has 
increased  more  than  10,000,  especially  in  the  direction  of  the  public  schools 
which  have  increased  more  than  9,000;  and  among  the  public  schools,  the 
non-sectarian  schools  have  gained  nearly  22,000  while  more  than  12,000 
public  ecclesiastical  schools  were  closed.  On  the  other  hand,  the  figures 
indicate  that  there  has  been  a  very  slight  increase  in  the  number  of  private 
schools  (986)  and  that  this  increase  is  entirely  to  the  advantage  of  the  non- 
sectarian  schools,  the  clerical  having  diminished  3,870  in  number. 

It  had  been  otherwise  up  to  1902-03.  The  number  of  the  public  clerical 
schools  had  become  in  fact  less  from  year  to  year;  the  diminution  had  been 
11,000  in  twenty-six  years.  But,  in  compensation,  the  ecclesiastics  had 
opened  private  schools,  and  the  number  of  these  new  creations  was  3,500. 


Papers] 


PRIMARY   TEACHING  IN  FRANCE 


413 


The  suppression  of  clerical  instruction,  of  which  we  will  speak  farther  on, 
produced  a  sudden  change,  and  the  schools  reconstructed  under  non-sectarian 
form  by  the  Catholics  have  for  two  years  been  taking  tlie  place  of  the  proscribed 
clerical  schools. 


Naturally  there  are  more  teachers  than  schools,  and  the  number  of  the 
former  has  proportionally  increased  more  than  the  latter  because  the  number 
of  pupils  in  the  city  schools,  especially  in  Paris,  has  increased,  and  because,  in 
general,  for  the  rural  as  well  as  for  the  urban  schools,  the  administration  has 
endeavored — without  always  succeeding — to  give  the  instruction  an  assistant 
when  the  number  of  pupils  exceeded  fifty. 


School  Teachers 


1876-77 


Public:     boys' and  mixed  schools. 

girls'  schools 

Private:  boys'  and  mixed 

girls'  


Non-sectarian,  public, 
private . 

Clerical,  public , 

private 


46,400 

33.663 

S.3I7 

25.329 

'  57.331 

54.817 

9.003 

29,716 

110,709 

53.240 

10,785 
26,823 

19,861 

150,867 

110,757 
27,002 

1,391 
11,717 

110,709 


150,867 


The  public  schools  have  gained  32,000  men  and  women  teachers,  and  as 
clerical  instructors,  male  and  female,  have  decreased  by  25,532  in  these  schools, 
it  follows  that  there  is  an  increase  of  57,517  in  the  non-sectarian  teachers. 
In  the  private  schools,  on  account  of  changes  necessitated  by  the  suppression 
of  clerical  instruction,  the  teachers  of  this  class  have  decreased  about  8,000, 
while  statistics  show  an  increase  of  more  than  16,000  of  the  city.  The  number 
of  pupils  has  increased  also;  but  not  as  much  proportionally  as  tliat  of  the 
teachers.     Here  are  the  figures  given  by  the  statistics. 


Pupils  of  Primary  Schools 


Public:  boys'  and  mixed 
girls'  

Private:  boys'  and  mixed, 
girls'  


Non-sectarian:  jjuIjUc. 

private. 
Clerical :  public 

private. 


1876-77 


2,197,632 

i,625,6<;6 

203,230 

690,357 


4.716,935 

2,337, '93 
3">36<) 

1,628,2X9 
440,084 


4. 7 » 6,935 


1904-S 


2,442,598 

2,070,616 

360,001 

694,815 


5,568,030 

4,446,693 

710,145 
66,521 

344,671 


5,568,030 


During  this  jjcriod  of  twenty-eight  years,  the  number  of  primary  schools 
has  increased  14  per  cent.;   the  numl)er  of  men  and  women  teachers  36  per 


414  _  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

per  cent.;  the  number  of  pupils  20  per  cent.  The  increase  has  been  greater 
for  girls  than  for  boys  because  in  1877  there  were  still  many  girls  who  did  not  go 
to  school.  The  public  schools  which  enrolled  in  round  numbers  2,109,000 
pupils  more  in  the  non-sectarian  schools,  and  1,562,000  pupils  less  in  the 
clerical  schools,  have  gained  a  total  of  548,000  pupils.  The  private  schools 
have  gained  about  303,000  entirely  to  the  advantage,  in  the  last  two  years,  of 
the  so-called  non-sectarian  schools;  total  increase,  851,000.  The  total  number 
of  the  pupils  enrolled  in  the  primary  schools,  public  and  private,  has  increased 
from  year  to  year,  from  1876-77  to  1888-89,  when  it  reached  the  number  of 
5,623,401.  This  is  the  highest  enrollment  which  has  been  reached  up  to  this 
time.  The  following  years  it  dropped  to  5,526,800  in  1900-1;  from  1901  to 
1904-5  it  rose  again  slightly. 

To  what  cause  can  this  decrease,  or  at  least  this  stationary  condition  extend- 
ing over  15  years,  be  attributed  ?  The  principal  and  most  apparent  cause  is 
assuredly  the  lowering  of  the  birth-rate  in  France.  In  1880  the  state  had 
registered  920,000  births;  in  1897,  859,000.  The  school  children  who  were 
nine  years  old  after  these  two  dates  could  not  be,  supposing  that  none  of  the 
survivors  failed  to  be  enrolled,  as  numerous  at  the  second  date  as  at  the  first. 
Other  causes,  such  as  irregularity  of  attendance,  or  even  total  withdrawal  of  a 
certain  number  of  children  notwithstanding  the  compulsory  education  law, 
and  the  confusion  caused  in  certain  families  by  the  closing  of  the  clerical 
schools,  have  probably  also  influenced  the  enrollment.  However  these  are 
secondary  causes;  the  birth-rate  is  the  principal  one. 

The  question  of  clerical  instruction  has  been  one  of  the  gravest  with  which 
Parliament  and  the  minister  of  public  instruction  have  had  to  deal  for  the 
past  twenty-five  years.  Between  the  republican  party  and  the  Catholic  church 
friction  and  political  antagonism  had  existed  for  many  years.  When  the 
organic  laws  of  1881-86  entirely  separated  primary  from  religious  instruction 
the  latter  of  which  had  henceforth  to  be  given,  not  by  the  school  teacher  but 
by  the  religious  teacher  and  outside  of  the  school— the  Catholics  manifested 
the  fear  that  this  absolute  separation  might  lead  to  the  "school  without  God" 
and  from  the  school  without  God  to  the  "school  against  God";  that  is,  that 
it  might  inculcate  materialistic  ideas  in  the  minds  of  the  children.  It  was 
then  that  they  struggled  to  increase  the  clerical  schools  so  as  to  compensate  for 
the  successive  closing  of  the  public  schools  of  this  order  that  had  been  proscribed 
by  the  law  of  1886.  Thus  it  was  that  the  city  of  Paris  having  in  three  years 
closed  136  public  clerical  schools  containing  41,479  pupils,  the  diocesan  board 
of  the  Christian  schools  founded  291  Christian  schools  which  received  54,280 
pupils.  Radical  deputies  often  complained  that  the  transformation  took 
place  too  slowly  to  suit  them. 

The  law  relating  to  articles  of  association,  promulgated  July  t,  1901, 
established  in  the  first  place  freedom  of  association ;  but  it  made  an  exception 
of  religious  congregations  which  henceforth  could  be  founded  only  after  author- 


Papfre]  PRIMARY  TF. ACHING  IN  FRANCE  415 

ity  had  been  conferred  to  by  law,  and  it  specified  that  no  person  belonging  to 
an  unauthorized  congregation  could  give  instruction.  In  virtue  of  this  law, 
the  minister,  during  the  years  1902-1903,  closed  10,049  clerical  schools  or 
classes.  The  Catholics  for  their  part  opened  5.839  new  private  schools  directed 
by  ecclesiastics  or  by  lay  teachers.  To  put  themselves  in  harmony  with  the 
law,  a  large  number  of  congregations  addressed  a  request  for  the  above-men- 
tioned authority  to  the  government.  The  government,  thru  the  Chamber 
of  Deputies,  rejected  en  viasscTxW  these  requests  (March  18,  1903). 

The  law  of  July  7,  1904,  definitely  settled  the  question  by  prohibiting  all 
clerical  instruction,  by  deciding  that  the  suppression  of  this  instruction  should 
be  made  completely  within  the  space  of  ten  years.  More  than  3,000  clerical 
schools  or  classes  have  already  been  closed  from  1904  to  1906.  In  this  grave 
matter,  the  government  has  been  more  desirous  of  getting  rid  of  religious 
instruction,  which  was  contrary  to  republican  policy,  than  of  respecting  liberty 
of  thought  or  education.  This  suppression  of  schools  by  authority  explains  why 
for  the  last  three  vears  the  number  of  clerical  schools  has  considerably  dimin- 
ished, and  how,  altho  in  a  much  smaller  ratio,  the  number  of  non-sectarian 
schools,  by  which  the  Catholics  have  tried  to  replace  them,  has  increased. 

Statistics  furnish  only  very  insufficient  information  about  the  results  of 
primarv  instruction.  They  show  that  in  1877,  in  round  numbers,  85  recruits 
out  of  100  knew  how  to  read,  and  70  wives  out  of  100  had  signed  their  own 
marriage  certificates;  that  in  1904  there  were  96.  5  per  cent,  of  recruits  know- 
ing how  to  read,  and  that  in  1901,  94.2  per  cent,  of  wives  were  capable  of 
signing  their  names. 

The  census  of  1872  enumerated  in  every  100  people  of  more  than  6  years  of 
age  42  illiterates  (not  knowing  how  to  read  or  write) ;  that  of  1901  enumerated 
18  illiterates  of  more  than  5  years  of  age  (14.9  per  cent,  of  males,  20.2  percent, 
of  females),  a  proportion  which  is  much  less  in  the  younger  generations  (5 
illiterates  out  of  100  boys  from  10  to  14  years;  4.9  out  of  100  girls)  than  in  the 
generations  of  an  advanced  age.  This  testifies  to  the  present  progress  of 
primary  education.  In  reality,  primary  education  has  gained  much  more 
than  the  figures  indicate.  Teaching  in  tlu'  primary  normal  schools  has  been 
transformed,  and  the  teachers  who  are  now  obliged  to  procure  teachers' 
licenses,  are  in  general  better  informed  than  their  i)redecessors.  The  material 
for  instruction,  books,  maps,  pictures,  has  been  renovated  and  imjjroved.  The 
number  of  pupils  who  obtain  the  certificate  of  primary  studies  on  leaving 
school  has  increased  sixfold. 

Auxili.iry  institutions  of  primary  education  have  received  amj)le  develop- 
ment under  the  Third  Rc|)ul)li(  .  Uefore  the  elementary  primary  school,  the 
child  of  from  2  to  6  years  is  received  free  in  tiic  kindergarten.  In  1S76  77 
statistics  showed  532,000  children  in  the  kindergartens;  in  1901-2,  it  showed 
753,000.     Above  the  elementary  primary  school  which  comprises  3  courses, 


41 6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

elementary,  intermediate,  advanced  (implying  ordinarily  six  years  of  study), 
is  placed  usually  the  higher  primary  school,  or  the  complementary  course 
taught  in  the  elementary  primary  school.  The  higher  primary  schools  did 
not  appear  in  the  statistics  of  1877;  they  were  then  not  very  numerous.  In 
1901-2  these  schools  and  the  complementary  courses  comprised  66,600  pupils. 

In  the  primary  school,  the  treasury  allowed  grants  to  support  school  can- 
teens furnishing  luncheon  to  the  children  at  a  low  price;  or  sometimes  even 
without  charge;  school  libraries  have  been  installed;  pupils  have  received 
practical  ideas  of  economy  by  means  of  the  school  savings  bank  which  receives 
cent  by  cent  their  deposits,  and  more  recently  by  means  of  school  mutualities 
operating  as  mutual-aid  societies  and  retiring  funds.  Vacation  colonies  have 
been  organized,  thanks  to  which  poor  children  pass  a  fortnight  in  the  country 
or  at  the  sea-shore. 

The  adult  courses  are  a  very  useful  complement  of  the  primary  school. 
They  were  in  high  favor  after  the  passage  of  the  law  in  1833  during  the  reign 
of  Louis  Philippe,  and  then  during  the  ministry  of  Victor  Duruy  under  the 
Second  Empire.  They  had  been  very  much  neglected  during  the  first  twenty- 
five  years  of  the  Third  Republic.  Since  1895  the  minister  of  public  instruction 
has  given  them  anew  a  vigorous  impulse.  In  1905  examination  showed  47,330 
adult  courses,  followed  more  or  less  regularly  by  about  400,000  pupils  in  the 
public  schools  and,  in  addition,  about  6,000  evening  courses  taught  by  societies 
of  public  instruction,  the  principal  ones  located  in  Paris  being:  the  Polytechnic 
Association,  the  Philotechnic  Association  and  the  Young  Peoples'  Union;  at 
Lyons,  the  Professional  Association  of  the  Rhone;  at  Bordeaux,  the  Philo- 
mathic  Association,  etc.  These  courses  are  also  taught  by  extension  schools, 
syndicates,  etc. 

Several  societies,  particularly  the  French  Educational  League,  have  made 
important  contributions  by  congresses  and  by  a  resort  to  propaganda  and 
patronage,  to  the  development  of  public  instruction  and  to  the  republican  edu- 
cation of  the  French  youth.  The  primary  school,  even  if  no  child  evaded  the 
compulsory  law,  would  not  comprise  the  total  of  the  young  generation  of  6  to 
13  years  inclusive,  for  the  pupils,  provided  with  their  certificate  of  primary 
studies,  can  stop  before  attaining  the  age  of  13.  On  the  other  hand,  there  is  a 
certain  number  of  children  who  receive  instruction  at  home,  or  partly  at  home 
and  partly  in  private  courses  (in  some  large  cities  only).  There  are  several 
thousand  children  who  receive  their  instruction  from  the  beginning  in  institu- 
tions of  secondary  instruction.  Upon  leaving  primary  school,  the  great 
majority  of  pupils  enter  the  active  life  of  labor  as  aids  to  their  parents,  as 
apprentices,  or  as  junior  workmen;  a  certain  number  enter  professional  or 
technical  schools ;  a  certain  number  also  begin  their  secondary  studies. 

A  volume  would  be  necessary  to  set  forth  the  history  of  primary  instruction 
in  France  under  the  Third  Republic.  We  have  been  obliged,  in  the  space  at 
our  disposal,  to  limit  ourselves  to  sketching  a  few  of  the  most  characteristic 


Papers]  FRANCE'S^EDUCATIONAL  DEBT  TO  AMERICA  417 

traits  of  this  history,  mentioning  the  date  of  the  laws   and  the  statistical 
figures. 

The  subjects  mentioned 'suffice  to~make  clear  the  fact  that  considerable 
changes  have  been  introduced  into  the  system  of  primary  education,  and  that 
this  period  of  thirty-five  years  has  been  one  of  the  most  active  in  the  general 
history  of  the  education  of  the  people  in  France;  and  that,  if  liarmony  has 
been  disturbed  by  religious  and  anti-religious  antagonism  which  has  reduced 
the  number  of  schools  and  increased  the  expenses  of  the  state,  very  notable 
progress  has,  nevertheless,  been  accomplished  along  several  lines  of  pedagogical 
work. 


WHAT  FRANCE  OWES  TO  AMERICA   IN   THE  MATTER  OF 

EDUCATION' 

J.    J.    GABRIEL   COMPAYR^,    RECTOR    OF    THE    ACADEMY    AXD    UNIVERSITY   OF 

LYONS,   FRANCE 

The  Atlantic  Ocean  separates  us,  Americans  and  French,  but  it  does  not 
divide  us.  Between  two  peoples  who  have  never  made  war  upon  each  other — 
a  rare  thing  in  the  history  of  the  world — there  are  affinities  and  sympathies 
which  have  often  already  exhibited  themselves  in  the  past  and  which,  as  we 
sincerely  hope,  will  do  nothing  but  develop  in  the  future.  In  vain  does  the 
ocean  separate  the  two  countries  by  its  vastness  of  distance:  it  does  not 
prevent  the  same  trees  from  growing,  the  same  plants  from  flourishing,  and 
the  same  sentiments  and  passions  from  expanding  and  growing  on  the  two 
shores  so  widely  divided  in  a  geographical  sense.    • 

It  would  be  a  promising  and  attractive  field  of  study  to  investigate  what  are 
the  m(jral  debts  which  our  country  has  contracted  toward  yours  in  the  course 
of  the  past  century,  to  be  followed  by  an  inquiry  of  how  far  the  influence  of 
ihe  American  democracy  has  made  itself  felt  by  the  French  democracy.  I 
am  restricted,  in  this  pai)er,  to  sketching  rai)idly  a  few  traits  of  this  aljsorb- 
in<^  and  important  lii>tory. 

In  the  first  place  we  cannot  forget  that  our  Declaration  of  the  Rights  of 
Man  and  the  Charter  of  Republican  Lii)erties  is  modeled  upon  lines  of  a 
similar  Declaration  by  means  of  which  the  United  States  of  America,  a  few 
years  before  our  great  Revolution,  had  defined  the  limits  of  the  independence 
which  ihey  had  won.  How  dare  one  call  in  (juestion  the  infiuence  which 
your  country  has  exercised  u|)on  ours  in  \iew  of  tlic  fad  that  it  was  Lafayette 
who,  after  having  gloriously  served  your  cause  and  ins|)ire(l  with  the  friend- 
ship of  Washington,  was  llie  fir>t  at  the  National  Assembly  of  July  i  1,  17^(7, 
to  propose  the  drawing  u|)  of  ;i  declaration?  How  continue  to  doulil  when 
one  compares  the  texts  of  the  two  documents,  and  reads,  for  instance,  in  the 
Dec  laration  of  Indepenck-nc  e,  voted  in  July,  1775,  by  the  Congress  at  Phila- 
dc.-lj)hia,  passages  such  as  these:  ".\ll  men  are  crcMtcil  c-(|iial;  they  are  en- 
dowecl  bv  their  Creator  with  inalienable  rights,  among  wliic  h  are  to  be  counled 

'Tr.inslaicfl  ai  ihc  UnJvcrrily  of  Chicago  I'rcss,  Chicago,  HI. 


4l8  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

life,  liberty  and  the  pursuit  of  happiness."  "When  a  government  abuses 
its  power,  it  is  the  right  and  even  the  duty  of  men  to  throw  off  or  to  destroy 
this  government. "  Is  this  not  the  same  language  which  our  ancestors  of  the 
Revolution  used  when,  "in  the  presence  and  under  the  auspices  of  the  Supreme 
Being, "  they  attested  solemnly  the  "sacred  and  inalienable  rights  of  equality, 
of  liberty,  ....  of  resistance  to  oppression."  The  eminent  philosopher 
Paul  Janet,  who  has  closely  studied  the  question  in  his  History  of  Moral  and 
Political  Philosophy,  does  not  hesitate  to  conclude  that  the  French  declara- 
tion is  in  great  part  the  translation  of  the  American  declaration.  "These 
noble  ideas,"  said  a  member  of  our  Constituent  Assembly,  "conceived  in 
another  hemisphere,  should  by  preference  transplant  themselves  first  to  the 
land  of  France. " 

Thus,  since  the  end  of  the  eighteenth  century,  there  has  been  exchange 
and  intercommunication  of  social  ideas  between  France  and  America,  and 
our  growing  democracy  has  found  itself  united  to  yours  by  a  close  community 
of  views.  Since  then,  it  is  true,  our  destinies  have  been  different.  You  have 
marched  in  a  straight  line  and  without  interruption  in  the  path  of  democratic 
progress.  Our  course,  on  the  contrary,  has  led  us  in  irregular  directions,  a 
course  often  diverted  from  its  goal.  We  have  at  times  experienced  backsHd- 
ings  and  retreats.  It  is  none  the  less  an  unforgettable  period  in  the  history 
of  humanity  when  Lafayette  and  his  companions  went  to  place  their  swords 
at  the  service  of  American  independence  and  when,  having  returned  from 
the  New  World,  they  brought  back  to  us  the  rights  of  men. 

Of  all  these  rights,  not  one  is  more  precious  than  the  right  of  instruction; 
and  it  is  in  this  particular,  especially,  that  the  republic  of  the  United  States 
has  been  our  model  and  our  guide.  Doubtless  our  fathers  of  the  Revolution 
may  be  said  to  have  beeen  the  first  to  conceive  the  true  principles  of  public 
education  and  to  dream  of  the  establishment  of  schools  open  to  all  the  chil- 
dren of  the  nation,  free  for  all,  and  likewise  compulsory  for  all.  But  they 
did  not  have  the  time  to  apply  their  lofty  ideas;  it  is  you  who,  in  advance  of 
us,  have  put  them  into  practice.  The  reactionary  governments  which  have 
three  times  checked  the  progress  of  liberty,  the  first  Empire,  the  Restoration 
of  the  monarchy,  the  second  Empire,  have  likewise  considerably  retarded 
the  establishment  of  a  national  system  of  education  so  that,  you  having  antici- 
pated us  in  theory,  we  have  been,  as  a  matter  of  fact,  no  more  than  your 
imitators.  We  have  had  to  wait  for  the  actual  advent  of  our  third  Republic 
before  being  allowed  to  witness,  after  a  delay  of  one  hundred  years,  the  dreams 
and  the  ideal  of  the  Revolution  of  1789  becoming  a  reality  on  earth. 

If,  at  the  opening  of  the  twentieth  century,  the  United  States  of  America 
displays  before  an  admiring  world  a  marvelous  ensemble  of  educational 
institutions  whose  far-reaching  influence  no  country  can  excel,  nevertheless, 
France,  too,  making  up  for  lost  time,  has  estabhshed  upon  an  enduring 
foundation  a  public-school  system,  free  like  yours,  compulsory  like  yours. 
The  man  who  contributed  most,  under  the  ministries  of  Gambetta,  Jules 


Papers]  FRANCE'S  EDUCATIONAL  DEBT  TO  AMERICA  419 

Ferry,  and  of  Paul  Bert,  toward  the  inauguration  of  educational  reform, 
M.  Ferdinand  Buisson,  was  permeated  with  the  American  spirit  which  he 
absorbed  on  the  occasion  of  his  visit  to  the  great  expositions  at  New  Orleans 
and  Philadelphia.  Had  your  great  school  organizer,  Horace  Mann,  lived 
in  our  time  and  repeated  his  trip  to  Europe,  he  would  not  have  brought  back 
from  his  visit  such  an  unfavorable  impression  as  the  French  school  system 
made  upon  him  in  1843.  He  would  gladly  have  admitted  that  we  have  made 
progress  and  that  we  have  followed  the  path  blazed  out  by  you.  He  wanted 
suitable  and  comfortable,  well-ventilated  and  spacious  school  buildings;  and 
we  have  built  by  thousands  such  buildings  as  have  been  called  "educational 
palaces."  He  attached  the  highest  importance  to  normal  schools  where 
instructors  of  both  sexes  are  trained  in  approved  methods,  and  we  can  count 
more  than  two  hundred  of  such.  He  desired  no  more  of  these  paying  schools 
which  he  judged  to  be  a  blot  on  civilization.  All  of  our  primary,  elementary 
or  superior  schools  are  free.  Even  the  lay  nature  of  our  neutral,  non-sec- 
tarian instruction  which,  with  its  free  and  obligatory  character  complete 
the  three  terms  of  our  educational  motto,  was  in  part  inspired  by  Horace 
Mann.  Was  it  not  he  in  fact  who  declared  that  direct  religious  instruction 
had  no  place  in  the  public  schools,  because  the  teaching  of  dogmas  and  tenets 
of  special  religions  is  "despotism  on  the  part  of  the  teachers,  and  slavery 
for  the  children  ?" 

Channing  is  a  classic  in  our  country,  at  least  for  the  higher  examinations 
in  primary  schools,  on  whose  educational  programs  he  prominently  figures; 
and  in  many  ways,  especially  thru  his  never-faltering  belief  in  the  necessity 
of  universal  education  in  a  democratic  republic,  Felix  Picard,  the  most  note- 
worthy of  our  recent  educators,  appears  to  us  as  a  French  Channing. 

But  it  is  not  alone  our  primary  departments  which  have  put  the  examples 
from  America  to  profitable  use.  The  latest  reform  in  our  secondary  instruc- 
tion, occurring  in  1902,  also  owes  something  to  the  practices  in  vogue  in  your 
colleges.  The  minister  Mr.  Alexandre  Ribot,  who  presided  over  the  great 
public  investigation  into  secondary  instruction,  recalled  in  his  Report  that  I 
had  visited  the  United  States  in  1893,  and  said:  "Mr.  Compayrd  has  brought 
back  from  America  interesting  information  as  to  the  way  in  which  American 
educators  came  to  modify  the  rigidity  of  the  class  system  and  to  avoid  over- 
burdening the  students,  while  constantly  increasing  each  year  the  variety  of  tin- 
curricula.  In  all  the  schools  tlurc  are  certain  refjuired  subjects  and  others 
which  are  unqualifiedly  elective  to  the  students."  Following  these  views  the 
four  sections  of  our  secondary  education  were  established  four  years  ago,  and 
in  the  limits  of  these  the  students  can  choose  what  they  believe  to  be  best  suited 
to  their  a[)titudc  and  ambition.  And  when  the  partisans  of  the  old  routine 
opposed  the  establishment  of  the  new  rdgime,  saying,  "That  is  impracticable,  " 
they  were  told,  "  You  sec  very  well  that  it  is  not,  since  that  is  done  in  America." 

Our  universities  also  sometimes  take  yours  as  examples.  To  be  sure,  they 
do  not  receive  gifts  as  munificent  or  as  princely  as  those  made  by  Rockefeller  or 


420  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

Carnegie:  everything  in  America  is  on  a  more  liberal  scale  than  in  France. 
However  some  public-spirited  men  have  been  found  who  have  contributed 
from  one  to  two  hundred  thousand  francs  to  the  universities  of  Paris,  Lyon, 
Bordeaux,  Nancy,  etc.  On  the  other  hand,  the  work  of  higher  education  is 
being  more  and  more  turned,  as  with  you,  toward  scientific  research  and 
laboratory  experiments,  we  having  lost  our  taste  for  the  vain  oratorical  dis- 
plays of  former  years.  Again,  it  is  in  your  schools  that  our  psychologists  have 
learned  to  study  the  psychology  of  the  child  and  to  practice  the  methods 
of  the  investigator  and  student  of  research,  which,  a  few  years  ago,  were 
entirely  unknown  in  France. 

The  little  which  we  have  here  said  is  sufficient  to  illustrate. 


THE    REHABILITATION    OF    PHILOSOPHY   IN   GERMANY^ 

HERMANN   SCHWARTZ,  HALLE   AN    DER   SAALE 

All  of  the  individual  sciences  had  their  origin  in  philosophy.  For  that 
reason  it  was  at  one  time  styled  "the  mother  and  queen  of  all  the  sciences." 
But,  in  the  opinion  of  some,  this  mother  of  the  sciences  bears  a  strong  resem- 
blance in  certain  particulars  to  a  human  mother.  The  band  of  children  to 
which  she  has  given  life  grow  up  and  develop,  while  she  herself  ages  and 
dies  off.  And  thus  philosophy  has  been,  and  still  is,  regarded  by  many  as  a 
moribund  discipline.  Even  in  the  days  of  Kant  (about  1780)  it  was  felt  that 
philosophy  might  be  treated  scornfully,  like  an  antiquated  matron.  With 
the  aid  of  Kant  and  the  great  German  idealists,  Fichte,  Schelling,  and  Hegel, 
philosophy  experienced  a  victorious  renascence  and  ruled  supreme  for  some 
time. 

After  1840,  because  of  the  rise  of  the  natural  sciences,  philosophy  again 
began  to  sink  in  the  estimation  of  the  people,  and  its  entire  dissolution  was 
looked  for.  It  was  asserted  that  it  should  be  distributed  among  the  indi- 
vidual sciences,  without  being  permitted  to  retain  even  a  remnant  of  its  own 
existence.  This  suggests  the  idea  of  the  amoeba,  the  lowest  form  of  life. 
When  an  amoeba  divides,  a  number  of  new  amoebas  remain :  the  mother  has 
ceased  to  exist,  having  disappeared.  And  thus  in  the  sixties  the  individual 
sciences  felt  called  upon  to  enter  completely  into  the  inheritance  of  philosophy. 
The  claim  was  advanced  that  there  were  and  could  be  only  individual  sciences, 
psychology  being  considered  the  last  branch  separated  from  philosophy,  and 
the  idea  of  recognizing  a  distinct  science  of  philosophy,  in  addition  to  the 
others,  was  declared  foolish  and  antiquated.  Many  scholars,  whose  educa- 
tion is  rooted  in  that  period  of  the  absolute  sway  of  the  natural  sciences,  have 
maintained  this  opinion  down  to  the  present  day. 

Philosophy,  however,  is  not  a  moribund  but  an  eternally  young  science, 
and  the  fountain  of  youth  for  all  the  other  sciences.  Its  relationship  to  the 
individual  sciences  is  not  that  of  a  declining  human  mother  to  her  offspring, 

>  From  the  Illustrirle  Zcitung  (August  23  1906).  Translated  bv  Professor  Rudolf  Tombo,  Jr., 
Columbia  University. 


Papers]  FIFTY   YEARS  OF  PHILOSOPHY  IN  GERMANY  421 

nor  that  of  an  ^imoeboid  mother-cell  to  its  divided  parts,  but  rather  that  of 
the  sun  to  the  planets.  The  sun  has  sent  off  one  planet  after  another,  yet  it 
has  not  lost  its  power  to  give  forth  light.  And  likewise  it  sends  forth  heat 
to  invigorate  and  strengthen  its  children,  the  planets.  Life  upon  these 
planets  would  cease,  they  would  lose  both  light  and  heat,  if  the  rays  of  the 
central  body  did  not  shine  continually.  In  the  same  way  the  individual 
sciences  must  never  lose  touch  with  philosophy,  the  science  from  which  they 
have  all  sprung,  if  they  would  retain  their  scientific  character.  Only  an 
ever-watchful  philosophic  criticism  of  its  foundations,  methods,  and  limita- 
tions can  save  it  from  degenerating  into  dogmatism.  And  nothing  but  the 
general  view-point  of  the  philosopher  can  guard  against  the  diffusion  into 
which  individual  investigation,  with  its  ever-increasing  specialization,  is 
threatening  to  draw  the  modern  consciousness. 

In  recent  times  we  have  again  become  conscious  of  the  fact  that  philosophy 
is  an  indispensable  discipline.  The  call  to  philosophy  is  today  heard  loudest 
of  all  in  the  camps  of  the  individual  sciences.  Historians  and  scientists 
themselves  are  turning  to  philosophical  investigation,  either  to  clarify  their 
fundamental  conceptions  and  to  verify  their  methods,  or  to  present  a  specu- 
lative universal  picture  of  the  results  of  their  investigations.  Under  these 
circumstances  it  behooves  us,  in  adopting  the  new,  frequently  one-sided  and 
premature  tendencies  of  scientific  research,  not  to  forget  the  many  old  but 
valuable  ideas  contained  in  the  rich  storehouse  of  the  history  of  philosophy. 

At  one  time  the  history  of  philosophy  was  regarded  as  a  graveyard  of  dead 
opinions.  At  the  present  day  the  significance  of  historical  continuity  in 
philosophy,  too,  is  recognized  and  honored.  We  know  that  it  is  a  living 
intellectual  inheritance,  which  the  great  thinkers  of  earlier  days  have  be- 
queathed to  us.  All  new  philosophical  creations  must  be  imbued  with  this 
1  ife,  in  order  that  they  may  rise  all  the  more  calmly,  clearly,  and  consciously 
to  new  summits  of  knowledge.  In  the  following  paragraphs  the  reader  may 
make  the  acquaintance  of  a  number  of  living  German  philosophers.  In  the 
first  place,  I  wish  to  mention  some  of  the  worthy  men  who  arc  endeavoring 
to  unlock  the  rich  philosophic  inheritance  of  the  past. 

Kutio  Fischer  was  born  on  July  23,  1824,  at  Sandewalde  in  Silesia.  Krom 
1856  tf)  1872  he  served  as  full  profes.sor  at  Jena,  and  he  has  been  at  Heidelberg 
since  the  latter  year.  As  a  student  of  theology  and  philosoj)hy,  he  was  at 
first  attracted  by  Hegel;  later  he  was  one  of  tlu'  ln>l  to  pnjnl  bac  k  to  Kanl, 
and  still  later  he  was  influenced  by  the  i)hilosi)i)h\'  of  (ioetlic.  He  has  lluis 
sought  his  inspiration  on  the  summits  of  (lerman  thought,  in  order  (hat  he 
might,  from  this  high  vantage-grouml,  1(;h1  us  bac  k  to  tlu"  realm  of  lliouglu 
of  the  earlier  philosophers.  His  ep<)(  li making  life-work  and  niaslc  rpici  e, 
his  Gcschhhte  dcr  neucnn  J'Jiilosopliir,  which  first  a])pcarc(l  in  six  \(>lumes 
from  1852  to  1877,  and  which  was  rejjublished  in  nine  Miluniis  in  iSc^y,  is 
written  from  this  standpoint.  Prominent  among  his  otiicr  productions  is  his 
Kritik    dcr    KtitUischcn    Philosophic    (1HH3).     His    literary    works,    Coclhcs 


42  2  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

Faust  (1878)  and  Shakes peares  Hamlet  (1896),  are  of  profound  interest  also 
to  non-philosophic  readers. 

Max  Heinze,  who  was  born  on  December  13,  1835,  at  Priesznitz  (Sachsen- 
Meiningen),  has  likewise  combined  the  study  of  philosophy  with  that  of 
theolog\\  He  was  full  professor  at  Basel  and  Konigsberg  from  1874  to  1875, 
since  when  he  has  been  at  Leipzig.  His  excellent  w^ork,  Die  Lehre  voni 
Logos  in  der  griechischen  Philosophie  (1872),  had  its  origin  in  a  union  of  both 
subjects.  Many  of  the  other  publications  of  Heinze  are  devoted  to  Greek 
philosophy  (for  example,  Erkenntnislehre  der  Stoa,  1880),  but  the  modern 
field  has  also  benefited  by  his  careful  researches,  as  is  evidenced  by  his  Plai- 
ner als  Gegner  Kants,  1880;  Vorlesungen  Kants  iiher  Metaphysik  aiis  drei 
Semestern,  1894.  From  the  fact  that  Heinze  revised,  enlarged,  and  con- 
tinued Uberweg's  Grundriss  der  Geschichte  der  Philosophie  (now  in  its  fifth 
and  ninth  editions,  respectively),  his  name  has  become  known  and  honored 
in  wide  circles. 

Georg  Freiherr  von  Hertling  was  born  at  Darmstadt  on  March  31,  1843. 
He  has  held  a  full  professorship  at  Munich  since  1882.  He  is  a  member  of 
the  Imperial  Diet  and  one  of  the  most  prominent  leaders  of  the  Ultramontane 
party.  He  has  especially  advanced  most  effectively  the  history  of  philosophy 
in  the  Middle  Ages,  by  publishing  (with  Klemens  Baumker  in  Strassburg) 
a  periodical  devoted  exclusively  to  this  phase  of  the  subject,  and  by  writing 
valuable  monographs,  as  Albertiis  Magnus  (1850)  and  Augustin  und  der 
Untergang  der  antiken  Kultur  (1902).  He  has  appeared  as  an  intelligent 
representative  of  teleological  philosophy  in  his  Grenzen  der  mechanischen 
Naturerkldrung  (1875).  His  important  political  and  social  activity  is  re- 
flected in  his  Naturrecht  und  Sozialpolitik  (1892)  and  Das  Prinzip  des  Katho- 
lizismus  und  die  Wissenschajt  (1898). 

Eduard  Zeller,  born  at  Kleinbottwar  (Wiirtemberg)  on  January  22,  1814, 
originally  a  theologian,  has  occupied  chairs  at  Bern,  Marburg,  Heidelberg, 
and  Berlin  (i872--94),  but  he  is  now  living  as  an  emeritus  at  Stuttgart.  His 
comprehensive  work  on  Die  Philosophie  der  Griechen  (1879,  6  vols.;  now 
in  its  fifth  edition)  assures  him  for  all  time  an  honorable  place  in  the  history 
of  science.  His  Geschichte  der  deutschen  Philosophie  seit  Leibnitz  (2d  edition* 
1875)  is  also  widely  read,  and  justly  so.  Of  his  monographs,  those  on  David 
Friedrich  Strauss  (1874)  and  Friedrich  der  Grosse  als  Philosoph  (1886) 
deserve  special  mention.  In  the  political  field,  too,  Zeller  is  no  stranger,  as 
is  shown  by  his  instructive  volume  on  Staat  und  Kirche  (1873).  Attention 
should  be  called  here  above  all  to  his  treatise  tfber  Bedeutung  und  Aujgabe 
der  Erkenntnistheorie  (1862;  enlarged  edition  1877),  which  has  directed  the 
attention  of  philosophers  in  a  decidedly  inspiring  manner  beyond  the  his- 
torical field,  and  opened  up  one  of  the  most  significant  realms  of  activity  in 
modern  philosophy. 

A  comparison  of  modern  philosophy  with  the  earlier  systems,  at  once 
reveals  a  complete  absence  of  system  in  the  former.     The  layman  can  scarcely 


Papers]  FIFTY   YEARS  OF  PHILOSOPHY  IN  GERMANY  423 

conceive  of  a  philosopher  except  as  a  man  who,  in  a  professional  way,  as  it 
were,  has  established  a  system  of  his  own,  that  is,  analyzed  uniformly  all 
the  problems  of  existence  thru  comprehensive  speculation,  and  solved 
them,  at  least  to  his  own  satisfaction.  Such  activity  in  speculation  has  become 
rare  at  the  present  day.  Another  form  of  energ>'  reigns  supreme  in  the 
philosophy  of  today,  that  of  scientific  self-knowledge.  Taken  as  a  whole, 
modern  philosophy  ought  to  be  regarded  as  a  grand  science  of  self-knowledge 
rather  than  as  the  speculative  development  of  systems,  complete  sketches  of 
a  bold  cosmology. 

The  modern  force  of  philosophic  self-knowledge  has  created  three  mighty 
movements.  One  of  these,  which  is  devoted  to  the  historical  study  of  phi- 
losophy, has  just  been  described.  The  fundamental  scientific  value  of  the 
great  philosophical  systems  of  earher  days  is  investigated,  their  ultimate 
motives  are  examined,  in  order  that  we,  more  critical  than  our  predecessors, 
may  realize  the  value  and  the  validity  of  these  motives.  Among  the  important 
organs  for  this  phase  of  the  subject  are  the  Kanl-Studien,  published  by  Hans 
\'aihinger,  of  the  University  of  Halle.  The  second  movement  is  known  as 
epistemolog}'.  All  philosophical  epistemology  signifies  a  self-consciousness, 
not  reflected  backward  into  the  past,  but  concerned  with  the  present  state 
of  the  individual  sciences.  The  various  individual  sciences  are  artificially 
developed  methods  of  acquiring  knowledge.  The  individual  investigator, 
to  be  sure,  handles  the  machinery  of  such  a  process  in  masterly  fashion,  but 
is  seldom  clear  as  to  the  principles  involved.  In  order  to  master  the  latter, 
critical  reflection  is  required,  that  is,  a  guiding  back  or  turning  back  of  one's 
thought  to  the  validity  and  the  scientific  value  of  one's  own  laws  of  thought. 
Epistemology  and  philosophical  criticism,  which  go  back  to  Kant,  represent 
this  reflection.  It  is  the  science  of  all  the  laws  of  thought  characteristic  of 
the  various  sciences.  As  a  theory  of  knowledge  it  investigates  the  validity 
and  the  conditions;  as  a  critique  of  knowledge  it  examines  the  limits  of  the 
application  of  these  laws  of  thought.  One  of  the  most  imiwrtant  results 
which  nKjdern  philosoi)hical  investigation  has  attained  in  this  field  is  that  the 
methods  and  laws  of  thouglit  of  the  natural  sciences  have  a  dilTerent  logical 
structure  from  those  of  the  historical  sciences.  We  should  not,  therefore, 
altemjjt  to  confuse  the  two;  there  is  many  an  historical  investigator  who 
should  take  this  fact  to  heart.  Another  inii)ortant  result  is  often  ft)rgotten 
by  philo.sophical  investigators  in  natural  science,  namely,  that  care  must  be 
taken  not  to  treat  the  said  laws  of  thought  without  further  ado  as  metaphysi- 
( al  realities.  The  cc^unters  of  the  intellect,  atoms,  for  example,  are  l)y  no 
means  keys  to  the  universe. 

Among  the  phiiosopliers  especially  able  in  the  criticjue  of  knowledge  the 
following  may  Ijc  mentioned,  with<nit  |)rcju(lice  to  the  services  of  not  a  few 
(jihcrs. 

Paul  Xalorp,  i)orn  al  DiisM-ldorf  on  January  24,  1854,  who  has  luld  a 
chair  at  Marljurg  since  i.S(;4,  is  a  leader  of  Neo-Kanlism,  especially  in  ihe 


424  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

field  of  the  practical  sciences.  Since  Kant  not  only  raised  the  question  of 
the  vaHdity  and  the  limits  of  the  theoretical  sciences,  but  also  classified  the 
moral  law  under  new  points  of  view,  it  seems  reasonable  enough  to  make 
Kant's  critique  more  and  more  productive  in  the  realms  of  ethics,  pedagogy, 
sociology,  and  religion.  In  addition  to  his  interesting  contributions  to  the 
history  of  philosophy  and  his  clear  introductions  to  psychology  and  logic, 
the  following  profound  works  of  Natorp  have  been  of  value  on  this  side  of  the 
subject:  Religion  innerhalb  der  Grenzen  der  Humanitdt  (1894),  Pestalozzis 
Ideen  iiber  Arheiterhildung  und  soziale  Frage  (1894),  Sozialpddagogik  (1898; 
2d  edition,  1904).  His  voice  has  also  been  heard  in  connection  with  contem- 
porary educational  legislation;  and  it  is  hoped  that  his  appeals  may  not  fall 
on  deaf  ears. 

Alois  Riehl,  born  at  Bozen  (Tyrol)  on  April  27,  1844,  who  has  held  chairs 
at  Graz  (1878),  Freiburg  i.  Br.  (1882),  Kiel  (1896),  Halle  (1898),  and  BerHn 
(1905-),  has  furnished  excellent  contributions  to  the  history  of  philosophy, 
as  Giordano  Bruno  (1889),  Friedrich  Nietzsche,  der  Kilnstler  und  der  Denker 
(1897),  Immanuel  Kant  (1904),  and  Helmholtz  als  PJiilosoph  (1904).  His 
most  important  work,  however,  lies  in  the  field  of  epistemological  theory, 
Der  philosophische  Kritizismus  und  seine  Bedeutung  jiir  die  positive  Wissen- 
schajt  (Vol.  I:  "Geschichte  und  Methode  des  philosophischen  Kritizismus," 
1876;  Vol.  11a:  "Die  sinnlichen  und  logischen  Grundlagen  der  Erkenntnis," 
1879;  Vol.  116:  "Zur  Wissenschaftstheorie  und  Metaphysik,  1887).  Riehl 
is  opposed  to  regarding  philosophy  as  the  doctrine  of  the  theory  of  the  uni- 
verse; according  to  him,  it  is  the  science  and  critique  of  knowledge.  This, 
he  claims,  is  the  Kantian  conception,  and  the  only  one  in  accordance  with 
which  it  may  be  conceived  of  as  a  science.  Then  he  presents  another,  a 
Platonic  conception  of  philosophy,  as  the  art  of  mental  conduct  or  of  the 
representation  of  values;  as  such  it  is  not  a  science,  he  holds,  but  a  form  of 
life,  similar  and  equivalent  to  art  and  religion.  Riehl  has  developed  similar 
ideas  in  his  '^Zur  Einjiihrung  in  die  Philosophie  der  Gegenwart"  (1902), 
which,  written  in  a  clear  and  logical  style,  soon  passed  into  a  second  edition 
(1904). 

Wilhelm  Schuppe  is  another  advocate  of  the  movement  toward  episte- 
mological theory,  in  support  of  which  he  has  established  an  ingenious  doc- 
trine. He  was  born  at  Brieg  on  May  5,  1836,  and  has  held  a  chair  at  the 
University  of  Greifswald  since  1873.  He  calls  his  doctrine  the  philosophy  of 
the  immediately  given  or  the  "immanent  philosophy,"  in  the  interests  of 
which  he  publishes  a  special  periodical.  According  to  Schuppe  there  is  no 
existence  which  is  not  consciousness  or  mental  content  of  conscious  egos. 
These  individual  consciousnesses,  the  egos,  do  not  stand  side  by  side  as  sepa- 
rated individuals,  but  they  have  one  and  the  same  "general  consciousness" 
for  a  common  basis.  Whenever  we  experience  and  come  to  an  understanding 
of  a  reality  independent  of  ourselves,  whenever  we  ascend  to  objective  thought- 
contents  and  objective  values,  the  element  of  the  "general  consciousness" 


Papere]  FIFTY   YEARS  OF  PHILOSOPHY  IN  GliRMANY  425 

contained  in  our  individual  consciousness  becomes  active.  The  disciplines 
of  logic,  ethics,  and  jurisprudence  embrace  the  things  we  experience  by 
means  of  this  superindividual  consciousness,  while  psychology  examines  the 
individual  moment  in  our  conscious  experience.  Schuppe  has  written  a 
number  of  textbooks  from  his  profound  view-point,  among  others  Erkcnnt- 
nistheorelische  Logik  (1878),  Grundziige  der  Ethik  mid  RechtsphilosopJiie 
(1881),  Der  BegrifJ  des  subjeklivcn  Rechls  (1887),  and  Der  Zitsammenhang 
von  Leib  und  Seek  (1902). 

Wilhehn  Winddband,  born  at  Potsdam  on  May  11,  1848,  has  held  chairs 
since  1875  at  Zurich,  Freiburg  i.  Br.,  and  Strassburg,  and  is  now  at  Heidel- 
berg. He  regards  philosophy  as  the  critical  science  of  universal  values: 
truth  in  thinking,  goodness  in  volition  and  action,  beauty  in  feeling.  The 
manner  in  which  W'indelband  draws  the  line  between  history  and  natural 
science  is  particularly  significant.  According  to  him  the  latter  is  a  science 
of  law,  the  former  of  reality.  Everything  real  is  individual  and  separate, 
without  admitting  of  repetition.  The  science  of  history,  he  holds,  is  con- 
cerned expressly  and  exclusively  with  the  conduct  of  these  separate  elements 
in  the  course  of  events  from  the  standpoint  of  values.  In  the  natural  sciences, 
on  the  other  hand,  we  are  not  concerned  with  individual  experiences  and  their 
c<jncrete  results,  but  rather  with  the  selection  of  general  laws,  whicli,  to  be 
sure,  hold  good  for  all  real  entities,  but  which  are  themselves  independent 
of  time  and  history.  The  significance  of  these  view-points  has  been  referred 
to  above.  W'indelband  has  expressed  it  frequently,  as  in  his  Prdliidicn, 
Aiijsdlze  und  Reden  zur  Einleitung  in  die  Philosophie  (1884;  2d  edition, 
1903),  in  the  Lehre  vom  Ziijall  (1870),  and  in  the  essay,  Geschichle  und  Nalur- 
wissenschajl  (inaugural  address  as  rector,  1894).  W'indelband  has  also  done 
excellent  .service  by  publishing  various  general  i)resentations  of  tlic  history 
<jf  |)hilosophy.  They  are  planned  on  tlie  principle  of  furnishing  a  summary 
of  the  problems  involved  {Gesihkhle  der  Philosophie,  1893;  3d  edition  1903). 
Such  a  problem  W'indelband  has  recently  treated  in  a  systematic  manner  in 
his  work  Uber  Willensjreiheil  (1904).  Finally,  he  is  publishing  in  co-opera- 
lion  with  several  other  scholars,  an  important  series,  ^^  Die  Philosophie  im 
Beginn  des  zwanzigsten  Jiihrhinidirls.  " 

The  third  great  stream  of  philo.sophic  self-knowledge  is  formed  by  the 
l>roadly  >j»ecialized  and  fertile  branch  of  study  devoted  to  the  investigation 
of  (jur  own  psychic  states.  Not  history  of  iiliilo-opliy,  not  ejiisti'mology,  but 
|).sythology  is  the  shibboleth  that  unites  the  repre^entalives  of  this  third  party 
of  modern  |)hiloM)phers.  There  is  no  al)solute  agreement  among  them  as 
to  the  obje(  I  anrl  the  methods  of  ps\(  lioloL'i(  al  investigation.  One  in\i>ti 
gator  is  attracted  more  by  the  specilK  maiiife^lations  of  soul  life,  anotlur 
by  its  typical  traits.  The  methods  employed  are  still  more  at  variance.  Tin- 
intro.spective  jjsychoiogist  regards  iruier  (on<(i)fion  and  ininuiliatc  analysis 
as  the  (hief  soune  of  |)sycliologi(al  knowledge,  while  the  experimeiUal  psy- 
chologist lays  the  main  stress  on  psychologic  al  tests.     Not  a  few  of  the  Cjcr- 


426  NATIONAL   EDUCATIONAL  ASSOCIATION  [Anniversary 

man  universities  are  svipplied  with  psychological  laboratories.  Every  other 
year  the  experimental  psychologists  hold  a  convention  in  Germany,  at  which 
the  results  of  the  numerous  careful  investigations  are  communicated  and 
examined,  all  bearing  testimony  to  a  diligently  conducted,  comprehensive, 
and  well-classified  line  of  investigation,  which  has  produced  valuable  results, 
as,  for  example,  the  accurate  and  interesting  analyses  of  memory,  of  atten- 
tion, etc.  A  few  of  the  contemporary  German  psychologists  may  be 
mentioned  here: 

Franz  Brentano,  born  at  Marienberg,  near  Boppard  on  the  Rhine,  on 
January  i6,  1838,  is  a  leader  of  the  introspective  school.  He  was  consecrated 
as  a  priest  in  1864;  eight  years  later  he  was  appointed  regular  professor  at 
Wlirzburg,  but  resigned  in  1873  as  an  opponent  of  the  Vatican.  From  1874 
to  1880  he  held  a  chair  at  the  University  of  Vienna,  but  withdrew  from  his 
academic  position,  this  time  in  consequence  of  his  marriage.  He  continued 
to  lecture  as  a  Privatdozent,  and  has  been  living  in  Florence  since  1895  {"'-'ide 
his  Meine  letzten  Wunsche  jiir  Osterreich  (1895),  ^^'^'^  '^"''  eJierechtlichen 
Frage  in  Osterreich).  His  chief  works  are  his  Psychologic  vom  empirischen 
Standpitnkl  (1874)  and  Vom  Ursprung  sittlicher  Erkenntnis  (1889),  both  con- 
taining a  wealth  of  keen  and  thoro  investigation.  Our  moral  judgment, 
according  to  Brentano,  does  not  depend  upon  arbitrary  laws,  but  upon  a  pecu- 
liar activity  of  the  emotions,  the  love  or  hate,  respectively — "characterized  as 
correct  per  se" — which  all  men  possess  by  nature.  Brentano  possesses  a 
tremendous  fnfluence  because  of  his  educational  activity.  Such  leading 
scholars  as  Alexius  Meinong  and  Karl  Stumpf  belong  to  his  school,  altho, 
to  be  sure,  they  have  maintained  their  critical  independence  with  reference 
to  Brentano's  special  theories. 

Alexius  Meinong  von  Handscliuchsheim,  born  at  Lemberg  on  July  17, 
1853,  has  served  as  full  professor  at  Graz  since  1886.  Among  Meinong's 
numerous  publications  there  should  be  mentioned  in  the  first  place  his  splendid 
investigations  in  the  field  of  the  psychology  of  knowledge;  these  are  his 
Hume-Studien  (Vol.  I,  "Zur  Geschichte  und  Kritik  des  modernen  Nominalis- 
mus,"  1877;  Vol.  II,  "Zur  Relationstheorie,"  1882),  Uber  Gegenstdnde 
hoherer  Ordnung  und  deren  Verhdltnis  zur  inneren  Wahrnehmung  (1899), 
Uber  Annahmen  (1902),  a  work  in  which  Meinong  o])ens  up  and  analyzes 
an  entirely  new  field  of  facts  of  immense  importance  for  the  understanding 
of  art  and  play;  "Uber  die  Erjahrungsgrundlagen  iinseres  Wissens^^  (1906) 
in  the  Abhandlungen  uber  Didaktik  und  Philosophie  der  Naturwissenschajt 
(No.  VI).  His  Psychologisch-eihische  Untersuchungen  zur  Werttheorie  (1894) 
are  devoted  to  the  moral  problem.  The  elementary  moral  functions  he 
regards  as  "conceptions  of  value,"  which  are  invariably  based  upon  a  knowl- 
edge of  the  existence  or  non-existence  of  their  object;  for  the  expression  of 
the  activity  of  these  conceptions,  Meinong  employs  mathematical  terms  in 
an  astonishing  manner. 

Karl  Stumpj,  born  at  Wiesentheid  (Bavaria)  on  April  21,  1848,  has  occupied 


Papers]  FIFTY    YF.ARS  OF  PHILOSOPHY   I X   UFRMAXY  427 

chairs  at  Wiirtzburg,  Prague,  Halle,  and  Munich,  but  has  been  connected 
with  the  University  of  Berlin  since  i8g4.  Tlie  accuracy  and  clearness  of 
his  doctrines  are  reflected  in  his  writings.  He  has  given  to  psychology  two 
of  its  chief  works:  Ubcr  den  psycliologisilicn  Urspning  dcr  Rtiitnri'orslellioii^en 
(1873)  and  Tonpsychologic  (\'ol.  I,  188,:;;  \'ol.  H,  i8qo).  By  means  of  the 
former  he  helped  bring  alxiut  the  victm^y  of  pswhological  iiativism,  the  doc- 
trine that  in  the  visual  sensation  we  are  immediately  and  originally  conscious 
of  spacial  differences.  The  second  work  ranks  worthily  beside  the  famous 
writings  of  Helmholtz  on  our  sense  perceptions. 

Willielm  Dillhcy,  born  at  Hiebrich  on  the  Rhine  on  November  19,  1833, 
has  served  as  full  ))rofcssor  at  Basel,  Kiel,  and  Breslau,  and,  since  1882,  at 
Berlin.  Dilthey,  like  Windclljaiid.  enipha>i/.es  the  j)ecuh'arily  and  indepen- 
dence of  the  mental  sciences  in  contnuHstinction  to  the  natural  .sciences,  but 
he  does  it  in  a  >omewhat  different  manner.  The  basis  of  the  mental  sciences, 
in  his  o])inion,  is  j)sychology — not  one  that  works  with  hy])othescs  and  is  on 
the  hunt  for  "explanations"  of  psychic  life,  but  rather  a  descri])tive  and 
analytic  p.sychology;  not  an  intellectualistic  but  a  voluntaristic  psychology, 
in  accordance  with  which,  for  instance,  our  conviction  of  external  reality 
does  not  go  back  to  logical  o])erations,  but  to  exj^eriences  of  our  Noiition 
(im])ul.-e,  intention,  resistance).  He  claims  that  the  descrijjtion  and  aiial\:is 
of  historical  and  social  realit\'  is  no  longer  known  as  ])svchol()gv.  l)Ut  that  it 
is  p.sychology  and  that  it  takes  j)lace  in  the  mental  sciences.  Dilthey's  best- 
known  work  is  his  Einlciiuiii^  in  die  Geislesii'issenschcijlen,  Versuch  einer 
Grimdlegung  jiir  das  Shidium  der  Gesellschajt  iind  der  Ueschiihle  (1883). 
His  treatises  in  the  reports  of  the  sessions  of  the  Berlin  Academy  of  Sciences 
are  no  less  fertile  in  comj^rehensive  and  valualjle  suggestions.  {Beilrdge 
ziini  Shidiiim  der  I ndividualildl,  1896;  Beilrdi^c  znr  Lbsinii^  der  Fnit^e  7u>ni 
Urspning  itnscres  Glauhens  an  die  Realildf  der  Ansscn'well,  1894,  etc.)  Dil- 
they alM)  enjoys  a  well-deserved  reputation  as  a  hi-torian.  He  is  editing  the 
first  C()m|)lete  edition  of  the  writings  of  Kant,  which  is  being  pulili-iied  under 
the  au-pices  of  the  Berlin  Ro\al  .Academy  of  Sciences.  Among  his  own 
historical  works,  >],(•(  iai  attention  is  called  to  his  biography  of  Schleiermacher 
(1870). 

'I'heodiir  lApps,  born  at  W'allhalben  (Palatinate)  on  Jul\-  jS,  1S51,  full 
professor  at  Breslau  (1890-94)  and  Murith  (i8(;4  ).  i>  in  the  fir-t  place  an 
introspective  |)sych()logist,  who  has  succee(lc-d  adniiralily  in  analyzing  psyc  hie 
phenomena  clearly  and  sharply.  Such  an  analysis  of  general  psychic  proces- 
ses is  given  in  his  Grundlalsaehen  des  Seelenlehens  (i8c)3)  and  in  his  I.eitjaden 
ilrr  I'sychologie  (1Q03,  and  1906).  in  the-  opinion  of  Lipps,  |).sychology  con 
stitutes  the  starling  jxiint  abo  for  logic  and  ethics,  and  in  accordance  with 
this  view  he  has  written  his  Grundzuge  der  Ijigik  (i8cj8),  his  striking  /'Jliiselie 
Griindjragcn  (1899;  2d  edition  1^05)  and  numerous  works  on  ;i>lhelics 
(Der  Strcit  iiher  die  7'ritgodie,  i8r;i;  Koniik  nnd  U iiinor,  i8(;8;  Asthetisdie 
I'liktoren  der  RiinniitnM  lianung,  i8(;i;    Asllielik,  \'ol,   I,  i(>03).     The  mcllnnl, 


428  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

content,  and  comprehensiveness  of  these  writings  assure  Lipps  a  place  among 
our  leading  jestheticians. 

Wilhelm  Wundt,  born  at  Neckarau  (Baden)  on  August  i6,  1832,  full 
professor  at  Zurich  in  1874,  and  at  Leipzig  since  1875,  is — as  the  successor 
of  Fechner — the  co-founder  of  experimental  psychology.  He  has  completed 
and  generalized  the  experimental  methods  of  Fechner,  which  were  confined 
to  the  measuring  of  degrees  of  sensation,  and  applied  them  to  the  whole  field 
of  psychic  phenomena.  For  these  studies  he  has  arranged  a  laboratory  at 
Leipzig  which  is  provided  with  ingenious  instruments  of  extreme  delicacy, 
and  which  has  become  the  model  for  all  similar  laboratories  in  the  world, 
especially  in  the  United  States.  The  experimental  method  developed  by 
Wundt  has  given  a  great  impetus  to  the  study  of  psychology;  many  questions 
have  assumed  an  entirely  new  aspect;  new  disciplines  of  considerable  prac- 
tical value  have  been  established,  as  experimental  didactics  and  the  psy- 
chology of  evidence,  which  have  thrown  new  light  on  pedagogical  methods 
and  legal  proceedings,  respectively.  But  Wundt  has  accompUshed  wonders 
not  only  in  the  psychology  of  the  individual,  to  which  his  Grundzuge  der 
physiologischen  Psychologic  (3  vols.,  1874;  5th  edition,  1902)  is  devoted; 
he  has  done  pioneer  work  also  in  his  Volkerpsychologie  (Vol.  I,  "Die  Sprache," 
1900;  2d  edition,  1904;  Vol.  II,  "Der  Mythos,"  1905),  in  which  he  has 
treated  the  psychology  of  language,  of  religious  conceptions,  etc.;  exhibiting 
tremendous  grasp  of  endless  material. 

Wundt's  importance  extends  beyond  the  psychological  field.  In  his 
Logik  (Vol.  I,  "Erkenntnislehre,"  1880;  Vol.  II,  " Methodenlehre, "  1883), 
his  Ethik  (1886;  3d  edition,  1903),  and  his  System  der  Philosophie  (1889; 
2d  edition,  1897),  ^^^  advances  step  by  step,  always  resting  upon  the  founda- 
tion of  exact  science,  to  a  compact  idealistic  philosophy.  In  this  respect  he 
appears  at  the  same  time  as  a  representative  of  the  fourth  group  of  German 
philosophers. 

The  scholars  mentioned  aliove  all  agree  in  rejecting  metaphysical  ten- 
dencies. The  antimetaphysical  trend  of  Hume  and  Kant  has  not  yet  lost 
its  influence,  a  trend  which  regards  all  metaphysical  problems  as  mere  illusions 
of  human  reasoning.  In  order,  therefore,  to  escape  the  criticism  of  trans- 
gressing the  bounds  of  knowledge,  many  modern  philosophers  have  turned 
all  the  more  eagerly  to  historical  retrospect,  epistemology,  and  psychological 
investigations.  But  metaphysical  problems  cannot  be  rejected  as  pseudo- 
problems;  they  possess  an  objective  value  which  reacts  upon  the  knowledge 
struggling  with  them,  dispensing  Ught  and  power,  in  the  same  way  that  every 
function  develops  thru  employment  and  activity,  whereas  it  languishes  as 
a  result  of  disuse.  The  philosophers  still  to  be  named  combine  a  compre- 
hensive survey  of  empirical  actuality  with  a  bold  courage  in  metaphysical 
reasoning. 

Thus  the  conception  of  will  reigns  supreme  in  Wilhelm  Wundt's  "actual- 
istic"  view  of  life.     The  will  which,  as  apperception,  acts  also  in  all  reasoning 


Papers]  FIFTY  YEARS  OF  PHILOSOPHY  IN  GERMANY  429 

and  in  feeling,  is  actuality,  pure  happening.  To  its  pure  causality,  which  is 
bound  to  no  substance  and  to  no  "soul,"  the  law  of  the  equivalence  of  cause 
and  effect,  which  is,  in  the  material  world,  manifested  in  the  law  of  the  con- 
servation of  energy,  does  not  apjily.  Spiritual  life  possesses  the  attribute  of 
"creative  synthesis"  and  continually  increases  in  energy,  in  accordance  with 
a  "heterogeneity  of  aims,"  which  is  the  fundamental  form  of  all  spiritual 
evolution.  Whenever  an  aim  is  realized,  unforeseen  foundations  and  impulses 
for  new  aims  are  thereby  created,  so  that  the  success  of  every  actual  endeavor 
is  richer  than  the  original  motive.  In  the  social  communities  of  human 
beings  a  new  energy  of  volition  is  manifested,  a  true  common  will,  which 
unites  all  humanity  in  the  conscious  accomplishment  of  definite  endeavors. 
All  the  wills  of  the  entire  world  are  united  in  the  reality  af  a  supreme  common 
will,  namely  God. 

Rudolf  Eucken,  born  at  Aurich  on  January  5,  1846,  who  has  filled  a  chair 
at  Jena  since  1874,  is  a  fervent  supporter  of  an  objective  idealism.  In  his 
writings  he  strives  after  life  and  spirituality,  which  we  hope  they  will  arouse. 
Among  his  important  works  may  be  mentioned  Die  Einheit  des  Geisteslebens 
(18S8),  Der  Kampj  um  eincn  geisligen  LehensinhaU  (1896),  Der  Wahrheits- 
geluill  der  Religion  (1901;  2d  edition,  1905).  He  has  also  published  note- 
worthy historical  works:  Geschichte  der  philosophischen  Terminologie  (1879), 
Die  Lebensanschauungen  der  grossen  Denker  (1890;  6th  edition,  1905), 
Thomas  von  Aquino  iind  Kant,  ein  Kampj  zweier  Welten  (1901).  Of  great 
value,  too,  is  his  Grundbegriffe  der  Gegenwart  (1878;  3d  edition,  1904). 

Eucken  teaches  that  in  all  intellectual  life,  uniform  and  supercosmic 
associations  are  at  work,  which  tend  toward  the  formation  of  a  "personal 
world."  He  regards  intellectual  Hfe  as  higher  than  dead  mechanism,  some- 
thing higher,  too,  than  mere  psychic  vitality,  just  as  personaltiy  is  more  than 
individual  existence  or  subjectivity.  Personality,  according  to  Eucken,  is 
spiritualized  individuality,  and  it  becomes  so  thru  the  process  of  the 
"(  reation  of  entities."  Whenever  we  become  immersed  in  a  spiritual  content 
and  the  latter  reacts  upon  us,  the  formation  of  real  nature  takes  place,  in  the 
form  of  a  double-sided  development — of  us  thru  spiritual  content,  and  of 
spiritual  content  thru  us.  By  means  of  the  contact  with  the  ideal  object 
spiritual  life  arises  within  us,  and  thru  the  work  of  the  soul  the  material  is 
disclosed  and  developed.  Worlds  of  the  good  and  the  beautiful  and  the  true 
open  up  to  .sight  and  reveal  to  us  supercosmic  depths.  This  sui)ercosmic 
( haracter,  however,  can  be  maintained  and  carried  out  only  if  we  connect 
all  real  spiritual  life  with  God. 

Among  the  metaphysicians  may  be  found  also  the  most  renowned  of  the 
living  non-academic  philosophers  of  Germany,  Eugen  Diihring. 

Eugcn  Diihring,  born  in  Berlin  on  January  12,  1833,  is  a  clear-sighted 
philosopher  and  spirited  author,  whose  sad  experiences  embittered  him  against 
all  aiadcmic  philosophy.  Allho  lie  had  become  i)lind,  he  began  to  lecture 
with  much  .success  at  the  University  of  Berlin  in  1863,  but  was  deprived  of 


430  NATIONAL   EDUCATIONAL   ASSOCIATION  [Anniversary 

the  privilege  in  1877,  because  of  the  extravagant  attacks  upon  Helmholtz 
included  in  the  second  edition  of  his  Kritische  Geschichte  der  allgemeinen 
Prinzipien  der  Mechanik  (prize-essay,  1873;  3d  edition,  1887).  In  this  work 
he  emphasized  the  prior  claim  of  Robert  Mayer  to  the  discovery  of  the  law 
of  the  conservation  of  energy,  unjustly  refusing  to  give  Helmholtz  any  credit 
v^^hatsoever.  He  also  honored  the  highly  gifted  Heilbronn  physician  in  a 
special  work  {Robert  Mayer,  der  Galilei  des  19.  Jahrhunderts,  Vol.  I,  1880; 
2d  edition,  1903;  Vol.  U,  1895).  Diihring  is  the  author  of  mathematical, 
economic,  and  political  (anti-Semitic)  works;  he  has  also  labored  in  the  field 
of  the  history  of  literature,  as  well  as  in  that  of  philosophy.  His  most  note- 
worthy philosophical  pubHcations  are  the  following:  Natilrliche  Dialektik 
(1865),  Der  Wert  des  Lebens  (1865;  6th  edition,  1902),  Ersatz  der  Religion 
(1882;  2d  edition,  1897),  Sadie,  Leben,  tend  Feinde  (1882;  2d  edition,  1903). 
Diihring  attacks  the  criticism  which  denies  the  knowability  of  being.  Our 
understanding  can  grasp  reality  as  it  is,  but  in  his  opinion,  it  should  rest 
content  with  the  apprehended  facts.  He  considers  it  foolish  to  attempt  to 
"explain"  them  in  the  bargain.  The  perception  of  reahty  culminates  in 
that  of  the  all-embracing  being,  which  in  its  self-sufficiency  has  nothing 
beside  or  above  itself,  yet  is  not  infinite,  but  Hmited.  Philosophy,  according 
to  Diihring,  however,  is  not  merely  perception  of  reality.  He  conceives  of 
it  also  as  the  representation  of  a  sentiment  directed  toward  a  nobler  humanity. 
This  sentiment  repudiates  pessimism — for  men  should  become  better,  in  order 
to  become  happier — as  well  as  egoism — for  the  happiness  of  the  individual 
should  be  incuded  in  and  made  subservient  to  the  general  good. 

In  the  above  paragraphs  I  have  attempted  to  describe  the  different  ten- 
dencies of  German  philosophy  by  presenting  the  theories  of  a  few,  not  all 
of  its  prominent  representatives.  In  all  philosophy,  in  the  words  of  Eucken, 
there  is  a  struggle  for  a  spiritual  life-content.  It  is  a  struggle  against  the  naive 
but  bold  dogmatism  of  materialism,  which  renders  the  spirit  empty  and  the 
heart  poor.  Yet  it  is  also  a  struggle  waged  by  philosophic  ideas  with  and 
against  one  another.  Nietzsche  once  referred  to  the  ideas  that  control  man 
as  spirits  more  beautiful  than  himself,  as  "invisible  heralds  of  things  to  come." 
And  similarly,  another  saying  of  Nietzsche  may  be  applicable  to  our  philos- 
ophers: "Inventors  of  images  and  spirits  shall  they  become  in  their  enmities, 
and  with  their  images  and  spirits  they  shall  some  day  fight  the  supreme  fight 
again.st  one  another." 

THE   PAST  AND    THE   FUTURE  OF  GERMAN  EDUCATION' 

FRIEDRICH    PAULSEN,    UNIVERSITY   OF   BERLIN 

It  seems  appropriate  to  conclude  this  historical  survey  with  a  prophecy 
about  the  future.     This  must  naturally  be  based  upon  a  consideration  of  the 

■  Book  IV,  chap.  iii.  of  Das  Deutsche  Bildungswesen,  by  special  permission  of  the  author  transhitcd  by 
Professor  Rudolf  Tombo,  Jr.,  Columbia  University. 


Papers]  PAST  AXP  FUTURE  Of  GERMAX   EPUCATIOX  431 

previous  course  of  development,  and  I  shall  therefore  emphasize  once  more 
the  tendencies  of  the  movement.  I  need  scarcely  point  out  lliat  the  element 
of  absolute  certainty  will,  as  a  matter  of  course,  be  absent  from  any  jjredic- 
tions  I  mav  make:  disturbing  influences  and  destructive  catastrojjhies  are 
likelv  to  occur  and  seriously  obstruct  t)r  alter  the  path  of  develojuiu'iu.  Never- 
theless it  is  true  that  the  more  universal  tendencies  of  civilization  are  scarcely 
afTected  by  the  accidental  interruptions  of  the  external  course  of  events.  His- 
torical [)rogress.  after  all,  is  not  determined  by  accidents,  but  rather  1)\  the 
conscious  operation  of  vital  forces.  The  idea  acts  as  a  hidden  ])()\ver  of 
attraction  and  thus  determines  the  direction  of  the  development. 

In  looking  back  over  the  entire  field,  we  observe  that  two  general  i)rincij)les 
stand  out  quite  prominently:  on  one  hand,  the  constant  tendency  to  .secularize 
institutions  of  learning  and  to  j)lace  them  under  the  management  of  the  state, 
and  on  the  other  hand,  the  continuous  dissemination  of  systematic  school 
training  over  ever-widening  circles  of  the  communily,  or,  if  1  may  use  the  term, 
the  "democratization"  of  education. 

The  first  of  these  tendencies,  which  we  might  (all  progressive  declericaliza- 
lion,  manifests  itself  first  of  all  in  external  secularization,  that  i-^,  the  i)assing 
of  the  control  of  education  from  the  i  luirch  to  the  sl;itc.  In  the  Middle  .\ges 
the  entire  educational  sy>lem  was  vested  in  the  iluin  h,  while  at  t!ie  present 
day  the  state  has  assumed  control  everywhere,  merely  intrusting  to  the  church, 
with  a  greater  or  smaller  semblance  of  good-will,  ])ower  of  no  definite  extent, 
especially  in  the  field  of  puiilic  education.  'Ilie  universities  .set  the  ball  roll- 
ing in  the  Middle  Ages,  the  higher  schools  followed  their  e.xample  after  the 
Reformation — at  first  in  Trotestant  territory — and  during  the  eighteenth  and 
nineteenth  centuries  the  public  schtjol  has  been  passing  more  and  more  under 
the  control  oi  the  state.  The  cau.se  of  this  movement  evidently  lies  in  the 
general  deterioration  of  the  church,  and  in  the  advancement  of  the  slate  as 
the  ruling  power  in  modern  life.  This  circumstance  again  is  iiitiinateh  related 
\()  the  tendencies  of  the  \vesterii  peoples  to  lay  greater  and  greater  emphasis 
in  their  mode  of  thought  and  feeling  upon  the  life  upon  earth;  tht'  romeplion 
of  the  life  hereafter  is  continually  losing  its  for*  e  and  its  power  of  nioti\ation, 
and  as  a  result  the  inlluence  of  the  church  is  waning. 

The  outward  secularization  of  education  has  been  accompanied  l)\  a  trans- 
fer of  instruction  from  the  clergy  to  laymen.  Teachers,  from  the  univirsilv 
down  to  the  common  school,  are  no  longer  ecclesiastical  olTicers.  Sec  ular 
sciences  and  arts  constitute  the  major  portion  of  the  |>rograms  of  slud\ .  'i'he 
arrangement  of  instruction  according  to  the  doctrines  <»f  the  church  has  dis 
appeared.  The  universities  were  the  tirst  lo  dixnd  the  oM  s\^tc-m,  ihi- 
|)ro(esN  taking  place  definitely  and  gciierallx  during  the  eighteenth  century; 
prior  to  that  lime,  at  le:ist  the  faculty  of  philosophy,  in  addition  to  the  theologi- 
<  al  faculty,  was  elfectively  controlled  by  the  ecclesiastical  system  of  instruc- 
tion. .At  the  present  day,  even  theology  has  become  a  science  that  measures 
truth  bv  means  of  immanent  .standards,  at  least  that  is  the  ca.se  in  the  evan- 


432  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

gelical  church.  Ecclesiastical  organs  are  attempting  to  fetter  investigation 
with  dogma,  but  on  the  whole  these  efforts  have  not  been  successful,  altho 
they  have  been  effective  now  and  then  in  specific  instances.  As  far  as  the 
school  is  concerned,  religious  instruction  under  the  control  of  the  church  has 
not  been  exterminated,  to  be  sure,  yet  it  has  lost  its  power.  Less  than  two 
hundred  years  ago  the  entire  school  system,  private  as  well  as  public,  was 
steeped  in  ecclesiastical  matters  and  denominational  instruction;  since  then, 
however,  religion  has  come  to  be  ranked  with  other  subjects,  no  longer  over- 
shadowing them  in  importance.  In  many  cases  it  is  regarded  as  a  subject  in 
a  class  by  itself;  indeed,  it  is  occasionally  looked  Upon  as  an  alien  subject, 
one  which  has  outlived  its  usefulness,  which  is  in  reality  no  longer  compatible 
with  the  general  structure,  and  the  removal  of  which  is  accordingly  only  a 
question  of  time. 

Such  has  been  the  trend  in  the  past,  and  there  is  no  reason  to  suppose 
that  a  retrograde  movement  will  take  place.  Partial  and  temporary  reactions 
are  of  course  possible.  The  church  has  by  no  means  renounced  its  right  to 
control  the  schools;  the  Catholic  church  especially  maintains  its  claims  firmly, 
and,  as  is  well  known,  when  a  claim  is  once  advanced  by  this  church,  it  is 
never  receded  from.  As  a  matter  of  fact,  we  must  confess  that  education 
really  belongs  to  the  field  which  the  church  regards,  and  cannot  but  regard, 
as  its  proper  sphere,  that  is,  to  the  field  of  the  cum  animarum,  the  guidance  of 
the  soul  and  of  morals.  It  is,  however,  impossible  to  alter  the  received  situa- 
tion. The  state  will  not  surrender  the  right  to  regulate  education  after  having 
once  attained  this  right,  and  we  must  not  forget  that  the  assumption  of  the 
control  of  education  by  the  state  is  largely  due  to  the  fault  of  the  church, 
which  since  the  close  of  the  Middle  Ages  has  been  almost  entirely  a  retarding 
factor  in  the  development  of  culture.  Besides,  we  cannot  deny  that  educa- 
tion is  too  intimately  associated  with  the  enlarged  purposes  and  tasks  of  the 
state  for  the  latter  to  coiuitenance  a  return  from  the  new  political  to  the  old 
ecclesiastical  order.  Every  modern  civilized  nation  conceives  as  its  mission 
the  preservation  and  elevation  of  its  people.  From  the  political  and  eco- 
nomic, the  intellectual  and  moral  standpoints,  indeed,  a  nation  is  nothing  more 
than  the  organization  of  the  people  with  this  end  in  view.  This  being  so, 
the  state  cannot  be  indifferent  to  the  education  of  the  rising  generation,  upon 
which  the  maintenance  of  all  culture  directly  rests,  nor  can  it  assign  the  diffi- 
cult task  to  a  power  not  dependent  upon  it,  in  the  belief  and  expectation  that 
this  power  will  perform  the  task  as  the  state  desires  and  will  serve  the  state's 
ends.  This  is  such  a  self-evident  fact,  that  even  the  nations  who  had  been 
longest  indifferent  to  this  problem  of  the  political  community,  like  England, 
for  example,  have  begun  during  the  generation  just  past  to  take  a  profound 
interest  in  the  regulation  and  advancement  of  public  education.  It  is  safe 
to  say  that  the  recent  successes  of  the  German  people  have  done  much  to 
convince  other  nations  how  important  is  a  national  system  of  education 
and  training  for  the  entire  population,  for  the  efficient  self -development  of  the 


Papers]  PAST  AND  FUTURE  OF  GERMAN  EDUCATION  433 

people  from  the  military  and  economic  standpoints  as  well.  The  careless- 
ness with  which  many  nations  have  in  times  past  intrusted  education  to  the 
church  or  to  self-regulation  according  to  the  law  of  supply  and  demand  has 
been  supplanted  in  all  European  countries  and  elsewhere  by  paternal 
solicitude  on  the  part  of  the  state  for  educational  efficiency. 

This  movement  will  proceed  without  interruption  to  its  ultimate  results. 
Among  these  I  may  mention  in  the  first  place  the  absolute  control  of  all 
school  inspection  by  the  state.  I  am  convinced  that  the  heritage  of  the  ancient 
ecclesiastical  authority  in  school  affairs,  in  the  f(jrm  of  clerical  school  inspec- 
tion^ will  disappear  before  very  long,  since  it  is  in  all  respects  incompatible 
with  the  organiz;ition  of  the  modern  educational  system.  District-school 
inspection,  especially,  will  soon  pass  out  of  the  weak  hands  of  the  clergy.  The 
task  has  become  a  great  and  difficult  one,  which  demands  the  entire  strength 
of  competent  professional  officials.  The  teachers  have  been  of  this  opinion 
for  some  time,  and  they  regard  the  system  of  placing  them  under  control  of 
an  alien  calling  as  a  slight  upon  their  profession  and  their  standing,  especially 
in  view  of  the  fact  that  the  clergy  exercise  this  control,  without  any  inherent 
reason,  primarily  as  subsidiary  to  their  real  vocation.  Every  advance  in  the 
development  of  our  educational  system  and  our  systems  for  the  training  of 
teachers  renders  the  old  order  more  imi)ossible,  and  at  the  same  time  more 
unbearable  from  the  personal  standpoint.  The  clergy,  too,  have  recently 
called  public  attention  more  than  once,  and  in  emphatic  fashion,  to  the  dis- 
advantages of  this  condition.  The  same  process  will  take  place  in  local  school 
inspection.  There  is  no  reason  why  a  clergyman  should  not  serve  as  local 
school-inspector  when  he  possesses  the  necessary  qualifications  and  the  inch'na- 
tion,  and  when  the  community  desires  it,  but  there  is  no  reason  whatsoever 
why  a  clergyman  not  possessing  the  necessary  qualifications  should  be  called 
upon  to  fill  a  position  in  which  he  is  not  wanted.  A  hundred  years  ago,  to 
be  sure,  there  was  some  reason  in  appointing  to  the  position  of  school- 
inspector  the  only  highly  educated  person  in  the  community,  that  is,  the 
clergyman,  but  this  one-sided  condition  has  since  been  remedied,  especially 
thru  the  development  of  the  teaching  profession  itself. 

I  regard  the  separation  of  the  ministry  of  education  from  tlie  state  achninis- 
tration  of  ecclesiaslit  ;il  jioh'cy  as  another  consequence  of  llu'  divelopmi-nt. 
The  latter  flepartment,  in  case  it  is  not  established  as  a  separate  ministry, 
might  most  api)roi)riateIy  be  ccmibined  with  the  ministry  of  justice.  If  this 
were  done,  it  would  at  the  same  time  bi."  made  evideiU  that  it  was  not  a  (jues- 
tion  of  church  aulh<jrity,  of  jus  in  siura,  but  rather  of  the  maintenance  of 
the  legal  boundaries  between  church  and  stale.  The  old  coimection  really 
went  back  to  the  time  of  a  national  (  hurc  h. 

The  question  may  be  asked:  Haw  will  rili^^ious  inslnnlion  jarr- wiW  it 
too  be  excluded  from  school  in  consecjuence  of  the  new  organization  of  edu- 
cation ?  The  answer  depends  somewhat  upon  what  we  mean  when  we  speak 
of  religious  instruction.     If  we  mean  instruction  thai  aims  to  con\ince  pupils 


434  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversaiy 

of  the  necessity  of  the  confession,  then  I  should,  indeed,  be  inchned  to  say 
that  it  is  just  as  incompatible  with  the  character  of  the  modern  state  as  it  is 
with  the  new  school  organization.  There  can  be  no  doubt  that  this  was  its 
original  intention,  that  this  was  the  reason  why  the  reformed  churches,  and 
later  on  in  the  sixteenth  century  the  Catholic  church  also,  introduced  reh- 
gious  instruction,  and,  as  a  matter  of  fact,  the  necessity  of  this  instruction  is 
still  maintained  in  some  quarters.  A  half-century  ago  the  teaching  regula- 
tions still  expressly  prescribed  instruction  of  this  nature,  and  the  more  recent 
regulations  nowhere  disclaim  it  absolutely.  Even  at  the  present  day  it  still 
lies  at  the  basis,  formally  at  least,  of  actual  instruction  and  of  school  inspec- 
tion, altho  it  is  no  longer  emphasized  so  strongly.  Such  religious  instruction 
undeniably  belongs  to  the  school  of  the  past,  to  the  school  which  attempted 
to  be  naught  else  but  a  nursery  of  the  church,  and  under  such  circumstances 
a  method  of  instruction  which  endeavored  especially  to  establish  the  confes- 
sion of  the  church  as  the  absolute  and  exclusive  truth  was  most  appropriate. 
On  the  other  hand,  it  is  obviously  incompatible  with  the  modern  public-school 
system,  if  for  no  other  reason  than  the  simple  one  that  the  state  has  no  creed. 
The  individual  subjects  belong  to  denominations  of  various  sorts,  but  the 
modern  state  on  general  principles  holds  a  neutral  attitude  toward  them:  it 
tolerates  all,  but  appropriates  none.  Under  these  circumstances  it  is  obviously 
paradoxical  for  the  state  to  allow  dogmatic  religious  instruction  to  be  imparted 
under  state  supervision  by  state  officials  in  public  schools  upon  which  attend- 
ance is  compulsory.  This  leads  to  a  rather  curious  condition,  inasmuch  as 
in  one  school  Catholic  theology,  with  its  doctrine  of  the  infallibility  of  the 
Pope,  in  another  the  Reformed  or  Lutheran  catechism,  with  its  absolute  rejec- 
tion of  the  papacy,  is  taught  as  the  infallible  truth,  both  under  the  same  author- 
ity. Force  of  habit  and  a  general  disinclination  to  take  these  matters  seriously 
have  rendered  us  indifferent  to  the  inherent  contradiction.  This  comes  to 
the  surface  whenever  the  relations  between  church  and  state  are  strained,  as 
for  example  at  the  time  of  the  KiiUiirkawpj,  when  a  bitter  struggle  took  place 
over  the  religious  instruction  imparted  by  state  officials  by  order  of  the  state, 
but  not  approved  by  the  church.  The  contradiction  is  felt  on  the  other  hand 
by  the  dissenters,  who  are  forced  to  permit  their  children  to  receive  dogmatic 
religious  instruction  opposed  to  their  faith  or  their  scientific  convictions;  and 
the  number  of  these  dissenters  is  undoubtedly  far  in  excess  of  the  figure  given 
in  the  census  statistics.  Finally,  the  contradiction  is  felt  most  sharply  by 
teachers  who  are  dissenters  at  heart  but  who  are  forced  to  give  religious  instruc- 
tion along  the  lines  of  a  creed  that  is  not  their  own.  Fervent  expression  to 
this  feeling  is  given  in  a  memoir  recently  prepared  by  the  teachers  of  Bremen 
and  submitted  to  the  officials  of  that  city  (1905).  The  contradiction  is  present ; 
of  that  there  is  no  doubt,  and  the  time  will  come  when  it  will  no  longer  be 
tolerated,  when  the  public  school  in  our  country  also  will  abolish  dogmatic 
denominational  instruction,  leaving  the  church  to  provide  such  instruction 
wherever  the  demand  exists. 


Papers!  PAST  AXD    FUTURE  OF  (JERMAX  EDUCATION  435 

The  above  remarks  do  not,  however,  solve  the  proljlem  of  general  religious 
instruction,   at   least   in    Protestant   territory.     An   individual    may   assume 
whatever  personal  attitude  he  chooses  toward  religion,  yet  there  is  no  denying 
the  fact  that  religion  has  played  an  imj)ortant,  perhaps  the  mo^t  imijortant, 
role  in  the  historical  development  of  mankind,  and  in  spite  of  occasional  rcjjorts 
of  the  disappearance  oi  religi()n,  it  still  constitutes  a  very  significant  element 
of  our  spiritual  life.     Its  intluence  is  visible  at  every  stage:    Christianity, 
Chri.stian  faith,  and  Christian  philosophy  penetrate  all  the  vital  interests  of 
the  western  world  like  an  omnipresent  element.     In  art  and  i)()etry,  in  archi- 
tecture and  music,  in  philosophy  and  science,  at  every  point  we  encounter 
Christianity  as  the  great  omnipresent  vital  force;    even  today  every  human 
being  is  constrained  to  define  his  position  toward  it,  be  it  positive  or  negative: 
the  very  struggle  waged  against  it  is  a  tacit  acknowledgment  of  its  importance. 
And  similarly,  the  political  history  of  the  nations  of  Europe  has  been  ir.llu- 
enced  at  every  point  Ijy  the  religious  question,  from  the  conversion  of  the 
fir.^t  king  of  the  Franks,  and  the  crowning  of  Charles  the  Great  as  Roman 
emperor,  to  the  great  conflicts  between  secular  and  clerical  power  that  fill 
the  pages  of   mediaeval   history,    and  again   from   the  Reformation   lo  the 
Revolution  and  the  Kultiirkai)! pj,  there  is  not  a  finger's  breadth  of  hi-iorital 
soil  that  has  not  felt  the  influence  of  Christianity  and  the  church.     If  now 
we  admit  that  the  .school  must  familiarize  the  youth  with  the  en\ironnicnt 
in  which  they  are  later  to  labor,  and  that  man's  most  intimate  and  nn)st  real 
environment  is  history,  and  not  nature,  then   there  cannot  be  the  shadow 
of  a  doubt  that  the  school  cannot  and  must  not  evade  llie  task  of  familiarizing 
the  young  with  the  im])ortance  and  significance  of  Christianity  as  an  historical 
fact.     A  person  who  knows  nothing  of  Christian  faith  and  Christian  ideals, 
of  biblical  and  ecclesiastical  history,  would  a|)i)tar  in  hisioiy  c\cn  at  the  ])iesent 
day  like  a  deaf  man  at  a  concert;  he  would  be  without  the  kc\  to  the  under- 
standing of  a  very  large  share  of  the  condu(  t  and  aitimi^,  the  emotions  and 
productions  of  humanity.     Thus  we  see  that  the  school  inusl  needs  consider 
these  things;   it  must  consider  them  as  facts,  which,  just  like  natural  realit\-, 
are  not  primarily  the  subject  of  criticism,  but  rather  of  comprehension,     it 
will  thus  be  an  essential  and  i)ermanent  task  of  the  school     no  matter  whether 
we  call  it  instruction  in  religion,  or  history  of  Christianity,  oi-  what  not     not 
onlv  casually  to  consider,  .say  in  connection  with  instruction  in  history,  tiie 
great  historical  factor  whose  origin  we  can  trace  back  i(;oo  years  to  the  soil 
of  the  Hebrew  nation  and   whii  h  has  gradually  s|)rea(l  o\cr  all  |)orlions  of 
the  earth,  luit  also  to  impart,  -o  far  as  possible,  a  coniicitcd  impression  of 
the  subjec  t. 

In  reality  our  religious  instruction  has  long  been  tending  in  the  diicition 
of  sU(  h  treatment.  .All  we  need  do  !•>  to  point  the  moral,  iwid  wc  max  .say 
that,  as  matters  stand  at  jtresent,  and  in  \  icw  of  the-  i  liarac  tcr  of  our  tc;u  hers 
and  students,  it  is  the  task  of  the  sc  hool  to  im|)art  an  historical  knowledge  of 
Christianity  and  its  faith,  its  literary  monuments  and  its  vital  forms,  its  growth 


436  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

and  its  revolutions.  To  convince  the  young  of  the  absolute  truth  of  one 
set  of  doctrines  or  another  is  a  task  which  exceeds  the  capacity  and  the  mis- 
sion of  the  school.  Were  we  only  to  adopt  this  conclusion,  we  should  above 
all  attain  one  thing,  namely,  that  our  teachers  could  again  discuss  religious 
matters  with  good  conscience.  No  doubt  many  teachers  suffer  at  present 
under  the  burden  of  dogmatic  religious  instruction.  This  is  especially  true 
of  Protestant  teachers,  in  whose  case  the  matter  is  always  ultimately  left  to 
the  individual  conscience,  whereas  the  Catholic  teacher  can  find  a  way  out 
by  explaining  that  it  is  the  church  that  expounds  the  doctrines.  I  realize 
that  instruction  shorn  of  all  denominational  tendencies  would  not  lack  internal 
and  external  difficulties,  but  it  would  serve  as  a  great  step  away  from  a  posi- 
tion that  has  become  intolerable.  Perhaps  the  return  of  frankness  and  impar- 
tiality in  the  treatment  of  religious  material  would  bring  with  it  a  greater 
willingness  and  desire  to  include  the  subject  in  the  course  of  study.  It  goes 
without  saying  that  there  is  a  wealth  of  wisdom  and  precept  contained  in  the 
writings  of  the  Old  and  New  Testaments;  indeed,  the  Bible  is  a  universal 
book  without  compare  in  regard  to  content  and  form,  and  there  is  absolutely 
no  collection  of  writings  that  is  as  valuable  to  the  teacher  in  initiating  the 
young  into  the  understanding  of  moral  and  ethical  questions. 

I  am  quite  certain  that  religious  life  will  not  suffer  either  when  denomina- 
tional instruction  is  abolished  in  the  schools.  Certain  formulations  of  reli- 
gious ideas  as  we  find  them  in  the  large  catechisms,  as,  for  example,  the  doc- 
trines of  original  sin  and  the  forgiveness  of  sins,  of  God  incarnate  and  the 
crucifixion,  of  salvation  and  atonement,  faith  and  justification,  will  then 
be  heard  more  seldom,  but  that  would  be  no  loss,  since  under  the  old  scheme 
pupils  discuss  problems  and  events  which,  as  a  matter  of  fact,  are  incompre- 
hensible and  meaningless  to  children  of  their  age,  and  which  only  lead  to 
senseless  repetitions — the  death  of  religious  sentiment.  Religious  living  is 
inspired  by  the  contemplation  of  pious  lives,  especially  of  those  with  which 
the  young  come  into  personal  contact;  and  the  instruction  itself  can  be  made 
effective  only  by  presenting  illustrations  of  pious  lives  borrowed  from  history 
and  literature.  For  the  moral  training  of  youth,  however,  the  effectiveness  of 
biblical  \\Titings  would  not  be  felt  until  they  were  freed  from  the  strictures 
of  dogmatic  interpretation,  and  treated  as  purely  human  records  of  human 
events.  None  but  a  prejudiced  person  will  fail  to  realize  that  we  cannot  dis- 
pense with  the  Scriptures  in  the  important  branch  of  education  which  is  con- 
cerned with  the  formation  of  moral  concepts  and  indirectly  of  moral  volition, 
nor  can  we  substitute  selections  from  the  literatures  of  the  world,  as  the 
Bremen  school  demands.  The  absolute  value  of  the  Scriptures,  as  well  as 
their  important  historical  continuity,  will  always  retain  for  the  Bible  a  unique 
place  in  our  world. 

By  means  of  such  an  inner  development  of  religious  instruction,  we  should 
furthermore  be  preparing  for  the  goal  that  seems  to  lie  in  the  future  of  our 
people,  namely,  a  universal  interdenominational  public  school.     The  univer- 


Papers]  PAST  AXD  FUTURE  OF  GERMAN  EDUCATION  437 

sal  and  systematic  introduction  of  the  so-called  undenominational  school 
(Siniullanschule),  which  political  parties  are  at  present  ardently  advocating, 
I  do  not  consider  an  ideal  solution  of  the  problem;  at  all  events,  it  is  an  abso- 
lute impossibility  at  the  present  day.  If  forced  upon  certain  portions  of  the 
community  ]\v  law,  it  would  lead  to  a  bitter  educational  conflict,  and  a  further 
consequence  would  be,  in  case  the  law  could  be  made  operative,  that  denomi- 
national private  schools  would  arise  beside  the  undenominational  national 
school,  especially  in  Catholic,  and  presumably  also  in  Protestant,  territory. 
And  the  ultimate  consctjuence  of  such  a  movement,  dictated,  not  by  positive 
necessity,  but  by  poHtical  doctrinarianism,  would  be  not  the  desired  obhtera- 
tion  of  denominational  contradictions,  but  rather  their  intensification  and 
aggravation.  On  the  other  hand,  if  matters  are  allowed  to  develop  in  the 
direction  suggested,  which  is  indicated  by  the  great  historical  movements,  if 
biblical  instruction  is  permitted  to  advance  more  and  more  at  the  cost  of  dog- 
matic denominational  instruction,  for  which  no  legal  measures  are  required, 
but  merely  a  wiUingness  on  the  part  of  the  administrative  authorities  to 
satisfy  proper  demands,  then  the  time  will  come  when  the  school  will  be 
inwardly  prepared  for  the  final  step,  common  biblical-historical  instruction 
in  Christianity  for  all  denominations,  to  which  may  be  joined  special  instruc- 
tion on  the  part  of  the  churches  as  a  preparation  for  admission  to  active 
mem]:)er>hip. 

I  realize  fully  that  this  prospect  will  be  regarded  by  many  as  Utopian,  by 
opponents  as  well  as  by  adherents  of  such  a  movement.  Nevertheless,  I 
am  firmly  convinced  that  future  developments  will  tend  in  this  direction.  The 
ver}-  blending  of  denominations  among  our  people,  which  is  becoming  more 
and  more  rapid,  will  help  to  accelerate  the  tendency;  soon  there  will  not  be  a 
city  in  the  empire  nor  a  large  rural  district,  where  Protestants  and  Catholics 
will  not  dwell  side  by  side.  The  spread  of  interdenominational  schools,  at 
least  of  the  association  of  children  of  different  denominations  in  the  same 
school,  as  well  as  the  increase  of  mi.xed  marriages,  will  inevitably  result. 
The  more  frequently  the  people  of  different  denominations  intermingle,  the 
more  rapidly  will  the  element  of  estrangement  disappear;  they  will  learn  to 
know  and  understand  one  another,  for  these  two  things  are  synonymous  here. 
And  the  develoj^ment  in  this  direction  will  be  aided  by  another  factor,  namely, 
the  advancing  nationalization  of  the  German  people.  There  is  no  doubt  that 
the  national  clement,  as  oi)posed  to  the  denominational,  is  gaining  more  and 
more  in  imi)ortancc  in  the  life  and  sentiments  of  the  people.  We  must  not 
be  deceived  by  the  .seeming  inten.sification  of  denominational  contrasts  in  the 
nineteenth  century,  thru  the  sudden  violent  tension  of  the  culture-conflict; 
that  was  nothing  more  than  the  final  spark  of  an  old  hostility,  brought  about 
by  clerical  fear  for  the  control  of  souls,  and  by  political  bungling.  In  reality 
the  Lutherans  of  Hanover  or  Schleswig-Holstein  and  the  Catholics  of  Bavaria 
were  very  much  farther  apart  at  the  beginning  of  the  ninetcentli  century,  in 
spite  of  the  peace  in  clerical  circles,  than  they  are  after  the  rehabilitation  of 


438  NATIONAL   EDUCATIONAL  ASSOCIATION  [Anniversary 

the  empire  at  the  beginning  of  the  twentieth  century.  And  this  development 
will  continue;  should  the  love  the  different  sections  of  the  empire  bear  one 
another  not  be  strong  enough  to  assure  it,  then  the  hatred  of  the  surrounding 
peoples  will  accomplish  what  remains  to  be  done  to  weld  the  Germans  into  a 
homogeneous  nation. 

Education,  too,  has  long  followed  this  course:  the  national  element  has 
made  constant  progress  at  the  expense  of  the  denominational.  Whereas  in 
the  middle  of  the  eighteenth  century  the  old  denominational  school  still 
existed  in  all  its  onesidedness,  especially  in  Catholic  territories,  since  that 
time  the  humanitarian  influence,  on  one  hand,  and  the  national  influence, 
on  the  other,  have  become  more  and  more  powerful  in  Germany,  as  well  as 
in  other  countries.  In  the  national  schools  of  France  the  cult  of  the  father- 
land has  to  a  certain  extent  replaced  the  clerical  cult.  Altho  we  have  kept 
aloof  more  from  such  exaggerations,  we  have  nevertheless  assigned  a  very 
promising  place  to  instruction  in  the  language,  hterature,  and  history  of  our 
country.  Our  common  schools  have  long  since  ceased  to  be  denominational 
schools,  so  far  as  instruction  is  concerned;  they  are  national  schools,  which,  to 
be  sure,  allow  for  denominational  dift'erences.  The  same  trend  is  visible  in 
the  position  of  our  higher  schools;  while  in  the  eighteenth  centurv  they  were 
still  entirely  under  the  influence  of  the  international  Latinity  and  the  denomina- 
tions, they  have  become  in  the  course  of  the  nineteenth  century  more  and 
more  pronouncedly  national  schools,  in  which  instruction  in  German  forms 
the  focus  of  the  course  of  .study.  They  have  cast  off  during  the  nineteenth 
century,  at  least  in  all  essentials,  the  formal  denominational  character,  which 
in  the  eighteenth  century  still  adhered  to  them  as  a  matter  of  course,  and  they 
are  now,  for  the  most  part,  schools  with  religious  equality,  or  interdenomina- 
tional institutions. 

It  will,  therefore,  be  perfectly  safe  for  us  to  let  the  fruit  mature;  the  ele- 
mentary school  will  follow  this  course  of  its  own  accord. 

To  be  sure,  it  will  not  follow  the  road  of  the  "religionless"  school,  to  which 
not  a  few  evidently  believe  they  are  leading  it  when  they  passionately  advo 
cate  the  undenominational  school  {Simultanschule).  The  only  way  in  which 
this  could  come  about  would  be  under  the  condition  that  the  Christian  peoples 
inclined  to  it  of  their  own  accord.  I  believe,  howe\'er,  that  those  who  foresee 
this  result  are  greatly  mistaken.  The  human  spirit  will  never  find  complete 
satisfaction  in  science — not  in  this  world.  This  fact  will  become  all  the  more 
pronounced  as  the  attempts  to  force  the  mind  toward  faith  and  thoughts  of 
the  hereafter  will  cease.  But  if  religion  continues  to  remain  a  manifestation 
of  the  s])iritual  life  of  the  great  world,  it  will  not  disa])pear  entirely  from  the 
small  world  of  education.  There  are  countries  in  which  no  other  way  was 
])Ossible:  in  Catholic  France,  for  example,  governmental  and  national  edu- 
cation could  be  secured  only  at  the  expense  of  the  exclusion  of  the  religious 
element.  In  Germany,  however,  I  consider  the  step  neither  neces.sary  nor 
possible.     I  consider  it  a  fortunate  condition  of  our  development  that  we  do 


Papers]  PAST  A X D  FITV RE  OF  UEKMAN    EIU'CATIOX  439 

not  have  to  pay  this  price  for  our  national  education,  that  our  teachers  may 
continue  to  impart  in>trui  tion  in  rcliuion  and  retain  their  hold  upon  tlic  Bible: 
it  is  thu.>  made  pos>ible  for  iheni  to  he  "'niolikM^  of  xoutli  "  in  the  fullest  sense 
of  the  term. 

There  is  another  etTeet  of  the  secuhiri/.ation  of  echuation  whiih  I  desire 
to  discuss  brielly,  and  that  is  the  ever-increasing  strictness  of  regulation, 
which  has  for  some  time  been  at  work  in  the  direction  of  a  decrease  in  free- 
dom and  spontaneity.  This  re>uUs  from  the  thanuter  of  the  slate,  whicli, 
in  its  origin,  is  concerned  with  reguhilions  for  the  maintenance  of  justice  and 
defense;  in  these  fields  strict  and  uniform  law  reigns  supreme  and  behind  it 
stands  force.  In  the  same  measure  in  which  the  state  has  assumed  control 
of  the  admini>tratit)n  of  culture,  it  has  made  itself  felt  in  the  field  of  education, 
where  law  and  force  are  no  longer  unknown.  The  church,  from  the  very 
nature  of  the  case,  founded  as  it  is  entirel\-  u])on  faith,  hope,  and  Io\e,  was 
always  .somewhat  more  reluctant  to  employ  force;  and  besides  it  did  not 
pos.sess  the  means.  The  last  great  advances  in  school  regulation  were  made 
in  the  nineteenth  centur\-.  Prior  to  that  time  compulsion  for  the  most  i)art 
was  concerned  only  with  externals,  as  with  the  foundation  of  schools  and 
attendance  upon  them,  but  during  the  last  century,  internal  matters  have 
become  subject  to  rigid  control.  Educational  manifestos.  ])romulgated  with 
legal  .sanction  from  a  central  bureau,  began  to  prescribe  in  detail  for  each 
school  the  subjects  of  study  and  the  course  of  instruction,  the  number  of 
hours  and  the  ground  to  be  covered  in  each  field.  Offices  were  establi.shed 
for  the  sjjecific  {)urj)ose  of  enforcing  the  regulations  by  means  of  stated  inspec- 
tions and  examinations.  The  control  was  gradually  extended  also  to  the 
method  of  instruction,  and  even  to  prescribed  sentiments  among  teachers  and 
j)upils,  esj)ecially  as  a  consequence  of  party  s])irit.  In  this  wa\-  a  degree  of 
constraint  has  made  it.self  felt  in  educational  matters,  which  \iolentlv  limits 
the  personal  initiative  of  the  teacher,  who,  in  a  i)articular  lase,  acts  not  in 
accordance  with  what  is  ])ossible  and  necessary,  but  rather  in  accordance 
with  the  regulations  that  happen  to  be  in  force.  And  the-e  are  not  likely  to 
be  more  acceptable  because  they  change  every  ten  or  twenty  years;  on  the 
contrary,  arrangements  of  a  permanent  character  come  in  time  to  be  regarded 
as  natural  laws,  whereas  constant  change  is  traced  to  mere  i  hante  and  arbi 
trary  substitution.  There  is  no  doubt  of  the  fact  lliat  tin's  resnj,  ti,,n  is  in 
rnany  cases  felt  as  a  heavy  bunlen  by  teachers,  es|)e(ially  b\  tlie  most  power- 
ful and  inde|)endent  natures.  And  this  burden  is  felt  abo  b\  the  pupils, 
e.spedally  in  the  highest  grades  of  the  Civiiniiisiiini,  in  uliic  li  the  |>upils  more 
advanced  in  age  resist  the  continuation  of  the  regular  sc  hool  di.seipline  and 
mode  of  instruction,  with  their  daily  a.ssignmenls  ;tnr|  their  control  in  all 
subjects.  Much  of  the  ruling  dissatisfaction  with  present  cdut  ational  con- 
ditions, which  frequently  finds  voice  in  violent,  unjustified,  and  e\lra\agant 
statements,  may  be  traced  ba<  k  to  these  causes. 

Perhajjs   we   may   now   add    that    administrative    aulhorilics    ha\e   ne\er 


440  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

understood  this  dissatisfaction  so  thoroly,  or  shown  such  a  desire  to 
remedy  the  evil,  as  the  Prussian  authorities  do  today.  It  is  to  be  hoped  that 
their  endeavor  to  remove  the  grievance  will  be  successful,  more  successful,  at 
any  rate,  than  L.  Wiese's  was  fifty  years  ago,  for  he  approached  his  task  with 
the  same  understanding.  These  efforts  are  certain  to  be  crowned  with  success 
if  the  energetic  and  consistent  desires  of  the  government  are  met  half-way 
by  the  good-will  and  proper  understanding  of  the  other  side,  above  all  and 
primarily  by  the  teachers — a  desire  for  freedom  united  to  self-discipline  and 
a  feeling  of  responsibility  are  a  sine  qua  non.  Then,  if  the  officials  will  learn 
to  respect  every  serious  manifestation  of  good-will,  and  to  treat  it  with  care, 
or  correct  it  with  gentle  hand  whenever  it  seems  to  be  steering  a  questionable 
or  wrong  course,  we  may  be  permitted  to  hope  that  bureaucratic  methods 
and  reluctance  on  the  part  of  the  pupils  will  gradually  disappear  to  make  way 
for  joyous  initiative  on  the  part  of  both  teacher  and  pupil. 

To  be  sure,  even  then  the  school  will  not  correspond  to  the  ideal  of  the 
most  recent  group  in  pedagogical  literature,  which  we  might  call  the  anar- 
chistic group;  it  will  never  be  able  to  satisfy  the  demand  to  abolish  all  com- 
pulsion, and  not  only  all  compulsion,  but  also  all  strict  order,  and  with  it  all 
required  studies,  by  rnaking  instruction  dependent  upon  the  particular  incli- 
nation of  the  pupil.  The  preceptor  and  teacher  should  by  all  means  listen 
to  the  longings  concealed  in  the  breast  of  the  child  and  pupil,  and  endeavor 
to  fathom  his  soul;  but  that  is  not  synonymous  with  abandoning  all  firm  guid- 
ance; indeed,  we  may  say  that  the  child  and  pupil  thoroly  appreciates  a  firm 
guiding  hand  which  teaches  him  gradually  to  become  master  of  his  vacil- 
lating inclinations  and  impulses,  to  acquire  a  will,  and  to  develop  into  a  per- 
sonality. A  good  regimen,  for  which  we  pray  in  Luther's  fourth  supplica- 
tion, is  what  in  youth  we  can  spare  least  of  all,  and  we  are  never  more  contented, 
than  when  we  are  assured  of  strong  guidance.  A  good  regimen  is  of  course  not 
a  harsh  and  pedantic  or  even  an  ill-tempered  and  angry  one,  but  one  which 
leads  to  the  goal  with  strength  and  a  firm  will,  to  the  goal  which  the  one 
governed  really  wishes  to  reach.  The  pedagogical  anarchism  to  which  I 
referred  above  is  nothing  more  than  the  natural  reaction  against  exaggerated 
bureaucracy;  but  the  reactionary  movement  is  itself  unduly  exaggerated,  as 
well  as  unsound.  When  in  this  age  of  neurasthenic  authorship  the  move- 
ment seeks  expression  in  mad  clamors,  as  has  happened  here  and  there,  it 
merely  compromises,  just  as  political  anarchism  does,  efforts  that  are  iji 
themselves  sound  and  essential.     Freedom  has  no  worse  enemy  than  anarch} 

As  a  second  tendency  beside  the  continuous  secularization  of  the  school 
and  of  education,  we  notice  the  unceasing  advancement  in  the  dissemination 
of  education  over  ever-widening  circles  of  the  population,  what  we  might  call 
the  continuous  "democratization"  of  education,  going  hand  in  hand  with  an 
increasing  "socialization"  of  educational  provisions. 

This  development  may  be  traced  as  follows:  During  the  Middle  Ages 
there  were  public  institutions  of  learning  only  for  the  highest  class,  namely, 


Papers]  PAST  AND  FUTURE  OF  GERMAN  EDUCATION  441 

the  clerical,  and  the  prevalent  educational  ideal  was  accordingly  a  clerical 
one.  With  the  Renaissance  and  the  Reformation,  the  lower  classes  began 
to  participate  in  the  movement.  After  the  universities  had,  even  in  the 
second  half  of  the  Middle  Ages,  loosened  the  old  constraint  of  purely  clerical 
education,  nobles  and  citizens  began  to  an  increasing  extent  to  assume  con- 
trol of  education  and  the  means  of  education.  First  an  aristocratic  educa- 
tional ideal,  prepared  for  in  the  Renaissance,  lent  its  character  to  the  seven- 
teenth and  eighteenth  centuries;  the  secular  nobles  •determined  the  type  of 
aristocratic  education.  Since  the  age  of  enlightenment  and  neo-humanism, 
toward  the  close  of  the  eighteenth  century,  the  citizen  classes  have  assumed 
control,  and  during  the  nineteenth  century  these  determined  the  character  of 
the  reigning  educational  ideal,  namely,  that  of  Hellcnizing  humanism.  In 
addition,  the  masses  had  gradually  begun  to  take  an  interest  in  education  and 
the  means  of  education:  reading  and  writing  had  become  more  and  more 
common  since  the  si.xteenth  century;  during  the  nineteenth  century  the  old 
j)urely  clerical  character  of  the  common  school  also  was  gradually  transformed 
along  the  lines  of  the  humanistic-civil  ideal.  If  we  pursue  the  lines  of  the 
|»revious  development  farther,  the  twentieth  century  would  bring  a  universal 
education  of  the  people,  in  which  the  lowest  class,  too,  the  great  mass  of 
population,  would  have  full  share,  thus  realizing  Fichte's  ideal  of  a  national 
education  which  does  not  recognize  any  01  ttoAXoi.  The  goal  would  not  be 
equality  of  education  for  all,  but  participation  of  all  classes  of  the  people, 
each  according  to  power  and  opportunity,  in  a  uniform,  pojiular,  intellectual 
culture,  accessible  to  all. 

I  wish  to  point  out  a  few  tendencies  which  aim  at  progress  along  tliis 
line.  The  last  generation  has  brought  us  visibly  nearer,  not  to  the  uniform 
school,  but  to  a  uniform  national-school  system.  The  old  dividing  line  between 
the  education  of  scholars  and  that  of  the  people  is  being  eliminated  from  both 
sides.  The  Gymnasium  has  long  since  lost  the  characteristics  of  the  old 
Latin  school,  a  school  in  which  the  Latin  language  was  dominant  from  the 
very  beginning  and  the  German  language  was  proscribed.  With  the  aboli- 
tion f)f  the  Latin  essay  it  has  also  abandoned  the  fiction,  long  extant,  that 
the  world  of  scholarship  writes  and  speaks  a  language  different  from  that 
of  the  people.  The  physician,  the  juror,  the  pastor,  the  teacher,  the  .scholar, 
n<»  longer  affect  a  peculiar  vehicle  of  expression,  as  was  still  the  case  a  few 
generations  ago;  all  citizens  speak  and  write  the  same  language.  Indeed, 
students  who  do  not  know  any  Latin  at  all  are  beginning  to  attend  the  uni- 
versities. The  advance  of  the  new  form  of  Rejorm^ymnasiiim  also  tends  in 
this  flircction,  inasmuch  as  Latin,  wliii  h  was  formerly  begun  in  I  lie  >i\th 
year,  is  now  postponed  to  the  twelfth,  whcn-by  miu  h  room  !>  gained  for  a 
common  foundatifiU. 

From  the  other  side,  the  commttn  school  is  reaching  out  toward  the  higher 
school.  The  raising  of  the  standard  of  the  course  facilitates  advancement 
to  the  intermediate  school  and  the  higher-grade  school,  and  thru  the  Obcr- 


442  NATIONAL    EDUCATIONAL   ASSOCIATION  [Anniversary 

realschiih  to  the  university.  The  incorporation  of  a  foreign  language  in  the 
course  of  study  in  the  normal  schools  for  public-school  teachers  shows  that, 
in  view  of  the  increasing  intensity  of  trade,  instruction  in  a  foreign  language 
is  considered  a  task  also  for  the  upper  grades  of  the  advanced  public  schools 
of  the  large  cities,  especially  the  coast  cities  and  commercial  cities.  We  are 
thus  likewise  approaching  a  more  uniform  class  of  teachers,  as  has  already 
been  shown.  While  at  the  present  time  the  difference  between  the  teacher 
who  has  received  a  normal  education  and  the  one  who  has  received  an  academic 
education  is  now  and  again  emphasized  with  some  degree  of  sharpness,  there 
is  no  doubt  of  the  fact  that,  so  far  as  preparation  is  concerned,  the  two  classes 
have  approached  each  other  considerably  during  the  past  century.  The 
teachers  who  graduate  from  the  new  normal  schools  of  1901  will  possess 
such  a  splendid  scientific  preparation,  that  no  higher-grade  school,  even  if  it 
takes  to  itself  the  title  of  Realschule  as  a  part  of  the  system  of  higher  educa- 
tion, need  be  ashamed  of  them.  Thru  an  increase  in  university  attendance, 
by  means  of  common  courses  and  conferences,  presumably  at  some  time, 
too,  by  means  of  the  establishment  of  a  uniform  central  school-board,  we 
shall  further  approach  the  goal  of  a  uniform  national  teaching  force,  not 
divided  by  all  manner  of  rents  and  fissures. 

There  is  another  universal  tendency  working  toward  an  internal  assimi- 
lation of  the  separate  spheres  of  education  which  I  wish  to  point  out,  and 
that  is  the  realistic  feature  that  pervades  the  entire  educational  system  of  the 
present,  and  that  draws  it  to  reality,  to  work,  to  action.  In  the  upper  spheres, 
the  old  purely  aesthetic-literary  education,  in  vogue  a  century  ago,  which 
entered  the  Gymnasium  in  the  form  of  Hellenistic  classicism,  has  been  dying 
out ;  reality  has  progressed  in  the  world  of  thought  at  the  expense  of  the  classi- 
cal world  of  fancy.  As  a  matter  of  fact,  classical  philology  itself  has  become 
more  realistic:  it  seeks  and  observes  in  antiquity  historical  reality,  with  its 
limitations  and  its  shadows,  in  the  place  of  the  old  ideal  picture  of  humanity. 
Mere  appearance  has  lost  in  value  everywhere,  and  nowhere,  perhaps,  is  this 
more  strikingly  evident  than  in  the  education  of  women.  A  different  type 
of  woman  is  arising,  whose  characteristics  are  no  longer  aesthetic  sentimen- 
tality and  beautiful  Schwdrmerei,  but  clear,  resolute  bearing  and  serious  pro- 
fessional occupation.  It  has  begun  to  transform  the  system  of  education  for 
women;  in  school  the  sciences  are  advancing  at  the  expense  of  instruction 
in  languages  and  literatures,  and  to  this  is  added  a  special  preparation  for 
some  future  profession.  The  same  tendency  has  for  a  long  time  been  visible 
in  the  development  of  boys'  schools;  a  realistic  educational  system  has  come 
to  be  recognized  beside  the  old  literary  higher  school,  and  there  is  no  doubt 
that  in  the  coming  years  the  former  will  develop  at  the  expense  of  the  latter. 
In  the  same  way  the  technological  schocls  have  become  rivals  of  the  univer- 
sities, which  have  themselves,  during  the  century  just  ended,  passed  thru  a 
tremendous  change  in  favor  of  realism.  And  everywhere,  from  the  univer- 
sity down  to  the  public  school,  a  corresponding  change  is  taking  place  in  the 


Papers]  PAST  AXD  FUTURE  OF  GERM  AX   EDUCATION  443 

method  of  instruction,  that  is,  a  change  from  mere  literary  l)ook-learning  to 
the  immediate  comprehension  and  employment  of  reality.  Independent 
research  and  experimentation  in  the  scientific  and  medical  faculties  of  our 
universities  have  gradually  replaced  the  old  tyjjc  of  teaching  and  learning  by 
mean>  of  textbooks  and  lectures.  The  same  mo\ement  is  going  on  in  llie 
lower  schools  and  will  increase  in  force  and  volume.  The  United  States  and 
England  have  preceded  us  in  the  establishment  of  school  laboratories  and 
schot)l  workshops,  and  the  ])upils,  e\cn  in  the  publii  >(,hoi>l>,  arc  thus  led  to 
independent  observation  and  action.  In  consequence  of  thi>  we  experience 
a  certain  leveling  of  educational  differences.  There  is  no  doubt  of  the  fact 
that  these  differences  are  less  strongly  accentuated  in  the  case  of  a  realistic- 
technical  course  than  in  the  case  of  an  aesthetic-literary  course.  Educational 
pride  especially  thrives  much  better  on  the  soil  of  a'stheticism,  of  book  knowl- 
edge and  linguistic  knowledge,  than  on  the  soil  of  the  natural  sciences  and 
technologv.  People  who  never  learn  to  understand  and  appreciate  t)ne  another 
thru  the  medium  of  mere  conversation  will  do  .so  when  tlicy  work  side  by  side. 
Real  educational  snobbishness  has  been  to  thisda\-  ihe  |)ii\  iicgt'  «)l"  ilir  philolo- 
gists. The  spread  of  gymnastics  and  sports  is  working  toward  the  same  goal. 
When  everv  city  and  every  village  possesses  an  athletic  lield,  where  the  xoung 
can  measure  their  strength,  then  this  too  will  act  as  a  conmioii  rallying  jjoint 
for  those  who  were  separated  by  the  old  system. 

Finallv,  I  wish  to  call  attention  to  an  effort  which  has  recentl\  asserted 
itself  with  some  measure  of  success,  namely,  the  striving  once  more  to  bring 
the  people  and  art  together — for  they  belong  together.  Art  is  the  universal 
language  of  the  soul,  rather  than  science,  which  always  becomes  exclusive 
at  a  certain  jjoint.  Art  itself  is  assisting  in  the  rapprochement.  If  you  |)hu  e 
the  work  of  two  artist>  like  Thorwaldsen  and  Constantiii  Meunier  sidt'  b\ 
>ide,  you  will  realize  at  once  how  even  sculpture,  the  most  reserved  of  all 
arts,  is  getting  closer  to  the  people;  in  ihe  works  of  Thorwaldsen  we  have  a 
re|)rc-entalion  of  grace  and  of  jijay  baxil  upon  (  )1\  nipir  in\lhology,  while  in 
those  of  Meunier  we  get  a  repnnku  lion  of  \  igor  and  labor,  growing  troin  tlie 
intimate  life  of  the  people  and  readily  intelligii)le  to  everybody .  And  m)  we 
mav  safely  say  that  everything  which  serves  to  encourage  tlie  arti>tic  sense 
and  le-thetic  ap|)recialion  among  the  great  masses  of  the  jjopuiation,  tends 
at  the  >ame  time  to  remove  the  differences  in  education.  In  lin>  minu'clion  the 
development  of  the  natural  impulse  to  reproduce  the  form  of  objects  especially 
deserves  every  encouragement.  The  old  schematic  geometric  drawing  sue 
cceded  not  seldom  in  destroying  this  impulse  instead  of  eniouragiiig  it; 
whereas  we  mav  expect  that  the  new  method,  which  |)roceeds  from  objec'^s 
actually  seen,  will  maintain  and  encourage  the-  joy  in  oi»>er\ation  and  repro- 
du<  tion.  At  the  same  time,  such  a  s(  heme  of  inslruc  tion  in  drawing,  wliii  h  of 
course  inc  ludes  the  study  and  use  of  color,  will  prove-  an  c  ifc-t  li\c-  aid  in  the 
direction  of  the  s.ime  realism  to  whic  h  reference  lia>  been  made  above.  It 
leads  M  hool  and  pupils  from  the  bo<»k  to  the  objec  ts  themselves,  from  book 


444  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

knowledge,  acquired  by  rule,  to  a  sense  of  initiative  in  observation  and  execu- 
tion. At  the  same  time  this  method  bears  a  direct  relation  to  subsequent 
practical  employment  in  the  solution  of  many  vital  problems  in  every  trade 
and  every  art;  and  continued  thru  all  kinds  of  academies  and  extension 
classes,  there  is  no  reason  in  the  world  why  it  should  not  become  an  important 
life-interest  for  all  classes  of  the  population.^ 

This  movement  from  above  is  aided  by  an  eager  striving  from  below. 
There  has  never  been  a  time  when  the  mass  of  the  population  has  been  imbued 
with  such  a  thirst  for  education  as  that  shown  at  the  present  day.  Connected 
with  this  condition  is  the  fact  that  there  has  never  been  a  period  in  which  the 
individual  has  been  offered  better  opportunities  to  rise  to  higher  positions 
and  more  extensive  activities.  The  elasticity  and  optimism  of  the  New  World 
beyond  the  ocean,  which  offers  to  everyone — irrespective  of  birth  and  origin — 
who  is  willing  and  able  to  work,  an  opportunity  to  employ  his  powers,  is 
imparting  an  invigorating  influence  upon  the  Old  World,  since  the  way  to 
the  new  lies  always  open.  And  why  should  not  a  new  world  grow  up  also 
on  the  soil  of  the  old  ?  We  may  blame  the  workingmen's  movement,  which 
is  so  powerful  in  these  days,  for  many  things;  we  may  reproach  it  for  the 
indifferent  attitude  it  maintains  toward  the  nation — which,  in  my  opinion, 
would,  if  it  ever  came  to  the  point,  prove  to  be  nothing  more  than  a  baseless 
charge  raised  against  it  by  hostile  parties — for  the  bitterness  of  its  polemics, 
and  for  the  carelessness  of  its  dispositions  for  the  future,  but  in  spite  of  all 
this,  it  signifies  a  great  upward  movement:  the  masses  have  been  aroused 
from  their  dull  existence  made  up  of  work  performed  with  apathy  and  mere 
sensual  enjoyment.  An  idea  of  the  future  has  been  awakened  in  them  and 
draws  all  powers  into  its  service.  A  wealth  of  living  interests  has  thereby 
been  liberated;  nature  and  history  speak  to  men  who  have  a  question — the 
question  of  the  future — to  put  to  them.  An  extensive  literature  in  the  form 
of  books  and  magazines  has  arisen,  which  imbues  all  objects  with  this  new 
idea.  This  class  of  literature  may  stray  very  far  from  scientific  accuracy 
and  critical  refinement,  even  from  the  truth  itself,  but  it  possesses  one  advan- 
tage: it  is  read,  studied,  imbibed  with  passionate  eagerness;  indeed,  it  is 
this  class  of  writings  which  has  made  readers  of  the  masses.  And  further- 
more, I  am  convinced  that  the  new  labor  movement  has  also  liberated  moral 
forces,  forces  of  self-control  and  of  self-discipline,  of  devotion  and  of  personal 
sacrifice  for  a  cause.  No  matter  whether  the  cause  per  se  be  good  and  pos- 
sible, these  moral  forces  will  retain  their  value  and  will  not  be  lost.  Perhaps 
here  too  we  may  have  a  repetition  of  the  old  experience:  we  go  out  to  seek 
a  realm  of  dreams  and  find  a  real  world.  Perhaps  the  Utopia  of  the  social 
democrats  may  not  be  found  in  this  world,  but  if  the  search  for  it  furnish  new 
ideals  and  new  powers  to  our  society,  which  is  apparently  unable  to  emerge 
from  the  baneful  influence  of  mere  tradition,  it  will  have  fulfilled  its  destiny. 

'  I  would  refer  the  reader  to  the  beautiful  work  of  Kerschensteiner  (of  the  Munich  board  of  education), 
Die  Enlwickelung  der  zeichnerischen  Begabung  (1905).  It  shows  how  instruction  in  drawing  may  become  an 
important  aid  in  leading  children  to  the  objects  themselves,  and  in  developing  the  productive  faculties. 


Papere]  AGRICULTURAL  INSTRUCTION  IN  HUNGARY  445 

To  sum  up:  there  is  no  phase  of  historical  life  more  likely  to  make  one 
optimistic  for  the  future  tlian  the  history  of  education.  Thru  all  the  external 
changes  in  the  fates  o(  nations,  an  idea  seems  to  have  Iieen  maintained  and 
preserved  here  which  is  closely  bound  up  with  the  destiny  of  our  race,  the  idea 
of  humanity,  which  in  the  course  of  time  and  in  the  multiplicity  of  nations  is 
developing  more  and  more.  In  tlie  lleld  of  education,  j)eaceful  emulalii)n  and 
hospitable  exchange  are  taking  place  among  nations  that  compete  with  one 
another  for  wealth  and  power  and  that  wage  war  among  themselves.  The 
right  of  hospitaHty  of  institutions  of  learning  is  as  old  as  the  nations  them- 
selves. Upon  the  same  soil,  too,  harmony,  understanding,  and  confidence 
will  thrive  among  social  classes  which  are  hostile  to  one  another  in  their 
political  and  social  life.  There  is  no  more  beautiful  hope  than  that  those 
who  have  been  estranged  may  be  reunited  thru  mutual  giving  and  taking. 

And  this  would  be  the  ideal  of  a  truly  national  education:  not  ecjuality  in 
the  education  of  all,  but — upon  the  basis  of  a  uniform  education  of  the  people, 
which  itself  would  constitute  a  link  in  the  chain  of  the  education  of  human- 
ity— a  ma.ximum  of  individual  accomplishment  in  the  infinite  variety  of  tasks, 
powers,  and  endowments  which  creative  nature  brings  forth.  And  the  ideal 
of  a  national  system  of  education  would  be  that  every  individual  would  be 
given  an  opportunity  to  develop  himself  to  a  maximum  of  personal  culture 
and  social  efficiency  according  to  his  gifts  and  his  determination. 


AGRICULTURAL  INSTRUCTION  IN   THE  KINGDOM  OF 

HUNGARY 

B]6lA  DE  TORMAY,  counselor  in   the  royal  HUNGARIAN  MINISTRY  OF 
AGRICULTURE,  BUDAPEST,  HUNGARY' 

A  century  and  a  half  ago  agriculture  in  Hungary  was  in  a  primitive  stage. 
Pastural  areas  and  j)lowed  fields  lay  dormant.  Cattle-raising  was  discon- 
tinued in  consequence  of  almost  two  hundred  years  of  Turkish  rule.  Cen- 
turies of  war — the  Hungarian  nation  being  the  bufTer  state  for  the  European 
civilization — had  depojndated  the  country  and  impoverished  tlie  peo])le; 
and  the  wounds  infiicted  healed  very  slowly. 

The  great  stretches  of  pasture  land  made  tin-  raising  of  domestic  animals 
the  only  profitable  branch  of  farming;  and  therefore  the  greatest  attention 
was  paid  to  the  increase  of  live  stock,  both  by  the  large  land-owner  and  the 
farmer.  I'or  the  raising  of  grain  and  of  other  conuiien  iai  prodiK  t>  but  a 
restri(  led  area  was  available,  and  this  only  in  the  valleys  in  tlu-  neighborhood 
of  navigable  streams,  siiK  e  in  the  remaining  jtarts  of  the  country  the  cost 
of  transportation  to  the  (enters  of  consumption  (dnsiderably  ixc  ceded  the 
value  of  the  field  products.  It  folhnvcd  that  their  prodiu  tion  was  rotrii  ti-d 
to  domestic  needs. 

Later,  two  movements  |jut  an  end  to  this  condition  of  affairs:  the  one  was 
the  establishment  of  stud  stables,  for  the  ini|)rovemeiit  of  the  breed  of  horses, 

'  Annfnjnccmcnl  of  ihrdralh  i,t  Munsirur  Mila  Tominy  dc  Niduviir  nl  Uu(lji|x-st  on  Dccriniicr  ao,  igo6, 
Has  been  receive*!.     (Kdilrir). 


446  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

under  auspices  at  first  military,  later  agricultural;    the  other  was  the  intro- 
duction of  Merino  sheep. 

By  means  of  the  stables,  the  standard  of  horse-flesh  was  vastly  improved- 
Thru  the  rapid  increase  in  Merino  herds  agricultural  activity  was  forced 
into  certain  new  but  highly  profitable  channels.  Fodder-raising  was  inau-~ 
gurated  on  the  larger  landed  estates;  and  here  and  there  the  more  intelligent 
agricultural  specialists  found  employment.  In  a  few  quarters  a  demand  arose 
for  skilled  sheep-raisers  and  overseers  of  farm  hands. 

It  is  noteworthy  that  the  first  efforts  were  not  directed  toward  producing 
trained  specialists  in  agriculture,  but  Hungary's  first  concern  was  to  elevate 
and  improve  the  condition  of  the  rural  population  in  the  direction  of  devel- 
oping good  farm  overseers  for  the  larger  estates,  and  of  instilling  in  the 
minds  of  the  serfs  an  ambition  for  better  management  of  their  holdings. 

The  cause  for  the  slow  development  of  agricultural  schools  whose  curri- 
culum embraced  the  application  of  science  to  agricultural  methods  was  that 
the  land-owners  did  not  yet  comprehend  the  utility  of  this  class  of  institutions, 
and  because  the  state,  or  the  "Gubernium"  of  that  time,  encountered  no 
demand  from  any  quarter  for  the  founding  of  such  expensive  estab- 
lishments. 

The  first  agricultural  school  in  Hungary  was  founded  by  a  pastor,  Samuel 
Tessedik  by  name,  in  the  year  1779,  in  Szarvas,  which  soon  gained  a  high 
reputation.  Tessedik  was  also  the  one  who  introduced  alfalfa  into  Hungary 
and  induced  its  adoption  and  cultivation  thru  his  pupils. 

In  the  last  decade  of  the  eighteenth  century  a  new  and  energetic  champion 
appeared  to  advocate  giving  his  country  scientifically  trained  agricvilturalists, 
and  thru  them  to  bring  about  the  cultivation  of  the  spirit  of  investigation  in 
Hungarian  agricultural  life.  This  extensive  and  prominent  land-owner  and 
patriot  was  the  late  Count  George  Festetics. 

Count  Festetics  was  the  first  to  undertake  the  special  training  in  agricul- 
tural branches  of  men  whom  he  had  engaged  on  his  teaching  force,  and  who 
had  already  acquired  a  reputation  in  their  specialties.  He  sent  them  to 
Italy  to  study  irrigation ;  to  France  to  study  viticulture ;  to  England  to  study 
cattle-raising.  He  engaged  the  best  obtainable  botanist,  a  prominent  zool- 
ogist, etc. 

After  sending  out  the  teaching  force,  he  began  the  erection  of  the  buildings 
for  an  admirable  agricultural  school.  The  adjoining  farm  constituted  a 
supplement  to  the  school  buildings.  Thus  the  first  higher  agricultural  school 
of  Hungary  was  opened. 

Count  Festetics  furnished  his  school  in  Keszthely,  which  was  called  the 
Georgikon,  with  all  necessary  and  obtainable  appliances  for  instruction  and 
experiment,  and  combated  with  energy  and  success  the  many  who  opposed 
his  plans.  He  and  his  descendants  defrayed  all  the  expenses  of  this  institution 
up  to  the  year  1848. 

In  that  year  began  the  struggle  for  liberty  in  Hungary.     The  entire  youth 


Papers]  AGRICULTURAL  INSTRUCTION  IN  HUNGARY  447 

of  the  Georgikon  enlisted  under  the  tricolor  to  stake  blood  and  life  pro  patria. 
The  institution,  from  lack  of  pupils,  had  to  be  closed. 

In  the  year  1799  the  late  Cristof  Valko  erected  on  his  beautiful  estate  in 
Szcnt  Xiklos  a  second  agricultural  school,  with  the  sole  purpose,  originally,  of 
training  skilled  farm  laborers  for  his  own  estate.  For  fully  nineteen  years 
after  this  no  further  steps  were  taken  by  anyone  in  this  direction.  Then, 
in  the  year  1818,  Archduke  Albert  Kasimir  founded  another  agricultural 
institution  upon  his  large  estate  at  Magyar  Ovar,  which  exercised  a  wide- 
spread and  lasting  intluenco  uyion  the  (levcl()i)nu'nt  of  agriculture  in  the 
monarchy. 

At  the  close  of  the  great  F.uropean  wars,  in  the  third  decade  of  the  nine- 
teenth century,  there  began  a  greater  activity  in  the  iiulustrial  life  of  all  of 
western  Europe,  and  more  especially  in  that  of  Hungarw  Foremost  in  all 
this  must  be  mentioned  the  lal^ors  of  the  great  Stefan  S/.echenyi.  He  brought 
life  into  the  problem.  He  founded  the  Academy  of  Sciences  at  the  cost  of 
great  personal  self-sacrifice;  and  later  was  the  father  of  the  first  steamship 
comj)any  which  possessed  itself  of  the  control  of  the  navigable  waterways. 
As  a  result  of  his  efforts  governmental  regulation  of  rivers  and  streams  fol- 
lowed. He  built  the  first  steam  mill,  and  thcrcb\-  laid  the  foundation  of  the 
present  milling  industry  in  Hungary.  Thru  his  instrumentality  dikes 
were  built,  resulting  in  the  reclamation  of  vast  tracts  of  inundated  land  which 
had  hitherto  been  useless,  and  grazing  came  to  be  of  secondary  importance. 
Grain-raising  slowly  l^ccame  the  prominent  factor;  and  this,  together  with 
the  coincident  construction  of  xhv  iwA  railroad,  marked  aiiotluT  epoi  I1  in  the 
agricultural  history  of  Hungary. 

Then  came  the  struggle  for  freedom  in  1848,  already  nuntionc'd.  .\t  a 
stroke  the  serf  became  a  freeholder  of  hi->  land.  ("oni])ulsory  service  and 
titles  ceased.  The  lord  of  the  manor  of  his  own  volition  gave  up  his  rights, 
and  found  himself  no  longer  with  serfs  to  work  his  estate.  In  order  to  make 
a  li\ing  it  became  imi)erative  for  him  to  ai)aii(lon  the  old  iii(!u>trial  methods; 
anfl,  because  he  j)ossessed  no  ca|)ital  with  which  to  work  "intensixely, "  he 
took  up  the  then  verv  profitable  occupation  of  distilling  grain  and  the  maiui- 
fa(  ture  of  wine,  and  (  arricd  on  a  temporarily  prot"itai)k'  ri'taii  li(|Uor  luisiness. 
Grazing  was  crowded  out  bv  wheat-raising,  the  cattle-raising  industry  again 
shrank  considerably,  and  the  e(|uilil)rium  of  the  industrial  forces  became 
again  greatly  tli>lurl)ed. 

.\  recovery  in  the  si.xties  followed  the  cU-pres^ion  consecjuent  on  the  reign 
of  terror  which  was  maintained  thruout  the  fiftic-s.  Many  agriculturists 
recognized  that  wine  manufacture-  and  grain  rai-ing  alone  would  Ic-ad  to  no 
very  profitable  or  desirable  results;  there  was  a  reccignized  neecl  of  intelligent 
men  thoroly  trained  in  s|)ec  iai  lines  of  agriculture.  The  first  ste|)  in  this 
revival  was  the  founding  of  two  agric  ultural  schooU.  Ami,  tir^l,  in  Ke>-/.(lic!y, 
a  new  school  arose  from  the  ashes  of  the  Georgikon.  These  two  new  institu- 
tions— the  second  jocatecl  beyond  Koenigsteig  -were  very  c|uic  kly  succeeded 


448  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

by  two  others:  one  in  the  Hungarian  lowlands,  at  Debreczen,  the  other  in 
the  upper  Hungarian  mountain  region,  at  Kassa.  Further,  in  various  sec- 
tions of  the  country,  nineteen  schools  of  husbandry  were  shortly  established. 

At  that  time,  then,  there  were  to  be  found  in  Hungary  (i)  an  academy  in 
Magyar  Ovar;  (2)  four  agricultural  institutions;  and  (3)  nineteen  schools 
of  husbandry.  Of  these,  thirteen  were  supported  by  the  state.  Count  M. 
Eszterhazy  bore  the  total  expenses  of  one,  two. were  aided  by  the  state,  and 
three  were  communal,  i.  e.,  supported  by  their  respective  districts. 

Later,  it  became  more  and  more  apparent  that,  in  view  of  the  subjects  to 
be  mastered,  the  length  of  the  course  in  the  academy  (two  years)  was  too 
short  and  that  the  preparation  required  in  the  common-school  course  for 
admission  to  the  agricultural  institutions  had  been  set  too  low.  The  academy 
could  not  accommodate  the  great  numbers  who  reported  for  admission,  and 
consequently  students  possessing  the  required  maturity  and  preparation  for 
admission  to  the  university  were  enrolled  in  increasingly  large  numbers  in  the 
"agricultural  institutions."  These  conditions  induced  the  present  minister 
of  agriculture,  Daranyi,  to  remodel  the  higher  courses  of  instruction.  The 
agricultural  institutes  were  raised  to  the  rank  of  academies.  The  length  of 
the  course  in  all  five  was  made  three  years,  and  admission  to  the  academies 
is  now  permitted  only  to  those  ready  to  enter  the  university.  Well-to-do 
agriculturists  desiring  to  acquire  scientific  training  in  particular  directions  are 
permitted  to  enter  on  payment  of  tuition  fees. 

Connected  with  three  academies  are  dormitories  in  which  students  may 
obtain  room,  board,  heat,  and  light  at  a  cost  of  forty  kronen  per  month. 
Tuition,  matriculation  fee,  and  use  of  library  cost  fifty  kronen  per  semester. 
Each  academy  has  an  experiment  farm  of  300  to  700  acres.  On  these  experi- 
ment farms  tillage,  all  branches  of  cattle-raising,  horticulture,  and  viticulture 
are  carried  on.  There  is  also  a  course  in  forestry.  The  method  of  instruc- 
tion in  all  practical  branches  is  concrete,  and  the  lectures  are  always  combined 
with  practical  and  experimental  demonstrations.  The  quizzes  are  obligatory. 
The  final  examinations  are  only  on  distinctly  agricultural  subjects.  After 
successfully  passing  the  final  examinations  the  student  receives  his  diploma. 

Two  decades  ago  experimental  methods  were  not  much  in  vogue  and 
were  subordinated  to  class  instruction ;  but  step  by  step  they  pressed  into  the 
foreground,  becoming  co-ordinated  with  class  instruction,  and  now  proceeding 
hand  in  hand  with  it.  With  each  academy  experiment  stations  are  now 
established;  there  are  likewise  stations  for  plant  culture,  for  agricultural 
chemistry  and  seed  development,  as  well  as  phyto-pathological  stations.  For 
studying  tobacco  culture  there  is  a  separate  large  station  connected  with  the 
academy  at  Debreczen,  with  two  substations.  In  the  chemical-experiment 
stations  as  well  as  the  seed-development  stations  investigations,  tests,  and 
experiments  for  farmers  are  made  free  of  cost.  In  the  laboratories  the  stu- 
dents of  the  academies  receive  the  necessary  instruction.  The  results  of 
investigation  are  added  to  the  material  for  instruction,  and  are  also  published 


Papers]  AGRICULTURAL  IXSTRUCTION  IN  HUNGARY  449 

in  periodically  printed  pamphlets.  With  each  of  the  five  academies  a  "con- 
sulting board"  is  connected.  This  board  gives  advice  to  farmers  on  request, 
and  works  out  or  approves  farming  plans  on  any  scale.  The  expense  incurred 
in  this  direction  is  met  by  the  state.  If  journeys  are  necessary,  the  cost  of 
such  is  paid  by  the  farmer  benefited,  who  is  instructed  on  the  spot. 

In  connection  with  the  agricultural  instruction  offered,  there  is  also  the 
school  of  veterinary  medicine  in  which  the  subject  of  cattle-raising  is  treated 
on  a  broad  basis:  six  semesters  (of  the  prescribed  eight  semesters)  are  devoted 
to  zootechnique;  and  for  the  necessary  practical  training  students  spend  a 
considerable  time  at  the  state's  expense  at  the  large  state  farms  on  which  the 
state  maintains  stables  in  which  all  branches  of  breeding  are  carried  on. 

Classifying  the  foregoing  statements,  agricultural  instruction  in  Hungary 
may  be  summarized  as  follows: 

The  methods  pursued  in  agricultural  instruction  may  be  divided  into 
the  "direct"  method  and  the  "indirect"  method.  "Direct"  instruction  is 
given  at  the  five  agricultural  academies  to  young  men  ripe  for  the  university, 
along  the  lines  of  natural  science  and  practical  demonstration. 

In  the  schools  of  husbandry  the  sons  of  small  land-owners  receive  their 
education.  The  schools  of  husbandry,  altho  they  are  of  secondary  rank, 
are  all  supplied  with  suitable  material  for  instruction.  In  these  schools  i(  is 
intended  to  train  small  farm-owners  and  overseers  for  larger  estates.  The 
primary  object  in  view  in  these  schools  is  thoroly  to  accustom  the  student  to 
the  familiar  use  of  farm  implements  and  machinery;  to  show  him  the  possi- 
bilities of  dairying;  and  to  develop  a  skilful  and  practical  applicability  in 
all  farm  work.  The  teaching  is  practical.  The  course  in  theory  is  restricted 
principally  to  elementary  subjects  and  to  the  elucidation  of  the  tasks  and 
branches  of  production  connected  with  a  farm.  The  hours  of  theoretical 
instruction  come  early  in  the  morning  and  in  the  evening  after  completion  of 
the  farm  labors,  and  on  days  when  the  weather  does  not  permit  outdoor  wmk. 

To  the  schools  of  husbandry  such  young  people  (sons  of  farmers  and  of 
agricultural  laborers)  are  admitted  as  have  comjileted  the  elementary  branches 
of  instruction  in  the  jieople's  .schools  (Volksschuleii),  are  at  least  seventeen 
years  of  age,  and  have  stnmg  and  healthy  lK)dies.  The  course  in  these  schools 
extends  over  two  years.  All  are  supplied  with  dormitories  in  which  students 
live  at  such  a  cost  as  to  enable  them  to  lay  aside  some  part  of  their  earnings 
accruing  to  them  from  their  labor.  Tuition  jjupiis  are  diarged  twenty  five 
kronen  [)er  month  as  their  total  living  e.xjjenses. 

I'or  those  desirous  of  taking  up  individual  branches  of  agrit  ultuial  prai- 
tice,  such  as  dairying,  chicken-raising  (both  also  for  young  womt-n),  bee 
culture,  horticulture,  and  viticulture,  there  exist  separate  sch«)ols  niaiiilaincd 
by  the  state.  Forestry  is  taught  in  the  academy  at  Selmeczbinya;  tluic  are 
also  gamekeeper's  schools. 

In  view  of  the  unmethodical  methods  of  agriculture  jjracticed  in  many 
parts  of  the  country  by  the  small  landowner,  and  im  many  other  im|)orlant 


450  NATIONAL  EDUCATIONAL  ASSOCIATION  [Anniversary 

reasons,  "indirect"  agricultural  instruction  is  of  far-reaching  significance 
and  results.  This  form  of  instruction  embraces  first  of  all  the  normal  schools 
for  teachers.  At  these  schools  there  are  able  and  cultured  faculties  who 
train  their  pupils  (the  future  common-school  teachers)  in  the  encyclopedia 
of  agriculture.  Following  these,  indirect  instruction  extends  to  the  people's 
school  teachers  whose  field  of  action  is  the  graded  schools  of  the  villages. 
For  these  teachers  separate  courses  of  instruction  in  the  schools  of  husbandry 
as  well  as  in  the  horticultural  schools  are  given  annually,  at  which  the  teachers 
are  received  upon  the  nomination  of  the  minister  of  public  instruction.  They 
live  in  the  dormitories  of  the  schools,  and,  in  addition  to  theoretical  instruc- 
tion, they  are  drilled  in  practical  exercises.  The  total  expenses  for  board, 
traveling,  and  excursions  are  met  by  the  state.  In  these  courses  400  to  500 
village  school  teachers  participate  annually. 

Still  another  method  of  instruction  is  carried  on  in  the  public  schools, 
and  that  largely  by  means  of  itinerant  schools.  This  branch  of  the  agricul- 
tural educational  field  receives  the  most  liberal  support  from  the  minister  of 
education.  Agricultural  societies  and  certain  communities  inaugurate  the 
instruction,  in  which  the  methods  most  suitable  to  the  particular  locality  are 
taught,  and  complete  courses  in  agricultural  domestic  economy  are  also 
offered.  Those  co-operating  in  the  above  instruction  are  traveling  teachers 
(institute  conductors);  teachers  in  the  schools  of  husbandry;  those  who  are 
engaged  in  teaching  in  normal  schools;  teachers  in  the  Volksschnlen  who 
are  fitted  for  this  work;  veterinary  surgeons;  and  specially  trained  agricul- 
turists who  are  best  able  to  meet  the  local  needs.  In  the  domestic  industries 
the  teaching  is  done  by  skilled  workmen.  In  these  institutes  instruction  is 
given  during  the  winter  months,  and  also  by  means  of  Sunday  lectures  in 
summer,  all  of  which  may  be  attended  by  men  and  women  alike.  The 
teachers  of  the  Volksschnlen,  as  well  as  the  students  in  normal  schools,  are 
supplied  with  textbooks  without  charge  by  the  ministry  of  agriculture.  The 
teachers  who  co-operate  in  the  winter  itinerant  schools  distribute  printed 
matter,  written  in  a  popular  style,  relating  to  various  agricultural  questions 
which  interest  the  locality.  This  instruction  is  either  maintained  entirely  or 
supported  in  part  by  the  ministry  of  agriculture. 

The  members  of  the  courses  on  domestic  economy  frequently  combine  to 

form  societies  which,  during  the  winter  months,  carry  on  studies  of  the  subject 

in  which  instruction  has  Ijeen  given,  in  its  application  to  trade  or  industry. 

The  attendance  at  the  several  schools  is  as  follows: 

Veterinary  high  school 389 

Agricultural  academies 316 

Special  higher  schools 443 

Total  receiving  higher  instruction 1148 

Special  instruction  in  individual  branches  .      .      .      .618 
Schools  of  husbandry 510 

Total  in  special  schools 1128 

Total  receiving  direct  instruction .      .      .      .  2276 


Papers] 


ACRICn.TURAI    IXSTRUCTldN  IN  HUNGARY 


451 


Indirect  instruction: 

Attending  winter  courses 2,676 

Attending  courses  for  domestic  industry 6,002 

Attending  lectures  of  traveling  teachers 126,420 

Total  receiving  indirect  instruction 135,098 

The  expenses  which  the  state  incurs  for  ai^ricuitural  instruction  (e.\clu>ive 
of  forestry  instruction  and  training  of  "meadow  masters")  arc  as  follows: 


Expenses 

For  veterinary  high  school 564,348  K. 

For  agricultural  academies 1,501,524  K. 

For  schools  of  husbandry 1,607,225  K. 

P\)r  indirect  instruction 434,200  K. 


Incomes  Excess  of  Expenses 
55,200  K.  509,148  K. 

356,978  K.       1,144,546  K. 

340,324  K.  1,266,901  K. 
9,200  K.    425,000  K. 


4,107,297  K.   761,702  K.   3-345'595  ^• 

This,  in  brief,  is  a  sketch  of  the  system  of  agricultural  instruction  in  force 
in  Hungary,  at  the  present  time.  In  this  chain,  according  to  the  view  of 
many  agriculturists,  there  is  still  lacking  one  link,  and  that  is  the  training 
on  a  broad  scientit'ic  basis,  of  the  teaching  force  and  the  specialists  who  will 
be  called  to  work  in  the  academies  and  e.\])eriment  stations.  Whether  this 
link  should  be  sui)plied  bv  an  independent  school;  wIh'IIut  it  •-hould  be  added 
to  the  university  course;  or  whether  an  agricultural  high  school  may  be  united 
with  the  existing  veterinary  high  school,  are  (juestions  for  the  future. 


HISTORICAL  CHAPTER 


I.     EDUCATIONAL  ASSOCIATIONS 


ORIGIX  OF  FREE  SCHOOLS  IN  THE  AMERICAN  COLONIES 

The  foUuwing  account  of  associated  effort  in  tlie  establishment  of  free 
schools  is  quoted  from  Barnard's  American  Journal  of  Education,  Vol.  XVI 
(1866),  pp.  311-12: 

The  historj-  of  associations  for  the  estabhshment  of  schools  and  the  advancement  of 
education  in  this  countrj' — or  the  assent  of  several  persons  to  a  common  method  of  accom- 
plishing a  specific  educational  purpose — begins  with  a  subscription  commenced  by  the 
Chaplain  of  the  Royal  James  (Rev.  M.  Copeland),  on  her  arrival  from  the  East  Indies, 
in  1621,  towards  the  erection  of  a  Free  School — or  an  endowed  Grammar  School,  in 
Charles  City,  Va.  The  first  school  in  New  England  was  probably  started  in  the  same 
way — that  is,  by  a  subscription  by  the  "richer  inhabitants  of  the  town  of  Boston  on  the 
2 2d  of  August,  1636,"  "towards  the  maintenance  of  a  free  schoolmaster  for  the  youth 
with  us."  The  free  schools  in  Roxburie,  designated  by  Cotton  Mather  as  the  Schola 
illustris,  was  estabHshed  by  an  agreement  or  association  of  a  portion  of  the  inhabitants 
who  joined  in  an  act  or  agreement  binding  the  subscribers  and  their  estates  to  the  e.xtent 
of  their  subscription,  "to  erect  a  free  schoole"  "for  the  education  of  their  children  in 
Literature  to  fit  them  for  the  publicke  service  both  in  Churche  and  Commonwcalthe  in 
succeeding  ages."  Nearly  all  that  class  of  schools  now  known  as  Grammar  Schools, 
Academics,  and  Seminaries,  except  the  Town,  or  Public  High  Schools,  were  originally 
established  on  the  principle  of  association.  So  was  it  with  nearly  every  College  in  the 
country.  The  ten  persons  selected  by  the  synod  of  the  churches  in  Connecticut  in  1698 
from  the  principal  ministers  of  the  Colony  to  found,  erect,  and  govern  a  "School  of  the 
Church,"  met  and  formed  themselves  into  a  society  and  agreed  to  found  a  college  in  the 
Colony;  and  for  this  purpose  each  of  the  Trustees  at  a  subsequent  meeting  brought  a 
number  of  Ixjoks  and  presented  them  to  the  association,  using  words  to  this  effect,  as  he 
laid  them  on  the  table:  "I  give  these  Ixjoks  for  founding  a  college  in  Connecticut," 
"wherein,"  as  afterwards  declared,  "youth  shall  be  instructed  in  all  ])arts  of  learning  to 
qualify  them  for  public  employment  in  church  and  civil  state." 

Although  the  Common  School  generally  was  established  by  act  of  legislation — as 
in  Connecticut  and  Massachusetts — to  exclude  from  every  family  that  "barbarism  as 
would  allow  in  its  mid.st  a  single  child  unable  to  read  the  Holy  Word  of  God  and  the 
gOfKJ  laws  of  the  Colony,"  thf>se  of  Philadclpliia  and  New  York  originated  in  voluntary 
ass<'H:iations  <>l  lx;nevolent  and  palrioiii   individuals. 

All  of  those  edu(ational  enterprises,  in  whi<  h  the  religious  element  constitutes  the 
leading  object,  su<  h  as  the  Sunday-School,  the  pul)li<  ation  and  di.ssemination  of  the  Hible 
anrl  religious  lj<K)k.s,  have  Ix'cn  carried  on  thn^ugh  voluntary  a.s.sociaticjns. 

The  cariiest  movement  for  the  advancement  of  education  generally  in  the  United 
States,  thru  an  association,  originated  in  Hcjston  in  1826,  but  did  not  take  shape  till  some 
years  later,  although  the  object  was  partially  attained  thru  the  agency  of  Lyceums,  which 
wen-  established  for  other  jiurposes  as  well,  in  the  same  year.  In  the  lectures  and  other 
rxerriscsof  the  Ia<  rum,  wherever  establislicil,  the  condilion  and  improvcinent  of  sc  hools — 
the  sch<K»! -house,  studies,  IxKjks,  ap|>aratus,  niethod>i  of  instruction  ami  discipline,  the 

453 


454  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

professional  training  of  teachers,  and  the  whole  field  of  school  legislation  and  adminis- 
tration, were  fully  and  widely  discussed. 

Out  of  the  popular  agitation  already  begun,  but  fostered  by  the  Lyceum  movement, 
originated,  about  1830,  many  special  school  conventions  and  associations  for  the  advance- 
ment of  education,  especially  in  public  schools.  Most  of  these  associations,  having 
accomplished  their  purpose  as  a  sort  of  scaffolding  for  the  building-up  of  a  better  public 
opinion,  and  of  a  better  system  of  school  legislation,  have  given  way  to  new  organizations 
founded  on  the  same  principle  of  the  assent  of  many  individuals  to  a  common  method  of 
accomplishing  special  purposes. 


The  following  descriptions  of  "Home  and  School  Training"  about  1776, 
in  two  typical  sections  of  the  country,  characterize  the  educational  forces  and 
methods  of  that  time  before  the  school  had  become  the  leading  factor  in 
education. 

HOME  AND  SCHOOL  TRAINING  IN  NEW  ENGLAND  IN  THE 
COLONIAL  PERIOD 

REVEREND   DR.   THOMAS  BRAINERD,    OLD   HADDAM,   CONN.i 

A  boy  was  early  taught  a  profound  respect  for  his  parents,  teachers,  and  guardians, 
and  implicit,  prompt  obedience.  If  he  undertook  to  rebel,  "his  will  was  broken"  by 
persistent  and  adequate  punishment.  He  was  accustomed  every  morning  and  evening 
to  bow  at  the  family  altar;  and  the  Bible  was  his  ordinary  reading-book  in  school.  He 
was  never  allowed  to  close  his  eyes  in  sleep  without  prayer  on  his  pillow.  At  a  sufficient 
age,  no  caprice,  slight  illness,  nor  any  condition  of  roads  or  weather,  was  allowed  to  detain 
him  from  church.  In  the  sanctuary  he  was  required  to  be  grave,  strictly  attentive,  and 
able  on  his  return  at  least  to  give  the  text.  From  sundown  Saturday  evening  until  the 
Sabbath  sunset  his  sports  were  all  suspended,  and  all  secular  reading  laid  aside;  while  the 
Bible,  New  England  Primer,  Bunyan's  Pilgrim's  Progress,  Baxter's  Saints'  Rest,  etc., 
were  commended  to  his  ready  attention  and  cheerfully  pored  over. 

He  was  taught  that  his  blessings  were  abundant  and  undeserved,  his  evils  relatively 
few  and  merited,  and  that  he  was  not  only  bound  to  contentment  but  gratitude.  He  was 
taught  that  time  was  a  talent  always  to  be  improved;  that  industry  was  a  cardinal 
virtue,  and  laziness  the  worst  form  of  original  sin.  Hence  he  must  rise  early  and  make 
himself  useful  before  he  went  to  school;  must  be  diligent  there  in  study,  and  be  promptly 
home  to  do  "chores"  at  evening.  His  whole  time  out  of  school  must  be  filled  up  by  some 
service,  such  as  bringing  in  fuel  for  the  day,  cutting  potatoes  for  the  sheep,  feeding  the 
swine,  watering  the  horses,  picking  the  berries,  gathering  the  vegetables,  spooling  the 
yarn.     He  was  expected  never  t(j  be  reluctant,  and  not  often  tired. 

He  was  taught  that  it  was  a  sin  to  find  fault  with  his  meals,  his  apparel,  his  tasks,  or 
his  lot  in  life.  Labor  he  was  not  allowed  to  regard  as  a  burden,  nor  abstinence  from  any 
improper  indulgence  as  a  hardship. 

His  clothes,  woolen  and  linen,  for  summer  and  winter,  were  mostly  spun,  woven,  and  ■ 
made  up  by  his  mother  and  sisters  at  home;  and  as  he  saw  the  whole  laborious  process  of 
their  fabrication,  he  was  jubilant  and  grateful  for  two  suits,  with  bright  buttons,  a  year. 
Rents  were  carefully  closed  and  holes  patched  in  the  "every  day"  dress,  and  the  SaVjbath 
dress  always  kept  new  and  fresh. 

He  was  expected  early  to  have  the  "stops  and  marks,"  the  "abbreviations,"  the 
"multiplication  table,"  the  "Ten  Commandments,"  the  "Lord's  Prayer,"  and  the 
"Shorter  Catechism,"  at  his  tongue's  end. 

'  This  sketch  is  quoted  from  Barnard's  American  Journal  oj  Education,  Vol.  XVI  (i866),  pp.  335-36. 


Chapter]  FREE  SCHOOLS  IX   THE  AMERICAX  COLOXIES  455 

Courtesy  was  enjoined  as  a  duty.  He  must  be  silent  among  his  superiors.  If  addressed 
by  older  persons,  he  must  respond  with  a  bow.  He  was  to  bow  as  he  entered  and  left  the 
school,  and  bow  to  every  man  or  woman,  old  or  young,  rich  or  poor,  black  or  white,  whom 
he  met  on  the  road.  Special  punishment  was  visited  on  him  if  he  failed  to  show  respect 
lo  the  aged,  the  poor,  the  colored,  or  any  persons  whatever  whom  God  had  visited  with 
infirmities.     He  was  thus  taught  to  stand  in  awe  of  the  rights  of  humanity. 

Honesty  was  urged  as  a  religious  duty,  and  un])aid  deists  were  represented  as  infamy. 
He  was  allowed  to  be  sharp  at  a  bargain,  to  shudder  at  dependence,  but  still  to  prefer 
poverty  to  deception  or  fraud.  His  industry  was  not  urged  by  poverty  but  by  duty. 
Those  who  imposed  upon  him  early  responsibility  and  restraint  led  the  way  by  their 
e.\ample,  and  commended  this  example  by  the  prosperity  of  their  fortunes  and  the  respecta- 
bility of  their  position  as  the  result  of  these  virtues.  He  felt  that  they  governed  and 
restrained  him  for  his  good,  and  not  their  own. 

He  learned  to  identify  himself  with  the  interests  he  was  set  to  promote.  He  claimed 
every  acre  of  his  father's  ample  farm,  and  every  horse  and  o.x  and  cow  and  sheep  became 
constructively  his,  and  he  had  a  name  for  each.  The  waving  harvests,  the  garnered  sheaves, 
the  gathered  fruits,  were  all  his  own.  And  besides  these,  he  had  his  individual  treasures. 
He  knew  every  trout-hole  in  the  streams;  he  was  great  in  building  dams,  snaring  rabbits, 
trapping  squirrels,  and  gathering  chestnuts  and  walnuts  for  winter  store.  Days  of  elec- 
tion, training,  thanksgiving  and  school  intermissions,  were  bright  spots  in  his  life.  His 
long  winter  evenings,  made  cheerful  by  sparkling  fires  within  and  cold,  clear  skies  and 
ice-crusted  plains  and  frozen  streams  for  his  sled  and  skates,  were  full  of  employment. 
And  then  he  was  loved  by  those  whom  he  could  respect,  and  cheered  by  that  future  for 
which  he  was  being  prepared.  Religion  he  was  taught  to  regard  as  a  necessity  and  lu.xury 
as  well  as  duty.  He  was  daily  brought  into  contemplation  of  the  Infinite,  and  made  to 
regard  himself  as  ever  on  the  brink  of  an  endless  being.  With  a  deej)  sense  of  obligation, 
a  keen,  sensitive  conscience,  and  a  tender  heart,  the  great  truths  of  religion  appeared  in  his 
eye  as  sublime,  awful,  practical  realities,  compared  with  which  earth  was  nothing.  Thus 
he  was  made  brave  before  men  for  the  right,  while  he  lay  in  the  dust  before  God. 


lloMK  AND  SCHOOL  TRAINING  IN  THE  SOUTH  IN  THE  COLONIAL 

PERIOD 

THOM.VS   JEFFERSON   WERTF.NBAKER,    GRADUATE   STUDENT,    THE   UNIVERSITY   OF   VIRC.INIA, 

CHARLOTTESVILLE,    VA." 

It  is  to  the  home  that  one  must  look  chiefly  for  the  training  of  the  Southern  hoy  of 
the  Colonial  period.  Economic  conditions  were  such  as  to  render  the  building  u])  of  a 
serviceable  scHckjI  system  impossible.  The  people  lived  almost  exclusively  on  large 
jjjantations  and  farms,  and  such  towns  as  existed  were  scarcely  worthy  of  the  name,  con- 
si.sting  usually  of  but  a  score  or  more  of  houses,  and  seldom  boasting  more  than  a  few 
hunrlred  inhabitants.  As  it  was  impossible  to  have  more  than  one  or  two  schouls  in  each 
parish,  it  lK-(ame  necessary  for  many  children  to  come  miles  to  attend  their  le.s.sims. 
This  (lifTK  uhy  was  made  worse  by  the  condition  of  the  roads,  and  it  would  have  In-en 
insurmountable,  had  it  not  Ix-en  for  the  fact  that  horses  were  so  pUnliful  that  even  the 
|K)<>rest  planter  ( ould  furnish  his  children  with  means  of  conveyance  to  and  from  school. 

But  few  of  these  .schcjols  taught  more  than  the  most  elementary  .subjects.  All  that 
was  expected  of  them  was  lo  give  the  pu|)il  a  good  knowledge  of  reading,  writing,  and 
arithmetic,  and  to  drill  him  thorr)ly  in  the  Ten  Commandments,  the  I^)rd's  Prayer,  and 
the  Catechism.  If  the  |>arent  desired  a  higher  education  than  this  for  his  child,  he-  had 
ciihertostnd  him  to  a  high  sc  hool  at  some  distant  |H>int,  or  toemploy  a  private  tut<jr. 

'  Thin  iikctih  wajt  wrillcn  (or  llir  Annivrruiry  V'nlumr  in  Jiinuary.  1007,  by  TliDmiis  Jrffcrson  Wtrliii 
l.iikt-r.  a  (jr.iduntc  Mudcnl  in  ihc  I'njvcrnily  of  VirKinJit,  ii»  a  (oniplriiunt  i>f  tin-  (orcgoinK  fikrlch  «f  Dr. 
riwinnas  liraincrd. 


456  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

There  were  several  excellent  high  schools  in  Virginia  at  the  outbreak  of  the  Revolu- 
tionary War,  situated  in  the  most  populous  districts.  Some  of  the  best  known  of  these 
were  the  schools  of  Thomas  Martin,  who  prepared  James  Madison  for  Princeton;  of 
James  Marye,  the  preceptor  of  Thomas  Jefferson;  of  William  Yates,  which  was  attended  by 
John  Page,  Colonel  Lewis  Willis,  Charles  and  Edward  Carter,  General  Thomas  Nelson, 
John  Fox,  and  Colonel  Robert  Tucker.  The  teachers  were  men  of  the  highest  char- 
acter, and  were  usually  graduates  of  either  O.xford  or  Cambridge.  They  impressed  upon 
the  minds  of  their  pupils  the  principles  of  honor,  of  duty  to  God  and  man,  of  patriotism 
and  reverence  for  the  king.  They  were  taught  that  a  chivalric  nature  was  the  highest 
object  to  be  obtained  in  this  life,  and  respect  for  womanhood  was  placed  next  to  the  fear 
of  God.  These  schools  were  modeled  after  those  of  England,  and  were  admirably 
conducted.  Latin,  Greek,  and  Mathematics  were  the  subjects  held  in  highest  esteem, 
altho  a  thoro  training  in  English  language  was  usual.  French  and  Italian  were  also 
often  taught. 

Many  families  preferred  to  employ  tutors  for  their  children,  and  there  were  scores 
of  these  in  Virginia  at  the  outbreak  of  the  Revolution.  Chief  Justice  Marshall  was  instructed 
by  tutors.  A  private  tutor  was  employed  to  teach  the  four  celebrated  Lee  brothers — 
Arthur,  Richard  Henry,  Francis,  and  William.  Rev.  William  Douglas  taught  in  the 
family  of  Colonel  Monroe.  Not  infrequently  some  young  man  was  brought  from  Eng- 
land as  an  indentured  "servant,"  to  act  as  tutor  in  some  private  family.  Thus  John 
Carter,  of  Lancaster  County,  directed  in  his  will  in  1669  that  his  son  Robert  should  have 
a  young  servant  bought  for  him,  "to  teach  him  his  books  in  English  and  Latin."  The 
custom  was  continued  until  late  in  the  eighteenth  century. 

But  by  far  the  most  important  influence  in  molding  the  mind  and  character  of  the 
young  southerner  was  his  home  life.  First  of  all  he  was  taught  to  command.  He  was 
made  to  realize  that  some  day  he  must  take  from  his  father's  hand  the  charge  of  the  vast 
plantation  with  its  thousand  cares  and  responsibilities.  Even  as  a  boy  he  was  given 
authority  over  the  slaves  and  made  to  direct  them  in  their  work.  He  had  to  accompany 
the  overseer  in  his  rounds  and  to  learn  all  the  countless  things  that  had  to  be  done  in  con- 
ducting the  estate.  He  had  to  know  how  to  farm,  how  to  cultivate  grapes,  to  plant  corn, 
how  to  raise  tobacco,  and  how  to  cure  it  and  prepare  it  for  shipping;  he  had  to  know  how 
to  build  houses,  for  there  was  constant  need  of  constructing  and  preparing  barns,  out- 
houses, and  the  slaves'  quarters;  he  had  to  be  a  stock  raiser,  for  upon  the  plantation 
were  scores  of  horses;  and  finally  he  had  to  be  a  merchant,  for  he  knew  that  some  day 
would  fall  upon  his  shoulders  the  responsibility  of  disposing  of  all  the  products  of  the 
little  world  in  which  he  lived.  The  plantation  life  gave  him  an  intense  love  of  out-of-door 
sports.  He  delighted  in  horse-racing,  in  hunting,  in  fishing,  and  swimming.  He  loved 
horses,  and  fox-hunting  early  became  with  him  a  favorite  pastime.  All  this  tended  to 
make  him  practical,  self-reliant,  intelligent,  and  robust. 

He  early  learned  from  his  father  the  duty  of  hospitality,  and  he  looked  upon  the 
guest  as  a  privileged  person.  He  was  taught  to  love  music  and  art,  and  there  were  few 
colonial  mansions  that  did  not  contain  a  violin  or  guitar,  or  were  not  decorated  with  such 
paintings  as  their  owners  could  procure  from  England.  Usually  a  large  and  well-chosen 
library  was  at  his  disposal  so  that  he  could  atone  for  the  limitations  of  his  education  by  a 
wide  and  helpful  course  of  reading. 

Lastly,  he  was  made  to  feel  that  some  day  he  was  to  take  an  active  part  in  politics,  and 
his  interest  in  public  affairs  was  early  awakened  by  the  conversations  of  his  father  with 
his  guests.  As  a  boy  he  was  made  to  know  the  principles  of  the  opposing  parties,  the 
meaning  of  different  bills,  and  all  the  details  of  the  political  system.  His  mind  was  thus 
made  enquiring,  and  his  reasoning  powers  developed  and  sharpened. 

When  we  contemplate  the  influences  that  acted  upon  the  youth  of  the  South  in  the 
Colonial  period,  there  can  be  no  surprise  that  they  produced  that  galaxy  of  great  men  that 
came  to  the  front  in  the  Revolutionary  War,  and  brought  honor  and  success  to  their 


Chapter]  AMF.RICAX   IXSTITL'TE  OF  IXSTRUCTION  457 

country.  Sound  in  mind  and  in  body, well  schooled  in  politics,  practical  yet  forseeing, 
habituated  to  command,  they  were  well  fitted  to  join  hands  with  the  best  men  of  New 
England  to  assume  the  lead  in  the  great  crisis,  and  to  drive  back  from  their  native  land 
the  English  invaders. 


II.     THE     EARLIEST     EDUCATIONAL    ASSOCIA- 
TIONS   IN    THE    UNITED   STATES 

It  is  diflicult  to  determine  e.xuctly  the  question  of  priority  of  organization 
among  several  educatit)nal  associations  of  a  national  or  semi-national  char- 
acter in  the  United  States.  The  period  of  earliest  activity  in  the  direction 
of  organization  for  the  advancement  of  educational  interests  seems  to 
have  been  about  1830  and  the  following  years.  It  ajjpears.  however,  that  the 
position  of  seniority  belongs  to  the  American  Institute  of  Instruction.  This 
association  was  organized  in  Boston,  Mass.,  in  August,  1830.  The  preface 
of  the  volume  of  proceedings  of  this  meeting  (350  pp.)  recites  that  a  meeting 
was  held  in  Boston  in  March,  1S30,  for  discussion  of  educational  questions 
and  remained  in  session  four  days.  A  committee  was  chosen  to  prepare  a 
constitution.  Several  meetings  of  this  committee  were  held  in  May  and  June. 
A  meeting  for  organization  was  held  on  August  19,  1830,  and  following  days. 
The  constitution  was  adojjted  and  officers  elected.  The  following  historical 
sketch  of  this  association  was  prepared  for  the  Anniversary  Volume  by  Dr. 
.\.  K.  Winshij),  editor  of  the  Journal  oj  Education. 

Till:  AM  ERIC  AX  IXSTITUTE  OF  INSTRUCTION 

ALBERT    E.    WINSHIP,    EDITOR    OF   THE    "JOURNAL   OF    EDUCATION,"    BOSTON, 

MASS. 

The  American  Institute  of  Instruction  was  well  born  in  the  Massachusetts 
State  House,  August  19,  1830,  with  President  Francis  Wayland,  of  Brown 
University,  as  president. 

The  changes  in  the  educational  wcjrld  since  then  are  incredible.  Prior 
to  1830  there  had  been  no  educational  association,  barring  one  or  two  tenipur- 
ary  gatherings,  notably  one  at  Brooklyn,  Conn.,  in  1827.  Today  there  are 
city  organizations  that  will  have  an  audience  of  2,000,  counties  that  can  gather 
3,000  teachers,  sectional  state  meetings  with  4,000,  state  associations  with 
5,000,  while  the  National  Educational  Association  lias  r(  ac  lu-d  40,000  paid 
membershi|)s  in  a  year.  There  are  more  than  a  thir<l  of  a  million  teachers 
gathered  in  conventions  annually,  and  yet  then-  are  hundreds  of  members 
<»f  the  National  Kducalional  Ass«Kiation  who  were  born  befori-  there  was  any 
educational  association.  It  is  well,  therefore,  to  pause  in  our  admiration  of 
the  educational  assoiiation  spirit  and  grandeur  (»f  today  and  worshi|)  at  the 
shrine  of  the  mother  of  them  all. 

In  order  to  appreciate  what  it  signified  to  have  an  association  of  ediuators 
in  those  days  we  must  consider  the  conditions.     There  was  no  public  -sdiool 


458  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

teaching  force  from  which  to  draw.  There  was  not  a  state,  county,  or  city 
superintendent  in  the  country;  not  a  state  or  city  normal  school;  not  six  free 
public  high  schools;  no  pubHc  libraries;  no  state  university  or  state  college; 
no  textbook  publishing  houses  or  agents;  no  makers  of  school  furniture,  of 
school  furnaces,  of  ventilating  appliances,  fire  escapes,  school  apparatus, 
lead  pencils,  steel  pens,  blackboards,  crayons,  maps,  charts,  of  kindergarten 
materials,  or  of  teachers'  books  or  teachers'  journals.  No  one  had  ever  earned 
a  dollar  as  an  educational  lecturer.  Eliminate  all  the  classes  and  interests 
herein  suggested,  and  who  can  conceive  of  an  educational  convention  today  ? 

It  is  well,  also,  to  consider  the  difficvdties  under  which  this  first  meeting 
was  held.  There  were  no  electric  lines,  no  steamships,  no  railroads.  Presi- 
dent Wayland  had  to  go  forty  miles  by  stage  to  reach  the  meetings,  which 
were  held  in  Boston  for  the  first  seven  years.  It  was  the  only  place  to  which 
all  stage  lines  ran.  William  B.  Calhoun,  of  Springfield,  who  was  president 
for  six  of  the  first  nine  years,  made  the  stage  ride  of  a  hundred  miles  each  way 
to  be  at  the  meetings.  The  more  one  studies  the  conditions,  the  more  he  won- 
ders at  the  achievements  of  those  days. 

And  yet  out  of  this  wilderness  of  neglect,  under  inconceivable  conditions, 
there  blossomed  into  full  bloom  a  convention  whose  first  meeting — whose 
first  seven  meetings — have  never  been  surpassed  in  significance.  With  no 
railroad  assistance  those  early  meetings  always  paid  all  bills  out  of  the  mem- 
bership fees.  This  included  paying  for  a  volume  of  Proceedings  whose 
addresses  have  never  been  exceeded  in  importance  by  any  association  since. 

In  the  famous  congressional  library  at  Washington  the  names  of  the  twelve 
world  educators  are  inlaid  in  the  ceilings.  Of  these,  three  only  are  Americans — 
Thomas  H.  Gallaudet,  Samuel  G.  Howe,  and  Horace  Mann;  and  these  three 
greatest  of  American  educators  were  at  the  first  meeting  of  the  American 
Institute  of  Instruction,  and  were  frequently  in  attendance  upon  the  meetings 
for  the  first  few  years. 

Great  men  stood  forth  with  more  grandeur  in  those  days  than  at  present. 
Every  man  stood  for  something  clear  and  distinct  and  was  fighting  for  it  in 
a  statesmanlike  way.  "Wire  pulling" — I  use  the  term  with  no  disrespect — 
was  unthought  of  then.  Opinion  must  be  fortified  with  fact,  philosophy,  and 
logic  in  order  to  win.  This  association  furnished  the  forum  for  great  exploita- 
tion of  schemes  for  public  care  of  the  insane  and  feeble-minded,  and  public 
education  of  the  deaf  and  blind.  Here  William  B.  Fowler  exploited  phrenology 
for  years;  Dio  Lewis,  physical  culture;  Lewis  B.  Monroe  demonstrated 
elocutionary  possibilities;  and  other  men  of  historic  importance  pleaded 
eloquently  for  various  causes.  Here  may  be  said  to  have  been  born  Green- 
leaf's  notal^le  Arithmetics,  Greene's  famous  Analysis,  Harkness'  Latin  series, 
Newman's  Rhetoric,  Fowler's  textbooks,  George  S.  Hillards'  Readers,  Mason's 
Music  Series,  Wayland's  Philosophies,  Bradbury-Eaton's  Arithmetic,  and  a 
host  of  other  books  of  high  merit  and  great  popularity. 

Students  of  American  education  know  full  well  the  significance  of  the  names 


Chapter]  AMF.RICAX  INSTITUTE  OF  INSTRUCTIOX  459 

of  men  who  were  in  frequent  attendance:  Mann.  Howe,  Theodore  Parker, 
Samuel  J.  May,  Gallaudet,  Henry  Barnard,  Ralph  Waldo  Emerson,  Cyrus 
Pierce,  Asa  Gray,  Benjamin  Greenleaf,  James  G.  Carter,  David  P.  Page, 
Gideon  F.  Thayer,  Thomas  Sherwin,  \Vm.  C.  Woodbridge,  Barnas  Scars, 
George  S.  Boutwell,  Charles  Northend,  William  Russell,  William  H.  Wells, 
John  D.  Philbrick,  George  B.  Emerson,  Edward  Beecher,  \\  illiam  D.Ticknor, 
Wm.  C.  Fowler,  C.  C.  Fclton,  Ariel  Parish,  Daniel  Huntini^ton,  John  Picri)ont, 
A.  Bronson  Alcott,  and  Elizabeth  Pcabody. 

The  American  Institute  of  Instruction  was  largely  responsible  for  giving 
Horace  Mann  to  the  educational  leadcrshij)  of  America.  If  it  had  done  nothing 
more,  this  alone  is  all-sufficient  reward  for  its  existence.  Mr.  Mann  was  in 
the  legislature,  but  his  plans  were  political  and  his  purposes  philanthroj)ic. 
He  was  interested  in  the  defective  and  dependent  classes  and  was  working 
for  the  insane,  the  blind,  the  deaf,  and  the  feeble-minded.  He  was  a  good 
lawyer,  a  brilliant  public  speaker,  and  an  intense  leader  of  any  conscience  cause. 
Even  up  to  the  moment  when  he  accepted  the  secretaryship  of  the  Massachu- 
setts State  Board  of  Education  his  closest  friends  never  thought  of  him  as  an 
educator.  He  was  in  1830  a  member  of  the  Massachusetts  legislature,  and 
Francis  Wayland,  president  of  his  alma  mater,  was  presiding  over  the  American 
Institute  of  Instruction  in  the  Massachusetts  State  House.  Of  course,  Mr. 
Mann  was  there  and  was  intensely  interested  in  what  was  being  planned,  and 
this  inspiration  was  largely  influential  in  leading  him  into  educational  work  for 
life. 

The  chief  glory  of  the  American  Institute  of  Instruction  is  that  it  was  a 
cause  and  not  an  effect.  Had  it  come  ten  years  later  we  should  have  had 
several  causes  to  assign  for  its  coming,  but  in  1830  there  is  really  no  adequate 
suggestion  as  to  the  cause,  with  many  resultant  effects  apparent. 

The  year  1830  was  notable  in  Massachusetts'  history.  Then  it  was  that 
Daniel  Webster  made  his  famous  "Reply  to  Haync"  in  the  United  States 
Senate.  Colonel  Hayne  had  made  a  bitter  attack  on  Massachusetts  while 
laufling  South  Carolina.  To  this  Mr.  Webster  re])lied  by  praising  S()Uth 
(.'arolina  more  charmingly  than  had  Hayne,  but  declined  to  praise  Massachu- 
setts farther  than  to  say,  "Massachusetts,  there  she  stands!" 

The  effect  of  that  oration  was  electrifying.  The  conditions  in  Massa- 
chusetts helped  to  produce  Webster's  oration  as  surely  as  the  oration  thrilled 
the  people  of  the  Old  liay  State,  and  something  was  sure  to  be  ddiu-  wluii  a 
great  people  was  aroused  by  a  noble  pur|)ose. 

For  seven  years  all  the  meetings  were  held  in  iJo.sloii.  'i'luy  wire  always 
well  attended,  the  membership  dues  were  prom|)tly  paid,  and  ;ill  ex|)enses 
were  readily  met. 

Lf)Cal  jealousy,  or  a  mishionary  spirit,  got  in  it>  work  at  the  iiid  of  M-ven 
years,  and  it  began  its  migratory  life.  It  would  be  iMtere>ting  to  know  the 
line  of  argument  that  controlled  affairs  in  1H37.  l'erha|)s  President  Calhoun 
had  wearied  of  that  stage  ride  from  S|»ringruld;   but,  be  that  as  it  may,  Mr 


460  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

Mann  got  the  Massachusetts  legislature  to  appropriate  $300  a  year  toward  the 
expenses ;  and  the  next  seven  meetings  were  held  in  Worcester,  Lowell,  Spring- 
field, Providence,  Boston,  New  Bedford,  and  Pittsfield.  This  appropriation, 
increased  in  1866  to  $500,  was  continued  until  1873. 

Despite  the  legislative  subsidy,  the  Institute  was  not  in  as  good  financial 
condition  for  forty  years  after  as  it  was  in  the  first  seven  years. 

The  American  Institute  of  Instruction  fostered  the  public-school  senti- 
ment and  developed  it  into  a  scheme  which  more  nearly  approximated  a 
"system"  than  was  to  be  found  elsewhere  in  the  United  States;  but  this 
great  service  was  not  appreciated  by  the  beneficiaries  of  its  labors.  No  gram- 
mar-school men  took  any  part  in  its  ofiicial  Hfe  for  sixteen  years.  The  manage- 
ment was  in  the  hands  of  the  classical  men  and  educational  statesmen. 

While  public-school  positions  were  multiplied  and  salaries  increased  be- 
cause of  the  association,  the  public-school  people  shunned  the  meetings,  and 
proceeded  to  organize  state  associations  in  Massachusetts  (1845)  ^^^  Connecti- 
cut (1846)  in  which  no  one  was  admitted  to  membership  who  was  not  actually 
engaged  in  teaching,  and  they  had  a  teachers'  program  and  published  a 
teachers'  monthly.  It  is  assumed  that  they  meant  well,  that  they  sincerely 
believed  that  professional  class  consciousness  would  be  advantageous;  but 
this  we  do  know,  that  they  dealt  a  serious  blow  to  the  American  Institute  of 
Instruction,  and  to  the  cause  of  education. 

The  men  at  whom  the  act  of  elimination  was  aimed  were  Horace  Mann, 
Dr.  S.  G.  Howe,  Gallaudet,  Charles  Sumner,  Edward  Everett,  Josiah  Quincy, 
Edmund  Dwight,  Gardner  Brewer,  and  their  distinguished  associates,  who 
proceeded  to  eliminate  themselves  from  all  responsibility,  organized  various 
other  associations  for  the  exploitation  of  their  philanthropic  purposes,  and 
the  pubhc  school  felt  the  loss  of  these  influences.  It  is  never  an  easy  matter 
to  think  in  large  units,  or  in  extensive  units,  and  these  men  surely  failed, 
so  others  have  failed,  in  seeing  the  danger  in  the  narrowing  influence  of  pro- 
fessional class  consciousness.  The  state  association  took  up  its  specific  work, 
and  these  same  men  came  into  control  of  the  Institute  of  Instruction  and  ran 
it  along  broader  fines  than  the  state  association,  but  on  narrower  lines  than 
those  of  its  early  years. 

While  the  meetings  were  interesting  and  important  the  finances  were  a 
constant  source  of  trouble  from  1845  to  1875,  when  a  new  order  of  things  pre- 
vailed. It  is  commonly  spoken  of  as  "the  coming  of  the  reign  of  Rhode  Island." 
For  eight  years  thereafter  there  was  not  a  Massachusetts  man  in  the  presidency, 
and  eight  years  out  of  ten  there  was  no  Massachusetts  man  in  the  secretary- 
ship. Prior  to  that  time  there  had  never  been  a  secretary  who  was  not  from 
Massachusetts.  This  was  in  no  sense  intentional  or  the  result  of  a  conspiracy. 
The  Massachusetts  men  had  wearied  of  the  burden,  and  some  of  them  desired 
its  abandonment  for  the  advantage  they  thought  would  come  to  the  state 
association.  It  is  a  sad  fact,  that,  left  to  the  Bay  State  men,  the  historic  and 
glorious  American  Institute  of  Instruction  would  probably  have  departed 


Chapter]  AMERICAN  IXSTITUTE  OF  IXSTRUCTIOX  461 

this  life  before  it  was  fifty  years  old.  To  Rhode  Islanders  is  largely  due  its 
new  life  and  prosperity.  True,  they  commercialized  it,  hut  the  stimulant  was 
indispensable  to  its  life.  These  men  put  the  American  Institute  of  Instruction 
on  a  new  tack,  leading  the  world  in  the  idea  of  making  the  reduced  raihoad  rate 
dependent  upon  membership  in  the  association.  Since  then  the  income  has 
been  much  larger,  but  unfortunately  the  style  of  expenses  increased  as  well 
as  the  income,  and  for  twenty  years  after  the  notable  meeting  at  Fabyan's, 
presided  over  by  T.  W.  Blcknell,  there  was  frequent  anxiety  as  to  the  meeting 
of  expenses;  but  in  1897,  at  Montreal,  there  was  not  only  a  larger  enrollment 
than  ever  before,  but  the  expenses  were  radically  and  permanently  reduced 
so  that  since  then  the  treasury  has  always  had  several  thousand  dollars  at  com- 
mand. Therefore  the  last  ten  years  have  been  the  most  prosperous,  financially, 
since  the  first  seven  years.  Of  course,  it  all  looks  small  beside  the  N.  E.  A. 
membership  and  fund,  but  its  prosperity,  in  view  of  all  the  facts,  is  highly 
gratifying. 

The  meetings  have  not  been  large  as  compared  with  some  state  and  county 
associations.  The  largest  enrollment  was  at  Montreal  in  1897,  when  there 
were  2,234,  which  was  nearly  200  above  the  meeting  at  Fabyan's,  which  was 
next  largest;  but  the  program  has  always  been  of  the  highest  order  of  talent, 
of  the  best  of  spirit,  and  has  had  a  noble  purpose. 

PLACES    OF    MEETING 

The  first  seven  meetings  were  held  in  Boston,  while  only  one  meeting  has 
been  held  there  in  the  last  forty  years,  and  in  the  last  thirty  years  but  one  has 
been  held  within  forty  miles  of  Boston.  The  original  idea  was  to  save  as 
much  travel  as  possible,  but  for  forty  years  it  has  been  to  get  as  much  as 
jiossible.  Then  they  dodged  travel ;  now  we  seek  it.  They  sought  ])Iaccs  with 
the  most  j)eople;  we  seek  places  with  the  fewest. 

In  the  seventy-six  years  two  meetings  have  been  held  outside  the  United 
States,  at  Montreal  and  Halifax;  four  in  Saratoga;  and  one  at  Troy;  so  that 
a  tenth  of  the  meetings  have  been  held  out  of  New  England.  One-third  of 
the  meetings  have  been  held  in  Massachusetts;  but  of  the  twenty-four  meetings 
fifteen  were  prior  to  1855  and  Ijut  one  since  1875.  New  Hampshire  has  had 
a  fourth  of  all  the  meetings,  but  of  seventeen  twelve  have  been  since  1875, 
and  hut  two  before  1855.  Thi-  W'liiti'  Mountains  haw  lu-cn  the  greatest 
|)(Tmanent  attrac  tion. 

01  riCI.M,    I.KADI'RS 

Incvilalily  thire  has  always  been  a  group  of  nnii  dirtt  ling  ihi-  alTairs  of 
the  American  Institute  of  Instruction.  In  the  first  sixteen  years  these  men  wcii' 
educational  statesmen,  and  their  programs  and  pur|)oscs  were  broad  hut 
di^tinctly  educational.  There  were  few  actual  teachers  in  the  ranks  of  the 
a.ssocialion.  For  the  next  thirty  years  the  men  were  all  teachers  or  practical 
school  men,  m<»stly  from  near  Boston.  The  last  thirty  years  have  largely 
eliminated  the  teacher  from  the  oflkial  life,  and  enthroned  the  "administrator." 


462  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

In  the  first  forty-five  years  there  was  never  a  superintendent  of  any  kind  in 
the  presidency,  while  in  the  last  thirty  years  there  have  been  five  state  superin- 
tendents, two  assistant  state  superintendents,  and  two  city  superintendents. 
There  has  been  no  normal-school  man  in  the  presidency,  but  one  college  presi- 
dent, and  one  professor.  Two-thirds  of  the  presidents  have  been  Massachu- 
setts men — one-half  of  these  from  Boston.  In  the  first  forty-five  years  three- 
fourths  were  from  Massachusetts,  and  in  the  last  thirty  years  only  a  third  have 
been  from  that  state. 

The  executive  board  has  always  consisted  of  the  president,  secretary, 
and  treasurer,  making  in  the  executive  board,  for  the  seventy-six  years,  eighty- 
one  men.  Of  these  men  more  than  fifty  have  lived  in  Boston,  or  in  its  immedi- 
ate vicinity. 

In  the  last  fifty  years  six  presidents  and  two-thirds  of  the  secretaries  have 
been  grammar-school  principals.  In  this  regard  the  American  Institute  of 
Instruction  is  in  a  class  by  itself.  Almost  nowhere  else,  even  in  state  asso- 
ciations, has  the  grammar-school  principal  been  largely  in  evidence  officially. 
The  same  is  true  as  to  high-school  principals.  There  have  been  ten  high- 
school  principals  in  the  presidency,  which  is  highly  significant.  In  other  words, 
for  the  past  half-century  it  has  been,  very  largely;  distinctly  a  teachers'  organi- 
zation officially,  tho  its  program  has  been  exceedingly  broad  in  its  personnel. 
I  recall  the  meeting  of  1894,  in  the  White  Mountains,  at  which  there  were 
five  New  England  college  presidents  on  the  program.  These  men,  with 
their  wives  in  most  cases,  were  present  for  several  days;  and  at  table,  in  the 
parlors,  on  tramps  and  drives,  they  were  hearty  in  their  comradeship  with 
any  grade  of  teachers  who  chanced  to  be  thrown  in  their  way. 

THE   SOCIAL   FEATURES 

In  forty  years  of  attendance  upon  the  leading  educational  meetings  of  all 
parts  of  the  country  the  one  distinctive  feature  of  the  Institute  of  Instruction 
has  been  the  uniform  accessibihty  of  the  eminent  men  to  the  humblest  members. 
There  has  never  been  anything  of  the  professional  caste  spirit.  This,  together 
with  the  fact  that  the  offices  are  open  to  high-school  and  grammar-school 
men,  has  made  these  meetings  of  inestimable  benefit  to  the  rank  and  file  of 
the  men. 

Personally,  I  have  known  the  American  Institute  of  Instruction  for  forty 
years,  attending  the  meeting  at  Burlington,  Vt.,  in  1866;  and  three  years 
later,  at  Trenton,  N.  J.,  I  began  my  attendance  upon  the  National  Educational 
Association ;  so  that  I  have  known  both  associations,  and  have  loyally  enjoyed 
both  these  many  years.  Of  course  it  is  impossible  to  compare  them,  tho  the 
personality  of  each  is  as  fascinating  as  it  is  distinct.  The  quiet,  peaceful, 
cozy  comradeship  of  the  older  has  never  lost  any  of  is  charm  when  contrasted 
with  the  magnificence  of  the  larger. 

The  American  Institute  of  Instruction  is  today  in  better  condition  in  every 
way  than  it  has  been  for  seventy  years.     Its  treasury  was  never  more  satis. 


Chapter]  WESTERN  UTEILIRY  INSTITUTE  463 

factory,  and  it  never  presented  a  better  program  than  for  the  past  few  years. 
At  Xew  Haven  last  July  there  were  addresses  by  men  who  were  in  attendance 
in  1S46  and  1S51,  and  in  the  counsels  of  the  official  board  these  men  were 
ardent  champions  of  the  most  progressive  policy. 

The  inlluence  of  the  grammar-school  principals  and  of  the  high-school 
men.  is,  unft)rtunately,  less  and  less  in  evidence.  The  program  is  broad  and 
noble,  but  the  attendance  is  now  due  almost  exclusively  to  excursion  attractions. 
The  rank  and  file  do  not  go  unless  there  is  ample  reward  in  sight-seeing  at 
the  lowest  available  rates.  But  in  this  feature  the  American  Institute  of 
Instruction  is  not  alone. 

In  age  it  is  peerless,  in  historic  educational  prominence  it  is  unsurpassed, 
in  delightful  professional  comradeship  it  is  in  a  class  by  itself,  and  the  present 
prosperity  is  adequate  for  all  of  its  necessities.  The  past  is  glorious,  the 
present  gratifying,  and  there  is  no  reason  why  the  future  should  not  bear  out 
its  early  prophecy  of  service  to  the  public. 


The  Western  Literary  Institute  and  College  of  Professional  Teachers 
came  second  in  order  of  organization,  altho  by  some  it  is  claimed  to  be  the 
oldest  educational  association  in  America.  This  may  be  true  if  we  consider 
that  its  existence  dates  from  1829,  when  the  Western  Academic  Institute  and 
Board  of  Education  was  organized  in  Cincinnati  in  1829  thru  the  exertions 
of  Albert  Picket  and  Alexander  Kinmont,  both  teachers  in  Cincinnati.  At 
the  first  annual  meeting  of  this  institute  the  name  Western  Institute  and  College 
of  Professional  Teachers  was  chosen.  A  constitution  was  adopted  with  the 
following  preamble : 

Whereas,  The  convention  of  teachers  assembled  in  Cincinnati,  deeply  impressed 
with  the  importance  of  organizing  their  profession  in  the  valley  of  the  Mississippi  by  a 
permanent  association,  in  order  to  promote  the  sacred  interests  of  education  so  far  as  may 
Ix-  confided  to  their  care,  by  collecting  the  distant  members,  advancing  their  mutual 
imjjnjvement,  and  elevating  the  profession  to  its  just  and  intellectual  and  moral  influence 
on  the  community,  d(j  hereby  resolve  ourselves  into  a  permanent  b<jdy,  to  be  governed 
by  the  following  Constitution: 

The  following  sketches  of  several  early  associations  were  j)repared  for  the 
Anniversary  Volume  by  Will  .S.  Monroe,  of  the  State  Normal  School  at  West- 
field,  Mass. 

WhSJ  ERX  LII  ERAKV  INSTITUTE  AM)  COLLEGE  OE  PROEES- 
SIOXAL  TEACHERS  (183 1-1845) 

WH.I,    S.    ^fONROK,    STATK    NOR.MAL   SCHOOL,    WESTKI  I.I.I  t,    M.ASS. 

The  Western  Literary  Institute  and  College  of  Professional  Teachers 
was  in  existence  from  1H31  to  1845.  It  held  fifteen  annual  sessions  and  several 
extra  meetings  and  its  officers  and  speakers  were  of  the  first  order  among  the 
ranks  of  educational  workers  in  the  c<»untry  at  llial  lime.  'I'lu-  lalc  Henry 
Barnard  very  properly  .says  of  this  ass(K;iation: 


464  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

It  was  not  only  one  of  the  earliest  educational  associations  of  our  country,  but  also 
proved  itself  one  of  the  best,  one  of  the  most  active,  energetic,  and  laborious,  and  one  of 
the  most  practical  and  widely  influential.  Started  by  practical  teachers,  it  early  enlisted 
in  its  cause  the  aid  and  co-operation  of  the  most  prominent  professors  and  teachers  in  the 
numerous  colleges  and  high  schools  of  the  West,  and  through  them  acting  with  that  freedom 
and  energy  of  will  and  soundness  of  judgment  which  characterize  a  new  country,  and  the 
West  especially,  it  exerted  a  beneficial  influence  upon  teachers  and  schools  generally,  and 
somewhat  more  indirectly  upon  public  opinion,  legislative  action,  and  public-school  systems. 

Among  the  early  workers — speakers  and  officers — of  the  association  may 
be  found  such  well-known  names  as  Lyman  Beecher  (1775-1863),  Alexander 
Campbell  (i 786-1866),  Thomas  S.  Grimke  (i 786-1834),  William  S.  Johnson 
(1796-1855),  Samuel  Lewis  (1799-1854),  Benjamin  O.  Peers  (1800-1842), 
Calvin  E.  Stowe  (1802-86),  Edward  D.  Mansfield  (1801-80),  William  H. 
McGuffey  (1800-73),  Joseph  Ray  (1807-57),  Henry  Barnard  (1811-1900), 
Samuel  Galloway  (181 1-72),  and  Elias  Loomis  (181 1-89).  Nor  were  women 
denied  participation  in  its  proceedings,  as  in  most  of  the  similar  later  associa- 
tions organized  in  the  eastern  section  of  the  United  States.  The  names  of 
a  large  number  of  women  appear  in  the  proceedings  of  the  association,  includ- 
ing such  well-known  women  educational  leaders  as  Mrs.  Emma  Willard  (1787- 
1870),  Mrs.  Lydia  H.  Sigourney  (1791-1865),  Mrs  Almira  H.  L.  Phelps  (1793- 
1884),  and  Miss  Catherine  E.  Beecher  (1800-78). 

While  largely  represented  by  the  four  states  of  Ohio,  Indiana,  Illinois,  and 
Kentucky,  the  association  had  a  scattered  membership  in  many  other  states 
in  the  Union.  Active  members  paid  an  annual  fee  of  one  doller.  The  first 
eleven  sessions  of  the  institute  (1831  to  1841,  inclusive)  and  the  last  (1845) 
were  held  at  Cincinnati,  and  the  other  meetings  (excepting  an  extra  session 
in  1842)  were  held  at  Louisville,  Ky.  Three  sessions  were  held  each  day, 
and  the  annual  gatherings  were  of  five  days  duration.  The  association  pub- 
lished Proceedings  of  the  first  ten  meetings. 

The  program  of  the  fourth  annual  meeting  may  be  summarized  as  typical 
of  the  association.  This  meeting  was  held  at  Cincinnati  October  6  to  11, 
1834,  with  Albert  Picket,  Sr.,  as  president.  Among  the  notable  addresses — 
more  than  twenty  in  all — the  following  may  be  enumerated:  "Need  of  Higher 
Standards  of  Professional  Requirement,"  by  Albert  Picket;  "  Philosophy  of 
Family,  School,  and  College  Disciphne,"  by  Daniel  Drake;  "Study  of  the 
Greek  and  Latin  Languages  as  a  Part  in  the  Course  of  a  Liberal  Education," 
by  T.  M.  Post;  "Neither  the  Classics  nor  Mathematics  Should  Forma  Part 
of  a  Scheme  of  General  Education  in  Our  Country,"  by  Thomas  Smith  Grimke; 
"Utility  of  Mathematics,"  by  Edward  D.  Mansfield;  "Ought  the  Classics  to 
Constitute  a  Part  of  Education  ?"  byAlexander  Kinmont;  "Physical  Sciences," 
by  Elijah  Slack;  "Government  of  Public  Literary  Institutions,"  by  M.  A.  H. 
Niles;  "Moral  Influence  of  Music,"  by  William  Nixon;  "Best  Methods  of 
Teaching  Languages,"  by  William  Hopwood;  "Emulation  as  a  Motive  in 
Education,"  by  Thomas  H.  Quinan  and  Thomas  J.  Matthews.  The  Pro- 
ceedings for  1834  cover  324  pages. 


Chapter]  AMERICAN  LYCEUM  ASSOCIATION  465 

AMERICAN  LYCEUM  ASSOCIATION  (1831-1839) 

AMLL  S.  MONROE,    STATE   NORMAL   SCHOOL,    WESTFIELD,    MASS. 

After  the  Western  Literar}-  Institute,  the  next  earliest  educational  associa- 
tion of  a  national  character  was  the  American  Lyceum  Association.  State  meet- 
ings were  held  as  early  as  1826,  but  the  organization  did  not  assume  national 
dimensions  until  1831.  Josiah  Holbrook  (1788-1854),  who  organized  the 
first  industrial  school  in  the  United  States  after  the  model  of  Fellcnl^crg  at 
Hofwyl,  was  the  moving  spirit  in  the  new  movement. 

The  purpose  of  the  American  Lyceum  Association  was,  (i)  to  secure 
better  legislative  provisions  for  schools;  (2)  to  improve  the  qualifications 
of  teachers;  (3)  to  secure  closer  relationship  between  common  schools  and 
colleges;  (4)  to  improve  methods  of  school  instruction  and  school  discipline; 
(5)  to  introduce  the  natural  sciences  into  the  course  of  study;  (6)  to  provide 
schools  with  books,  apparatus,  and  teaching  appliances;  and  (7)  to  arouse 
an  interest  in  the  education  of  girls  and  women.     Clearly,  a  broad  program! 

The  list  of  officers  and  speakers  who  participated  in  the  nine  annual 
meetings  includes  most  of  tlie  men  and  women  ])niniincnlly  idcntitied  with 
American  education  during  the  tirst  half  of  the  last  century — Stephen  Van 
Rensselaer  (1765-1839),  Alexander  Proudfit  (1768-1843),  Henry  Davis 
(1772-1852),  John  Griscom  (1774-1852),  Amos  Eaton  (1777-1842),  William 
Alexander  Duer  (1780-1858),  Thomas  Smith  Grimke  (i 786-1834),  Theodore 
Frelinghuysen  (i 787-1861),  Josiah  Holbrook  (1788-1854),  Lydia  Huntley 
Sigourney  (1791-1865),  Denison  Olmsted  (1791-1859),  Goold  Brown  (1791- 
1857),  William  Channing  Woodbridge  (i 794-1845),  James  Walker  (1794- 
1874),  Ebenezer  Bailey  (1795-1839),  Theodore  Dwight  (1796-1S60),  Samuel 
Joseph  May  (1797-1871),  Benjamin  Orr  Peers  (1800-42),  and  Catherine 
Esther  Beecher  (1800-78). 

At  the  first  national  convention  held  in  New  York  City  in  May,  1831, 
President  Henry  Davis,  of  Hamihon  College,  presided  and  three  topics  were 
discussed:  "The  Teaching  of  Natural  Science  in  the  Schools;"  "The  Use 
to  Be  Made  of  the  Bible  in  School  Instruction;"  and  "The  Qualifications  of 
Teachers." 

The  program  of  the  second  annual  convention  included  addresses  and 
di.scussions  on  the  following  to|)i{s:  "School  Discipline;"  "Imj)ortance  of 
Making  the  Constitution  and  Political  Institutions  of  the  United  Stales  the 
Subject  of  Study  in  Schools;"  "Primary  Education  in  Spain;"  "Introduction 
of  the  Natural  Silences  into  Common  Schools;"  "Learning  to  Read  and 
Write  the  English  Language;"  "Infant  Education;"  "Extent  to  \\lii(h  llic 
Monitorial  System  is  Advisable  and  Practicable  in  Common  Schools;"  and 
"Aj)proprialc  Use  of  the  Bible  in  S(  hools."  Besides  Griscom,  Grimke,  and 
Frelinghuysen,  who  h;i<l  |),irti(  ipalcd  in  the  lirst  c oincniion,  the  new  speakers 
were  Walter  Rogers  Johnson  (1794-1H52),  Chester  Dewey  (1784-1867), 
John  M.  Keagy  (i 795-1837),  and  Professor  Pi/arro,  of  Spain. 


466  '        NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

At  the  third  meeting  of  the  association  the  papers  and  discussions  included 
"The  Study  of  Physiology;"  -"Vocal  Music;"  "Geology;"  "Education  of 
the  Blind;"  "Manual-Training  Schools;"  "Principles  of  Education,"  and 
"The  Schools  of  Mexico."  Mr.  Woodbridge,  William  A.  Alcott  (i 798-1859), 
and  Juan  Rodriquez,  of  Mexico,  were  among  the  speakers. 

At  the  fourth  meeting  of  the  association  the  four  leading  topics  discussed 
were,  "The  Grading  of  Schools;"  "The  Merits  and  Defects  of  the  Monitorial 
System;"  "Female  Education;"  and  "Education  in  Foreign  Countries — 
Poland,  Mexico,  Cuba,  and  New  Granada."  Besides  Mrs.  Sigourney  and 
Henry  Rowe  Schoolcraft  (1793-1864),  the  other  leading  speakers  were: 
Augustus  Yakonbusky,  of  Poland,  Juan  Rodriquez,  of  Mexico,  Justo  Velor, 
of  Havana,  and  Joaquin  Mosquera,  of  New  Granada.  This  meeting  appointed 
a  committee  "to  collect  imformation  and  otherwise  to  promote  the  establish- 
ment of  a  central  seminary  for  the  education  of  common-school  teachers." 
The  American  Indian  was  the  subject  of  several  papers  at  the  fifth  conven- 
tion; also  papers  were  read  on:  "Education  in  Armenia;"  "Schools  for  the 
Blind;"  and  "Female  Education."  The  paper  on  the  latter  subject  by  Miss 
Catherine  E.  Beecher  called  forth  extended  discussion  and  it  was  the  sense  of 
the  convention 

that  the  subject  of  female  education  deserves  more  attention  than  it  has  yet  received; 
that  the  establishment  and  liberal  endowment  of  female  seminaries  of  a  high  order,  espe- 
cially for  the  education  of  female  teachers,  is  highly  deserving  of  the  benefactions  of  the 
wealthy  and  intelligent  of  the  community,  as  well  as  of  legislative  patronage. 

"School  Funds;"  "Mutual  Instruction;"  "Emulation  as  a  Motive  to 
Study;"  "The  Education  of  the  Blind;"  and  "Co-operation  in  Common- 
School  Education"  were  the  principal  topics  at  the  sixth  convention  and 
Samuel  Gridley  Howe  (1801-76)  and  Harvey  Prindle  Peet  (1794-1873) 
are  the  new  names  on  the  program.  The  monitorial  system,  then  a  live 
question,  reappears  at  the  seventh  and  the  subsequent  meetings  of  the  associa- 
tion. Other  topics  at  the  seventh  meeting  were,  "The  Study  of  Meteorology;" 
"Education  of  the  Deaf;"  "The  use  of  Questions  in  Teaching;"  and  "The 
Cure  of  Stammering." 

At  the  eighth  meeting  there  were  papers  upon,  "The  Embellishment  and 
Improvement  of  Towns;"  "Religious  Instruction  in  Common  Schools;" 
"The  Primary  Schools  of  Boston;"  "Need  of  an  International  Copyright;" 
and  "Eye-training."  Thomas  Hopkins  Gallaudet  (1787-1851)  was  one  of 
the  leading  personages  at  this  meeting. 

The  ninth  and  last  annual  meeting  of  the  association  was  held  in  Philadel- 
phia in  November,  1839.  ^^  was  well  attended  and  it  memorialized  Congress  to 
devote  the  funds  received  from  the  sale  of  public  lands  to  education.  Among 
the  noted  names  in  the  proceedings  of  the  final  convention  are  Charles  Brooks 
(1795-1872),  Alexander  Dallas  Bache  (1806-67),  ^^^  Enoch  Cobb  Wines 
(1806-79). 

Practically  all  the  educational  interests  of  the  United  States  were  represented 


Chapter]  SCHOOL  TEACHERS  AXD  SUPERINTENDENTS  467 

in  the  American  Lyceum  Association  during  its  nine  years  existence  as  a 
national  organiziition.  Out  of  the  movement  grew  many  Hbrary  and  lecture 
associations;  keener  interest  in  tlie  education  of  girls;  and  tlie  introduction 
of  science  studies  into  American  courses  of  instruction. 


Ten  years  after  the  last  meeting  of  the  American  Lyceum  Association, 
which  occured  in  1839,  and  four  years  after  the  last  meeting  of  the  Western 
Literary  Listitute  and  College  of  Professional  Teachers  in  1845,  a  new  effort 
was  made  for  the  organization  of  a  national  association  of  teachers.  The 
following  account  of  this  movement  appears  in  Barnard's  American  Journal 
oj  Education,  \'ol.  XXIV  (1873),  pp.  330-336.  Extracts  from  the  opening 
and  closing  addresses  at  this  meeting  by  the  president,  Hon.  Horace  ALmn, 
at  that  time  a  member  of  Congress,  are  quoted  here  as  setting  forth  the  high 
aims  of  the  leaders  of  this  movement  which  was  destined  to  be  continued  thru 
the  National  Teachers'  Association  and,  later,  the  National  Educational 
Association. 

It  would  not  really  be  far  amiss  to  date  the  history  of  the  National  Educa- 
tional Association  from  this  meeting  in  Philadelphia  in  1849  instead  of  from 
the  meeting  in  Philadelphia  in  1857,  when  the  National  Teachers'  Associatit)n 
was  actually  organized. 


SCHOOL  TEACHERS  AND  SUPERINTENDENTS 

CONVENTION'  OF  TEACHERS  AND  SUPERINTENDENTS  OF  PUBLIC  SCHOOLS,  HELD 
AT  PHILADELPHIA,  OCTOBER  1 7,   18,  AND  19,   1849 

A  national  convention  of  teachers,  superintendents  of  public  schools,  and 
friends  of  education  generally,  assembled  at  Philadelphia,  in  ihe  hall  nf  the 
comptroller  of  public  schools,  on  October  17,  1849,  '^'^*^  continued  in  daily 
and  evening  sessions  until  the  close  of  the  evening  of  the  19111 — under  the 
[)residency  of  Hon.  Horace  Mann,  member  of  Congress,  and  late  secretary  of 
the  Hiiard  of  Education  for  the  state  of  Massachusetts. 

OPENIXO  ADDRKSS  OK  THH  PRESIDENT,   llORACi:   MANN 

Gentlemen  of  the  Convention: — Tin-  duty  (jf  si-Uing  forth  tlu-  spti  il'u  purjjost's  of  this 
mctting  floes  not  devolvi-  u|)on  nie;  l)Ut  there  are  some  hem  fits  to  he  derived  from  it,  so 
signal  and  prominent,  as  to  deserve  a  passing  notic  e. 

I  hupp<jsc  the  great  jjrcjjxjrtion  of  the  gentlemen  whom  I  see  around  nie,  and  who.so 
prescnre  on  this  occasion  I  most  cordially  welcome,  to  Ix;  practical  teachers — men  whose 
daily  occupation  is  in  the  schoolroom.  But  fn)m  the  fifteen  states  which  are  represented 
here,  there  are  men  of  another  class — men  who  fill  high  and  res|)onsible  oflues  in  the 
great  work  of  public  inslruc  tion — sec  retaries  of  state,  who  are  charged  with  the  interest 
of  public  education  in  their  respective  states,  superintendents  of  schools,  secretaries  of 
Ijoarcis  c(f  c-cluc  ation,  anci  others,  to  whose  haiicls  vast  and  prec  ious  interests  have  In-eii  con- 
fulccl,  u|>on  whom  the  most  weighty  res|)onsibilities  have  In-en  cast;  and  from  who.se 
aclministration,  the-  matured  fruits  of  wisdom  arc-  cx|iec  ted.  Now  all  teac  hers  have  felt  the- 
genial  ancI  upholding  influences  of  sympathy,  in  discharging  ilu-  (luiiis  of  tin-  s<  liodir.M.in. 


468  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

All  have  grown  wiser  while  listening  to  the  counsels  of  experience.  The  teacher  who  has 
met  a  hundred  of  his  fellow-teachers  in  a  public  assembly,  and  communed  with  them  for 
days,  enlightening  his  own  judgment  by  the  results'  of  their  experience,  and  kindling 
his  own  enthusiasm  by  their  fires,  goes  back  to  his  schoolroom  with  the  light  of  a  hundred 
minds  in  his  head,  and  with  the  zeal  of  a  hundred  bosoms  burning  in  his  heart. 

Now,  if  school  teachers  need  this  encouragement  and  assistance  in  their  labors,  and 
can  be  profited  by  them,  how  much  more  do  those  high  officers  need  encouragement  and 
assistance  upon  whom  rests  the  responsibility,  not  of  one  school  only,  but  of  all  the  schools 
in  a  state.  If  the  vision  of  the  one,  in  his  narrow  sphere,  needs  enlightenment,  how  much 
illumination  ought  to  be  poured  over  the  vast  fields  of  the  other.  I  see  those  around  me 
who  have  been  engaged  in  the  great  work  of  organizing  systems  of  education  for  a  state; 
I  see  those  on  whom  has  devolved  the  statesman-like  duty  of  projecting  plans  of  improve- 
ment for  a  whole  people  around  them,  and  for  generations  after  them,  where  a  mistake 
would  bring  calamity  to  the  most  precious  and  enduring  interests  of  mankind,  and  where 
wisdom  and  genius  would  throw  forward  their  light  and  happiness  into  coming  centuries; 
and  I  know  I  shall  have  their  assent  when  I  say  that  no  position  in  human  life  could  impose 
more  anxiety  and  solicitude  and  toil  upon  its  possessor  than  the  perilous  position  they  have 
occupied.  Without  guide,  without  precedent,  without  counsel,  they  have  had  no  helpers 
but  in  their  own  forethought,  fidelity,  and  devotion.  How  cheering  and  sustaining  to 
them  must  be  such  opportunities  as  the  present,  where  the  errors  of  others  may  become 
admonitions  to  them,  and  the  successes  of  others  may  be  used  for  their  guidance. 

Still  better  is  it,  when  the  teachers  of  schools  and  the  superintendents  of  schools  can 
meet  together,  as  on  the  present  occasion,  and  render  reciprocal  aid  in  the  discharge  of 
their  respective  duties.  At  meetings  like  this,  whatever  wisdom  the  country  possesses  on 
the  subject  of  education  may  be  brought  into  common  stock,  and,  by  self-multiplying 
process,  the  whole  of  it  may  be  carried  away  by  each  individual.  At  least,  so  much  of 
the  whole  may  be  carried  away  by  each  as  he  has  capacity  to  receive. 

By  a  national  organization  of  teachers,  great  and  comprehensive  plans  may  be  devised, 
to  whose  standard  each  state  may  be  gradually  brought  into  conformity:  for  instance, 
such  as  relate  to  the  organization  of  territory  into  school  districts;  to  the  proper  age  at 
which  children  should  go  to  school;  or,  as  the  Germans  so  beautifully  express  it,  when  a 
child  is  "  due  to  the  school." 

These  advantages  pertain  to  the  head,  to  our  ability  to  conduct  the  great  work  of 
education,  in  the  wisest  manner  and  with  the  most  beneficial  results.  But  the  heart  may 
be  as  much  warmed  as  the  head  is  instructed.  By  the  communion  and  the  sympathy  of 
assemblies  like  this  we  can  hot  only  enlighten  the  guiding  forces  of  the  mind,  but  we  can 
generate  the  impulsive  forces  of  the  heart.  We  can  not  only  diffuse  new  intelligence,  but 
we  can  excite  new  enthusiasm.  Throughout  the  whole  country  the  machinery  of  education 
needs  to  be  increased  in  strength,  and  worked  by  a  mightier  power.  In  all  material  inter- 
ests we  are  proverbial  as  a  people  for  our  enterprise.  Let  us  seek  for  our  country  the 
higher  honor  of  becoming  proverbial  in  our  regard  for  moral  and  spiritual  interests.  Let 
us  devise  systems  of  education  that  shall  reach  every  child  that  is  born  in  the  land;  and, 
wherever  political  privileges  exist,  let  the  intelligence  be  imparted  and  the  virtues  incul- 
cated, which  alone  can  make  those  privileges  a  blessing 

Look,  too,  at  the  condition  of  our  country,  and  see  what  need  there  is  of  comprehen- 
siveness in  our  plans  and  of  energy  in  their  administration.  We  have  a  higher  object 
than  to  prepare  a  system  of  education  for  any  one  locality,  or  for  any  one  party.  To  the 
West  a  region  spreads  out  almost  interminably — a  region  to  be  soon  filled,  not  with  savages, 
but  either  with  Christians,  or  with  men  as  much  worse  than  savages  as  Christians  are 
better.  On  the  East,  there  comes  pouring  in  upon  us  a  new  population,  not  of  our  own 
production,  not  of  American  parentage  nor  the  growth  of  American  institutions.  Owing 
to  the  marvelous  improvements  in  the  art  of  transportation,  the  Atlantic  Ocean  has  been 


Chapter]  SCHOOL.   TEACHERS  AND  SUPERINTENDENTS  469 

narrowed  almost  to  a  river's  breadth.  The  western  and  the  eastern  continent  by  the  jjowcr 
of  these  improvements  He  side  by  side  of  each  other.  Their  shores,  for  thousands  of 
miles,  lie  like  two  ships,  broadside  and  broadside;  and  from  stem  to  stern  the  emigrant 
population  of  Europe  is  boarding  us,  ti-ns  of  thousands  in  a  tlay.  We  must  provide  for 
them,  or  we  will  all  sink  together. 

.\nd  what  are  we  doing  to  prepare  for  the  great  exigencies  of  the  future,  whii  h  the 
I)rovidence  of  God  seems  to  have  placed  in  our  hands;  and,  I  speak  it  with  reverence, 
to  have  left  to  our  disposal  ?  .\  responsibility  is  upon  us  that  we  cannot  shake  off.  We 
cannot  escape  with  the  lying  plea  of  Cain,  ".^m  I  my  brother's  keeper?"  Let  us  then  be 
aroused  by  every  consideration  that  can  act  upon  the  mind  of  a  patriot,  a  philanthroi)ist, 
or  a  Christian;  and  let  us  give  our  hands,  our  heads,  and  our  hearts  to  the  great  work  of 
human  improvement,  through  the  instrumentality  of  free,  common  schools.  As  far  as  in 
us  lies,  let  us  save  from  ruin,  physical,  intellectual,  and  moral,  the  thousands  and  hundreds 
of  thousands,  aye,  the  millions  and  hundreds  of  millions  of  the  human  race,  to  whom  we 
are  bound  by  the  ties  of  a  common  nature  and  of  kindred  blood,  and  who,  without  our 
assistance,  will  miserably  perish,  but  with  our  assistance,  may  be  saved  to  usefulness 
and  honor,  and  immortal  glory. 

The  discussions  of  the  convention  were  confined  closely  to  the  following 
topics,  relating  to  the  organization  and  administration  of  a  system  of  j)ul)lic 
instructit)n  adapted  to  the  different  sections  of  the  United  States,  introduced  by 
the  business  committee,  of  which  Henry  Barnard,  of  Connecticut,  was  chair- 
man. 

1.  Territorial,  or  civil  subdivision  o)  llic  stale: — Involving  the  extent  to  which  the 
district  system,  .should  be  carried,  and  the  modifications  of  which  the  same  is  susceptible; 
and  the  official  superintendence  required  for  each  subdivision,  state,  county,  town,  and 
neighlx)rhood. 

2.  School  architecture: — Including  the  location,  size,  modes  of  ventilation,  warming, 
seating,  etc.,  of  buildings  intended  for  educational  purposes. 

3.  School  attendance. — Including  the  school  age  of  children,  and  the  l)est  modes  of 
securing  the  regular  and  punctual  attendance  of  children  at  school. 

4.  Grades  oj  schools. — The  number  and  character  of  each  grade. 

5.  Course  oj  instruction. — Phy.sical,  intellectual,  moral,  and  religious;  esthetical; 
industrial.     Studies:   books,  apparatus,  methods. 

6.  Teachers. — Their  qualifications;  their  e.xamination  and  compensation;  normal 
schools,  teachers'  institutes,  lx)oks  on  the  theor}'  and  practice  of  teaching. 

7.  Support. — Tax  on  property,  tax  on  parents,  school  funds — local  and  state. 

8.  Parental  and  public  interest. 

9.  Supplementary  means. — Library,  lyceum,  lectures. 

CLOSING  ADDRESS. 

In  ^i^ing  to  adjourn  the  (onvention,  as  the  clock  struck  ten,  the  hour 
fi.xed  on  for  closing  its  proceedings,  the  president  (Horace  Maiiii)  remarked 
as  follows: 

Ccntlemrn  oj  the  convention.— The  clock  is  now  striking  the  hour— the  air  is  now 
waving  with  its  vibratif)ns — at  whi(  h  it  has  been  de(  i<le(l  to  bring  the  lalK)rs  of  this  con- 
vention to  a  <  lo.se.  We  have  lx;en  looking  f<jr  llie  last  three  days  upon  the  bright  side  of  the 
tajM-stry;  llie  dark  side  is  now  turned  toward  us.  The  plea.sing  ai  (|uainlances  whi(  h 
have  Ix-en  formeri,  and  whi(  h  can  have  been  to  none  more  pleasing  than  to  myself,  must 
Ik-  broken,  and  we  must  go  away,  carrying  su<  h  good  as  we  can,  from  the  deliberations  of 
this  as.scmbly.  In  parting  fr«jm  you,  I  (annol  forbear  to  express  my  warmest  acknowl- 
edgments for  the  continual  kindness  with  which  you  have  been  plea.se<l  to  regard  tlie 
performance  of  the  duties  of  the  chair.  Vou  have  made  all  its  bljors  light,  and  all  its 
dilFu  ulties  nominal.     In  parting  from  you,  gentlemen,  it  is  imjKJSsible  for  me  to  exjjress 


470  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

the  feelings  of  hope,  mingled  with  anxiety,  with  which  I  look  forward  to  the  consequences 
of  this  meeting.  We  shall  separate.  We  shall  go  away  to  move  in  different  and  distant 
spheres.  From  these  narrow  walls  which  now  inclose  us,  we  shall  find  ourselves,  at  the 
end  of  the  week,  in  a  dozen  different  states,  east,  west,  north,  and  south.  Shall  the  influ- 
ences which  have  been  here  concentrated  and  brought  to  a  focus  be  dissipated  and  lost, 
when  our  local  proximity  to  each  other  is  gone;  or  shall  the  moral  influences,  which  have 
been  here  generated,  expand  themselves  over  the  vast  spaces  where  we  shall  soon  be 
found,  keep  themselves  vivid  and  animate,  and  make  the  common  air  electric  with  their 
fulness  of  life  ?  I  trust  the  latter,  and  our  zeal  will  not  be  of  the  flashy  kind,  that  will 
evaporate  as  soon  as  the  exciting  cause  is  withdrawn,  but  that  it  will  be  like  the  heat  of 
the  sun,  which,  being  once  kindled,  glows  on  forever. 

Gentlemen,  this  occasion  has  brought  together  two  classes  of  men,  sufficiently  dis- 
tinguished from  each  other  to  be  the  subjects  of  a  division.  May  I  be  permitted  to  address 
a  few  words  to  each  ?  We  have  before  us  the  practical  teachers;  men  who  have  devoted 
themselves  to  the  business  of  the  schoolroom,  who  do  not  exercise  a  very  diffusive  influ- 
ence in  a  broad  sphere,  but  an  intense  influence  in  a  narrow  sphere — points  of  strong 
light  thrown  upon  a  small  space,  rather  than  wider  radiations  of  a  flame  that  is  weakened 
by  its  expansion.  What  are  the  duties  of  the  school  teacher  ?  I  have  not  time  to  enu- 
merate or  define  them.  I  can  not  even  mention  the  names  of  the  long  catalogue;  but  I  will 
call  your  attention  to  one  which  comes  very  near  to  embracing  all.  By  this  one  I  mean 
thoroughness  in  everything  you  teach.  Thoroughness — thoroughness — and  again  I  say 
Thoroughness  is  the  secret  of  success.  You  heard  some  admirable  remarks  this  morn- 
ing from  a  gentleman  from  Massachusetts  (Mr.  Sears),  in  which  he  told  us  that  a  child,  in 
learning  a  single  lesson,  might  get  not  only  an  idea  of  the  subject-matter  of  that  lesson, 
but  an  idea  how  all  lessons  should  be  learned;  a  general  idea,  not  only  how  that  subject 
should  be  studied,  but  how  all  subjects  should  be  studied.  A  child  in  compassing  the 
simple  subject,  may  get  an  idea  of  perfectness,  which  is  the  type,  or  archetype  of  all  excel- 
lence, and  this  idea  may  modify  the  action  of  his  mind  through  his  whole  course  of  life. 

Be  thorough,  therefore,  be  complete  in  everything  you  do;  leave  no  enemy  in  ambush 
behind  you,  as  you  march  on,  to  rise  up  in  your  rear  to  assail  you.  Leave  no  broken  link 
in  the  chain  you  are  daily  forging.  Perfect  your  work  so  that  when  it  is  subjected  to  the 
trials  and  experiences  of  life,  it  will  not  be  found  wanting 

So,  in  the  after  periods  of  your  existence,  whether  it  be  in  this  world,  or  another 
world  from  which  you  may  be  permitted  to  look  back,  you  may  see  the  consequences  of 
your  instruction  upon  the  children  whom  you  have  trained.  In  the  crises  of  business 
life,  where  intellectual  accuracy  leads  to  immense  good,  and  intellectual  mistakes  to 
immense  loss,  you  may  see  your  pupils  distinguishing  between  error  and  truth,  between 
false  reasoning  and  sound  reasoning,  leading  all  who  may  rely  upon  them  to  correct  results, 
establishing  the  highest  reputation  for  themselves,  and  for  you  as  well  as  for  themselves, 
and  conferring  incalculable  good  upon  the  community.  So,  if  you  have  been  wise  and 
successful  in  your  moral  training,  you  will  have  prepared  them  to  stand  unshaken  and 
unseduced  amidst  temptations,  firm  when  others  are  swept  away,  uncorrupt  where  others 
are  depraved,  unconsumed  where  others  are  blasted  and  perish.  You  may  be  able  to 
say  that,  by  the  blessing  of  God,  you  have  helped  to  do  this  thing 

There  is  another  class  of  men  in  this  meeting — those  who  hold  important  official 
situations  under  the  state  governments,  and  who  are  charged  with  the  superintendence 
of  public  instruction.  Peculiar  duties  devolve  upon  them.  They,  in  common  with  the 
teachers,  have  taken  upon  themselves  a  great  responsibility.  When  in  the  course  of 
yesterday's  proceedings,  a  resolution  was  introduced,  proposing  to  make  this  a  national 
convention,  with  a  permanent  organization,  I  confess  that,  as  I  sat  here  in  my  chair,  I 
felt  my  joints  trembling  with  emotion,  at  the  idea  of  the  responsibility  you  were  about  to 
assume.  Shall  this  body  establish  itself  as  a  national  convention  ?  Shall  we  hold  our- 
selves out  to  this  great  country  as  a  source  of  information  and  a  center  of  influence  on 


Chapter]      ASSOCIATIOX  FOR  APVANCEMKyT  OF  EDUCATION  471 

one  of  the  most  important  subjecis  that  can  be  submitted  to  the  human  faculties  ?  Shall 
we  hold  ourselves  up  here  in  full  sunlight,  and  virtually  say  to  the  whole  country,  come 
here  and  fill  your  urns  from  our  fountains  of  wisdom  ?  Those  views  came  over  me  with 
such  force,  as  almost  to  make  me  forget  where  I  was,  and  the  duties  I  had  to  discharge; 
for  experience  has  led  me  to  know  something  of  the  difficulties  of  the  work.  Yet  it  was 
the  pleasure  of  the  convention  to  adopt  the  rt-solution;  and  through  the  signatures  of  your 
officers  you  will  severally  subscribe  to  that  conclusion.  You  have  already  authorized 
a  committee  to  send  out  this  determination,  and  to  proclaim  it  to  the  world.  Now,  by 
these  acts  you  have  signed  and  sealed  a  bond.  You  have  obligated  yourselves  to  perform 
great  duties,  and  you  cannot  deny  or  elude  this  obligation,  without  a  forfeiture  of  honor 
and  character.  If  we  fulfill  the  duties  we  have  assumed,  this  meeting  will  prove  one  of 
the  most  important  meetings  ever  held  in  this  country.  If  we  fail  in  our  respective  sjjheres 
of  action  to  fulfill  these  duties,  this  meeting  will  be  the  ridicule  and  shame  of  us  all.  By 
itself  it  is  a  small  movement,  but  we  can  make  it  the  first  in  a  series  that  shall  move  the 
whole  country.  It  begins  here  upon  the  margin  of  the  sea,  but  we  can  expand  it  until 
it  shall  cover  the  continent.  However  insignificant  in  itself,  it  is  great  by  its  possibilities. 
To  the  eye  of  the  superficial  observer  beginnings  are  always  unimportant;  but  whoever 
understands  the  great  law  of  cause  and  effect,  knows  that  without  the  feeble  beginnings 
the  grandest  results  could  never  have  been  evolved.  He  who  now  visits  the  northwestern 
part  of  the  state  of  New  York,  to  see  one  of  the  wonders  of  the  world — the  Falls  of  Niagara 
— may  see  also  a  wonder  of  art  not  unworthy  to  be  compared  with  this  wonder  of  nature. 
He  may  see  a  vast  iron  bridge  spanning  one  of  the  greatest  rivers  in  the  world,  affording 
the  means  of  safe  transit  for  any  number  of  men  or  any  weight  of  merchandise,  and  poised 
high  up  in  the  serene  air  hundreds  of  feet  alx)ve  the  maddened  waters  below.  How  was 
this  ponderous  structure  stretched  from  abutment  to  abutment  across  the  raging  flood  ? 
How  was  it  made  so  strong  as  to  bear  the  tread  of  an  army,  or  the  momentum  of  the  rush- 
ing steam  car?  Its  beginning  was  as  simple  as  its  termination  is  grand.  A  boy's  play- 
thing, a  kite,  was  first  sent  into  the  air;  to  this  kite  was  attached  a  silken  thread,  to  the 
thread  a  cord;  to  the  cord,  a  rope;  to  the  rope,  a  cable.  When  the  toy  fell  upon  the 
opposite  side,  the  silken  thread  drew  over  the  cord,  and  the  cord  the  rope,  and  the  rope 
the  cable,  and  the  cable,  one  after  another,  great  bundles  or  fascia  of  iron  wire;  and  these 
being  arranged,  side  by  side,  and  layer  upon  layer  now  constitute  a  bridge  of  such  massive- 
ness  and  cohesion,  that  the  mighty  genius  of  the  cataract  would  spend  his  strength  upon 
it  in  vain. 

Thus,  my  friends,  may  great  results  be  educed  from  small  beginnings.  I^et  this 
first  meeting  of  the  National  Association  of  the  Friends  of  Education  be  like  the  safe  and 
successful  sending  of  an  aerial  messenger  across  the  abyss  of  ignorance  and  superstition 
and  crime,  so  that  those  who  come  after  us  may  lay  the  abutments  and  complete  the  moral 
arch  that  shall  carry  thou.sands  and  millions  of  our  fellow-beings  in  safety  and  peace  above 
the  gulf  of  perdition,  into  whose  .seething  floofis  they  would  otherwise  have  fallen  and 
perished! 

The  suhscfjucnt  history  of  this  mnvemcnt  so  .uispic  iouslv  hcj^un  is  set 
forth  in  the  following  sketch  ljy  Professor  Monroe. 

AMh.KICAX    ASSOCIAriON    FOR    I  III:    Al>\  A.MIM  l\  T    OF 

RDUCATIOX 

WILL   S.    MONROK,   STATK    NORMAL   .SCHOOL,    WKSTFIKLI),    MASS. 

The  Americiin  Association  for  the  Arlvancement  of  Kducation,  the  parent 
of  the  Natir)nal  Teachers'  Association  and  the  gr.in(l|)arent  of  the  National 
Educational  Association,  (jriginated  in  a  meeting  hi  Id  in  l'liihi(Ieli)hia  in  1849. 


472  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

The  first  meeting  was  in  response  to  a  call  for  a  '*  National  Convention  of  the 
Friends  of  Common  Schools  and  of  Universal  Education,"  and  was  signed 
by  thirty-seven  representative  schoolmen,  twelve  of  whom  were  state  superin- 
tendents of  pubhc  instruction  and  several  were  presidents  of  colleges.  The 
purpose  of  the  convention,  as  stated  in  the  preliminary  call,  was  "that  the 
great  cause  of  popular  education  in  the  United  States  may  be  advanced  and 
the  exertions  of  its  friends  strengthened  and  systematized  by  mutual  consulta- 
tion and  deliberation." 

Two  meetings  were  held  in  Philadelphia;  the  first,  October  17,  18,  and  19, 
1849,  and  the  second,  August  28,  29,  and  30,  1850,  under  the  auspices  of  the 
convention  of  the  Friends  of  Common  Schools  and  of  Universal  Education. 
Horace  Mann  (i 796-1859),  then  secretary  of  the  State  Board  of  Education 
of  Massachusetts,  presided  at  the  first  meeting,  and  Ehphalet  Nott  (i 773-1866), 
president  of  Union  College,  presided  at  the  second  meeting.  The  printed 
Proceedings  of  the  first  meeting  cover  40  pages,  and  of  the  second  meeting, 
175  pages.  Among  the  topics  discussed  were  :  "School  Organization  and 
Supervision;"  "Normal  Schools  and  Teachers'  Institutes;"  "Moral  and  Reli- 
gious Instruction ;"  " Evening  Schools ;"  " School  Architecture ;"  "The  Grad- 
ing of  Schools;"  "The  Teaching  of  Phonetics;"  "School  Funds;"  "The 
Smithsonian  Institution;"  "Plan  of  a  National  Teachers'  Organization," 
etc.  Among  those  who  participated  in  the  proceedings  were  Henry  Barnard, 
John  Griscom,  Joseph  Henry,  Alonzo  Potter,  Gideon  F.  Thayer,  John  S. 
Hart,  Nathan  Bishop,  and  John  Kingsbury. 

At  the  second  Philadelphia  meeting  (1850)  it  was  resolved  to  adopt  a 
permanent  constitution  and  to  take  the  name  of  the  American  Association 
for  the  Advancement  of  Education.  Alonzo  Potter  was  chairman  of  the 
committee  on  a  constitution  for  the  organization  of  the  new  association.  The 
membership  fee  was  fixed  at  two  dollars,  and  it  was  provided  that  annual 
sessions,  of  not  less  than  four  days,  should  be  held  during  the  month  of  August. 

The  third  meeting  (first  under  the  new  organization)  was  held  at  Cleveland, 
August  19,  20,  21,  and  22,  1851.  Alonzo  Potter  (1800-65),  then  a  bishop  in 
Philadelphia,  presided.  The  topics  discussed  included  "Influence  of  the 
Spirit  of  the  Age  upon  Education,"  by  Samuel  P.  Bates  (1827-  ),  super- 
intendent of  schools  in  Crawford  County, Penn ;  "The  Use  of  School  Libraries," 
by  Professor  Daniel  B.  Reid  (1805-63),  of  the  University  of  Indiana;  "The 
Office  and  Influence  of  Women  in  Education,"  by  Professor  Agnew  of  the 
University  of  Michigan.  Among  others  who  participated  in  the  proceedings 
were:  James  Johonnot,  Samuel  S.  Greene,  Loren  Andrews,  Asa  D.  Lord, 
Ira  Mayhew,  and  Samuel  Galloway.  The  Proceedings  and  Journal  of  this 
meeting  were  printed  in  a  pamphlet  of  146  pages.  Bishop  Alonzo  Potter  also 
presided  at  the  fourth  meeting  held  at  Newark,  N.  J.,  August  10  to  13,  1852. 
Among  the  notable  papers  and  addresses  were  the  following:  "Value  of 
Educational  Periodicals,"  by  Thomas  Henry  Burrows  (1805-71),  superin- 
tendent of  public  instruction  in  Pennsylvania;    "The  True  Function  of  Text- 


Chapter]     ASSOCIATIOyJ  FOR  ADVANCEMENT  OF  EDUCATION  475 

books,"  by  George  Barrell  Emerson  (i 797-1881),  principal  of  a  girls'  school 
in  Boston;  "School  Discipline,"  bv  Asa  D.  Lord  (1816-75),  superintendent 
of  schools  at  Columbus,  Ohio;  "Cultivation  of  Taste  and  Imagination,"  by 
Barnas  Sears  (1802-80),  secretary  of  the  State  Board  of  Education  of  Massa- 
chusetts; "Etymology,"  by  Professor  Samuel  Stchman  Haldeman  (1812-80), 
of  the  University  of  Pennsylvania,  and  "School  Architecture,"  l)y  William  D. 
Swan  (1809-64),  principal  of  a  grammar  school  in  Boston. 

The  fifth  meeting  was  held  at  Pittsburg  from  August  9  to  12,  1853.  Joseph 
Henry  (i 797-1878),  the  director  of  the  Smithsonian  Institution  at  Washington, 
])resided,  and  his  presidential  address  on  the  "Objects  of  the  Smithsonian 
Institution"  was  a  notable  paper.  Several  Englishmen  were  in  attendance, 
and  C.  \\'entworth  Dilke  of  London  spoke  on  "Agricultural  Education  in 
England"  and  "The  School  of  Arts  in  London."  "The  Care  and  Training  of 
Backward  Children"  was  discussed  by  James  B.  Richards  (1817-86)  of  the 
Pennsylvania  school  for  feeble-minded;  and  there  were  papers  and  addresses 
on:  "The  Teaching  of  Drawing;"  "The  Use  of  Museums  in  Science  Work;" 
and  "The  Education  of  Girls." 

The  sixth  session  of  the  association  was  held  at  Washington,  December 
26  to  29,  1854,  with  Alexander  Dallas  Bache  (1806-67),  president  of  Girard 
College,  as  president.  John  S.  Hart  (1810-77),  principal  of  the  Philadelphia 
high  school,  read  a  paper  on  "The  Study  of  the  Anglo-Saxon  Languages;" 
Henry  Barnard  (1811-1900)  gave  an  account  of  the  educational  congress  and 
exhibit  held  that  year  in  London;  Zalmon  Richards  (181 1-99),  of  Washing- 
ton, discussed  "Mental  and  Moral  Discipline;"  and  W.  P.  Ross  gave  a  paper 
on  "The  State  of  Education  among  the  Cherokee  Indians." 

The  seventh  meeting  was  held  in  New  York  City,  August  28  to  31,  1855, 
with  Henry  Barnard  (1811-1900),  commissioner  of  common  schools  in  Con- 
necticut, as  president.  This  was  in  some  respects  the  most  important  session 
thus  far  held.  The  late  Bishop  Frederic  Dan  Huntington  (1819-1905),  then 
a  pnjfessor  in  Harvard  College,  gave  his  classic,  "Unconscious  Tuition,"  at 
this  meeting. 

The  subject  of  "A  National  University"  was  discussed  by  Alexander 
Dallas  Bache  (1806-67),  Professor  Samuel  S.  Haldeman  (1812-80),  Charles 
Hrooks  (1795-1872)  and  Professor  Benjamin  Peirce  (1809-80).  President 
Henry  Philii])  Tappan  (1805-81),  of  the  University  of  Michigan,  gave  an  ac- 
count of  the  recent  educational  movements  in  Europe.  Professor  Denison 
Olmsted  (1791-1859),  of  Yale  College,  discussed  "Democratic  Tendencies 
in  Science."  Charles  Brooks  (1795-1872),  a  leader  in  the  New  England 
normal-school  movement,  gave  a  comprehensive  paper  on  "  Moral  Education." 
President  Frederic  k  A.  P.  Barnard  (1809  89),  c)f  the  I'niversity  of  Mississippi 
(and  later  of  ("olumbia  University),  outlined  needed  improvements  in  Aintri- 
can  colleges.  John  George  Hodgins  (1821-  ),  (lei)Uty  su|)erintcn(l(nl  of 
education  in  Ontario,  reviewed  educational  conditions  in  Canada.  The 
subject  c»f  ccjmpulsory  religious  instruction  in  the  schctol  occ  upiecl  three  scs- 


474  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

sions  and  called  forth  the  keenest  discussion  in  the  history  of  the  association. 
Professor  Charles  Da  vies  (i  798-1 876),  of  the  Albany  Normal  School,  intro- 
duced the  resolution,  which,  after  a  vigorous  discussion  by  Superintendent 
Samuel  S.  Randall  (1809-81),  of  New  York  City,  Principal  William  Harvey 
Wells  (1812-85),  of  the  Westfield  Normal  School,  Ethan  A.  Andrews 
(i 787-1858),  Gorham  D.  Abbott  (1807-74),  of  New  York,  Bishop  Potter, 
Professor  Huntington  and  others,  was  (with  the  amendments)  laid  upon  the 
table. 

The  eighth  meeting  was  held  at  Detroit,  August  12  to  15,  1856,  with  Chan- 
cellor Henry  P.  Tappan  (1805-81),  of  the  University  of  Michigan,  as  president. 
Henry  Barnard  (1811-1900),  the  retiring  president,  gave  three  addresses: 
(i)  "Magnitude  of  the  Educational  Interests  of  the  United  States;"  (2) 
"Extension  of  the  System  and  Agencies  of  Public  Instruction  in  the  Several 
States;"  and,  (3)  "Reformatory  Education."  President  Charles  White  of 
Wabash  College,  Indiana,  presented  a  paper  on  "The  Relation  of  Education 
and  Religion."  Professor  A.  S.  Welch  (1821-89),  of  the  Michigan  Normal 
School,  made  a  plea  for  "A  Higher  Order  of  Instruction,"  and  President 
Tappan  gave  a  paper  on  "The  Educational  Views  of  John  Milton."  This 
was  the  last  meeting  of  the  association  concerning  which  I  have  been  able  to 
get  detailed  information.  In  the  educational  journals  of  the  day  I  find  announce- 
ments of  a  ninth  meeting  held  in  New  York  City  in  1857,  and  a  tenth  at 
Albany  in  1858;  but  I  have  been  unable  to  obtain  records  of  either  of  these 
meetings.  The  National  Teachers'  Association,  discussed  elsewhere  in  this 
volume,  was  organized  in  1857  and  naturally  absorbed  the  American  Associa- 
tion for  the  Advancement  of  Education. 


III.     OTHER  EDUCATIONAL  ASSOCIATIONS 

The  logical  order  of  development  would  require  that  the  history  of  the 
National  Educational  Association  follow  the  historical  sketch  of  the  American 
Association  for  the  Advancement  of  Education,  but  it  is  deemed  best  to  insert 
here  sketches  of  other  associations  and  agencies,  national  and  semi-national, 
which  during  the  past  fifty  years  or  more  have  contributed  to  national  educa- 
tional progress. 

The  oldest  of  these  associations,  the  American  Association  for  the  Advance- 
ment of  Science,  is  the  successor  of  the  Association  of  American  Geologists 
which  was  organized  in  Philadelphia  in  1840,  and  reorganized  as  the  A.  A. 
A.  S.  in  the  same  city  in  1848.  It  has  held  annual  sessions  from  1840  to  this 
date,  1907,  except  during  the  five  years  of  the  Civil  War,  from  1861  to  1866. 

The  following  historical  sketch  was  prepared  for  this  volume  by  Dr.  L.  O. 
Howard,  the  permanent  secretary: 


Chapter]  ASSOCIATION  FOR  ADVANCEMENT  OF  SCIENCE  475 

THE  AM  ERICA  X  ASSOCLITION  FOR   THE  ADVAXCEMENT 
OF  SCIEXCE  (1838-        ) 

L.  O.  HOWARD,  PERMANENT   SECRETARY,  WASHINGTON,  D.  C. 

This  organization,  which  represents  for  America  the  held  covered  by  the 
British  Association  for  the  Advancement  of  Science  and  the  French  and 
German  associations  of  similar  character,  is  at  the  present  time  composed  of 
some  four  thousand  two  hundred  members  and  fellows,  representing  all  sections 
of  the  United  States  and  including  many  Canadian  members,  some  Central 
American  members,  and  many  Americans  resident  in  different  parts  of  the 
world.  The  fellows  of  the  Association  comprise,  in  the  words  of  the  con- 
stitution, "such  of  the  members  as  are  professionally  engaged  in  science,  or 
have,  by  their  labors,  aided  in  advancing  science."  There  are  at  the  present 
time  1,864  fellows.  The  field  covered  by  the  Association  is  a  very  large  one 
and  its  component  sections  are  as  follows:  (a)  Mathematics  and  astronomy; 
(b)  Physics;  (c)  Chemistry;  (d)  Mechanical  science  and  engineering;  (e) 
Geology  and  geography;  (/)  Zoology;  (g)  Botany;  (//)  Anthropology;  (i) 
Social  and  economic  science;  (k)  Physiolog}-  and  experimental  medicine. 
The  Association,  moreover,  has  under  consideration  at  the  present  time  the 
addition  of  psychologj-  to  section  //,  making  it  "Anthropology  and  psychology," 
and  the  formation  of  an  additional  section,  namely  (/)  Education. 

The  Association  had  its  beginnings  in  1838  in  a  correspondence  between 
certain  leading  geologists  among  whom  were  Professor  Edward  Hitchcock, 
of  Amherst,  Henry  Darwin  Rogers,  of  Philadelphia,  and  the  four  New  York 
geologists,  W.  \V.  Mather,  Ebenezer  Emmons,  Lardner  V'anuxcm,  and  James 
Hall,  and  the  paleontologist,  T.  A.  Conrad.  The  latter  live  gentlemen  held 
a  meeting  in  1838  at  the  house  of  Dr.  Emmons  in  Albany,  and  agreed  to  bring 
together  an  organization  of  scientific  men  by  means  of  correspondence.  In 
1840  the  Association  was  founded  at  Phila(k'li)hia  on  Aj)ril  2,  in  the  rooms  of 
Franklin  Institute,  and  the  name  adoi)tctl  was  "The  Association  of  Aiiuriian 
Geologists."  With  the  adojjtion  of  a  constitution  at  the  third  annual  meeting 
the  title  was  changed  to  "The  American  Geologists  and  Naturalists,"  indicat- 
ing a  desire  for  a  broader  scope.  The  aiuuial  meetings  continued  undrr  ilii> 
title  until  1848  when  on  acc(junt  of  the  increased  interest  in  certain  branches 
of  science,  notably  mathematics,  astronomy,  physics,  chemistry,  ethnology, 
zoiilogy,  and  botany,  a  widening  of  the  sc<)j>e  of  the  Association  seemed  to  be 
necessary  and  with  it  a  (  hange  of  name.  At  the  Boston  meeting  of  the  Asso- 
ciation of  Ameritan  (ieologi>ts  and  Naturalists,  in  1847,  it  was  resolved  tt) 
enlarge  the  .scope  of  the  exi.sting  society  and  devi-lo])  its  organization  so  that 
other  workers  might  be  in(  hided,  and  the  machinery  was  put  in  operation  to 
cfTe<  I  the  transformation.  Tiierefore,  in  1848,  the  first  meeting  of  the  .Ameri- 
can Association  f<tr  tin-  .Advancement  of  Sc  iciuc,  as  such,  was  held,  on  Sep- 
tember 20,  in  Philadelphia,  with  a  meniber>liip  of  .\(>i.  Annual  nuelings 
were  held  until  i86i.     'J'he  meeting  in  i860  had  been  held  at  New|)orl,  R.  I., 


476  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

with  135  members  in  attendance  and  a  membership  of  644.  The  meeting 
for  1861  had  been  phmned  for  Nashville,  Tenn.,  but  owing  to  the  breaking-out 
of  the  Civil  War  this  plan  was  abandoned,  and  on  account  of  the  unfortunate 
condition  of  the  country  for  the  next  five  years  no  meetings  were  held.  In 
1866,  however,  sessions  were  resumed  on  August  15,  at  Buffalo,  with  an  attend- 
ance of  79  and  a  listed  membership  of  637.  Since  that  date  there  has  been 
at  least  one  meeting  a  year  down  to  the  present  time. 

The  objects  of  the  Association,  as  set  forth  in  the  constitution,  are  "by 
periodical  and  migratory  meetings,  to  promote  intercourse  between  those 
who  are  cultivating  science  in  different  parts  of  America,  to  give  a  stronger 
and  more  general  impulse  and  more  systematic  direction  to  scientific  research, 
and  to  procure  for  the  labors  of  scientific  men,  increased  facilities  and  a  wider 
usefulness."  For  a  few  years  the  greatest  possible  simplicity  was  maintained 
in  the  organization,  the  officers  being  president,  secretary,  and  treasurer.  In 
1872  two  sections  were  established,  a  and  h,  with  a  vice-president  for  each 
section.  These  sections  were  (o)  Mathematics,  physics,  and  chemistry,  and, 
{b)  Natural  history.  In  1882  nine  sections  were  established,  which  correspond 
with  those  listed  above,  from  a  to  h,  with  the  exception  that  instead  of  {g) 
Botany,  there  was  {g)  Microscopy.  In  1886  the  section  of  microscopy  was 
given  up  and  botany  was  split  off  from  Section  /,  which,  up  to  that  time,  had 
been  a  section  of  biology.  There  is  now  a  vice-president  for  each  of  the  sections 
and  a  secretary  also  for  each  section.  The  vice-president  is  elected  annually 
and  delivers  an  address  on  retiring  from  office.  The  secretaries  of  the  sections 
are  elected  for  terms  of  five  years  each.  The  permanent  secretary  and  the 
treasurer  are  elected  also  for  terms  of  five  years  each.  All  of  the  formal  legis- 
lation of  the  Association  is  enacted  by  its  Council,  which  is  composed  only  of 
fellows,  and  on  the  Council  a  certain  degree  of  permanence  is  assured  by  the 
election  of  the  fellows  from  each  section  and  of  fellows  also  by  the  Council 
itself  for  terms  of  three  years. 

Of  late  years  the  interest  of  scientific  speciahsts  in  the  Association  has 
been  divided  by  the  founding  of  many  national  scientific  societies  of  specific 
and  restricted  scope,  such  as  the  great  engineering  societies,  the  American 
Chemical  Society,  the  American  Physical  Society,  the  Society  of  American 
Geologists,  and  others.  It  has  resulted  from  this  that  interest  in  the  work 
of  the  sections  has  fallen  off  to  some  extent,  but  the  desire  on  the  part  of  mem- 
bers not  only  to  associate  with  specialists  in  their  particular  department  of 
work  but  to  affiliate  with  specialists  in  other  branches  of  scientific  investiga- 
tion has  rendered  the  meetings  of  the  Association  even  more  numerously 
attended  than  before.  The  founding  of  these  societies  has  also  brought  "about 
another  condition  of  affairs  which  has  resulted  in  the  establishment  of  many 
of  these  organizations  as  societies  affiliated  with  the  American  Association. 
A  specific  society  of  sufficiently  high  aim  may  be  made  an  affiliated  society 
on  vote  of  the  Council  of  the  American  Association  and  is  then  entitled  to 
epresentation  on  the  Council  of  the  A.  A.  A.  S.,  so  that  this  Council  as  at 


Chapter]  ASSOCIATIOX  FOR  ADVAXCEMENT  OF  SCIENCE  477 

present  constituted  is  the  broadest  and  most  representative  body  of  active 
scientific  workers  in  existence  in  the  United  States. 

The  publications  of  the  Association  consist  of  an  annual  volume  of  Pro- 
ceedings, and  the  weekly  journal  Scioice  has  since  1900  been  the  official  organ 
of  the  Association  and  publishes  all  its  reports  and  notices.  It  is  sent  free  to  all 
members  of  the  Association.  The  fees  are:  life  membership,  $50;  entrance 
fee,  S5;  and  annual  dues  $3.  The  meetings  of  the  Association  are  migratory 
and  the  more  recent  ones  have  been  held  in  the  following  cities;  1894,  Brook- 
lyn; 1S95,  Springfield;  1896,  Buffalo;  1897,  Detroit;  1898,  Boston;  1899, 
Columbus;  1900,  New  York ;  1 901,  Denver;  1902,  Pittsburg;  1903,  Washing- 
ton; 1904,  St.  Louis;  1905,  Philadelphia;  1906,  New  Orleans;  1906  (summer) 
Ithaca. 

Down  to  the  time  of  the  Pittsburg  meeting  (June,  1902)  the  Association 
met  in  the  summer,  but,  beginning  with  the  Washington  meeting,  the  so-called 
"convocation  week"  was  established,  viz.,  the  week  in  which  the  first  day  of 
January  falls,  and  the  annual  meetings  have  since  been  held  during  that  week. 
.\n  occasional  e.xtra  summer  meeting  like  that  held  June  27-July  3,  1906,  at 
Ithaca,  may  be  held. 

Considering  the  Association  of  American  Geologists  and  Naturalists  as 
essentially  the  same  organization  as  the  American  Association  for  the  Advance- 
ment of  Science,  there  is  then  a  history  of  66  years  to  cover  in  any  account  of 
the  activities  of  the  Association.  It  is  safe  to  say  that  all  American  scientific 
men  of  prominence  have  been  connected  with  it,  and  it  is  also  safe  to  say  that 
nearly  all  of  the  great  scientific  discoveries  during  that  ])criod  have  been  an- 
nounced at  its  meetings.  Its  position  at  the  present  time  is  a  strong  one,  and 
its  intluence  toward  the  advancement  of  science  is  greater  than  ever  before. 

The  present  officers  are: 

President 
W.  H.  Wi.i.cn,  Johns  Hopkins  University,  Baltiiiioro,  Md. 

Vice-Presidents 
A. — Mathematics  and  Astronomj — Edward  Kasner,  C'olunihia  University,  Nt'w  ^■ork, 

N.  Y. 
B— Physics — W.  C.  Sabine,  Harvard  University,  Cambridge,  Mass. 
C — Chemistry— Clifford  Richardson,  122  E.  34th  St.,  New  York,  N.  Y. 
/^—Mechanical  Science  and  Engineering— W.  R.  Warner,  1722  Euclid  .\ve.,  Cleveland, 

Ohio. 
£— Geology  and  Geography— A.  C.  Lane,  State  Geologi.st,  Lan.sing,  Mich. 
/•— Zoologj'— E.  G.  CoNKLiN,  University  of  Pennsylvania,  Philadelphia,  Pa. 
(;— Botany— I).  T.  MacDougali.,  Carnegie  Institution,  Washington,  I).  C. 
//— Anthropology— Hudo  MOnstkr»er<;,  Harvard  University,  Cambridge,  Ma.ss. 
/—Social  and  E<<jnomi(  Science  -  ('has.  A.  Ct)NANT,  Morton  Trust  Co.,  New  York,  N.  Y. 
/C— Physiology   and    Experimental    Medic  ine— Simon    Ei.exner,    Rockefeller    Institute, 

New  York,  N.  Y. 

Permanent  Secretary 
I,.  0.  Howard,  Cosmos  Club,  Washington,  I).  C, 


478  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

General  Secretary 

John  F.  Hayford,  U.  S.  Coast  and  Geodetic  Survey,  Washington,  D.  C. 

Secretary  of  the  Council 

F.  W.  McNair,  Michigan  School  of  Mines,  Houghton,  Mich. 

Secretaries  of  the  Sections 
A — Mathematics  and  Astronomy — L.  G.  Weld,  University  of  Iowa,  Iowa  City,  Iowa. 
B — Physics — Dayton  C.  Mileer,  Case  School,  Cleveland,  Ohio. 
C — Chemistry — Charles  L.  Parsons,  New  Hampshire  College,  Durham,  N.  H. 
D — Mechanical  Science  and  Engineering — Wm.  T.  Magruder,  Ohio  State  University, 

Columbus,    Ohio. 
E — Geology   and    Geography — Edmund    O.    Hovey,    American    Museum    of    Natural 

History,  New  York,  N.  Y. 
F — Zoology — C.  JuDSON  Herrick,  Denison  University,  Granville,  Ohio. 
G — Botany — Francis  E.  Lloyd,  Department  of   Botanical   Research  of  the  Carnegie 

Institution  of  Washington,  Tucson,  Arizona. 
H — Anthropology — George  H.  I*epper,  American  Museum  of  Natural  History,  New 

York,  N.  Y. 
I — Social  and  Economic  Science — John  Franklin  Crowell,  The  Wall  Street  Journal, 

New  York,  N.  Y. 
K — Physiology  and  Experimental  Medicine — Wm.  J.  GiES,  Columbia  University,  New 

York,  N.  Y. 

Treasurer 

R.  S.  Woodward,  Carnegie  Institution,  Washington,  D.  C. 
The  present  constitution  of  the  Council  is  as  follows: 

The  Council  shall  consist  of  the  past  presidents,  and  the  vice-presidents  of  the  last 
two  meetings,  together  with  the  president,  the  vice-presidents,  the  permanent  secretary, 
the  general  secretary,  the  secretary  of  the  Council,  the  secretaries  of  the  sections,  and  the 
treasurer  of  the  current  meeting,  of  one  fellow  elected  from  each  section  by  ballot  on  the 
first  day  of  its  meeting,  of  one  fellow  elected  by  each  affiliated  society,  and  one  additional 
fellow  from  each  affiliated  society  having  more  than  twenty-five  members  who  are  fellows 
of  the  Association,  and  of  nine  fellows  elected  by  the  Council,  three  being  annually  elected 
for  a  term  of  three  years.  The  members  present  at  any  regularly  called  meeting  of  the 
Council,  provided  there  are  at  least  five,  shall  form  a  quorum  for  the  transaction  of  busi- 
ness. The  Council  shall  meet  on  the  day  preceding  each  annual  meeting  of  the  Associa- 
tion, and  arrange  the  program  for  the  first  day  of  the  sessions.  The  time  and  place  of 
this  first  meeting  shall  be  designated  by  the  permanent  secretary.  Unless  otherwise  agreed 
upon,  regular  meetings  of  the  Council  shall  be  held  in  the  Council  room  at  9  o'clock  A.  M., 
on  each  day  of  the  meeting  of  the  Association.  Special  meetings  of  the  Council  may  be 
called  at  any  time  by  the  president.  The  Council  shall  be  the  board  of  supervision  of 
the  Association,  and  no  business  shall  be  transacted  by  the  Association  that  has  not  first 
been  referred  to,  or  originated  with,  the  Council.  The  Council  shall  decide  which  papers, 
discussions,  and  other  proceedings  shall  be  published,  and  have  the  general  direction  of  the 
publications  of  the  Association;  manage  the  financial  affairs  of  the  Association;  arrange 
the  business  and  programs  for  general  sessions;  suggest  subjects  for  discussion,  investiga- 
tion or  reports;  elect  members  and  fellows;  and  receive  and  act  upon  all  invitations 
extended  to  the  Association  and  report  the  same  at  a  general  session  of  the  Association. 
The  Council  shall  receive  all  reports  of  special  committees  and  decide  upon  them,  and 
only  such  shall  be  read  in  general  session  as  the  Council  shall  direct.  The  Council  shall 
appoint  at  each  meeting  the  following  subcommittees  who  shall  act,  subject  to  appeal 
to  the  whole  Council,  until  their  successors  are  appointed  at  the  following  meeting:  i,  on 
Papers  and  Reports;   2,  on  Members;   3,  on  Fellows. 


Chapter]  AMERICAN  LIBRARY  ASSOCIATION  479 

The  relation  of  public  libraries  to  public  education  has  long  been  regarded 
as  one  of  the  most  important  problems  of  national  education.  The  following 
sketch  by  Mclvil  Dewey,  of  the  American  Library  Association,  sets  forth  the 
origin  and  progress  for  thirty  years  of  an  important  new  movement  in  educa- 
tion. 

AMERICA X  LIBRARY  ASSOCIATION:    ORGANIZED   1876,  IN- 
CORPORATED 1879 

MELVIL   DEWEY,    LAKE   PLACID   CLUB,    ESSEX  CO.,    N.    Y. 

The  A.  L.  A.  is  the  organized  expression  of  the  conviction  that  education 
is  in  two  distinct  parts  of  equal  importance.  Attention  has  been  focused  on 
schools  from  kindergarten  to  university,  and  pedagogs,  parents,  press,  and 
public  have  thought  of  them  as  a  complete  system,  but  for  most  citizens  the 
schools  can  do  pathetically  little.  The  industrial  masses  have  an  average  of 
only  four  or  five  years  of  schooling;  perhaps  five  in  one  hundred  get  secondary 
training,  and  possibly  one  in  one  hundred,  higher  education.  The  masses 
are  taught  at  best  only  to  read,  many  merely  like  parrots,  never  acquiring 
the  art  of  drinking  the  author's  ideas  from  the  printed  page,  tho  they  may  pass 
tests  for  illiteracy.  They  go  out  as  breadwinners,  and  their  education,  if  they 
get  anything  beyond  the  pitiful  smattering  of  these  four  or  five  years,  must  be 
gained  from  the  library  and  its  close  allies,  museums,  study  clubs,  extension 
teaching,  with  tests  and  credentials  for  home  work,  all  of  which  the  new  move- 
ment more  and  more  treats  as  integral  parts  of  the  library  system. 

Never  has  there  been  such  a  demand  for  education  from  adults  who  ha\e 
long  been  out  of  school,  as  evidenced  by  full  pages  of  high-priced  magazine 
advertising  of  correspondence  and  other  home  education  schemes.  Hun- 
dreds of  thousands  are  not  only  working  hard  evenings  and  holidays,  but  also 
paying  from  meager  earnings  tuition  enough  to  meet  all  expenses  and  yield, 
in  some  cases,  enormous  profits,  while  our  schools  receive  countless  milhons 
in  endowments  and  from  taxes  before  they  are  able  barely  to  meet  expenses. 
Existence  of  the  need  is  proved,  experience  shows  also  that  this  second  half 
of  educati(m  can  be  given  efi'ectively  and  at  practicable  cost  only  thru  a  general 
system  of  libraries,  receiving  as  uncjuestioncd  a  su]»i)<)rt  fmni  pul)h'c  funds  as 
is  given  now  to  schools. 

In  fact  the  library  movement  is  repealing  in  a  inarNclous  way,  sti|)  l)y 
step,  the  exact  history  of  the  pul)lic-scho()l  movement:  foundation  and  sup- 
j)ort  by  individuals,  cordial  recognition  as  a  jjubhc  necessity,  favoring  laws, 
establishment  of  state  (k-parlmenls,  library  appropriations,  training-schools 
for  librarians  as  for  teachers,  state  aid,  reports,  and  inspection.  As  it  is 
studied  closely  the  parallel  is  astonishing.  Kxpcrience  thus  conlirms  the 
theory  that  schools  and  libraries  are  the  two  halves  of  public  education.  -Thru 
them  the  state  must  protect  itself  against  its  deadliest  foe,  ignorance.  The 
[)ublic  library  has  the  same  sanction  as  the  public  s(hf)o|.  There  is  the  same 
necessity  to  foster  and  liberally  supjxtrt  the  one  as  the  other.    'J'he  state  raises, 


480  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

as  its  chief  crop,  men.  Knowledge  is  power.  Ignorance  is  poverty.  To 
have  its  citizens  stand  on  the  shoulders  of  all  their  predecessors  and  utiHze 
the  wisdom  and  experience  of  all  the  ages,  means  more  than  successful  armies 
or  inexhaustible  mines.  Books  and  brains  are  better  than  battleships  and 
big  battalions. 

A  total  readjustment  of  point  of  view  is  necessary  for  most  people.  When 
one  says  that  the  library  is  a  valuable  and  useful  adjunct  to  the  school,  putting 
it  on  the  same  plane  as  laboratory  or  gymnasium,  he  wholly  lacks  that  broad 
conception  of  education  in  which  the  library  is  recognized,  not  as  something 
desirable,  but  as  an  absolutely  necessary  complement  to  the  schools  in  any 
satisfactory  educational  system. 

"School  education"  is  carried  on  by  elementary  and  high  schools,  colleges, 
professional  and  technical  schools,  and  universities,  all  assuming  that  attend- 
ance on  their  courses  is  the  student's  main  business.  "Home  education" 
involves  no  change  of  residence  or  interruption  of  regular  vocations,  but  centers 
round  the  library,  no  longer  limited  to  its  etymologic  meaning,  for  it  now 
includes  not  only  books  but  also  museums,  study  clubs,  extension  teaching, 
tests,  and  credentials.  Using  these  words  in  their  broad  senses,  libraries 
furnish  the  education  that  comes  from  reading,  museums  what  comes  from 
seeing,  clubs  what  comes  from  mutual  help.  Schools  work  with  those  in 
attendance.  Libraries  work  with  those  at  home.  Schools  are  chiefly  for 
the  young.  Libraries  are  for  adults  as  well,  including  all  from  cradle  to 
grave.  Schools  are  for  a  limited  course.  Libraries  are  for  all  of  life.  School 
work  is  compulsory,  at  least  in  the  lower  grades,  and  is  duty  under  a  master. 
Library  work  is  optional,  and  is  pleasure  under  a  friend.  It  calls  for  joyous 
exercise  of  the  intellectual  powers,  which  always  gives  most  rapid  and  satis- 
factory development. 

The  great  function  of  the  teacher,  to  which  he  should  bend  every  energy, 
is  to  give  his  pupils  a  strong  taste  for  reading.  Much  of  the  best  will  follow. 
Huxley  wisely  said  that  to  teach  boys  and  girls  to  read  without  provision  for 
what  that  reading  shall  be  is  as  senseless  as  to  teach  them  the  expert  use  of 
knife,  fork,  and  spoon  with  no  provision  for  their  physical  food. 

The  eye  rather  than  the  ear  is  the  great  gate  to  the  human  soul.  Most 
ideas  and  ideals  are  chiefly  drawn  from  reading.  Books,  magazines,  and 
papers  more  than  sermons,  addresses,  or  conversation,  set  in  motion  the  effec- 
tive currents.  Investigations  by  educational  experts  as  to  what  most  influ- 
enced the  hves  of  children  showed  that  it  was  neither  father  nor  mother  nor 
school,  but  their  reading.  By  common  consent  the  supreme  thing  in  educa- 
tion is  character  building;  but  character  grows  out  of  habits,  habits  are  based 
on  actions,  actions  on  motives,  and  motives  on  reflection.  But  it  is  reading 
that  makes  most  people  reflect  and  that  is  therefore  most  influential  in  build- 
ing that  supreme  thing,  character.  A  competent  and  enthusiastic  librarian 
may  largely  shape  the  reading,  and  thru  it  the  thought,  with  its  incalculable 
influence  on  character,  of  his  whole  community.     The  old  library  was  a 


Chapter]  AMERICAX  LIBILIRY  ASSOCIATION  4S1 

reservoir  concerned  chiefly  with  gathering  material.  In  our  generation  the 
reservoir  has  been  changed  into  a  fountain.  With  every  generation  the 
comparative  importance  of  reading  increases.  Many  delegates  to  meetings 
and  conventions,  even  when  deeply  interested,  seldom  listen  to  papers  and 
addresses,  because  they  can  get  the  ideas  so  much  more  quickly  and  clearly 
later  from  print.  The  eye  can  sweep  rapidly  over  matters  of  little  interest, 
dwell  on  points  of  importance,  go  back  to  verify  preceding  statements;  so 
that  in  much  less  time  much  more  is  gained. 

On  the  material  side  evidence  is  just  as  conclusive.  The  book  is  the  chief 
factor  in  the  marvelous  evolution  of  the  race.  The  brute  has  not  the  divine 
gift  of  speech.  We  admire  the  wonderful  instincts  of  bird,  or  fox,  or  squirrel, 
but  with  minor  variations  they  are  the  same  that  their  ancestors  have  had  for 
a  thousand  generations.  The  savage  with  speech  and  without  books  passes 
on  something  of  his  acquired  knowledge  from  father  to  son,  but  the  develop- 
ment is  slow.  Civilized  man  has  become  as  a  god  in  what  he  dares  and  does, 
because  he  stands  on  the  shoulders  of  all  his  predecessors  and  utilizes  the 
work  of  millions  of  men  in  thousands  of  years. 

For  a  dwarf  on  a  dead  giant's  shoulders  sees  more 
Than  the  Hve  giant's  eyesight  availed  to  explore. 

The  Indian  stripped  the  birch  and  built  his  bark  canoe  in  a  day.  He 
felled  a  tree  across  the  stream  and  his  bridge  was  done.  But  our  sons  have 
taken  the  skill  and  knowledge  of  their  fathers  and  increased  it,  each  beginning 
where  the  other  left  ofl".  They  ijuild  a  Brooklyn  bridge  or  a  ship,  either  of 
which  costs  as  much  as  the  land,  houses,  and  furniture  of  fifty  average  villages. 
All  this  has  been  possible  because  the  accumulated  skill  and  knowledge  has 
been  preserved  in  print  and  passed  on  from  generation  to  generation,  so  that 
we  may  fairly  say  that  the  lofty  pedestal  of  our  civilization  is  built  up  of 
printed  sheets  of  paper. 

It  is  a  su]jreme  concern  to  jjrovide  for  cnir  ])eo|)le  the  best  of  ihe  likTalure 
of  [X)wer,  which  inspires  and  builds  character,  and  of  llie  literature  of 
knowledge,  which  informs  and  builds  ])rosperity.  This  can  l)e  done  effec- 
tively and  economically  only  thru  free  public  libraries.  .\  limited  number 
can  buy  or  hire  their  books,  but  experience  has  proved  that  knowledge  nuist 
be  as  free  as  air  or  water,  or  it  is  fearfully  handicaj)ped;  and  the  state  cannot 
afford  to  allow  any  obstacle  to  remain  between  a  citizen  and  his  desire  for 
either  inspiration  or  infcjrmation. 

Supremely  im|)()rtant  is  the  selection  and  supervision  of  reading.  \\  iih 
a  half-dozen  nations  producing  60,000  to  70,000  new  volumes  each  year, 
besides  the  millions  already  published,  it  is  possible  even  in  a  great  library, 
with  trained  bibliographers  and  careful  study  and  organization,  only  to  apjiro.xi- 
mate  in  the  elTort  to  supply  each  reader  with  what  is  then  and  there  and  to 
him  most  valuable.  It  is  the  chief  work  of  the  American  l.il)rary  A.ssocia- 
tion  to  help  its  members  with  su(  h  fac  ilities  as  they  can  ((unniand  to  g»t  eai  h 
year  nearer  tliis  ever-rem(jte  ideal. 


482  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

ORIGIN 

Early  in  1876  a  firm  believer  in  the  great  work  just  opening  before  libraries 
as  an  educational  force,  and  demanding  organization  and  active  co-operation, 
laid  out  a  definite  campaign  on  a  plan  steadily  followed  for  thirty  years.  The 
public  was  to  be  educated  to  the  superlative  importance  of  the  library,  the 
longest  lever  with  which  human  hands  have  ever  pried.  There  was  needed 
at  once 

1.  A  monthly  journal  to  focus  and  interchange  results  of  experiment  and  experience, 
to  record  progress  in  the  whole  library  field,  and  to  keep  all  earnest  workers  in  constant 
touch  with  the  leaders. 

2.  A  national,  and,  later,  state  and  local  organizations. 

3.  A  professional  training-school  for  librarians  and  assistants. 

4.  A  library  bureau  as  a  business  supplement  to  the  purely  educational  agencies. 

In  carrying  out  this  comprehensive  plan,  the  American  Library  Journal 
issued  its  first  number  September,  1876,  having  as  its  board  of  associate 
editors  twenty  recognized  leaders  in  American  librarianship. 

A  year  later  at  the  International  Library  Congress  in  London,  it  was 
made  the  official  journal  for  the  United  Kingdom,  and  the  word  American 
was  dropped  from  its  title.  This  library  journal,  now  in  its  thirty-second 
year  of  monthly  pviblication,  like  each  of  the  other  agencies  has  done  well  the 
great  work  for  which  it  was  planned.  Its  subscription  price  of  $5  never 
fully  met  its  expenses,  but  was  prohibitive  to  many,  so  that  in  1896  to  meet 
the  demand  for  an  inexpensive  periodical  Public  Libraries  was  started  as 
a  monthly  at  $1  a  year.  With  its  resulting  much  larger  circulation,  it  has 
done  a  great  work,  especially  for  smaller  libraries. 

Another  pressing  need  was  organization  of  those  interested.  The  founders 
of  the  journal  therefore  called  a  library  conference  in  connection  with  the 
Philadelphia  Centennial  Exposition.  Hearty  responses  from  prominent 
librarians  led  to  press  announcements  and  special  invitations,  thru  the  U.  S. 
Bureau  of  Education,  to  American  and  leading  foreign  librarians.  October 
4,  1876,  103  enthusiastic  librarians  met  in  Philadelphia  and  spent  three  days 
comparing  methods  and  actively  interchanging  views  and  experience. 

The  great  practical  benefits  derived  and  the  possibilities  of  progress  and 
influence  suggested  by  this  first  meeting  convinced  the  most  skeptical,  and 
October  6,  1876,  the  American  Library  Association  was  permanently  organ- 
ized. 

GROWTH 

A.  L.  A.  influence  for  some  years  extended  little  beyond  its  own  active 
members.  Except  for  the  devotion  and  self-sacrifice  of  individuals  the  A.  L. 
A.  and  Library  Journal  would  have  been  abandoned  in  the  first  half-decade. 
Then  the  leaven  that  had  been  quietly  working  began  to  show  itself  in  im- 
proved library  methods.  Similar  plans  were  adopted  for  conducting  work 
in  many  libraries.  Co-operative  work  in  many  lines  was  started.  Library 
clubs  were  formed  in  various  cities.     Library  associations  were  organized  for 


Chapter] 


AMERICAN  LIBRARY  ASSOCIATIOX 


483 


many  states.  All  this,  ho\Yever,  was  done  by  those  directly  mniurictl  with 
libraries.  When  a  lil)rary  commission  was  formed  by  legislative  action,  it 
was  the  first  formal  state  recognition  of  the  library  as  a  necessary  part  of  the 
educational  system.  At  last  the  American  Library  Association,  now  thirty 
years  old,  is  generally  recognized  as  one  oi  the  great  educational  forces  oi 
our  country. 

Thus  the  national  organi/.atit)n  of  1876  has  been  sui)plemented  by  state 
associations  for  more  specific  work  pertaining  to  single  commonwealths,  and 
these  in  turn  are  sujiplemented  by  organized  efTorts  of  local  clubs  devoted  to 
the  general  library  interests  of  a  single  vicinity. 

OBJECT  OF  A.  L.  .\. 

The  A.  L.  A.  and  its  sui)plcmcntary  organizations  aim  to  promote  the 
welfare  of  libraries: 

1.  By  organization  and  force  of  numbers  to  effect  needed  legislation  and  other  reforms 
and  improvements  most  of  which  could  not  be  brought  about  by  individual  effort. 

2.  By  co-operation,  to  improve  results  and  to  lessen  labor  and  expense  of  library 
administration. 

3.  By  discussion  and  comparison,  to  utilize  the  combined  experiments  and  experi- 
ence of  the  profession  in  perfecting  plans  and  methods  and  in  solving  difliculties. 

4.  By  meetings  and  correspondence,  to  promote  acquaintance  and  esprit  de  corps, 
and  to  advance  the  common  interests  of  librarians,  trustees,  and  others  engaged  in  library 
or  allied  educational  work. 

Condensed  papers  and  practical  discussions  occupy  the  whole  time  of 
its  meetings,  and  the  A.  L.  A.  is  widely  known  as  [)erhaps  the  hardest  wt)rking 
of  annual  conventions. 

RECENT    MEETINGS 


Date 


President 


i8g6,  Sept.  1-8... . 

'"'^Uuly  13-16. 

July  s-9   . . . 

May  rj-li... 

June  6-12. . . 

July  3-10..  .. 
I90J.  June  14-20. . 
«'>o3.  June  23-27. . 
H(04.  Oct.  17  -22... 
K/3S    July  4-8 

Jun 


1898 
1899 
1900 
1901 


iyo6,  June  29-JUI.6 


John  Cotton  Dann 

\Vm.  How.ini  Brett 

Justin  Win.S()r 

HerlKTt  I'utnani 

\Vm.  Coolidgc  Lane 

Reuben  (iold  Thwaitcs.... 

Henry  James  C.irr 

John  Shaw   Hillings 

James  Kendall  llosmer.... 

Ilerlx-rt   1'utnani 

Krnesl  C'u.shman  Kichardson 
Krank  Pierce  Hill 


Held  at 


Cleveland 

Philadelphia 

I^ndon  (international) 

Lakewo<jd-on-Chautauqua,  N.  Y... 

Atlanta,  Ga 

Montreal 

Waukesha.  Wi.s 

Boston  and  Magnolia,  Mass 

Niagara  Kails,  N.  Y 

St.  Louis 

Portland.  Ore 

Narragan-sett  Pier,  R.  I 


Total 
Attend- 
ance 


363 
31S 
94 
404 
aiS 
4.sa 
460 
1018 
684 
577 
3  SO 
801 


Mem- 
bers 
Added 


173 
134 

141 
83 
308 
274 
345 
340 
364 
174 


Thirty-one  have  been  held  from  1876  to  1906.  Meetings  in  1878  and  1880 
were  omitted  and  the  international  meetings  of  1S77  and  1897  at  London 
were  extras.  The  whole  (ountrv  has  been  covered  from  Boston  to  .San  Iran- 
ciscr)  iind  Portland;  from  Montreal  to  Atlanta  and  \ew  ( )rleans.  'I'hf 
A.  L.  A.  has  met  twice  in  Philadelphia,  London,  Boston,  Washington,  and  St. 
Louis.  Its  central  lot  ation  has  given  New  York  slate  eight  of  the  twenty-nine 
American  meetings.  L.xperience  shows  June  to  be  tiie  best  month,  and 
meetings  usually  alternate  between  West  and  Last  willi  an  otiasional  trip  to 


484  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

the  South.  Those  held  at  summer  resorts  where  nearly  all  members  can  be 
together  at  one  hotel  prove  more  profitable  and  enjoyable  than  those  in  cities 
where  delegates  are  scattered,  and  where  social  attentions  break  into  the  time 
needed  for  constant  business  meetings  and  informal  conferences.  Intense  inter- 
est makes  most  attendants  greatly  prefer  professional  to  the  most  attractive 
social  opportunities. 

CONSTITUTION 

The  constitution  adopted  in  1900  includes  these  provisions: 

The  object  is  to  promote  the  welfare  of  libraries  in  America. 

Any  person  or  institution  engaged  in  library  work  may  become  a  member 
or  fellow  by  paying  the  annual  dues,  $2  for  individuals  and  $5  for  libraries, 
and  others,  after  election.  Any  individual  member  may  become  a  hfe  member, 
exempt  from  dues,  by  paying  $25.  For  $100  any  individual  member  may 
become  a  life  fellow,  and  any  institution  a  perpetual  member. 

All  receipts  from  life  and  perpetual  memberships  and  life  fellowships,  and 
all  gifts  for  endowment  purposes,  constitute  an  endowment  fund,  invested, 
and  kept  forever  inviolate,  the  income  only  being  spent  as  the  council  directs, 
usually  thru  the  publishing  board. 

All  business  is  entrusted  to  the  board  and  council,  but  the  association  may, 
by  a  three-fourths  vote  of  those  present  and  voting,  take  direct  action,  or 
revise  the  action  of  the  board  or  council,  or  give  them  mandatory  instructions. 

The  president,  first  and  second  vice-presidents,  secretary,  recorder,  and 
treasurer,  with  the  president  for  the  preceding  term,  constitute  this  executive 
board  and  also  serve  as  officers  of  board  and  council. 

The  president  is  the  representative  head  of  the  association,  but  the  secretary 
is  the  active  executive  officer,  elected  first  for  one  year,  and  on  re-election  for 
three  years.  He  has  a  salary  fixed  by  the  council.  The  executive  officers, 
president,  secretary,  treasurer,  and  recorder,  are  chosen  solely  with  reference 
to  their  ability  and  willingness  to  serve  the  association. 

The  board  administers  all  business  except  that  intrusted  to  the  council; 
and,  in  intervals  between  meetings  of  association  or  council,  may  act  on  all 
matters  on  which  it  is  unanimously  agreed. 

Approval  in  writing  by  every  member  of  council,  board,  or  committee  has 
the  force  of  a  vote.  The  president  and  secretary,  with  one  other  member 
arrange  the  program  for  meetings  and  designate  persons  to  prepare  papers, 
open  discussions,  etc.,  and  decide  whether  any  paper  shall  be  accepted  or  re- 
jected, and  if  accepted,  whether  it  shall  be  read  entire,  by  abstract,  or  by  title. 
They  recommend  printing  accepted  papers  entire  or  to  any  desirable  extent. 

The  board  annually  appoints  committees  of  five  on  library  training  to 
investigate  the  whole  subject  of  library  schools  and  course  of  study,  and  report 
results  with  recommendations;  of  three  on  library  administration  to  consider 
and  report  improvements  and  recommend  co-operative  plans  for  greater 
harmony,  uniformity,  and  economy  in  administration. 


Chapt^r]  AMERICAN  LIBRIRV  ASSOCIATION  485 

The  council  consists  of  the  executive  board  and  twenty-five  members 
elected,  five  each  year,  to  hdld  (office  five  years.  It  adopts  by-laws  and  nomi- 
nates otTicers  for  the  association,  and,  may,  by  two-thirds  vote,  establish  sections 
or  promulgate  recommendations;  and  no  resolutions  cxcej)!  votes  of  thanks 
and  on  local  arrangements  can  be  otherwise  jM-omulgatcd.  Xine  are  a  council 
quorum  for  routine  business,  but  no  section  can  be  established  and  no  recom- 
mendation promulgated  unless  seventeen  are  present.  Council  records,  so 
far  as  of  general  interest,  are  printed  with  association  proceedings. 

The  publishing  board  of  five  is  appointed  by  the  executive  board  for 
terms  of  three  years,  to  secure  preparation  and  publication  of  such  catalogs, 
indexes,  and  other  bibliographic  and  library  aids  as  it  mav  a])pn)ve.  Its 
treasury  is  entirely  distinct  from  that  of  the  association,  which  is  not  liable 
for  any  debts  incurred  by  the  board,  but  money  may  be  api)ropriated  from  the 
association  treasury  for  the  board's  running  expenses. 

Sections  are  established  by  the  council  for  discussion,  comparison  of  views, 
and  investigations  on  subjects  of  special  interest  to  a  limited  number.  No 
authority  is  granted  any  section  to  incur  expense  on  account  of  the  A.  L.  A., 
or  to  commit  it  by  any  declaration  of  policy.  Any  A.  L.  A.  member  eligible 
under  section  rules  may  join  by  registering  his  name. 

Provision  is  made  for  sessions  of  the  various  sections  at  amiual  association 
meetings,  and  j)rograms  are  prepared  by  section  officers  in  consultation  with 
the  program  committee.  No  person  may  vote  in  any  section  unless  registered 
as  a  member. 

The  section  meetings,  open  to  all,  provide  specially  for  each  class  of 
workers,  and  afford  more  opportunity  for  discussion  of  details,  leaving  the 
regular,  or  undivided,  sessions  free  for  subjects  of  general  interest  con- 
cerning the  entire  association. 

Various  sections  have  been  formally  organized: 

r.  The  college  and  reference  section  (since  1889). 

2.  The  catalog  section  (since  1900). 

3.  Library  work  with  children  (since  1900). 

4.  State  library  commissions  section  (since  1902),  now  miTgcd  in  the 
league  of  library  commissions  which  continues  its  i)rogram  and  work. 

5.  Trustees'  .section  (since  1890).  More  trustees  each  year  recogiii/.i'  the 
|»ractical  value  of  having  tluir  librarians  attend  the  A.  L.  A.,  allowing  not 
only  their  time,  but  also  necessary  expenses.  Many  trustees  fmd  that  it  i)ays 
them  also  to  attend  the  A.  L.  A.  meetings  eac  h  \car.  By  c  <)m])aring  views,  and 
afjvising  with  eai  h  other  on  their  pe(  uliar  duties,  nuitual  aid  is  rendered  to- 
ward cfTK  ient  discharge  of  their  public  trust.  Some  meetings  of  trustees  are 
held  jointly  with  librarians  interested  in  su|)ervisory  problems;  others  with 
only  trustees  present,  thus  favoring  joint  and  separate  dix  ussion  of  salaries, 
laws,  vacations,  rules  for  staff,  and  other  (piotions  in  whit  h  librarians  have  a 
p(rs()ii;il   iiiKre-i    th:ii    might   modify  their  judgment. 


486  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

AFFILIATED  BODIES 

These  former  sections  have  grown  to  an  organization  of  their  own,  with 
kindred  aims,  meeting  with  the  A.  L.  A.  with  which  they  are  formally  affiliated. 

NATIONAL  ASSOCIATION   OF   STATE   LIBRARIES 

This  was  started  at  the  A.  L.  A.  St.  Louis  meeting  of  1899,  and  deals  with 
all   matters   pertaining   to   state   libraries. 

LEAGUE  OF  LIBRARY  COMMISSIONS 

This  concerns  itself  chiefly  with  the  problems  of  small  Ubraries. 

Both  these  organizations  deal  with  the  most  important  library  problem 
now  before  the  country,  the  relation  of  the  state  to  libraries.  This  includes 
legislation,  subsidies,  state  aid,  exemption  from  taxation,  public  documents 
and  their  distribution,  library  commissions,  traveling  libraries,  public  libraries 
departments,  annotated  lists  of  best  books  prepared  and  distributed  by  state 
authorities,  and  similar  questions. 

The  results  already  obtained  thru  library  commissions  now  established  in 
most  states  indicate  that  state  recognition  and  organization  are  the  greatest 
agents  of  library  advancement  in  the  immediate  future. 

A.  L.  A.  PUBLISHING  BOARD 

This  was  a  section  started  in  1886  to  secure  preparation  and  publication 
of  catalogs,  indexes,  and  other  bibliographic  and  library  aids.  At  first  an 
annual  fee  of  $10  was  charged  as  in  a  publishing  society.  Later  it  had  the 
income  of  an  embryo  endowment  fund,  and  in  1902  Andrew  Carnegie  started 
an  adequate  endowment  by  giving  it  $100,000.  The  board  of  five  give  their 
services  outright.  It  issues  books  greatly  needed,  but  which  a  publisher 
would  decline  as  likely  to  be  commercially  unprofitable.  To  have  brought  out 
these  valuable  aids  by  co-operative  effort  and  made  them  self-supporting 
reflects  great  credit  on  the  board.  The  list  of  publications  and  extent  of 
sale  and  usefulness  steadily  increases.  These  monthly  bulletins  guide  libra- 
rians in  spending  their  public  money  to  the  best  advantage,  both  in  books  and 
administration. 

The  growing  work  of  the  A.  L.  A.  publishing  board  at  headquarters 
promises  to  be  the  most  potent  force  in  increasing  the  practical  efficiency  of 
the  modern  library  movement. 

AMERICAN  LIBRARY  INSTITUTE 

The  latest  outgrowth  of  the  A.  L.  A.  is  a  library  senate,  for  consideration 
by  the  best  authorities  of  the  larger  questions  of  librarianship  which  cannot 
have  adequate  treatment  in  general  meetings  where  programs  must  regard 
locality  and  the  many  young  librarians  who  come  for  information  and  inspira- 
tion. The  new  institute  is  a  kind  of  library  French  academy.  Election  to 
it  is  the  highest  honor  the  profession  can  show  its  recognized  leaders. 

Its  recently  adopted  constitution  (to  be  had  from  its  president,  Melvil 


Chapter]  AMERICAN^  LIBRARY  ASSOCIATIOX  487 

Dewey,  Lake  Placid  Club,  Essex  Co.,  N.  Y.)  gives  as  its  object  "to  provide 
for  study  and  discussion  of  library  problems  by  a  representative  lH)dy  chosen 
from  English-speaking  America,  regardless  of  residence  or  ofiicial  position." 
There  are  not  to  exceed  100  fellows.  Recognized  library  thinkers  and  workers 
in  other  countries,  whose  co-operation  is  wished,  may  be  elected  corresponding 
members  by  unanimous  vote  of  the  board  or  a  three-ft)urths  vote  of  the  institute. 
All  ex-presidents  of  the  A.  L.  A.,  and,  during  their  terms  of  olTice,  members 
of  its  executive  board  and  council,  have  seats  in  all  meetings,  of  which  there 
are  to  be  at  least  two  annually.  All  formal  votes  are  by  correspondence. 
On  request  of  five  fellows  any  propositit)n  may  be  sul)mitted  to  vote  with 
summaries  of  the  arguments  for  and  against.  No  conclusit)n  can  l)c  pro- 
mulgated as  an  expression  of  the  institute  till  it  has  been  approved  bv  a  three- 
fourths  vote  of  all  the  fellows. 

The  secretary  records  those  present  at  each  meeting;  the  number  and,  on 
request,  the  names  voting  for  and  against  any  proposition.  This  extreme 
care  to  protect  against  hasty  or  ill-advised  promulgation  of  conclusions,  is 
designed  to  give  the  institution's  decisions  unquestioned  authority. 

A.   L.   A.   CATALOG 

In  1879  the  A.  L.  A.  enthusiastically  adopted  its  secretary's  proposal  to 
prepare  and  publish,  with  the  co-operation  of  the  most  experienced  librarians 
and  specialists,  a  list  of  5,000  of  the  best  books,  with  compact  notes  indicating 
scope,  character,  and  value,  to  be  known  as  the  A.  L.  A.  catalog  and  to  serve: 

1.  As  a  guide  to  bookbuyers  whether  for  private  or  public  Hbraries. 

2.  As  a  guide  to  readers  in  choosing  what  books  they  might  best  take  from  the  hbrary 
or  from  their  own  shelves. 

3.  As  a  manual  to  teach  younger  and  prompt  older  librarians  or  booksellers  in  answer- 
ing most  wisely  the  constant  inquiry  for  the  best  book  on  a  given  subject. 

4.  To  take  the  place  of  the  printed  catalog  in  small  public  libraries.  The  call  num- 
ber of  all  Ixxjks  in  the  library  could  be  written  in  the  margin,  thus  showing  at  once  that  the 
library  had  the  book  and  where  it  could  be  found,  while  unmarked  titles  would  be  the  best 
list  to  buy  first. 

5.  As  a  m(ist  convenient  catalog  for  private  libraries,  by  checking  in  the  margin  all 
l>>oks    owned. 

6.  As  a  check  list  of  books  read,  personal  notes  being  added  in  margins. 

For  the  World's  Columbian  Exposition  of  189^  an  edition  without  notes 
was  issued,  called  Cutaloi;  oj  A.  L.  A.  Library. 

The  classified  and  annotated  .!.  /,.  .1.  Calaloi^  of  190.;,  |iri|)ariil  for  the 
St.  I>ouis  Exposition,  in(  ludes  7,520  volumes  best  adapted  to  small  iiliraries 
and  th(jse  just  starling,  but  suitable  also  for  any  public'  library. 

I.IMKAKV    SCHOOLS 

'I'lie  j>ublic-school  system  amounted  t<i  little,  e\tn  with  great  appr<i|)ria- 
tions,  till  normal  schools  and  academic  training  classes  were  established  to 
jirepare  teachers  for  their  work.  The  founders  of  the  A.  L.  A.  insisted  that 
its  corner  stone  was  profe.ssiona!  training  of  librarians  and  assistants  from  the 


488  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

best  men  and  women  who  could  be  enlisted  in  the  new  work.  While  collec- 
tions of  books  called  libraries  were  as  old  as  Nineveh  and  Babylon,  the  mis- 
sionary spirit  which  makes  the  modern  library  movement  was  new.  May  7, 
1883,  the  A.  L.  A.  secretary,  then  chief  librarian  of  Columbia  University,  urged 
its  trustees  to  found  the  first  library  school.  This  he  opened  January  5,  1887, 
and  continued  as  director  for  nineteen  years.  April  i,  1889,  it  was  transferred 
to  the  state  when  its  head  became  director  of  N.  Y.  state  library  interests. 
Several  other  schools  conducted  by  its  graduates  have  been  started;  the  first 
three  at  Pratt  Institute  (Brooklyn),  University  of  Illinois,  and  Drexel  Institute 
(Philadelphia).  These  were  followed  by  Western  Reserve  University  of 
Cleveland,  Syracuse  University,  and  Simmons  College,  Boston.  The  Pitts- 
burg Carnegie  Library  has  a  training-school  for  children's  hbrarians,  and  the 
Atlanta  Carnegie  Library  has  a  Southern  Library  School  to  meet  their  special 
needs.  Summer  schools  are  regularly  conducted  by  New  York  State,  by 
Chautauqua,  Wisconsin,  Iowa,  Minnesota,  and  McGill  Universities,  and  by 
several  state  library  commissions.  Librarianship  is  now  firmly  established 
as  a  distinct  profession.  Its  best  schools  are  growing  more  efficient,  and 
poor  ones  will  be  crowded  out  or  improved,  as  has  been  the  case  with  training 
for  teachers. 

RESULTS   OF  LIBRARY  DEVELOPMENT 

In  1896,  twenty  years  after  the  A.  L.  A.  was  founded,  the  N.  E.  A.  created 
a  library  department.  Before  the  unanimous  vote,  it  was  made  clear  that 
it  meant  more  than  had  the  estabhshment  of  other  departments  for  various 
sections  of  school  work;  that  it  would  be  official  recognition  of  the  validity 
of  the  strong  A.  L.  A.  claim  that  education  was  in  two  great  parts:  (i)  the 
schools;  (2)  the  library,  and  like  agencies  of  home  education  equally  deserving 
public  interest  and  financial  support. 

While  America  is  recognized  thruout  the  world  as  the  pioneer  and  leader 
in  this  modern  library  movement,  other  nations  have  not  been  idle.  Inter- 
national library  congresses  were  held  in  London  in  1877;  at  Chicago  in  1893; 
in  London  again  in  1897,  when  delegates  from  some  thirty  nations  were  present, 
and  at  St.  Louis  in  1904.  The  time  has  now  come  for  international  library 
organizations,  and  committees  are  now  doing  the  preliminary  work. 

This  recognition  of  the  power  and  interest  of  library  and  reading  has  broad- 
ened, deepened,  and  grown  steadily,  rapidly,  and  irresistibly.  It  appeals 
almost  invariably  to  the  good  judgment  of  all  classes.  No  movement  has  had 
so  little  opposition  and  so  general  support,  so  much  favorable  legislation,  so 
large  appropriation  of  public  funds,  so  munificent  gifts  from  private  sources. 

Historians  already  tell  us  that  the  future  will  record  this  marvelous  growth 
and  improvement  in  libraries  as  distinctively  the  library  age,  as  we  now 
recognize  as  the  "cathedral  age"  the  period  when  so  many  of  the  world's 
greatest  churches  were  built. 

The  library  campaign  of  the  last  thirty  years  has  produced  many  obvious 
results.     Buildings,  books,  and  faciUties  have  grown  almost  incredibly.     Every 


Chapter]  AMERICAN  LIBKiRV  ASSOCIATION  489 

self-respecting  community,  even  tho  very  small,  recognizes  the  library  as  a 
necessity  and  would  feel  insulted  to  be  asked,  "Have  you  a  library?"  just 
as  it  would  to  be  asked  "Have  you  a  school,  or  a  church,  or  a  post-office?" 
Branches  and  deliveries  have  sprung  up  in  the  larger  places.  Open  shelves 
where  readers  may  handle  books  freely  for  themselves  are  common.  Special 
rooms,  furniture,  books,  and  librarians  are  provided  for  little  children.  Pic- 
tures, music,  and  museum  specimens  are  treated  as  a  legitimate  part  of  the 
library,  not  only  for  reference,  but  for  circulation  and  as  part  of  that  modern 
agent  of  wonderful  utility,  the  traveling  library  (public,  home,  and  house)  that 
lends  collections  of  books  more  freely  than  we  used  to  lend  single  volumes. 
Schools  have  bulletin  notices  from  the  nearest  library  of  new  books  most 
likely  to  interest  and  profit  pupils.  Teachers  take  their  classes  to  the  local 
liljrary  where  they  receive  the  warmest  welcome  and  every  help  that  special 
training,  skill,  and  earnestness  can  give.  The  leading  state  libraries  are  waking 
to  new  life  and  responsibility  and  taking  on  a  part  at  least  of  their  natural 
functions  as  book  centers  for  the  whole  state.  At  last  we  have  a  national 
library  at  Washington  of  which  every  American  is  justly  proud.  Its  books, 
services,  and  publications  are  no  longer  merely  for  Congress  and  the  capital, 
l^ut  for  every  citizen  who  really  needs  them  in  any  part  of  the  United  States. 
Bibliographies  and  other  aids  of  the  greatest  practical  value  from  the  govern- 
ment printing  office  are  sent  free,  or  at  nominal  cost,  to  all  our  public  libraries. 
The  more  progressive  cities  ap})()int  experts  at  high  salaries  whose  sole  duty 
is  to  help  public-school  pupils  utilize  more  fully  their  library  privileges. 

While  all  experience  proves  that  the  best  results  can  be  obtained  only 
when  libraries  and  schools  are  under  independent  governing  boards,  cordial 
co-operation  between  school  and  library  officials  is  the  rule.  The  school 
in  the  few  early  years  gives  the  tools  with  which  children  acquire  tluir  educa- 
tion; the  library  thru  the  rest  of  life  gives  the  material  witliout  wliich  these 
tools  are  useless. 

The  successful  modern  librarian  is  an  altruist  and  an  (i]»limist.  Library 
meetings  are  famous  for  their  many  and  long  sessions  and  hard  and  enthusiastic 
work.  The  A.  L.  A.  from  its  inception  has  been  singularly  free  from  the  self- 
.seeking,  personal  jjolitics  and  other  elements  which  so  often  crippK'  large 
organizati<ms. 

To  meet  the  growing  demand  the  A.  L.  \.  in  1906  opcmd  prrnianeiit 
headquarters  at  34  Newberry  St.,  Boston,  and  expects  within  a  few  years  to 
have  similar  offices  in  New  York,  Chicago,  and  |)ossil)ly  other  great  centers, 
more  elTectively  to  helj)  libraries  in  each  section  accomplish  the  greatest  good 
|)os^ible  with  the  means  at  their  (lispo>al.  Thi^  |)rovi(le>  for  llu-  \'\r>\  time 
a  j)ermanent  central  home  for  the  great  colltn  tion  of  library  blanks,  forms, 
pictures,  models,  and  a|)plian(  es  ( <>lle<  Icrl  by  the  various  ollicers  and  commit- 
tees since  1876,  and  (l(|)o>ilfd  with  the  Library  S(  iiool,  because  liu'  A.  L.  ;\. 
had  not  yet  a  place  of  its  own  for  exiiibiting  them. 

In  these  flays  of  rapid  library  jirogress  every  librarian  who  wishes  to  keep 


490  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

abreast  of  his  profession  must  keep  in  close  touch  with  this  representative 
national  body.  In  it  are  enrolled  from  all  parts  of  the  country,  not  only  libra- 
rians, but  also  many  others  interested  in  libraries  as  an  educational  agency. 
To  its  leaders  libraries  everywhere  turn  for  advice  as  to  buildings,  adminis- 
tration, and  employees;  and  from  its  ranks  nearly  all  important  library  posi- 
tions in  the  country  are  filled.     A  recognized  authority  says: 

This  national  body  has  already  accomplished  a  great  and  steadily  growing  educa- 
tional work.  It  is  not  merely  a  union  of  professional  librarians,  but  includes  many  who 
appreciate  that  the  greatest  educational  problem  is  development  of  public  libraries  as  a 
supplement  to  public  schools,  and  who  recognize  in  this  association  the  organized  forces 
now  shaping  the  modern  Hbrary  movement  in  America. 

The  time  was  when  a  library  was  a  museum,  where  visitors  looked  with 
curious  eyes  at  ancient  tomes  and  manuscripts,  and  the  librarian  was  a  mouser 
in  musty  books.  The  time  now  is  when  a  library  is  a  school,  and  the  libra- 
rian in  the  highest  sense  a  teacher. 


Two  recently  organized  boards  for  the  advancement  of  public  education 
in  those  sections  most  needing  aid  are  here  presented  in  sketches  by  the  re- 
spective secretaries  of  these  boards. 

GENERAL  EDUCATION  BOARD 

WALLACE  BUTTRICK,  SECRETARY,  NEW  YORK  CITY 

The  General  Education  Board  is  an  organization  chartered  by  Congress, 
with  offices  at  No.  2  Rector  Street,  New  York  City.  It  employs  a  force  of 
experts  in  the  continuous  and  systematic  study  of  educational  conditions  in 
all  of  the  states  of  the  Union,  and  the  intelligent  promotion  of  education,  by 
means  of  gifts  and  otherwise,  in  the  discretion  of  the  Board  of  Trustees. 
The  scheme  originated  with  Mr.  John  D.  Rockefeller's  Committee  on  Benevo- 
lence, and  was  under  advisement  in  his  office  from  time  to  time  for  several 
years  before  the  organization  was  finally  effected.  The  plan  of  such  an  organi- 
zation was  designed  and  adapted  to  assist  Mr.  Rockefeller  in  distributing  his 
gifts  to  education ;  but  it  was  not  the  purpose  to  confine  the  work  of  the  organi- 
zation to  the  administration  of  funds  given  by  Mr.  Rockefeller.  It  was  de- 
signed to  meet  a  wider  need  and  to  afford  a  medium  thru  which  other 
men  of  means,  who  desire  to  promote  education  in  its  various  forms  in  the 
United  States,  could  do  so  in  a  systematic,  intelHgent,  and  effective  way. 

The  gentlemen  forming  the  first  board  were  the  late  William  H.  Baldwin, 
Jr.,  Wallace  Buttrick,  the  late  Hon.  J.  L.  M.  Curry,  Frederick  T.  Gates, 
Daniel  C.  Gilman,  Morris  K.  Jessup,  Robert  C.  Ogden,  Walter  H.  Page, 
George  Foster  Peabody,  John  D.  Rockefeller,  Jr.,  and  Albert  Shaw.  These 
gentlemen  were  all  chosen  for  their  knowledge  of  educational  conditions  and 
their  experience  in  educational  benefaction.  They  were  already  members 
either  of  the  Peabody  Board,  or  the  Slater  Board,  or  the  Southern  Education 
Board,  or  other  organizations  aiming  to  foster  education  in  the  United  States. 


Chapter]  GEXEILIL  EDUCATION  BOARD  49 1 

The  board  in  its  make-up  was  thus  re]>resentative  of  all  educational  interests 
and  of  all  sections  of  the  country. 

These  gentlemen  met  at  the  in\itation  of  Mr.  John  D.  Rockefeller,  Jr., 
at  his  home  in  New  York,  on  February  27,  1902,  Mr.  Edward  M.  Shepard 
being  present  also  as  counsel.  A  temporary  organization  was  there  formed 
pending  the  securing  of  a  charter  by  act  of  Congress. 

A  few  days  later  Mr.  John  D.  Rockefeller  j)ledgcd  a  million  dollars  to  the 
work  of  the  board,  confining  its  use  particularly  to  the  study  of  education  in 
the  southern  states  and  the  promotion  of  the  same — a  contribution  which 
he  had  long  had  in  mind  to  make  so  soon  as  a  suitable  organization  could  I)e 
prepared  for  the  proper  administration  of  the  fund. 

A  broad  and  generous  charter,  pre))are(i  bv  Mr.  Edward  >r.  Shepard,  was 
passed  by  Congress  and  signed  by  President  Roosevelt  on  the  12th  day  of 
January,  1903. 

The  permanent  organization  of  the  board  was  completed  at  a  meeting 
in  the  City  of  Washington  on  the  29th  day  of  January,  1903,  when  formal 
by-laws  were  adopted.  Mr.  W.  H.  Baldwin,  Jr.,  was  chosen  chairman,  Mr. 
George  Foster  Peabody,  treasurer,  and  Mr.  Wallace  Buttrick,  secretary  and 
executive  officer. 

Subsequently  the  membership  of  the  Ijoard  was  enlarged  by  the  addition 
of  Mr.  Hugh  H.  Hanna,  of  Indianapolis,  Mr.  Starr  J.  Murphy,  of  New  York, 
the  late  President  William  R.  Harper,  of  the  University  of  Chicago,  Chancellor 
E.  Benjamin  Andrews,  of  the  University  of  Nebraska,  President  Edwin  A. 
Alderman,  of  the  University  of  Virginia,  Acting  President  Harry  Pratt  Judson, 
of  the  University  of  Chicago,  and  Principal  H.  B.  Frissell,  of  Hampton  Institute, 
The  board  has  been  dej)leted  by  the  death  of  Mr.  W.  H.  Baldwin,  Jr.,  Hon. 
J.  L.  ^E  Curry,  and  President  W  .  R.  Harper. 

SUR\i:V  OK  Till',   I'IKM) 

The  board  opened  an  office  in  New  York  City  on  .\pril  i,  1Q02,  and  form- 
ally began  its  wcjrk.  Its  first  attention  was  given  to  a  larcful  sur\cy  and 
study  of  educational  conditions  and  needs  in  the  southern  states.  Thru  the 
courtesy  of  state  officers  conferences  were  held  with  state  and  county  su|)er- 
intendents  and  leading  educators  in  eight  of  the  southern  states,  iilanks  were 
prepared  and  sent  to  incorj)()rated  schools  of  all  grades  in  the  southern  states 
and  to  county  superintendents  of  schools.  Agents  of  the  board  traveled 
e.xtensively  in  all  of  the  states  of  the  South,  conferring  with  sc  hool  authorities 
and  otlicr  (  iti/.ens  interested  in  education.  Catalof<s  of  colleges  and  schools, 
and  other  |)ublished  material,  were  gathered,  studied,  tiled  and  cataloged 
in  the  oflic  e  of  the  board.  Monograph  studies  of  the-  several  slates  wc-rc-  pre- 
pared for  the  use  of  the  ofTue  and  for  the  members  of  the  board. 

KI.K.Nfl.NTARY  SCHOOLS 

As  one  result  of  its  studies  the  board  decided  thai  it  could  best  aid  in  the 
promotion  of  elementary  .schools  in  the  southern  states  by  seeking  to  increase 


492  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historica, 

productive  efl&ciency  of  rural  life.     The  board  was  led  to  this  conclusion  by 
the  following  considerations: 

(i)  The  elementary  school  cannot  be  given  to  a  community,  but  must 
represent  community  ideals,  community  initiative,  and  community  achieve- 
ment. 

(2)  The  South  is  rural;  85  per  cent,  of  the  people  of  the  southern  states 
live  in  the  country  and  are  engaged  in  agriculture.  With  the  exception  of 
certain  favored  localities,  farming  is  not  sufficiently  profitable  to  support 
elementary  schools  of  high  grade  and  full  term;  schools  are  poor,  homes  are 
poor,  farms  are  isolated,  and  the  community  spirit  does  not  prevail. 

(3)  There  is  a  large  body  of  agricultural  knowledge  which  has  not  been 
put  to  practical  use. 

(4)  The  best  way  to  improve  elementary  schools  in  the  South,  therefore, 
is  to  train  present  farmers  in  scientific  farming  so  that  thru  the  renovation 
and  renewal  of  soils,  the  rotation  of  crops,  the  choice  of  selected  seeds,  and 
thoro  cultivation,  more  money  can  be  made  by  farming.  It  is,  of  course, 
not  possible  to  teach  the  science  of  farming  in  elementary  schools  that  do  not 
exist,  nor  is  it  sound  pedagogy  to  expect  that  science,  properly  so  called, 
can  ever  be  taught  in  schools  of  elementary  grade,  much  less  so  taught  as  to 
materially  influence  the  methods  of  present  farmers.  It  is  also  true  that  the 
bulletins  put  forth  by  departments  of  agriculture  have  not  given  the  farmer 
the  definite  information  needed  to  improve  his  agricultural  processes.  The 
average  man  is  not  trained  to  interpret  scientific  documents.  The  only  place 
to  write  this  information  is  on  the  soil.  When  written  there  it  will  be  read 
and  intelligently  understood  by  farmers. 

Learning  of  the  demonstration  fields  and  farms  established  in  Texas  by 
the  United  States  Department  of  Agriculture  under  Dr.  S.  A.  Knapp,  special 
agent  of  the  department,  the  board  sent  its  representative  to  look  into  this 
work.  It  was  found  that  by  demonstration  fields  and  farms  Dr.  Knapp 
and  his  assistants  had  not  only  been  able  to  overcome  the  ill  effects  of  the 
boll  weevil,  but  had  so  taught  scientific  farming  as  greatly  to  increase  the 
agricultural  output  of  Texas,  to  enhance  the  value  of  land,  and  to  create  a 
condition  of  hope  and  general  prosperity  among  the  farmers  of  the  state. 

In  conferring  with  the  Secretary  of  Agriculture  it  was  learned  that  the 
department  could  co-operate  with  the  General  Education  Board  in  promot- 
ing this  work  in  other  states  of  the  South.  The  board  has  therefore  entered 
into  such  an  agreement  with  the  Department  of  Agriculture  for  the  promotion 
of  this  work  in  Alabama  and  Mississippi  and  expects  to  extend  the  work  to  other 
states  in  the  South  as  rapidly  as  trained  men  for  supervision  can  be  found. 
The  work  is  extending  as  rapidly  as  facilities  of  administration  will  permit. 
It  is  the  conviction  of  the  board  that  the  prosecution  of  this  form  of  work 
thru  a  period  of  years  will  so  increase  the  productive  efficiency  of  rural 
life  as  to  make  it  possible  for  rural  communities  to  support  an  efficient  system 
of  elementary  schools. 


Chapter]  GENEIL4L  EDUCATION  BOARD  493 

SECONDARY  EDUCATION 

A  further  result  of  the  studies  of  the  board  was  the  conviction  that  one  of 
the  special  educational  needs  of  the  South  is  that  of  an  efficient  system  of 
public  high  schools.  In  the  past  the  "preparatory"  schools  of  the  South  were 
among  the  best  in  the  country.  In  the  cities  of  the  South  excellent  high  schools 
have  been  established,  and  many  graded  schools  have  added  from  one  to  three 
high-school  grades.  But  for  its  population  the  South  has  but  a  limited  number 
of  standard  public  high  schools. 

■  The  board  decided  that  it  could  best  promote  the  founding  of  high. schools 
by  co-operation  with  state  universities.  It  therefore  made  appropriations 
to  several  state  universities  for  the  salaries  and  traveling  expenses  of  "pro- 
fessors of  secondary  education"  who  are  regular  members  of  the  university 
faculties  and  whose  "main  and  principal  work  shall  be  to  ascertain  where  the 
conditions  are  favorable  for  the  establishment  of  public  high  schools  not  now 
in  e.xistence;  they  shall  visit  such  places  and  shall  endeavor  to  organize  in  such 
places  public  high  schools  in  accordance  with  the  laws  of  the  state,  shall 
endeavor  to  create  in  such  community  a  public  sentiment  that  shall  perma- 
nently sustain  such  high  schools,  and  shall  endeavor  to  place  the  high  schools 
under  such  local  leadership  as  shall  give  them  intelligent  and  wise  direction, 
and  they  and  the  university  shall  exercise  a  fostering  care  over  such  institu- 
tions. " 

Professors  of  secondary  education,  under  the  above  plan  of  co-operation, 
have  been  appointed  in  the  state  universities  of  Virginia,  North  Carolina, 
South  Carolina,  Georgia,  Alabama,  and  Tennessee.  The  monthly  reports 
of  these  men  are  manifolded,  bound  together,  and  sent  to  the  several  pro- 
fessors of  secondary  education,  the  presidents  of  the  universities,  and  to  the 
members  of  the  General  Education  Board.  In  November,  1906,  a  conference 
of  these  professors  together  with  university  presidents  and  state  superintendents 
of  education  was  held  at  Charlottesville,  Va.  The  work  has  now  been  thor- 
oly  defined  and  organized,  and  more  than  two  hundred  new  high  schools  have 
been  established  during  the  past  year. 

A  LARGER  GIFT  TO  HIGHER  EDUCATION 

On  June  30,  1905,  the  board  received  tlu'  following  communication: 

I  am  authori7.cd  by  Mr.  John  D.  RockefL-llcr  to  say  that  he  will  contribute  to  the  Gen- 
eral Education  Board  the  sum  of  ten  million  dollars  ($10,000,000)  to  be  paid  Octoljcr  1, 
next,  in  cash,  or,  at  his  option,  in  income-producing  securities,  at  their  market  value,  the 
prinf  ipal  to  Ix;  held  in  perpetuity  as  a  foundation  for  education,  the  income  al>ove  expenses 
of  administration  to  be  di.stributcd  to,  or  used  for,  the  benefit  of  such  institutions  of  learn- 
ing, at  such  times,  in  such  amounts,  for  such  purposes,  and  under  such  conditions,  or 
employed  in  such  other  ways,  as  the  board  may  deem  best  adapted  to  promote  a  coni- 
prchcn.sive  system  of  higher  edu(  ation  in  the  United  States. 

Yours  very  truly, 
(signed)  F.  T.  GATES. 

This  large  gift  Mr.  R(m  kcfcllir  paid  in  cash,  and  the  board,  in  accepting 


494  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

it,  designated  it  as  "The  John  D.  Rockefeller  Foundation  for  Higher 
Education." 

The  income  of  this  large  foundation  for  higher  education  enabled  the 
board  to  extend  its  work  thruout  the  whole  country,  as  contemplated  in 
its  charter.  Studies  had  already  been  made  of  the  colleges  in  the  southern 
states  and  such  studies  were  at  once  made  of  the  colleges  in  other  parts  of 
the  United  States.  After  such  comprehensive  study  and  the  careful  considera- 
tion of  how  best  to  aid  in  the  development  of  an  adequate  system  of  colleges 
in  all  of  the  states  of  the  Union,  the  board  adopted  the  following  principles 
as  defining  its  general  policy:  To  co-operate  sympathetically  and  helpfully 
with  the  religious  denominations;  to  choose  the  centers  oj  wealth  and  population 
as  the  permanent  pivots  oj  an  educational  system;  to  mass  its  funds  on  endow- 
ments, securing  in  this  work  the  largest  possible  local  co-operation. 

Conditional  appropriations  have  been  made,  from  the  income  of  the  John 
D.  Rockefeller  Foundation,  to  colleges  in  the  states  of  Iowa,  Kansas,  Wiscon- 
sin, Virginia,  North  Carolina,  South  Carolina,  Georgia,  Alabama,  Mississippi, 
Louisiana,  Tennessee,  Missouri,  Colorado,  Indiana,  Ohio,  Maine,  Con- 
necticut, New  Jersey,  and  Pennsylvania.  Applications  from  all  the  remaining 
states  and  territories  of  the  Union  are  now  under  consideration.  The  total 
amount  conditionally  appropriated  by  the  board  up  to  March  26,  1907, 
was  $1,702,500.  When  this  sum  has  been  paid  and  the  conditions  fulfilled 
more  than  $9,215,000  will  have  been  added  to  the  endowment  of  the  colleges 
of  these  nineteen  states. 

From  the  original  one  million  dollar  gift  to  the  board  by  Mr.  Rockefeller, 
appropriations  have  been  made  to  schools  in  the  South  amounting  to  $416,000, 
one-half  of  which  has  gone  to  schools  for  the  colored  people. 

On  February  7,  1907,  at  a  special  meeting  of  our  Board,  the  following 
communication  was  received : 

General  Education  Board, 

54  Williams  Street,  New  York  City. 
Gentlemen: 

My  father  authorizes  me  to  say  that  on  or  before  April  i,  1907,  he  will  give  to  the 
General  Education  Board  income  bearing  securities,  the  present  market  value  of  which  is 
jibout  Thirty-two  million  dollars  ($32,000,000.),  one-third  to  be  added  to  the  permanent 
endowment  of  the  Board;  two-thirds  to  be  applied  to  such  specific  objects  within  the 
corporate  purposes  of  the  Board  as  either  he  or  I  may  from  time  to  time  direct,  any 
remainder  not  so  designated  at  the  death  of  the  survivor,  to  be  added  also  to  the  perma- 
nent endowment  of  the  Board. 

Very  truly, 
(signed)  John  D.  Rockefeller,  Jr. 

This  fund  has  also  been  turned  over  to  the  custody  of  our  Board. 

On  April  4,  1905,  Miss  Anna  T.  Jeanes  of  Philadelphia,  Pa.,  gave  to  the 
board  in  trust  the  sum  of  $200,000,  the  income  of  which  is  to  be  used  for  the 
"assistance  of  the  negro  rural  schools  in  the  South."  The  board  accepted 
this  gift  and  named  it  "The  Anna  T.  Jeanes  Fund  for  the  Assistance  of  Negro 


Chapter]  SOUTHERN  EDUCATION  BOARD  495 

Rural  Schools  in  the  South."  By  request  of  Miss  Jeanes  the  income  of  this 
fund  is  appropriated  for  the  present  on  the  joint  recommendation  of  the  Prin- 
cipals of  Hampton  Institute  and  Tuskegee  Institute,  subject  to  the  approval 
of  the  board. 

From  the  foregoing  it  will  be  seen  that  in  the  northern  states  the  board 
devotes  itself  exclusively  to  the  promotion  of  collegiate  education,  having 
always  in  view  the  desirability  of  aiding  such  institutions  as  taken  together 
will  constitute  an  adequate  system  of  higher  education  for  each  of  the  several 
states,  thus  seeking  to  correct  and  prevent  dui)lication  and  waste  and  securing 
the  highest  efficiency. 

In  the  southern  states  its  work  for  colleges  is  similar  to  that  done  in  the 
North,  and  in  addition  it  seeks  to  promote  public  high  schools  thru  the 
state  universities  and  the  state  departments  of  education,  and  to  promote 
elementary  education  (or  common  schools)  by  increasing  the  productive 
efficiency  of  rural  life. 

The  officers  of  the  board  for  1907  are  Frederick  T.  Gates,  chairman, 
George  Foster  Peabody,  treasurer,  Wallace  Buttrick,  secretary. 


THE  SOUTHERN  EDUCATION  BOARD 

EDGAR    GARDXKR    MURPHY,    SKCRETARY,   MONTGOMERY,    ALA. 

Present  organization. — President,  Robert  C.  Ogden,  784  Broadway,  New 
York  City;  vice-president  and  treasurer,  George  Foster  Peabody,  54  William 
St.,  New  York  City;  secretary,  Edgar  Gardner  Murphy,  P.  O.  Box  347, 
Montgomery,  Alabama;  associate  secretary,  George  S.  Dickerman,  140 
Cottage  St.,  New  Haven,  Conn.;  chairman  of  the  campaign  committee, 
Edwin  Anderson  Alderman,  president  of  the  University  of  Virginia,  Charlottes- 
ville, \'irginia.  Additional  members  of  the  board,  Albert  Shaw,  Wallace 
liultrick,  Walter  H.  Page,  F.  R.  Chambers,  New  York  City;  Chas.  W. 
Dabney,  president  of  the  University  of  Cincinnati,  Cincinnati,  Ohio;  H.  H. 
Hanna,  Indianapolis,  Ind.;  H.  B.  Frissell,  principal  of  Ham{)ton  Institute, 
Hamjjtcjn,  Virginia;  I).  F.  Houston,  president  of  the  University  of  Texas, 
Austin,  Texas;  S.  C.  Mitchell,  professor  in  Richmond  College,  Richmond, 
Virginia;  Henry  E.  Fries,  Raleigh,  N.  C;  P.  P.  Claxton,  professor  in  the 
University  of  Tennessee,  Knoxville,  Tenn.;  Sydney  J.  liowie,  Birmingiuim, 
Alabama.  Members  deceased,  J.  L.  M.  Curry,  late  agent  of  the  Peabody 
and  Slater  Boards;  William  H.  lialdwin,  Jr.,  late  i)resident  of  the  Long  Island 
R.  R.;  Walter  B.  Hill,  late  chancellor  of  the  University  of  (ieorgia;  Charles 
1).  .Mclver,  late  president  of  the  State  Normal  and  Industrial  College  of 
North    Carolina. 

History. — (Jn  the  evening  of  June  29,  1K9S,  a  small  but  earnest  group 
gathered  in  the  chapel  of  the  Capon  S|)rings  Hotel  at  Capon  S|)rings,  West 
\'irginia,  for  the  consideration  of  educational  conditions  in  the  South.  The 
members  of  this  group,  representing  elements  in  the  "unon'K  iai  slatesmanship  " 


496  NATIONAL  EDUCATIONAL  ASSOCIATION  [ffistorical 

of  both  sections  of  the  country,  were  united  by  a  desire  to  understand  more 
fully  and  to  serve  more  broadly  the  needs  of  the  overburdened  South.  The 
second  conference  met  at  Capon  Springs  on  June  20,  1899;  and  the  third 
on  June  27,  1900.  The  presidents  of  these  successive  gatherings  were,  respec- 
tively, Rt.  Rev.  T.  U.  Dudley,  D.  D.,  bishop  of  Kentucky;  Hon.  J.  L.  M. 
Curry,  agent  of  the  Peabody  and  Slater  Boards;  and  Mr.  Robert  C.  Ogden, 
of  New  York  City.  The  secretary  and  treasurer  was  Rev.  A.  B.  Hunter, 
of  Raleigh,  N.  C.  The  continuous  life  of  the  conference  was  made  possible 
largely  thru  the  wise  and  efficient  activities  of  Hollis  Burke  Frissell,  D.D., 
principal  of  Hampton  Institute. 

The  death  of  Captain  W.  H.  Sale  who,  as  proprietor  of  the  hotel  at  Capon 
Springs,  had  acted  as  the  host  of  the  gathering,  suggested  the  advisability  of 
holding  the  conference  at  other  points  within  the  South.  The  fourth  con- 
ference met,  therefore,  at  Winston-Salem,  N.  C,  on  April  18,  1901,  under 
the  presidency  of  Mr.  Robert  C.  Ogden.  Since  his  first  election  in  1900, 
Mr.  Ogden,  by  the  unanimous  request  of  southern  and  northern  members, 
has  acted  as  the  presiding  officer.  At  Winston-Salem  the  demand  for  more 
positive  and  aggressive  activity  than  could  be  expressed  thru  the  influences 
of  an  annual  gathering  resulted  in  resolutions  looking  toward  the  establish- 
ment of  an  executive  board. 

The  appointment  of  this  body  was  intrusted  to  the  president  with  the 
understanding  that  he  was  to  be  included  within  the  number.  After  extended 
correspondence  and  mature  consideration  the  Southern  Education  Board 
was  thus  organized  in  the  City  of  New  York  on  November  3,  1901 :  its  earliest 
members  being  Robert  C.  Ogden,  president;  J.  L.  M.  Curry,  supervising 
director;  George  Foster  Peabody,  treasurer;  Charles  D.  Mclver,  secretary; 
Chas.  W.  Dabney,  Edwin  Anderson  Alderman,  Wallace  Buttrick,  and  Hollis 
Burke  Frissell.  These  gentlemen  added  to  their  number  Messrs.  Baldwin, 
Shaw,  Page,  and  Hanna,  as  indicated  above.  Mr.  Edgar  Gardner  Murphy, 
of  Montgomery,  Alabama,  was  named  by  Mr.  Ogden  as  executive  secretary, 
associated  with  the  president,  was  later  added  to  the  membership  of  the  board, 
and  later  still  was  elected  as  the  board's  secretary.  Dr.  George  S.  Dickerman 
of  New  Haven  was  appointed  a  general  field  agent,  and  in  1906  was  elected 
a  member  of  the  board  with  the  position  of  associate  secretary.  Dr.  Booker 
T.  Washington,  of  Tuskegee,  Alabama,  while  not  a  member  of  the  organiza- 
tion, was  appointed  a  general  field  agent,  and  has  been  of  special  service  in 
relation  to  the  various  phases  of  negro  education.  Messrs.  Houston,  Mitchell, 
Fries,  Claxton,  and  Bowie  were  elected  members  of  the  board  in  the  year  1906. 

The  conferences  have  not  been  abandoned  with  the  creation  of  the  board. 
Its  annual  meetings  have  continued,  and  have  served  to  give  popular  inter- 
pretation to  the  policies  of  the  board,  to  bring  the  scattered  forces  of  the 
southern  educational  movement  into  closer  personal  association,  to  awaken 
popular  interest,  and  to  give  direction  and  efficiency  to  enthusiasms  already 
aroused.     The  meeting  of  1902  was  held  at  Athens,  Ga. ;  of  1903  at  Richmond, 


Chapter]  SOUTHERN  EDUCATION  BOARD  497 

Va.;  of  1904  at  Birmingham,  Alabama;  of  1905  at  Columbia,  S.  C;  of  1906 
at  Lexington,  Ky.  In  each  instance  the  place  of  meeting  was  selected  in 
response  to  urgent  local  invitations  usually  representing  the  municipality,  the 
legislature,  the  governor,  and  the  state  department  of  education.  The  attend- 
ance has  been  chielly  from  the  South,  but  there  has  been  each  year  a  notable 
representation  from  the  North  as  well.  The  center  of  the  northern  group  has 
been  a  party  of  distinguished  educators,  clergymen,  publicists,  and  men  of 
afifairs  brought  by  special  train  thru  the  personal  courtesy  and  generosity 
of  the  president  of  the  conference  and  of  the  Southern  Education  Board,  Mr. 
Robert  C.  Ogden. 

Personnel. — One  of  the  distinguishing  marks  of  the  movement  represented 
by  the  Conference  for  Education  has  been  the  varied  character  of  its  member- 
ship.    Public  education  has  been  conceived  in  its  relation  to  citizenship,  and 
the  active  participants  in  these  annual  gatherings  have  not  been  limited  to 
teachers.     In  an  effort  of  genuine  civic  consecration,  men  of  affairs  from  every 
department  of  actiN^ty — merchants,  members  of  Congress,  journalists,  gov- 
ernors of  states,  bankers,  and  manufacturers  have  united  with  the  educators  of 
the  South  in  an  effort  to  equip  and  extend  the  school  as  an  institution  of  society 
itself — not  as  a  restricted  interest  of  technical  "education,"  but  as  a  construc- 
tive agency  of  the  state.     The  same  conception  of  educational  service  is 
reflected  in  the  personnel  of  the  Southern  Board.    At  its  semi-annual  meetings, 
trained  and  professional  educators  are  found  in  administrative  conference 
with  the  lawyer,  the  merchant,  the  clergyman,  the  journalist,  the  manufacturer. 
Principles  and  policies. — Within  these  meetings  the  reports  from  every 
quarter  of  the  South  are  presented  and  considered,  and  the  broad  outlines 
of  future  policy  are  determined.     The  active  work  of  the  board  is  in  the 
hands  of  the  "campaign  committee,"  made  up  exclusively  of  the  southern 
members,  namely,  Edwin  A.  Alderman,  chairman;    with  Messrs.  Frissell, 
Dabncy,  Murphy,  Houston,  Mitchell,  Fries,  Claxton,  Bowie.     The  title  of 
the  committee  indicates  the  distinctive  activity  of  the  board.      It  is  not  a 
body  for  the  holding  and  disbursement  of  funds.     It  has  no  money  to  give 
to  educational  institutions.     Its  resources  and  energies  are  expended  in  the 
couduct  of  a  practical  "campaign"  for  the  arousing  and  the  wise  direction 
of  educational  sentiment.     The  administration  of  financial  aid  to  educational 
institutions  and  enterprises  is  the  function  of  its  allied  organization,  the  Gen- 
eral Kducati(jn  B(jard,  to  an  account  of  which  in  this  volume  (p.  490)  the  reader 
is  referred.     The  Southern  Education  Board  is  solely  the  organization  of  the 
propaganda,  laboring  at  the  South,  in  close  and  cordial  co-operation  with 
the  state  departments  of  education,  to  increase  the  popular  interest  in  the 
public  schfjols,  to  inaugurate  or  to  support  local  movements  for  increased 
taxation,  the  imjirovement  of  schoolhouses,  the  creation  of  school  libraries, 
and  the  general  devel(jpment  of  all  that  makes  lox  a  just,  wholesome,  and 
efficient  system  of  public  education.     As  the  free  education  of  both  races  at 
the  public  cost  is  the  established  and  official  policy  of  each  southern  state,  the 


498  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

board  has  stood  for  the  right  training  of  all  the  people,  white  and  black, 
accepting  in  the  affairs  of  the  South  the  initiative  of  its  southern  members 
and  working  in  conformity  with  the  fixed  conditions  of  the  local  educational 
system. 

But  the  essential  standpoint  of  the  board  is  national  rather  than  sectional. 
The  presence  of  its  northern  members  has  been  vital  to  its  most  distinctive 
work.  The  sympathetic  co-operation  of  northern  and  southern  men  has  helped 
to  bring  into  clearer  relief  the  national  phases  of  the  whole  southern  situation — 
the  South  with  limited  resources  struggKng  with  the  double  burden  of  the  educa- 
tion of  two  populations,  the  masses  of  the  white  population  poor,  the  black 
poorer  still;  the  races  estranged  by  the  conditions  which  preceded  war  and 
still  further  estranged  by  the  conditions  which  followed ;  inadequate  resources 
strained  by  that  ineffective  distribution  of  social  forces  which  is  usually 
characteristic  of  sections  preponderantly  rural;  and  doubly  strained  by  the 
necessity  for  a  dual  system  of  schools,  a  separate  housing  of  the  races, 
demanded  alike  by  their  interests  and  their  aversions.  The  whole  nation  has 
been  so  intimately  involved  in  the  creation  of  this  problem  in  its  earlier 
stages,  that  the  constructive  leadership  of  the  South  has  found  both  fellowship 
and  inspiration  in  the  men  of  national  temper  who  have  recognized  in  our 
southern  difficulties  a  challenge  to  a  national  response. 

Practical  methods. — It  is  difficult  within  the  brief  space  at  command  to 
deal  with  the  detail  of  a  movement  so  inspirational  and  untechnical  in  its 
character  and  so  complex  in  its  ramifications. 

In  order  to  provide  a  general  as  well  as  a  statistical  literature  of  the  sub- 
ject a  bureau  of  publication  was  maintained  for  two  years  at  Knoxville,  Tenn., 
under  the  oversight  of  Dr.  Charles  W.  Dabney,  then  president  of  the  University 
of  Tennessee.     Its  work  was  far-reaching  in  its  interest  and  usefulness. 

The  chief  function  of  the  board,  however,  has  been  the  winning  of  rural 
communities  to  a  larger  policy  of  local  taxation  for  school  purposes.  In 
states  where  the  unit  of  taxation  has  been  the  county,  assistance  has  been 
given  to  the  "county  campaign,"  the  representatives  of  the  board  helping  in 
the  organization  of  public  meetings,  defraying  the  actual  expenses  of  effective 
speakers,  creating  and  circulating  the  literature  of  the  subject,  and  co-operat- 
ing generally  with  the  local  educational  leaders  in  an  efifort  to  secure  an  affirma- 
tive popular  vote  on  the  question  of  a  larger  local  tax  for  the  benefit  of  the 
schools.  In  one  state  more  than  forty  counties  have  voted  the  additional 
tax  within  a  period  of  two  years,  adding  over  $350,000  per  year  to  the  public 
education  funds  of  the  state. 

Where  the  unit  of  taxation  is  the  school  district,  the  same  methods  are 
employed;  the  board  working  here,  as  always,  solely  thru  the  authorized 
and  accepted  agencies  of  the  locality  concerned.  These  local  campaigns  have 
powerfully  affected  the  general  school  legislation  of  the  state.  State  funds — 
heretofore  the  chief  resource  of  the  southern  school  system — have  rapidly  in- 
creased, in  a  number  of  states,  from  50  to  100  per  cent,  during  the  past  five  years. 


Chapter]  SOUTHERX  EDUCATIONAL  ASSOCIATION  499 

Local  organizations  of  women  for  the  improvement  of  rural  schoolhouses 
have  been  established;  or,  in  cases  where  such  activities  have  already  existed, 
they  have  been  strengthened  and  equipped  for  still  larger  work.  The  move- 
ments for  the  formation  of  school  libraries,  for  the  development  of  high  scht)ols, 
for  agricultural  education  and  manual  training  have  all  received  recognition 
and  reinforcement.  The  board  does  not  assume  that  the  educational  awaken- 
ing of  the  South  has  been  wholly  due  to  its  initiative,  but  its  vital  part  in  this 
arousal  of  popular  enthusiasm  for  the  common  schools  is  generally  recognized. 
Its  activities  have  been  conspicuous  and  at  many  points  decisive. 

Bibliograpliy. — See  the  Annual  Reports  oj  the  Conference  jor  Education 
in  the  South  (Publication  Committee,  General  lulucation  Board,  54  William 
St.,  New  York  City);  also  Bulletins  and  Puldicatioiis  oj  the  Bureau  oj  the 
Southern  Education  Board,  Kno.xville,  Tenn.  (many  of  which,  however,  are 
now  out  of  print) ;  also  chap,  viii  of  the  Report  oj  the  U.  S.  Commissioner  oj 
Education  jor  190^;  and  Problems  oj  the  Present  South,  by  Edgar  Gardner 
Murphy,  Secretary  of  the  Southern  I-xlucation  Board,  Macmillan  &  Co., 
New  York  and  London,  1904. 


The  special  problems  and  needs  of  the  South  led  to  the  organization  in 
1888  of  a  Southern  Educational  Association  which  has  uniformily  co-operated 
with  the  National  Educational  Association.  The  following  historical  sketch 
was  prepared  for  this  volume  by  Superintendent  Tighe  of  Asheville,  N.  C,  who 
has  been  the  e.xecutive  secretary  of  the  association  for  a  number  of  years. 

THE   SOUTHERN  EDUCATIONAL  ASSOCIATION 

RirHARD  J.  TIGHE,  SECRETARY  OF  THE  SOUTHERN  EDUCATIONAL  ASSOCIATION, 
SUPERINTENDENT   OF   SCHOOLS,    ASHEVILLE,    N.    C. 

The  need  of  an  educational  association  for  llu-  tier  of  states  south  of  the 
Potomac  and  of  the  Ohio  began  to  be  sericnisly  felt  and  discussed  about  tiie  year 
1888,  when  several  state  educational  journals  gave  expression  to  that  need  in 
editorials  and  contributed  articles.  Li  June,  1889,  the  Educational  Exchange, 
published  at  Birmingham,  contained  a  j)aper  upon  the  subject  written  by 
I^resident  R.  \.  Roark,  of  the  Kentucky  State  Teachers'  Association,  together 
with  an  editorial  Ijy  the  editor,  ajiproviiig  the  suggestion  that  such  an  organiza- 
tion should  be  established  at  onie.  Tlu'  June  issue  of  the  Cicori^ia  F.ducational 
Journal  contained  the  following: 

'Ilic  Journal  SKJund.s  ihc  (all  for  a  Soulhern  luJurational  /Vs.socialioii.  In  1878,  a 
( otivtnticjii  of  southern  edui  alor.s  was  held  in  Atlanta,  and  several  important  (|ueslions 
Lontcrning  education  in  the  .South  were  discus.sed,  but  no  effort  was  made  to  make  the 
organizjition  fwrmanent,  and  it  adjourned  "without  day."  We  said  then,  and  we  re|i(at 
it  now,  that  there  is  great  need  for  a  Southern  ICducational  A.ssociation,  and  we  ai>i)eal 
to  our  leading  men  in  the  profession  from  Virginia  to  Te.xas  to  take  the  matter  umier 
seriou.s  ( onsideration.  Nor  <lo  we  mean  that  such  ati  organi/.atioti  should  in  anv  way 
antagonize  the  National  Kdut ational  A.s.sodation.  On  tlu'  other  hand,  it  wouhl  most 
I  iri.iinly  prove-  au.xiliary  in  many  ways  to  that  l»ody.     .\nd  we  unhesitatingly  nominate 


500  NATIONAL   EDUCATIONAL  ASSOCIATION  [Historical 

Alabama  as  the  state  to  take  the  lead  in  the  movement.  She  is  the  key  in  the  South 
Atlantic  Arch,  and  her  teachers  are  thoroughly  awake  and  inspiringly  enthusiastic.  Let 
her  able  and  progressive  state  superintendent,  Hon.  Solomon  Palmer,  lead  off  in  the  mat- 
ter and  issue  a  call  for  a  meeting  of  southern  educators,  in  Birmingham,  Atlanta,  or  Col- 
umbia, in  December,  to  organize  a  Southern  Educational  Association. 

At  a  meeting  of  the  Alabama  Educational  Association  held  in  Birming- 
ham June  25-27,  the  same  year,  the  following  resolution,  introduced  by  Pro- 
fessor S.  L.  Robertson,  was  adopted: 

Resolved,  That  the  Alabama  Educational  Association  favors  the  organization  of  a 
Southern  Teachers'  League  or  Association,  in  the  interest  of  our  southern  educational 
system,  and  that  the  representatives  of  the  southern  states,  at  the  Nashville  meeting  of 
the  N.  E.  A.,  in  July,  be  requested  to  meet  and  discuss  the  advisability  of  such  an  organi- 
zation. 

This  is  the  first  official  act,  of  which  we  have  any  record,  with  regard  to 
the  association.  A  few  days  later  a  similar  resolution  was  adopted  by  the 
Kentucky  State  Teachers'  Association.  At  the  Nashville  meeting,  however, 
it  was  not  found  convenient  to  hold  the  meeting  advised  by  these  resolutions. 

The  Educational  Exchange,  in  December  1889,  and  in  succeeding  issues 
published  a  large  number  of  communications  and  editorial  expressions  with 
regard  to  the  purposes,  time  and  place  of  holding  such  an  association.  The 
general  tenor  of  all  the  expressions  was  to  the  effect  that  the  Southern  Asso- 
ciation was  not  intended  as  a  substitute,  but  rather  as  a  helpful  assistant  to 
the  National  Association. 

During  the  month  of  January,  1890,  the  following  formal  call  was  issued 
from  the  office  of  State  Superintendent  Palmer  of  Montgomery: 

The  undersigned,  feeling  a  lively  interest  in  the  educational  progress  of  the  whole 
country,  and  especially  of  the  South,  and  believing  that  this  end  can  be  best  secured  by 
an  organization  composed  of  southern  educators,  who  will  meet  at  least  annually,  for  the 
purpose  of  discussing  questions  that  now  confront  the  South  alone  in  her  educational 
advancement,  and  believing  that  such  organization  will  not  in  the  least  detract  from  the 
attendance  of  the  southern  school  men  upon  the  National  Educational  Association,  but 
will  rather  contribute  to  increase  the  interest  in  and  attendance  upon  such  meetings  of  the 
National  Educational  Association,  and  believing  that  no  city  in  the  South  is  as  favorably 
located  for  such  a  meeting  as  Montgomery,  Alabama,  and  no  time  so  favorable  as  the 
26th  of  June,  1890 — the  time  when  the  State  Educational  Association  of  Alabama  meets 
in  Montgomery — we  do  respectfully  and  most  cordially  invite  and  urge  the  State  Super- 
intendents of  Maryland,  Virginia,  West  Virginia,  North  Carolina,  South  Carolina,  Georgia, 
Alabama,  Tennessee,  Kentucky,  Florida,  Mississippi,  Louisiana,  Texas,  and  Arkansas, 
and  all  other  school  officers  and  teachers  of  the  states  named,  and  of  other  states,  feeling 
an  interest  in  the  progress  of  education  in  the  South,  to  come  together  at  Montgomery, 
the  capital  city  of  Alabama,  on  Thursday,  the  26th  day  of  June  next,  for  the  purpose  of 
effecting  the  organization  of  an  association  that  shall  accomplish  much  good  in  advancing 
the  educational  interests  of  the  South. 

Solomon  Palmer,  State  Superintendent  of  Alabama 

J.  S.  Hook,  State  School  Commissioner  of  Georgia 

J.  R.  Preston,  State  Superintendent  of  Mississippi 

J.  A.  Breaux,  State  Superintendent  of  Louisiana 

O.  D.  Smith,  President  Alabama  Educational  Association,  Auburn   Ala. 


CUpter]  SOUTHERN  EDUCATIONAL  ASSOCIATION  501 

W.  F.  Slaton,  Superintendent  of  Schools,  Atlanta,  Ga. 

J.  H.  Phillips,  Superintendent  of  Schools,  Birmingham,  Ala. 

L.  B.  Evans,  Superintendent  of  Schools,  Augusta,  Ga. 

E.  C.  Branson,  Superintendent  of  Schools,  Athens,  Ga. 

W.  Harper,  Superintendent  of  Schools,  Dalton,  Ga. 

Miss  M.  Rutherford,  Pres.  Lucy  Cobb  Institute,  Athens,  Ga. 

W.  A.  Candler,  President  Emory  College,  Oxford,  Ga. 

J.  C.  Lyner,  Pres.  Military  College,  Milledgeville,  Ga. 

R.  N.  RoARK,  President  State  Normal  College,  Lexington,  Ky. 

Jas.  K.  Powers,  Pres.  State  Normal  College,  Florence,  Ala. 

In  accordance  with  this  call,  the  meeting  was  held  and  jjroved  a  great 
success,  both  from  the  standpoint  of  interest  and  attendance.  All  the  southern 
states,  except  two — West  \'irginia  and  North  Carolina — were  represented. 
Important  and  interesting  addresses  were  made  by  Captain  W.  R.  Garrett, 
of  Tennessee,  then  secretary,  and  later  president  of  the  National  Educational 
Association;  by  Hon.  John  E.  Massey,  state  superintendent  of  education, 
Richmond,  Va. ;  Hon.  J.  R.  Preston,  state  superintendent  of  education,  Jackson, 
Miss.;  Superintendent  Warren  Easton,  of  New  Orleans,  and  others.  Hon. 
Solomon  Palmer,  of  Alabama,  was  elected  president,  and  Professor  Frank  A. 
Goodman,  of  Tennessee,  was  elected  secretary.  Invitations  were  extended  to 
the  association  by  Chattanooga,  New  Orleans,  Atlanta,  and  Nashville,  but 
the  selection  of  the  place  for  the  next  meeting  was  left  to  the  executive  commit- 
tee, which  later  selected  Chattanooga. 

A  circular  letter  dated  January  30,  1890,  was  issued  by  Mr.  E.  G.  Harrel, 
Editor  of  the  North  Carolina  Teacher,  calling  for  the  organization  of  a  Southern 
Educational  Association  at  a  meeting  of  the  North  Carolina  State  Teachers' 
Association  at  Morehead  City.  This  organization  was  effected  in  July,  1890, 
some  time  after  the  Montgomery  Association  had  been  organized.  The 
circular  calling  for  the  Morehead  City  organization  was  inspired  by  an  unfor- 
tunate incident,  which  occurred  at  the  Nashville  meeting  of  the  N.  E.  A., 
and  separation  from  the  National  Association  was  one  of  its  strongest  pur- 
poses. There  was  a  strong  desire,  however,  to  unite  the  two  organizations, 
but  the  membership  of  the  Montgomery  Association  could  not  indorse  all 
the  ideas,  for  which  the  Morehead  City  branch  stood.  After  some  corre- 
spondence. President  Palmer  called  a  meeting  of  his  executive  committee  at 
Chattanooga,  January  24,  189 1,  to  consider  a  jjlan  for  the  consolidation  of  the 
two  asscjciations.  Members  of  the  executive  committee  were  present  from 
Alabama,  Georgia,  South  Carolina,  Tennessee,  Mississii)i)i,  Louisiana,  and 
Florida,  while  the  secretary,  Mr.  ]•".  A.  (ioodnian,  luld  i)roxies  from  all  those 
from  other  southern  states  who  were  unable  to  Ijc  ])resent.  After  spending 
the  entire  day  in  conference,  resolutions  were  ado|)ted,  in  wliicli  a  formal 
propcjsition  was  made  to  the  Morehead  City  Assoc  ialion  for  union,  which  was 
accej>led  by  its  president,  Mr.  Josiah  H.  Shinn,  of  Liltle  Roi  k,  Arkansas. 

The  basis  (jf  union  consisted  of  the  following: 

I.  The  consolidated  association  shall  in  no  way  antagonize  the  National  KducatioMal 
As.sociation. 


502  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historicil 

2.  One-half  the  program  of  the  next  meeting  shall  be  arranged  by  the  executive 
committee  of  each  association. 

3.  The  next  meeting  place  to  be  Chattanooga,  Tennessee. 

4.  That  the  officers  elected  at  Morehead  City  shall  continue  as  the  officers  of  the 
consolidated    association. 

In  accordance  with  the  foregoing,  the  Southern  Educational  Association 
held  its  first  regular  session  in  Chattanooga,  July  9,  10,  and  11,  1891.  Sub- 
sequent meetings  of  the  association  have  been  held  as  follows: 

July,   1892,  Atlanta,   President,   Solomon  Palmer 
July,  1893,  Louisville,  President,  W.  F.  Slaton 
December,  1894,  Galveston,  President,  W.  H.  Bartholomew 
December,  1895,  Hot  Springs,  President,  J.  R.  Preston 
December,   1896,  Mobile,  President,  J.  H.  Phillips 
December,  1898,  New  Orleans,  President,  Geo.  J.  Ramsey 
December,  1899,  Memphis,  President,  Junius  Jordon 
December,  1900,  Richmond,  President,  R.  B.  Fulton 
December,  1901,  Columbia,  President,  G.  R.  Glenn 
July,  1902,  Chattanooga,  President,  W.  N.  Sheets 
July,   1903,  Asheville,  President,  J.  W.  Nicholson 
December,  1904,  Atlanta,  President,  F.  P.  Venable 
November,  1905,  Nashville,  President,  C.  D.  Mclver 
December,  1906,  Montgomery,  President,  J.  W.  Abercrombie 

No  meeting  of  the  association  was  held  in  1897,  on  account  of  the  yellow 
fever  epidemic  in  New  Orleans. 

The  change  of  the  time  of  meeting  from  summer  to  winter  was  made  in 
the  effort  to  find  a  time  when  the  annual  meetings  would  not  conflict  with 
the  various  state  meetings  and  with  the  national  meeting,  but  this  is  still  as 
much  a  problem  as  ever.  It  is  practically  agreed,  I  think,  that  the  asso- 
ciation cannot,  for  some  time  to  come,  hold  great  popular  meetings  like 
those  of  the  National  Educational  Association  or  some  of  the  larger  state 
meetings,  because  of  distances  in  the  South,  the  low  salaries  paid  southern 
teachers,  and  the  conflicts  in  time  with  other  meetings.  It  is  rather  a  con- 
vention for  the  meeting  of  the  leaders  of  southern  educational  thought,  and  a 
clearing-house  for  southern  educational  ideals. 

Among  the  peculiar  problems  confronting  the  people  of  the  South  may  be 
mentioned  those  arising  from  the  great  social  and  economic  changes  of  the 
past  generation,  and  the  comparatively  recent  organization  of  public-school 
systems  for  the  education  of  both  races;  a  great  paucity  of  educational  means, 
a  scattered  population  in  the  rural  districts,  the  enfranchisement  of  illiterate 
voters,  white  and  colored;  and  a  great  illiterate  population.  That  these 
conditions  call  for  special  study  and  particular  remedies  seems  to  be  quite 
evident.  The  Committee  on  Aims  and  Purposes  which  reported  at  the  Jack- 
sonville meeting  stated  clearly  the  position  of  the  association  with  reference 
to  these  matters  in  the  following  paragraph: 

To  study  and  discuss  the  problems  and  policies  with  which  we  who  live  and  work 
in  the  southern  states  are  concerned,  to  compare  the  experiences  of  each  so  that  they  may 


Capter]  SOUTHERN  EDUCATIOXAL  ASSOCIATION  503 

be  profitable  to  all,  to  investigate  conditions  and  needs  peculiar  to  our  own  section,  to 
publish  for  the  information  of  all  the  results  of  the  study  and  work  of  those  who  can  skill- 
fully Investigate  the  problems  which  specially  concern  our  section,  and  to  encourage  each 
other  in  these  efforts  to  which  our  highest  duty  calls  us  in  the  great  work  that  is  ours,  are 
the  aims  of  the  Southern  Educational  Association. 

In  the  next  paragraph  the  report  continues: 

We  understand  fully  that  the  educational  needs  of  any  section  of  our  country  must  be 
considered  in  their  relation  to  those  larger  elements  of  nationality,  to  which  they  most 
vitally  contribute.  Nationality  is  the  unit  of  measurement  with  which  our  diverse  local 
conditions  and  sectional  needs  must  be  compared.  The  American  ideal  of  democracy 
embraces  historical,  political,  economic,  and  ethical  elements,  which  largely  determine  our 
sectional  requirements.  However  widely  the  educational  needs  of  the  South  may  differ 
from  those  of  other  sections,  they  are  still  in  an  important  sense  national  needs,  and  must 
be  considered  in  the  light  of  national  ideals,  and  in  the  spirit  of  that  broad  patriotism 
which  regards  sectional  problems  as  elements  in  the  life  of  the  nation. 

So  far  as  can  be  ascertained  at  this  writing,  the  as.sociation  has  ahvays 
])ublished  its  Proceedings  and  papers  annually  with  the  exception  of  those 
of  the  Galveston,  New  Orleans,  and  Chattanooga  meetings.  In  the  first 
two  cases  the  funds  in  hand  were  not  sufficient  to  pay  for  the  ])ul)licati()n,  and 
in  the  latter  case  the  Proceedings  were  allowed  to  go  unj)ublishcd.  With 
the  Chattanooga  Proceedings  perished  the  revised  constitution.  There  are 
on  hand  with  the  secretary  at  the  i)resent  time  a  number  of  bound  volumes  of 
the  Proceedings  of  the  meetings  in  Memphis,  Richmond,  Columbia,  Ashcvillc, 
Atlanta,  Jacksonville,  and  Nashville.  The  Montgomery  volume  will  be 
published  a])out  April,  1907. 

The  original  constitution  of  the  association  provides  that 

The  membershij)  shall  consist  of  white  persons,  divided  into  two  classes,  active  and 
honorary'.  The  active  membership  shall  consist  solely  of  teachers  and  friends  of  educa- 
tion engaged  actively  in  promoting  the  cause  of  education  in  the  South.  Honorary  mem- 
bers may  be  elected  from  any  part  of  the  Union,  and  shall  have  all  the  privileges  of  active 
members,  except  that  of  holding  office  and  voting. 

Hut  the  membership  clause  of  the  new  constitution  ratified  at  Jacksonville 
in  1904  reads  as  follows: 

Teachers  and  fricnfis  of  education  may  become  members  of  this  association  entitled 
to  all  rights  and  [)rivileges  upon  the  payment  of  the  annual  membership  fee  of  two  dollars. 

The  old  constitution  also  ])r()\i(ic-d  for  a  nienibersliip  fee  of  two  (lollars, 
which  is  still  the  annual  dues. 

The  original  constitution  did  not  provide  for  the  organization  of  depart- 
ments, tho  at  the  second  annual  meeting  (Lookout  Mountain)  the  Depart- 
ment of  Supervision  and  the  Dei)artment  of  Textbooks  and  Journals  held 
afternoon  sessions,  the  former  two  and  the  latter  one.  Since  then  there  have 
been  sessions  of  the  following  departments:  Kindergarten,  Superintendence, 
Higher  Education,  Secondary  Education,  Elementary  ICducation,  Normal 
Instruction,  Industrial  Education,  and  Child-Study.  The  la.st  constitution 
contains  the  following  clause:    "The  Departments  of  the  Association  shall 


504  NATIONAL  EDUCATIONAL  ASSOCIATION  [ffistoricJ 

be  such  as  may  be  regularly  admitted  by  the  Board  of  Directors."  From  time 
to  time  new  departments  have  been  added  and  others  dropped,  so  that  at  the 
present  time  the  active  departments  are  those  of  Superintendence,  Adminis- 
tration, Child-Study,  Industrial  and  Manual  Arts,  and  Normal  Instruction. 

Among  the  topics  for  discussion  at  the  various  meetings  we  find  the  following 
to  be  typical:  "Local  Taxation;"  "How  to  Improve  Our  Rural  Schools;" 
"What  the  South  is  Doing  for  Public  Education;"  "Education  and  Crime;" 
"Education  in  the  Old  South  and  in  the  New;"  "Industrial  Training  in 
Public  Schools;"  "Education  of  Women  in  the  South;"  "Drawbacks  to 
Educational  Organization  in  the  South;"  "Industrial  Education  in  the  New 
South;"  "Negro  Education  in  the  South;"  "Textile  Education;"  "The 
County  Superintendent  and  His  Mission;"  "Relation  of  the  Southern  College 
to  the  Public  School;"  "Manual  Arts  in  Rural  Schools;"  "The  Demands 
for  Science  and  Technology  in  the  South."  One  of  the  most  valuable  features 
of  the  general  sessions,  introduced  at  the  Jacksonville  meeting,  is  the  report 
of  progress  for  the  year  by  each  of  the  state  superintendents.  These  reports 
are  short,  concise,  and  helpful  as  statements  of  the  results  of  each  year's  work. 

I  think  there  is  little  doubt  that  the  Southern  Educational  Association  is 
slowly  but  surely  accomplishing  the  purposes  of  its  founders.  Especially 
is  this  true  since  the  regular  publication  of  the  annual  volume  of  the  Proceed- 
ings and  papers,  which  goes  out  to  many  who  do  not  attend  the  meetings, 
as  well  as  public  and  college  libraries.  Besides  this  many  of  the  papers  and 
addresses  are  published  by  the  best  educational  journals  of  the  South  and 
in  this  way  the  work  of  the  association  is  popularized  thruout  the  South  and 
the  country. 

I  regret  that  the  material  at  my  command  and  the  brief  space  and  time 
allowed  for  the  production  of  this  paper  preclude  a  better  statement  of  the 
history  and  work  of  the  Southern  Educational  Association.  I  am  indebted 
to  Superintendent  J.  H.  Phillips,  of  Birmingham,  Ala.,  who  was  one  of  the 
organizers  of  the  Southern  Educational  Association,  for  that  part  of  this  paper 
relating  to  the  Montgomery  and  Moorehead  City  meetings  and  the  consoli- 
dations of  the  two  branch  organizations  in  the  Chattanooga  meeting. 


The  most  recent  organization  for  the  aid  of  national  education  is  The 
Carnegie  Foundation,  whose  aims  and  plans  of  organization  are  briefly  set 
forth  by  its  president.  Dr.  Henry  S.  Pritchett: 

THE  CARNEGIE  FOUNDATION  FOR  THE  ADVANCE-   - 
MENT  OF  TEACHING 

HENRY  S.  PRITCHETT,  PRESIDENT,  NEW  YORK  CITY 

There  has  been  quietly  inaugurated  within  the  last  year  an  institution 
whose  influence  in  higher  education  is  likely  to  be  far-reaching.  Incorporated 
by  Congress  under  the  name,  "The  Carnegie  Foundation  for  the  Advance- 
ment of  Teaching,"  the  institution  had  its  origin  in  the  generosity  of  Mr. 


Chapter]  THE  CARNEGIE  FOUNDATION  505 

Andrew  Carnegie.  In  a  letter  addressed  to  twenty-five  trustees  selected  by 
him,  of  date  April  16,  1905,  Mr.  Carnegie  transferred  to  them  as  trustees  Sio,- 
000,000  of  5  per  cent,  first  mortgage  bonds  of  the  United  States  Steel  Corpora- 
tion, the  income  of  which  was  to  be  used  in  establishing  a  system  of  retiring 
allowances  in  the  higher  educational  institutions  of  the  United  States,  Canada, 
and  Newfoundland. 

The  trustees  selected  by  Mr.  Carnegie  were  twenty-five  in  number  and 
included  twenty-two  presidents  of  educational  inslilutions  and  three  business 
men.  Amongst  the  college  presidents  who  were  selected  were  representatives 
of  great  universities,  of  colleges,  and  of  technical  schools,  and  they  were 
drawn  from  all  sections  of  the  country.  They  represent,  therefore,  the  educa- 
tional interests  of  the  American  continent. 

Upon  organization  in  the  spring  of  1906,  President  Henry  S.  Pritchett, 
of  the  Massachusetts  Institute  of  Technology,  was  selected  as  chief  executive 
of  the  trust,  the  officers  of  the  board  of  trustees  being  President  Charles  W'. 
Eliot,  chairman;  President  David  Starr  Jordan,  vice-chairman;  and  President 
Charles  F.  Thwing,  secretary. 

The  institution  has  had  so  brief  a  history  that  its  place  in  education  can- 
not yet  be  fi.xed.  It  has,  however,  thru  its  executive  officers  and  particularly 
thru  its  president  formulated  the  general  principles  upon  which  it  will  be 
administered.     These  principles  are  the  following: 

The  purpose  of  this  fund  is  the  strengthening  of  the  profession  of  the 
teacher  and  the  dignifying  of  that  profession.  To  this  end  it  is  essential  that 
the  endowment  should  be  used  to  found  a  system  of  retiring  allowances  which 
should  come  to  the  professor  as  a  matter  of  right,  not  as  a  matter  of  charity. 
To  this  end,  therefore,  it  is  essential  that  so  far  as  possible  the  retiring  allow- 
ances should  be  conferred  thru  an  institution  and  in  accordance  with  fixed 
rules. 

Secondly,  the  gift  is  also  one  to  higher  education  and  such  institutions 
must  therefore  be  selected  with  some  regard  to  their  academic  standing. 
I'or  this  purpose,  the  board  of  trustees  has  adopted  for  the  i)rcsent  a  provi- 
sional definition  of  a  college,  which  is  the  same  as  that  in  use  under  the  laws 
of  the  state  of  New  York. 

In  the  third  [)la<"e,  while  the  work  of  the  Foundation  will  be  done  in  the 
main  thru  institutions,  its  officers  will  seek  to  recognize  eminent  teachers 
in  institutions  not  admitted  to  this  list,  hut  wliose  services  ha\e  been  excep- 
tional either  by  reason  <jf  length  or  cjuality. 

Under  the  conditions  imposed  by  the  founder  and  exjjressed  in  tin-  act 
of  incorporation,  institutions  under  the  control  of  a  denomination  or  which 
rcfjuire  their  trustees  or  officers  to  belong  to  a  specified  (jenominiition  are 
excluded. 

It  is  the  hof)e  of  the  trustees  and  their  \vi>l)  t<»  adiniiiisler  this  fund  in  a 
generous  and  wise  spirit.  The  flefuiite  end  which  they  expe(  t  to  accomplish 
is  the  establishment  of  the  retiring  allowance  as  a  part  of  the  American  system 


5o6  NATIONAL   EDUCATIONAL   ASSOCIATION  [Historical 

of  education,  so  that  a  teacher  in  an  institution  of  higher  learning  may  count 
upon  a  retiring  allowance  in  old  age  and  upon  a  similar  provision  for  his  widow 
as  a  regular  part  of  the  academic  compensation,  a  part  which  may  counter- 
balance, in  some  respects  at  least,  the  modest  pay  which  goes  and  which  is 
likely  to  go  with  the  profession  of  the  teacher.  The  board  of  trustees  believe 
that  the  income  in  their  possession  will  establish  a  system  of  retiring  allow- 
ances in  perhaps  one  hundred  and  fifty  institutions  thruout  the  United 
States  and  Canada.  When  this  shall  have  been  done  for  so  large  a  number 
of  institutions  situated  thruout  the  whole  country,  it  would  seem  clear  that 
institutions  which,  for  one  reason  or  another,  cannot  share  in  the  benefits 
of  this  fund  must  provide  retiring  allowances  from  other  sources.  The 
result  would  be,  in  any  case,  the  establishment  of  the  retiring  allowance 
system  as  a  part  of  the  academic  life. 

The  first  annual  report  of  the  president,  which  contains  an  account  of 
the  proceedings  for  the  first  fiscal  year  as  well  as  the  rules  established  for  the 
awarding  of  retiring  allowances,  will  be  ready  for  distribution  January  i, 
1907,  and  may  be  obtained  by  application  at  the  offices  of  the  Foundation, 
542  Fifth  Avenue,  New  York. 


A  historical  review  of  agencies  for  the  advancement  of  material  educational 
interests  would  be  quite  incomplete  without  a  representation  of  the  work 
accomplished  by  the  educational  journals  since  the  publication  of  the  first 
American  educational  journal.  The  Academician,  in  1818. 

ED  UCA  TIONA  L  JO  URN  A  LISA! 

C.  W.   BARDEEN,   EDITOR  OF  "  SCHOOL  BULLETIN,"  SYRACUSE,    N.  Y. 

Several  contributions  to  the  history  of  educational  journalism  in  this 
country  appear  in  the  Proceedings  of  the  N.  E.  A.  for  1893,  and  I  shall  save 
repetition  and  space  by  summarizing  some  of  these,  referring  to  them  for 
fuller  detail  under  the  letter  "P."  I  shall  make  similar  reference  to  two 
published  addresses  of  my  own,  ''Educational  Journalism,"  delivered  before 
the  New  York  State  Teachers'  Association  in  1881,  citations  from  which 
will  be  marked  "J;"  and  "The  History  of  Educational  JournaHsm  in  the 
State  of  New  York,"  prepared  for  the  congress  of  1893,  and  of  which  about  a 
thirtieth  is  given  in  the  summary,  P  826,  7.  This  will  be  cited  as  "  Y."  Both 
these  pamphlets  are  out  of  print,  but  as  considerable  editions  of  both  were 
printed  and  sold,  they  are  likely  to  be  found  in  some  of  the  larger  libraries. 
The  two  addresses  are  also  printed  in  The  School  Bulletin  (Vol.  VII,  pp.  160- 
67;  and  Vol.  XIX,  pp.  133-34,  141-44;  Vol.  XX,  pp.  4-9,  20-22). 

The  first  American  educational  journal,  The  Academician  (P  811,  2;  J 
18,  19;  Y  3-5),  appeared  February  7,  18 18,  a  semi- weekly  octavo  (6x9^) 
of  16  pages,  at  $3.00  a  year.  The  editors  were  Albert  Picket,  president  of 
the  Incorporated  Society  of  Teachers,  and  John  W.  Picket,  corresponding 


Chapter)  EDUCATION AI.  JOURNALISM  507 

secretan-  of  the  same.  We  find  a  series  of  articles  on  the  new  Lancasterian 
and  Pestalozzian  systems,  and  an  essay  on  the  evil  tendency  of  theatrical 
representations  at  school.  On  the  whole  The  Academician  is  dry  reading. 
The  full  twenty-five  numbers  were  published,  with  an  index  and  a  {)reface 
which  announced  that  the  editors  had  completed  their  labors. 

Russell's  American  Journal  of  Education  (P  812;  J  19-21)  and  the  Annals 
oj  Education  (P  812;  J  20,  i)  have  been  described  at  considerable  length  in 
The  School  Bulletin  (\'ol.  XXVII,  pp.  211-19).  The  transfer  from  one 
title  to  the  other  was  somewhat  involved,  but  it  may  be  assumed  that  the 
Journal  continued  for  five  years,  1826-30,  while  the  Annals  was  published 
nine  years  longer,  1831-39. 

In  the  first  number,  for  January,  1826,  the  editors  say  that  the  leading 
object  of  the  Journal  will  be  to  furnish  a  record  of  facts,  and  the  directors 
will  endeavor  to  aid  in  diffusing  enlarged  and  liberal  views  of  education. 
Each  number  is  to  consist  of  64  pages,  at  $4  a  year.  The  title  is  spoken  of 
as  changed,  tho  it  is  not  said  what  title  had  been  announced.  The  first 
article  is  an  account  of  the  system  of  infant  schools,  with  special  reference 
to  the  work  of  Mr.  Wilderspin. 

The  volume  altogether  makes  763  pages.  Most  of  the  articles  are  long, 
even  the  reviews  reaching  sometimes  thru  two  or  three  numbers. 

In  the  third  volume  is  a  quotation  from  the  Journal  d' Education  of  France, 
No.  5.  I  happen  to  own  the  first  four  volumes  of  this  interesting  periodical, 
which  I  suppose  to  be  the  earliest  published  among  educational  journals. 

In  place  of  the  usual  retrospect  there  is  an  advertisement  dated  December 
22,  1828,  in  which  Mr.  William  Russell  for  the  first  time  writes  over  his  own 
name,  saying  that  the  work  will  be  continued  and  the  range  of  subjects  widened, 
especially  by  bringing  in  topics  connected  with  practical  science  and  useful 
information. 

The  fourth  and  fifth  volumes  are  smaller,  containing  Init  572  and  500  jjagcs 
respectively,  as  against  768  pages  of  Vol.  Ill;  but  the  articles  are  by  no  means 
shorter  or  of  more  general  interest.  On  p.  53  is  a  review  of  Maternal  Instruc- 
tion in  the  Spirit  oj  Pcstalozzi's  Method,  from  the  third  London  edition,  Salem, 
1825. 

In  the  second  number,  p.  97,  is  the  first  of  a  series  of  articles  on  Pestalo/./.i's 
princijjles,  compiled  from  The  Academician.  It  is  a  curious  fact  that  the 
i-dilor^  of  The  American  Journal  oj  Jiducalion  when  the\  bc-gan  tlu-  journal 
(fid  not  even  know  the  'The  Academician  had  been  j)ul)lislu'(i. 

'I'he  fifth  vohmie  has  neither  tabli'  of  contents  nor  title  page,  and  a>  my 
<<)py  is  in  the  original  Ijoards  as  issued  b\  the  ]»ubli>hcr,  1  infer  lliat  none  wire 
l>rinted;  nor  i>.  there  anything  to  indicate  the  closing;  l)Ut  it  is  (loul)le-page(i 
from  .August  to  December,  j).  325-500  being  also  marke<l  1-176,  and  tliis 
la^l  jjart  is  (ommonly  l>ound  in  with  the  first  vohnnc  of  The  American  Annals 
oj  Education,  which  jjegins  jiroperly  with  the  year  )iS3i.  Tliis  \'ol.  \'  is 
marked  "New  Series  No.   i."     The  title  is  now  The  American  Journal  oj 


5o8  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

Education  and  Monthly  Lyceum.  It  is  stated  also  that  there  will  be  a  return 
to  the  monthly  form.     It  had  been  for  some  time  published  bi-monthly. 

With  the  August  number  the  title  becomes  American  Journal  and  Annals 
of  Education  and  Instruction,  "New  Series,  Vol.  I,  No.  6."  The  editor, 
William  A.  Woodbridge,  gives  a  long  address  in  which  he  says  that  The 
Journal  of  Education  has,  more  than  once,  been  on  the  point  of  dissolution  for 
want  of  patronage,  and  that  it  now  barely  pays  the  expense  of  printing  and 
circulation. 

With  1830  ends  The  American  Journal  of  Education.  The  title  for  Jan- 
uary, 1831,  is  The  American  Annals  of  Education  and  Journal  of  Literary 
Institutions,  Vol.  I,  Part  2,  No.  i.  In  Vol.  I  there  is  mention  of  The  Quar- 
terly Journal  of  Education,  London,  beginning  in  January,  1831,  which  reached 
to  ten  volumes,  being  discontinued  in  1835  for  lack  of  support,  as  is  here 
afterward  lamented  in  Vol.  VI.  The  first  volume  makes  altogether  600  pages, 
in  addition  to  the  176  from  The  American  Journal  of  Education.  It  is  much 
more  readable  than  its  predecessor.  The  articles  are  as  a  rule  shorter,  and 
much  more  practical;  the  descriptions  are  many  and  have  permanent  value 
as  pictures  of  contemporary  schools.  It  is  to  be  noted  that  thus  far  while 
much  space  has  been  given  to  Fellenberg  and  to  Jacotot,  comparatively  little 
is  said  of  Pestalozzi.' 

On  p.  36  of  Vol.  II  it  is  said  that  the  first  proposal  made  to  the  public 
of  the  lyceum  system  was  in  the  tenth  number  of  The  American  Journal  of 
Education  in  1826.  It  had  now  become  a  national  institution,  with  1,000 
town  lyceums,  60  county  lyceums,  several  state  lyceums,  and  a  general  and 
national  union  of  the  whole. 

On  page  541  the  editor  addresses  the  friends  of  the  Annals.  He  says  that 
the  journal  is  being  published  at  a  loss,  but  that  he  is  willing  to  go  on  if  the 
sets  now  on  hand  can  be  purchased,  with  a  subscription  of  an  equal  number 
for  the  following  year.  The  four  volumes  from  1831  to  1834  are  offered  at 
$12  a  set. 

At  the  beginning  of  Vol.  V  the  editor  treats  of  the  prospects  of  the  Annals. 
He  says : 

After  three  years  of  unrewarded  toil,  and  the  expenditure  of  all  his  surplus  means 
to  sustain  the  only  periodical  on  education  in  our  great  and  growing  country,  the  editor 
still  found  it  involved,  beyond  his  power  to  extricate  it,  without  abandoning  its  future 
publication.  The  friends  of  the  cause  came  forward;  they  urged  him  to  state  the  case 
to  the  public,  and  they  sustained  his  statement.  The  wealthy  contributed  liberally  of 
their  wealth;  those  who  earned  their  bread  by  their  labor,  gave  of  their  poverty;  and 
those  who  could  do  neither,  pleaded  the  cause  with  an  energy,  and  efficiency,  which  were 
not  less  cheering  to  our  labors,  than  useful  to  the  cause.  The  result  has  been  that  in  a 
year  of  uncommon  pecuniary  pressure,  nearly  two  hundred  sets  of  the  Annals  have  been 
sold,  to  be  distributed  to  private  families,  or  placed  in  the  libraries  of  our  colleges,  or  state 
legislatures,  or  employed  as  a  textbook  in  institutions  where  teachers  are  prepared  for 
their  important  task. 

The  plan  for  sustaining  The  Annals  of  Education  which  had  proved  so 


Chapter]  EDUCATIONAL  JOURNALISM  509 

successful  is  published,  with  the  signatures  of  such  men  as  Daniel  Webster, 
William  E.  Channing,  John  Quincy  Adams,  Josiah  Quincy,  Edward  Everett, 
Moses  Stewart,  William  B.  Calhoun,  and  George  Ticknor.  At  the  end  of 
every  number  is  a  piece  of  music  by  Lowell  Mason,  a  feature  that  continues 
for  some  years.  The  type  is  larger  and  the  magazine  is  in  every  way  more 
attractive. 

At  the  beginning  of  Vol.  \1  the  editor  says  he  looks  with  some  degree  of 
surprise  at  the  five  volumes  which  lie  before  him,  and  wonders  the  journal 
has  not  passed  into  the  grave  that  has  swallowed  up  every  other  journal  of 
its  character  established  in  the  country.  He  is  happy  to  inform  those  interested 
that  all  the  bound  volumes  are  disposed  of,  and  that  by  giving  up  the 
greater  part  of  the  property  of  the  work,  it  is  entirely  freed  from  embarrass- 
ment. "The  Confessions  of  a  Schoolmaster,"  which  begins  on  page  255 
and  is  continued  thru  the  volume,  is  manifestly  by  W.  A.  Alcott,  and 
forms  the  substance  of  a  work  afterward  published  by  him  as  a  book. 

At  the  beginning  of  Vol.  VII  it  is  stated  that  the  editor's  stay  in  Europe 
has  been  prolonged  and  that  he  has  thought  best  to  resign  the  immediate 
charge  of  the  Annuls  to  Mr.  W.  A.  Alcott.  The  first  article  is  on  the  Pcsta- 
lozzian  system  of  education,  and  occupies  ten  pages.  At  the  close  of  the 
volume  Mr.  \\'oodbridge  states  that  with  the  year  1837  ^is  connection  with  the 
Annuls  must  close  entirely,  and  on  the  eighth  volume  Mr.  Alcott's  name 
appears  alone  as  editor.  On  the  title-page  of  Vol.  VII,  Mr.  Woodbridge  had 
been  spoken  of  as  a  foreign  editor.  On  p.  285  it  is  said  that  common-school 
papers  are  becoming  quite  numerous.  Ohio  has  3  and  perhaps  another, 
Illinois  I,  Michigan  i.  New  York  i,  and  The  Common  School  Journal  is  pro- 
posed in  Massachusetts.  On  p.  527  more  periodicals  on  education  are  men- 
tioned, among  them  The  Education  Reporter,  by  Rev.  Asa  Rand  of  Boston; 
The  Inciter,  by  a  gentleman  in  Lancaster,  Pa.;  The  Monthly  Journal  of 
Education,  by  E.  Wines;  and  llie  School  Register,  in  Boston,  all  dis- 
continued. Among  those  recently  established  are  The  Common  School 
Assistant  of  New^  York  (P  826;  J  21;  Y  5);  The  Common  School  Advocate 
(P  828),  of  Cincinnati;  The  Ohio  Common  School  Director,  of  Columbus; 
The  Pestalozzian  (P  828),  of  Akron,  Ohio;  The  Journal  oj  Education  (P  831), 
Detroit,  Mich.;  The  Educator,  of  Easton,  Pa.;  The  Common  School  Advo- 
cate (P  833),  of  Jacksonville,  111.;  and  llie  Connecticut  Common  School  Journal 
(P  815)." 

On  the  title-page  of  Vol.  IX  appears  "Edited  by  M.  !■'.  Hubbard,"  i)Ut 
there  is  no  introduction  to  indicate  why  the  change  is  made.  The  page  is 
larger  and  the  ty[)e  smaller  than  in  the  last  volume.  At  llu-  hottmn  ol  the 
last  page  occurs  this  brief  announcement: 

Notice  to  our  Subscrilx.TS. 
With  tliis  Nunihcr  llic  publication  of  the  Annals  0}  Education  will  cease. 

Dr.  .Mowry  say>(-f  Mr.  Iliibbard  (P812): 

A  fatal  mistake  was  made  by  tiu;  new  editor.      He  turned  ilic  ma^^a/.iiie  away  from 


5IO  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historica 

its  former  broad  design  and  made  it  the  advocate  of  high  schools,  academies,  and  colleges. 
Horace  Mann  looked  with  regret  upon  the  change  in  the  magazine,  and  in  November, 
1838,  issued  the  first  number  of  The  Common  School  Journal. 

This  was  in  its  day  a  great  power.  It  was  the  medium  for  the  pubhca- 
tion  of  Mr.  Mann's  reports,  and  was  conducted  as  its  title  indicated  especially 
for  the  teachers  of  country  schools.  Mr.  Mann  conducted  the  journal  for 
ten  years,  and  William  B.  Towle  continued  it  four  years  longer,  the  last 
volume  being  for  1852. 

Meantime  a  similar  work  had  been  carried  on  in  New  York.  On  March 
25  The  District  School  Journal  (P  827;  J  3-8;  Y  11-15)  appeared  in  Geneva, 
an  eight-page  quarto  edited  by  Francis  Dwight.  The  state  superintendent 
selected  it  as  his  medium  of  communication  with  the  district  officers,  and 
subscribed  for  12,000  copies.  Mr.  Dwight  died  December  15,  1845,  and  Sam- 
uel S.  Randall,  who  had  been  assistant,  became  editor.  At  the  close  of  Vol. 
VII  he  retired,  and  Rev.  Dr.  Wm.  Campbell  succeeded  him,  who  in  March, 
1848^  gave  place  to  Edward  Cooper,  who,  thirty  years  before,  had  founded 
The  Teacher's  Advocate  (J  8-10;  Y  15-20).  In  April,  1849,  ^^-  Randall 
again  became  editor,  but  in  1852  the  legislature  refused  to  continue  the  appro- 
priation, and  the  Journal  ceased  with  the  April  number. 

The  time  was  ripe  for  a  periodical  on  a  broader  basis  than  the  official 
Common  School  Journal  and  District  School  Journal  or  than  any  of  the  vari- 
ous journals  established  by  teachers  in  several  states,  and  a  great  man  came 
to  the  front  to  shoulder  a  responsibility  too  heavy  for  any  one  man's  shoulders 
and  for  which  he  sacrificed  position  and  fortune  and  peace  of  mind.  Henry 
Barnard's  name  will  go  down  to  posterity  among  those  of  heroes  who  have 
risked  everything  for  an  idea,  but  who  have  accomplished  their  purpose. 

Barnard's  American  Journal  of  Education  (P  816,  7;  822-24;  J  23-29) 
is  a  monument.  Begun  half  a  century  ago,  a  large  proportion  of  the  most 
important  pedagogical  standards  can  still  be  found  in  English  only  in  its  pages. 
This  generation  will  not  see  any  other  cyclopedia  of  education  that  can  com- 
pare with  it ;  indeed  it  is  doubtful  whether  much  of  its  translated  material  will 
ever  appear  in  other  form.  Its  32  volumes,  each  of  800  to  1,000  closely  printed 
pages,  contain  as  much  matter  as  45,854  pages  or  85  volumes  of  The  Educa- 
tional Review,  so  that  no  one  is  likely  to  do  his  work  over  again.  But  it  is 
unnecessary.  The  result  of  Dr.  Barnard's  life  work  is  permanent.  The 
entire  set  of  the  Journal  is  in  print,  and  any  library  may  obtain  it.  No  library 
that  is  without  it  has  the  fundamental  basis  of  a  pedagogical  collection. 

When  in  1878  he  wrote  to  Robert  Herbert  Quick  that  he  was  discouraged 
and  thought  of  melting  up  his  plates,  Mr  Quick  replied  (P  823),  "I  would  as 
soon  hear  that  there  was  talk  of  pulling  down  one  of  our  cathedrals  and  sell- 
ing the  stones  for  building  material."  Oscar  Browning  calls  it,  "By  far  the 
most  valuable  work  in  our  language  on  the  history  of  education."  President 
(iilman  said  in  The  North  American  Review,  "It  is  the  best  and  the  only 


Chapter]  EDUCATIONAL  JOURNALISM  511 

general  authority  in  respect  to  the  progress  of  American  education  during 
•the  past  century." 

In  \\\\\  S.  Monroe's  The  Educational  Labors  oj  Henry  Barnard  (Syracuse, 
1893),  a  preparatory  study  for  a  biography  which  it  is  expected  he  will  publish 
later,  a  loving  hand  has  recorded  the  life  of  Dr.  Barnard,  with  his  services  as 
state  superintendent  of  Connecticut  and  of  Rhode  Island,  as  college  presi- 
dent, and  as  United  States  commissioner  of  education,  all  places  of  great  use- 
fulness that  men  have  coveted,  and  that  were  worthily  filled;  but  they  seem 
insignificant  beside  this  great  work  of  editing  the  Journal. 

He  had  already  published  The  Connecticut  Common  School  Journal 
(1838-42,  1850-54,  P  815)  and  The  Jourmil  oj  the  Rhode  Island  Institute  oj 
Instruction  (1846-49,  P  813).  The  first  number  of  The  American  Journal 
appeared  in  August,  1855,  and  the  first  volume  contained  Bishop  Hunting- 
ton's "Unconscious  Tuition,"  still  regarded  the  best  monograph  upon  the 
teacher's    influence. 

When  he  died  he  left  material  for  volumes  numbered  as  high  as  XXXN'HI. 
It  was  thought  best  to  gather  all  this  into  a  single  volume.  Vol.  XXXII,  includ- 
ing his  "History  of  Education  in  the  United  States."  The  thirty-two  volumes 
therefore  include  not  only  all  that  he  published  but  all  that  he  had  gathered. 

In  1891  a  corporation  was  formed  with  a  capital  of  $25,000  known  as 
"The  Henry  Barnard  Publishing  Company,"  of  which  Dr.  Wm.  T.  Harris 
was  president.  Contract  was  made  with  C.  W.  Bardeen  of  Syracuse  to  take 
over  the  plates  and  resume  the  publication.  But  when  it  came  actually  to 
giving  up  the  volumes  that  had  cost  him  so  much  Dr.  Barnard  could  not  find 
it  in  his  heart  to  relinquish  them,  and  the  contract  was  suspended  till  after 
his  death,  when  the  material,  weighing  45  tons,  was  shipped  to  Syracuse, 
assorted,  rearranged,  the  missing  plates  supplied,  and  the  Journal  once  more 
put  upon  the  market.  References  to  the  Journal  arc  frequent  in  the  Pro- 
ceedings of  this  Association  (i8qo,   51;    i8gi:2g,  42,  390;    1892: ^64,  etc.). 

The  only  other  educational  journal  that  can  be  named  with  these  is  The 
Educational  Review  (Y  45).  This  w^as  founded  in  1890,  and  has  been  edited 
from  the  beginning  by  President  Nicholas  Murray  Butler  of  Columbia  Uni- 
versity. Its  purpose  was  high  and  has  been  consistently  maintained;  it  is 
for  this  period  a  repository  and  record  of  the  best  thoughts  of  the  best  teachers 
of  the  country.  It  has  paid  promptly  for  every  article  published,  and  the 
articles  have  been  worth  paying  for. 

Education  (P  820),  founded  in  1880,  had  a  similar  purpose  but  has  been 
conducted  on  a  much  lower  plane. 

The  School  Rex'iew  (Y  44)  was  started  in  |anuar\-,  1S93,  by  President 
Schurman  of  Cornell,  but  has  for  many  years  been  one  of  the  mediums  of  expres- 
sion of  the  University  of  Chicago.  It  is  the  recognized  and  resi)ecled  organ 
of  the  secondary  teachers  of  the  country,  succeeding  The  Academy  (1886- 
92,  Y  44),  which  George  A.  Bacon  had  made  their  worthy  exponent. 

The  Journal  oj  Pedagogy  (Y  39)  is  a  quarterly,  started  at  Athens,  Ohio, 


512  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

in  1887  by  Dr.  J.  P.  Gordy,  but  of  recent  years  published  in  Syracuse  by  Dr. 
Albert  Leonard.  It  has  maintained  a  quiet  dignity  in  appearance  and  in 
contents,  and  has  a  recognized  standing. 

The  Pedagogical  Seminary  was  begun  by  Dr.  G.  Stanley  Hall  in  January, 
1 89 1,  publishing  three  numbers  a  year.  Its  standard  has  been  high,  and  it 
is  a  recognized  authority,  every  number  of  permanent  value,  especially  for 
records  of  original  research,  and  for  reviews  of  pedagogical  books. 

The  New  England  Journal  oj  Education  (P  819)  for  a  period  dropped  the 
New  England  from  its  title,  but  unwisely,  for  its  especial  field  and  point  of 
view  have  been  those  of  the  New  England  states.  It  began  January  2,  1875, 
in  the  union  of  the  state  journals  of  that  section,  and  has  been  successfully 
owned  and  edited  since  1886  by  A.  E.  Winship.  It  has  been  the  principal 
educational  weekly  journal  of  the  country,  and  has  large  circulation  and 
influence. 

The  New  York  School  Journal  (Y  33-35)  began  about  the  same  time,  and 
has  been  printed  in  its  present  form  since  1891.  It  was  conducted  for  thirty 
years  by  the  Kelloggs,  who  in  1905  attempted  to  combine  the  paying  educa- 
tional journals  of  the  country,  but  succeeded  only  in  extinguishing  Intelli- 
gence. In  1905  The  School  Journal  passed  into  the  hands  of  a  well-known 
book-publishing  house. 

Of  the  state  journals  only  a  few  can  be  named.  Of  the  list  published  in 
1881  (J  2)  only  six  have  survived  the  quarter-century.  Of  these  the  Ohio 
Educational  Monthly  (P  828)  and  the  Pennsylvania  School  Journal  each 
claim  to  be  older  than  the  other  (see  School  Bulletin,  Vol.  XX,  p.  14),  and 
both  may  be  considered  as  beginning  in  January,  1852.  The  Indiana  School 
Journal  began  in  1856,  and  was  in  1899  merged  in  The  Educator- Journal. 
The  Wisconsin  School  Journal,  started  in  187 1,  has  represented  the  teachers 
of  that  state  worthily.  The  School  Bulletin  (P  827),  begun  in  1874  and  the 
next  year  absorbing  The  New  York  State  Educational  Journal  (P  827;  J  15; 
Y  30),  is  in  its  thirty-third  year,  unchanged  in  form,  in  editor,  and  in  pub- 
lisher. The  Michigan  School  Moderator  (P  832)  has  been  sometimes  a 
weekly  and  sometimes  a  bi-weekly,  but  has  reflected  in  every  column  the  genial 
personality  of  its  editor,  H.  R.  Pattengill.  The  Iowa  journals  (P  840)  are 
now  represented  by  Midland  Schools. 

Of  journals  that  had  disappeared  before  1881,  the  educational  historian 
will  especially  value  the  files  of  The  Massachusetts  Teacher  (1848-74,  P  813); 
The  Rhode  Island  Schoolmaster  (1845-74,  P  813);  The  New  York  Teacher 
(1852-65,  J  10-15;  Y  20-26),  nominally  continued  two  or  three  years  in  The 
American  Educational  Monthly  (1864-76,  J  14;  Y  26-30),  in  its  later  years 
known  as  Schermer horn's  Monthly;  and  The  National  Teachers'  Monthly 
(1874-80,  J  I ;  Y  35-37),  after  two  years  withdrawn  from  the  brilliant  but 
erratic  Jeremiah  Mahony  (P  839),  and  named  the  last  three  years  Barnes' 
Teachers'  Monthly.  Anticipating  an  early  demise  the  later  editor  queries 
appealingly: 


Chapter]  '  EDUCATIONAL  JOURNALISM  513 

DO  EDUCATIONAL  JOURNALS  PAY  ? 

Theoretically  alwaj's,  practically  seldom.  Good  journals  pay  a  thousand  fold,  but 
not  often  cash  dividends.  Educational  journals  do  pay.  The  New  York  Bulletin  pays. 
The  Pennsylvania  School  Journal  pays.  The  New  England  Journal  of  Education  pays. 
Could  not  Bicknell,  Wickersham,  and  Bardeen,  be  appointed  a  joint  committee,  and  a 
report  be  squeezed  out  of  them  in  which  they  would  tell — how  ?  It  would  be  hailed  with 
joy  by  a  hundred  poor,  struggling,  philanthropic,  self-sacrificing  and  non-sustaining 
journals,  now  living  in  vain  expectation  of  striking  a  bonanza. 

Of  journals  since  started  The  Western  School  Journal  (P  S44)  took  that 
name  in  1885,  succeeding  various  Kansas  journals  of  different  names.  In 
1888  it  was  purchased  by  John  Macdonald,  and  has  since  been  a  recognized 
influence.  The  Western  Teacher,  was  begun  in  Milwaukee  by  Mr.  S.  Y.  Gillan 
in  1892.  He  has  also  purchased  Colonel  Merwin's  American  Journal  of 
Education  (P  842)  and  published  it  as  a  special  edition  of  the  Teacher. 
School  and  Home  Education,  published  in  its  earlier  years  as  The  Public  School 
Journal,  is  a  hneal  descendant  of  The  Illinois  Teacher  (1854-72,  P  834) 
and  The  Schoolmaster  (1868-76,  P  835);  and  has  been  since  1886  in  charge 
of  George  P.  Brown.  Its  ability  and  influence  have  been  marked.  The 
A  merican  School-board  Journal  has  made  more  school  buildings  and  school 
men's  faces  familiar  to  the  public  than  all  the  other  journals  together,  and  is  a 
monthly  edition  of  George  William  Bruce  himself. 

The  Missouri  School  Journal  (P  842),  begun  in  1883;  The  School  News, 
appealing  especially  to  the  country-school  teachers  of  Illinois;  School  Educa- 
tion of  Minnesota,  by  succession  calling  its  present  volume  the  twenty-fifth ; 
the  Nebraska  Teacher  (1898);  The  Progressive  Teacher  of  Tennessee  (1894); 
The  Northwest  Journal  oj  Education  of  Washington  (1890);  The  West  Vir- 
ginia School  Journal;  The  Texas  School  Journal;  The  Louisiana  School 
Review — these  and  many  others  of  more  recent  birth  deserve  mention  if  only 
space  permitted.  Nor  does  space  permit  reference  to  the  special  and  method 
journals,  like  The  Elementary  School  Teacher  {igoo),'  The  Kindergarten 
Magazine,  The  Kindergarten  Review,  The  Kindergarten  Magazine  and  Peda- 
gogical Digest,  and  secures  of  journals  that  arc  doing  excellent  work  in  parliiular 
fields. 

In  general  it  may  be  said  that  liie  half-century  lias  ])hiced  educational 
journalism  upon  a  sound  financial  basis.  The  sacrifices  of  William  Russell 
and  Henry  liarnard  are  no  longer  necessary.  There  is  a  market  for  all  that 
is  worthy  in  pedagogical  thought,  and  those  who  can  furnish  the  help  that  is 
wanted  by  teachers  may  dcjx'hd  upon  ample  rrnnuuration. 


There  have  been  and  still  are  many  other  organizations  with  similar 
aims  which  have  done  important  work  for  education.  Those  have  been  chosen 
for  historical  sketches  in  this  volume  which  seem  to  have  been  nio>l  itn|)oitant 
in  advancing  common-school  interests  without  reference  to  state  or  sei  tional 
limits.     This  series  of  sketches  will  lje  closed  with  a  brief  sketch  of  state 


514  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

educational  associations  organized  before  1857,  most  of  which  have  continued 
uninterruptedly  to  the  present  time. 


STATE  TEACHERS'  ASSOCIATIONS  ORGANIZED  BEFORE  1857 

WILL  S.  MONROE,    STATE  NORMAL   SCHOOL,    WESTFIELD,  MASS. 

When  the  National  Teachers'  Association  was  organized  fifty  years  ago 
fourteen  state  teachers'  associations  were  already  in  existence.  The  Rhode 
Island  Institute  of  Instruction  is  the  oldest  of  the  existing  state  associations. 
It  held  its  first  regular  meeting  at  Providence  on  January  28,  1845,  with  John 
Kingsbury  (1801-74)  as  president.  Among  the  other  educational  leaders 
connected  with  the  early  history  of  the  Rhode  Island  Institute  of  Instruction 
may  be  named  Henry  Barnard  (1811-1900),  the  moving  spirit  in  the  organiza- 
tion of  the  association  and  state  commissioner  of  education  at  the  time ;  Nathan 
Bishop  (1808-80),  for  many  years  superintendent  of  the  schools  of  Providence; 
Samuel  S.  Greene  (1810-83),  Bishop's  successor;  President  Frances  Wayland 
(1796-1865),  of  Brown  University  and  Principal  Dana  Pond  Colburn  (1823- 
59)  of  the  Rhode  Island  Normal  School. 

The  New  York  Teachers'  Association  was  organized  at  Syracuse  July 
30,  1845,  ^^''th  Superintendent  John  W.  Bulkley  (1802-88)  of  Brooklyn  as 
president.  Among  the  early  officers  and  speakers  were  David  Perkins  Page 
(1810-48),  principal  of  the  Albany  Normal  School;  Samuel  B.  Woolworth 
(1800-80)  of  the  same  institution;  Samuel  S.  Randall  (1809-81),  of  the  depart- 
ment of  public  instruction;  and  Mrs.  Emma  Willard  (1787-1870)  of  the 
Troy  Institute. 

The  Massachusetts  Teachers'  Association  held  its  first  annual  session  on 
November  25,  1845.  Ohver  Carlton,  of  Salem,  presided  at  the  first  and  the 
two  following  meetings.  Among  the  early  leaders  may  be  named  Emerson 
Davis  (1798-1866)  and  William  H.  Wells  (1812-85),  of  the  Westfield  Normal 
School;  John  D.  Philbrick  (1818-86),  George  B.  Emerson  (1797-1881), 
Gideon  F.  Thayer  (1793-1863),  and  Thomas  Sherwin  (1799-1869)  of  Boston; 
and  Ariel  Parish,  D.  B.  Hagar,  Thomas  Gushing,  and  George  A.  Walton. 

The  Ohio  State  Teacher's  Association  dates  from  December  31,  1847. 
Samuel  Galloway  (181 1-72),  John  Hancock  (1825-91),  Joseph  Ray  (1807- 
57),  Loren  Andrews  (1819-61),  Andrew  J.  Rickoff  (1824-99),  and  Emerson 
E.  White  (1829-1902)  were  among  the  early  presidents. 

The  Connecticut  State  Teachers'  Association  held  its  first  meeting  April 
15,  1848.  Among  its  early  leaders  were  Henry  Barnard  (1811-1900),  David 
N.  Camp  (1820-      )  and  William  S.  Baker  (1814-76). 

The  Vermont  State  Teachers'  Association  held  its  first  meeting  at  Mont- 
pelier  October  16,  1850  with  Hiram  Orcutt  (1815-99)  as  president.  Samuel 
R.  Hall  (1795-1877),  Calvin  Pease  (1813-63),  and  Selim  H.  Peabody  (1829- 
1903)  were  among  the  early  leaders. 

The  State  Teachers'  Association  of  Michigan  was  organized  October  12, 


Chapter)  STATE  TEACHERS  ASSOCIATION  515 

1852,  at  Ypsilanli.  Adonijah  S.  Welch  (1821-89)  presided  at  the  first  and 
second  annual  sessions.  Ira  Mayhew  (1814-?)  and  John  M.  (Gregory  (1822- 
98)  were  early  presidents. 

Pennsylvania  was  the  eighth  state  teachers'  association  to  organize.  Its 
preliminary  meeting  was  held  at  Harrisburg  December  28,  1852,  and  tlic 
first  regular  meeting  of  the  association  at  Pittsburg  August  5  to  8,  1853. 
John  Howard  Brown  (1802-58)  was  the  president  of  the  first  and  second 
sessions.  James  Thompson  (1814-?)  was  president  of  the  third  session  and 
John  F.  Stoddart  (1825-73)  the  president  of  the  fourth  meeting.  Thomas 
H.  Burrows  (1805-71),  for  many  years  superintendent  of  public  instruction, 
and  James  P.  Wickersham  (1825-92),  the  founder  of  the  Millersville  Normal 
School  and  afterwards  superintendent  of  j)ublic  instruction,  were  also  active 
in  the  early  history  of  the  Pennsylvania  association. 

Wisconsin  followed,  July  12  to  14,  1853,  at  Madison.  The  first  presidents 
were  John  G.  McMynn  (1824-1900),  Josiah  L.  Pickard  (1824,  still  living 
in  California),  and  Ambrose  C.  Spicer  (1820-?). 

The  Illinois  State  Teachers'  Association  was  organized  at  Bloomington 
December  27,  1853.  W.  Goodfellow,  W.  H.  Powell,  Charles  E.  Hovey, 
William  H.  Wells,  Newton  Bateman,  and  Richard  Edwards  were  early  presi- 
dents. 

The  New  Jersey  State  Teachers'  Association  organized  a  day  later,  De- 
cember 28,  1853.  Isaac  Peckham,  R.  L.  Cook,  Nathan  Hedges,  W.  F. 
Phelps,  David  Cole,  and  Herman  Kriisi  were  among  its  earliest  officers  and 
speakers. 

The  Iowa  State  Teachers'  Association  was  organized  at  Iowa  City,  May 
10,  1854.  David  Franklin  Wells  was  the  first  president.  Jerome  Allen, 
Oran  Faville,  H.  K.  Edison,  and  Moses  K.  Cross  were  active  in  the  organi- 
zation of  the  association. 

The  New  Hampshire  State  Teachers'  Association  was  organized  in  June 
and  held  its  first  regular  session  at  Nashua  November  27  and  28,  1854.  Jona- 
than Tenney,  John  S.  Woodman,  Edwin  D.  Sanborn,  David  Crosby,  Henry 
\\.  Sawyer,  Cyrus  S.  Richards,  Alpheus  Crosby,  and  Benjamin  Greenleaf 
were  its  earliest  ])r()m(itcrs. 

The  Indiana  State  Teachers'  AsscKiation  was  organized  December  25, 
1854.  Professor  William  M.  Daily  of  the  I'liiversity  of  Indiana  was  presi- 
dent of  the  first  and  second  ainui;il  sessions.  .\.  R.  Hciiton,  George  W. 
Hoss,  Josiah  Hurly,  Caleb  Mills,  and  W.  i).  Ilcnklc  were  iiroiniiunt  in  its 
early  history. 

'I'he  .Missouri  State  Teachers*  Association  dates  froi]i  1S56,  wluii  il  was 
formally  organized  at  St.  Louis  (May  22)  with  W.  'I'.  Luckey  as  ])resi(lent. 
Horat  e  .Maim  was  one  of  the  speakers  at  the  first  meeting.  William  T. 
Harris,  J.  L.  Tracy,  J.  G.  IIo\l,  and  C.  S.  I'cnncll  were  |iroininent  workers 
in  its  early  history. 


5i6  NATIONAL  EDUCATIONAL  ASSOCIATION  [ffistorical 

IV.     THE  NATIONAL  TEACHERS'  ASSOCIATION 

(1857-70) 

The  foregoing  historical  sketches  furnish  an  introduction  to  the  history 
of  the  larger  movement  for  the  promotion  of  common-school  education  which 
began  with  the  organization  of  the  National  Teachers'  Association  at  Phila- 
delphia, Pa.,  August  26,  1857,  and  has,  since  1870,  continued  under  the  name 
of  the  National  Educational  Association.  The  spirit  of  voluntary  organiza- 
tion of  teachers  and  citizens  in  behalf  of  educational  progress  is  a  distinguish- 
ing characteristic  of  the  United  States,  and  is  indeed  essential  under  a  govern- 
ment which  does  not  assume  to  direct  educational  effort  but  leaves  this  largely 
to  the  voluntary  initiative  of  the  states,  smaller  political  divisions,  or  individual 
districts.  Under  such  a  system  the  need  of  conferences  for  discussion  of 
educational  problems  and  methods  has  led  to  a  remarkable  development  of 
educational  associations  for  this  purpose. 

While  it  may  be  true  that  the  educational  system  of  the  United  States  has 
lacked  something  of  the  efficiency  of  administration  and  the  completeness  of 
organization  of  governmental  systems  of  education — like  Germany — there 
have  been  certain  compensations  in  the  education  of  the  whole  people  in 
bearing  the  responsibility  for  their  schools  and  in  the  abundant  opportunities 
for  the  exercise  of  originality  and  initiative  on  the  part  of  teachers  and  the 
individual  school  boards.  The  spirit  of  all  educational  associations  in  the 
United  States  is  well  expressed  in  the  original  call  for  a  convention  to  organize 
the  National  Teachers'  Association  inviting  to  conference 

all  practical  teachers  in  the  North,  the  South,  the  East,  the  West,  who  are  willing  to 
unite  in  a  general  effort  to  promote  the  educational  welfare  of  our  country  by  concentrating 
the  wisdom  and  power  of  numerous  minds  and  by  distributing  among  all  the  accumulated 
experiences  of  all. 

This  same  spirit  is  fully  set  forth  in  the  opening  and  closing  addresses  of 
Horace  Mann  at  the  American  Association  for  the  Advancement  of  Education 
(pp.  467-71)  of  this  volume,  and  is  apparent  thruout  the  various  historical 
sketches  of  associations  organized  before  the  National  Teachers'  Association. 

The  "call"  referred  to  above  was  first  proposed  by  T.  W.  Valentine,  then 
president  of  the  New  York  State  Teachers'  Association,  and  was  written  at 
his  suggestion  by  D.  B.  Hagar,  president  of  the  State  Teachers'  Association 
of  Massachusetts.  It  was  signed  by  the  presidents  of  ten  state  teachers' 
associations,  and  was  as  follows: 
To  the  Teachers  oj  the  United  States: 

The  eminent  success  which  has  attended  the  establishment  and  operations  of  the 
several  teachers'  associations  in  the  states  of  this  country  is  the  source  of  mutual  congratu- 
lations among  all  friends  of  popular  education.  To  the  direct  agency  and  the  diffused 
influence  of  these  associations,  more,  perhaps,  than  to  any  other  cause,  are  due  the  mani- 
fest improvement  of  schools  in  all  their  relations,  the  rapid  intellectual  and  social  eleva- 
tion of  teachers  as  a  class,  and  the  vast  development  of  public  interest  in  all  that  concerns 
the  education  of  the  young. 

That  the  state  associations  have  already  accomplished  great  good,  and  that  they  are 
destined  to  exert  a  still  broader  and  more  beneficent  influence,  no  wise  observer  will  deny. 


Chapter]  NATIONAL   TEACHERS'  ASSOCIATION  517 

Believing  that  what  has  been  accomplished  for  the  states  by  state  associations  may 
be  done  for  the  whole  country  by  a  National  Association,  wc,  the  undersigned,  invite  our 
fellow-teachers  throughout  the  United  States  to  assemble  in  Philadelphia  on  the  26th 
day  of  August  next,  for  the  purpose  of  organizing  a  National  Teachers'  Association. 

We  cordially  extend  this  invitation  to  all  practical  teachers  in  the  North,  the  South, 
the  East,  and  the  West,  who  are  willing  to  unite  in  a  general  effort  to  promote  the  gen- 
eral welfare  of  our  country  by  concentrating  the  wisdom  and  power  of  numerous  minds, 
and  by  distributing  among  all  the  accumulated  experiences  of  all;  who  are  ready  to  devote 
their  energies  and  their  means  to  advance  the  dignit\',  respectability,  and  usefulness  of 
their  calling;  and  who,  in  fine,  believe  that  the  time  has  come  when  the  teachers  of  the 
nation  should  gather  into  one  great  educational  brotherhood. 

As  the  permanent  success  of  any  association  depends  very  much  upon  the  auspices 
attending  its  establishment,  and  the  character  of  the  organic  laws  it  adoj)ts,  it  is  hoped 
that  all  parts  of  the  Union  will  be  largely  represented  at  the  inauguration  of  the  proposed 
enterprise.     Signed  by 

T.  W.  Valentine,  President  of  the  New  York  Teachers'  Association. 

D.  B.  Hagar  President  of  the  Massachusetts  Teachers'  Association. 

W.  T.  LucKEY,  President  of  the  Missouri  Teachers'  Association. 

J.  Tenny,  President  of  the  New  Hampshire  Teachers'  Association. 

J.  G.  May,  President  of  the  Indiana  Teachers'  Association. 

W.  Roberts,  President  of  the  Pennsylvania  Teachers'  Association. 

C.  Pease,  President  of  the  Vermont  Teachers'  Association. 

D.  Franklin  Wells,  President  of  the  Iowa  Teachers'  Association. 
A.  C.  Spicer,  President  of  the  Wisconsin  Teachers'  Association. 

S.  Wright,  President  of  the  Illinois  Teachers'  Association. 

In  accordance  with  the  aI)ove  call,  many  teachers  of  the  United  States 
assembled  at  the  "Athenaeum  Building,"  in  Philadelphia,  at  ten  o'clock  a.m., 
August  26,  1857. 

The  meeting  was  called  to  order  by  T.  W.  Valentine,  of  New  York,  who 
read  the  call  and  made  the  following  statement,  in  substance: 

We  assemble  here  today  under  circumstances  of  more  than  ordinary  interest.  It  is 
true  that  our  meeting  is  not  large  in  numbers,  as  our  coming  together  has  not  been  pub- 
licly announced  in  flaming  advertisements.  We  have  not  expected  that  the  quiet  gather- 
ing of  a  lx)dy  of  teachers  in  this  great  city  would  create  such  a  sensation  as  a  political  or 
commercial  convention,  representing  merely  material  interests,  might  do,  yet  in  its  results 
upon  the  great  cause  of  education  directly,  and  upon  the  well-being  of  the  country  ulti- 
mately, this  meeting  may  prove  as  important  as  many  of  those  of  a  more  pretentious 
character. 

Twelve  years  ago,  in  the  Empire  State,  the  first  state  association  of  teachers  in  this 
country  was  formed.  Some  of  us  now  here,  who  were  instrumental  in  its  formation,  can 
well  remember  the  fear  and  trembling  with  which  that  enterprise  was  commenced.  Pre- 
vious to  this  organization  teachers  everywhere  were  almost  entirely  unacquainted  with 
each  other.  But  what  a  mighty  change  a  few  years  have  wrought!  Besides  many  minor 
organizations,  there  arc  now  not  less  than  twenty-three  state  teachers'  associations,  eat  h 
doing  good  work  in  its  own  sphere  f>f  Ial)<)r,  and  today  I  trust  we  shall  proceed  to  raise 
the  capstone  which  shall  l^inrl  all  together  in  one  solid,  substantial  stru(  ture. 

In  our  pro|x).sed  organization  we  shall  have  no  antagonisms  with  any  of  the  stale 
a.s,sociation.s,  for  they  have  their  fKculiar  local  work,  nor  with  the  venerable  "American 
Institute  of  Instruction,"  for  its  field  has  always  been  New  England,  nor  with  the  "Ameri- 
can Association  for  the  Advancement  f)f  Education,"  which  was  not  designed  to  Ik"  specifi- 
cally an  association  of  teachers. 

What  wc  want  is  an  asso(  iation  that  shall  emljra<  e  all  the  tea(  hers  of  our  whole 
country,  which  shall  hold  its  meetings  at  su(  h  central  points  as  shall  at  ( ommodate  all 
sections  and  combine  all  interests.     And  we  need  this  not  merely  to  promote  the  interests 


5l8  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

of  our  own  profession,  but  to  gather  up  and  arrange  the  educational  statistics  of  our 
country,  so  that  the  people  may  know  what  is  really  being  done  for  public  education,  and 
what  yet  remains  to  be  done.  I  trust  the  time  will  come  when  our  government  will  have 
its  educational  department  just  as  it  now  has  one  for  agriculture,  for  the  interior,  for  the 
navy,  etc. 

We  need  such  an  organization  as  shall  bring  the  teachers  of  this  country  more  together, 
and  disseminate  as  well  as  collect  educational  intelligence. 

Such  an  effort  is  imperatively  demanded  of  us;  and  I  trust  we  shall  now  go  forward 
and  devise  measures  to  accomplish  these  great  objects. 

Following  the  statement  of  T.  W.  Valentine,  James  L.  Enos  of  Iowa  was 
elected  chairman.  After  prayer  by  Rev.  Dr.  Challen,  of  Philadelphia,  D.  B. 
Hagar  of  Massachusetts  offered  the  following  resolution : 

Resolved,  That,  in  the  opinion  of  the  teachers  now  present  as  representatives  of 
various  parts  of  the  United  States,  it  is  expedient  to  organize  a  "National  Teachers' 
Association." 

After  a  full  and  free  discussion  of  the  resolution  it  was  adopted,  and  a 
committee  was  appointed  to  prepare  and  report  a  constitution.  At  the  after- 
noon session  of  the  same  day  a  constitution  was  adopted.  For  the  text  of 
the  constitution  as  adopted  see  chapter  on  The  Constitution,  pp.  534-35. 

At  the  evening  session  Mr.  T.  W.  Valentine  was  called  upon  to  read  a 
specially  prepared  address  by  Professor  William  Russell,  of  Massachussetts, 
who  was  prevented  by  illness  from  attending  the  meeting.  This  address 
set  forth  the  importance  of  this  convention  to  organize  an  association  of  pro- 
fessional teachers  that  should  be  national  in  character  and  should  secure  a 
wider  and  juster  view  of  education  and  corresponding  methods  of  instruction. 
The  first  half  of  this  address  is  quoted  from  Barnard's  American  Journal 
0}  Education,  Vol.  IV,  N.  S.  (1864),  pp.  7-10. 

I.     NATIONAL  ORGANIZATION  OF  TEACHERS 

An  address  to  the  convention  of  teachers  of  the  United  States,  held  in  Philadelphia, 
August  27,  1857,  for  the  purpose  of  forming  a  national  organization  of  their  profession. 

By  William  Russell 
Editor  ol  American  Journal  0}  Education,  1826-28 

Fellow  Teachers:  We  are  met  on  a  great  occasion.  For  the  first  time  in  the  history 
of  our  country,  the  teachers  of  youth  have  assembled  as  a  distinct  professional  body, 
representing  its  peculiar  relations  to  all  parts  of  our  great  national  Union  of  States.  The 
event  is  a  most  auspicious  one,  as  regards  the  intellectual  and  moral  interests  of  the  whole 
community  of  which,  as  citizens,  we  are  members;  and,  to  ourselves,  professionally  and 
individually,  it  opens  a  view  of  extended  usefulness,  in  efficient  action,  such  as  never  yet 
has  been  disclosed  to  us. 

We  meet  not  as  merely  a  company  of  friends  and  well-wishers  to  education,  one  of 
the  great  common  interests  of  humanity,  in  which  we  are  happy  to  co-operate  with  phil- 
anthropic minds  and  hearts  of  every  class  and  calling;  but  we  have  at  length  recognized 
our  peculiar  duty  to  come  forward  and  take  our  own  appropriate  place  as  the  immediate 
agents  and  appointed  organs  of  whatever  measures  are  best  adapted  to  promote  the  highest 
interests  of  society,  by  the  wider  diffusion  of  whatever  benefits  are  included  in  the  whole 
range  of  human  culture.  In  stepping  forward  to  take  the  professional  position  now  uni- 
versally accorded  to  us,  we  do  so  in  no  exclusive  or  selfish  spirit.     We  are,  in  fact,  only 


I 


Chapter)  NATIONAL  TEACH EAS'  ASSOCIATION  519 

compMng  with  the  virtual  invitation  given  us,  by  all  who  feel  an  interest  in  the  advance- 
ment of  education,  to  assume,  in  regular  form,  the  acknowledged  responsibilities  of  our 
office,  as  guardians  of  the  mental  welfare  of  the  youth  of  our  country,  responsible  to  the 
whole  community  for  the  fidelity  and  efficiency  with  which  we  discharge  our  trust.  The 
liberal  measures  recently  adopted  in  so  many  of  our  states  for  the  establishment  of  jier- 
nianent  systems  of  public  education;  the  generous  recognition,  now  so  general,  of  the 
value  of  the  teacher's  office  and  his  daily  labt:)rs;  the  warm  reception  offered  to  every 
form  of  teachers'  associations — from  those  which  represent  whole  states  down  to  the  local 
gatherings  in  our  towns  and  villages — all  intimate  the  universal  readiness  of  society  to 
welcome  the  formation  of  a  yet  more  extensive  professional  union  of  teachers — of  one 
coextensive  with  our  national  interests  and  relations. 

We  meet  the  invitation,  not  as  a  mere  professional  recognition,  entitling  us  to  with- 
draw from  the  ground  which  we  have  hitherto  occupied,  in  common  with  the  friends  of 
education,  whether  of  the  learned  professions  or  of  other  occupations,  in  the  promotion  of 
its  interests,  and,  by  an  exclusive  organization,  to  cut  ourselves  off  from  all  communication 
beyond  the  limited  sphere  of  a  close  corporation.  It  is  in  no  such  spirit  that  we  would 
act.  But  we  do  feel  that  there  is  a  duty  devolving  on  us,  as  teachers,  which  we  desire  to 
fuUfil.  We  feel  that,  as  a  professional  body,  we  are  distinctly  called  on  to  form  a  national 
organization,  that  we  may  be  the  better  enabled  to  meet  the  continually  enlarging  demands 
of  our  vocation  for  higher  personal  attainments  in  the  individual,  and  for  more  ample 
qualifications  adequately  to  fill  the  daily  widening  sphere  of  professional  action. 

We  wish,  as  teachers,  to  reap  whatever  benefits  our  medical  brethren  derive  from 
their  national  associations,  in  opportunities  of  communication  for  mutual  aid  and  counsel. 
We  desire  to  see  annually  a  professional  gathering,  such  as  may  fairly  represent  the  instruc- 
tors of  every  grade  of  schools  and  higher  institutions,  throughout  the  United  States.  We 
hope  to  see  the  numerous  delegation,  at  such  meetings,  from  every  educating  state  in  the 
Union,  of  the  men  who,  in  their  respective  state  associations  of  teachers,  are  already 
responding  to  the  manifest  demand  for  distinct  appropriate  professional  action,  on  the  part 
of  those  on  whom  devolves  the  immediate  practical  business  of  instruction. 

Teaching  is,  in  our  day,  an  occupation  lacking  neither  honor  nor  emolument.  Those 
who  pursue  this  employment  are  in  duty  bound  to  recognize  the  position  which  is  so  liber- 
ally a.ssigned  them.  The  vocation  is  well  entitled  to  all  the  aid  and  support  which  an 
acknowledged  [)rofessional  rank  can  confer  upon  it.  The  personal  interest  of  every  indi- 
vidual who  pursues  the  calling,  or  who  means  to  adopt  it,  is  concerned  in  every  measure 
which  tends  to  elevate  its  character  or  extend  its  usefulness.  Every  teacher  who  respects 
himself,  and  whose  heart  is  in  his  work,  will  respond,  we  think,  with  alacrity  to  the  call 
which  the  establishment  of  such  an  association  as  we  propose  makes  u\H>n  him  for  his 
U,st  efforts  in  its  aid. 

From  the  formation  of  a  National  Association  of  Teachers,  we  exjject  great  national 
Ixnefits. 

I.  As  regards  wider  and  juster  views  of  education,  and  corresponding  nutliods  of 
instruction — 

In  a  progressive  community  like  ours,  amid  the  vast  and  rapid  developments  of 
s(  ience  by  which  our  times  are  characterized,  and  the  universal  craving  for  yet  better  modes 
<if  human  culture,  to  imagine  that  we  have  already  attained  to  perfection  in  our  modes  of 
education,  would  l>e  alwurd.  The  .stati.stics  of  .society  jirodaim  the  falsity  of  such  an 
opini<in.  The  daily  records  of  our  race  tell  too  plainly  the  sad  story  of  our  defi(  iencies 
and  our  failures,  in  the  [irevalcnt  feeble  organizations  of  liody,  and  the  imperfect  In  altli, 
whi<  h  we  still  owe  to  our  culpabli-  ncglet  t  of  i)ro])er  edui  alional  training,  by  which  physi- 
cal vigor  and  effii  iency  might  \h-,  in  great  measure,  .secured  to  every  human  being.  The 
teacher,  in  our  large  cities,  at  least,  <laily  finds  him.self  comjielled  to  limit  his  intellectual 
requirements  to  the  condition  of  many  minds  incapable  of  su.staining  lengthened  or  vigor- 


520  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

ous  application,  or  of  retaining  the  rudimental  germs  which  it  is  his  desire  to  implant. 
Of  our  acknowledged  defective  moral  education,  it  is  unnecessary  to  speak.  Throughout 
our  country,  the  parent  is  appealing  to  the  teacher,  and  the  teacher  to  the  parent,  for 
efficient  efforts  which  may  bring  about  a  better  state  of  things.  Who  will  venture,  in 
such  circumstances,  the  assertion  that  we  are  already  perfect  ? 

The  whole  ground  of  education  needs  a  thorough  survey  and  revision,  with  a  view 
to  much  more  extensive  changes  and  reforms  than  have  yet  been  attempted.  The  cry 
for  more  healthful,  more  invigorating,  more  inspiring,  more  effective  modes  of  culture, 
comes  up  from  all  classes  of  society,  on  behalf  of  the  young  who  are  its  treasured  hope. 
A  truer  and  deeper  investigation  is  everywhere  needed  in  regard  to  the  constitution,  the 
capabilities,  and  the  wants  of  man,  equally  in  his  temporal  and  his  eternal  relations. 

Adverting  thus  to  the  acknowledged  need  of  a  renovation  in  the  form  and  character 
of  education,  we  would  not  be  understood  as  desiring  the  indiscriminate  subversion  of 
existing  modes  of  culture,  or  of  the  institutions  to  which  we  have  been  so  largely  indebted 
for  whatever  degree  of  mental  attainment  has  characterized  the  past  or  benefits  the  pres- 
ent. It  belongs  to  others  than  teachers  to  propose  those  rash  and  headlong  changes, 
unsanctioned  by  true  philosophy  or  stable  theory,  which  have  demolished  without  recon- 
structing, and  whose  toppling  fabrics  have  served  the  sole  purpose  of  forming  the  sepul- 
chral monuments  of  "zeal  without  knowledge." 

No;  one  of  the  surest  and  best  results  of  a  great  national  association  of  teachers,  will 
be  the  careful  retention  of  all  unquestionable  good  residuum  gained  by  the  sure  filtration 
of  experience;  another  will  be  the  building-up,  to  yet  nobler  heights  of  beneficial  influ- 
ence, the  high,  places  of  all  true  learning.  Room  can  be  made  for  the  cultivation  of  all 
invigorating  and  purifying  influences  in  human  development,  without  the  sacrifice  of  one 
valuable  acquisition;  or,  rather,  with  the  addition  of  many,  which  a  more  genial  nurture 
will  certainly  introduce.  But  it  is  high  time  that  the  broad  experience  and  observation  of 
teachers,  the  tried  servants  of  humanity,  in  all  the  relations  of  culture,  should  unite  to 
claim  a  hearing  on  the  great  subject  of  their  daily  duties  and  endeavors;  and  that  their 
voice  should  have  its  weight  in  the  adoption  of  the  successive  steps  which  the  ceaseless 
advances  of  knowledge  will  always  require  at  the  hands  of  education.  A  harmonious 
co-operation  of  educational  skill  with  scientific  progress  and  parental  interests,  may  thus 
be  fully  secured  for  the  enlargement  and  fertilizing  of  the  whole  field  of  mental  and  moral 
culture. 

A  professional  association,  founded  on  the  broad  basis  which  we  now  contemplate, 
will  necessarily  give  unity  and  effect  to  communications  expressing  the  views  and  bear- 
ing the  sanction  of  such  a  body;  and  instructors  throughout  our  country  will  thus  have 
an  opportunity  of  contributing  more  widely,  and  more  effectively,  to  the  furtherance  of 
whatever  good  is  embraced  in  the  whole  range  of  education,  whether  in  its  immediate 
or  its  remotest  results. 

After  the  reading  of  Professor  Russell's  address,  the  following  officers 
were  elected: 

President:    Z.  Richards,  of  Washington,  D.  C. 

Vice-Presidents:  T.  W.  Valentine,  of  New  York;  D.  B.  Hagar,  of  Massachusetts; 
Wm.  Roberts,  of  Pennsylvania;  J.  F.  Cann,  of  Georgia;  J.  L.  Enos,  of  Iowa;  T.  C. 
Taylor,  of  Delaware;  J.  R.  Challen,  of  Indiana;  E.  W.  Whelan,  of  Missouri;  P.  F. 
Smith,  of  South  Carolina;  D.  Wilkins,  of  Illinois;  T.  Granger,  of  Indiana;  and  L. 
Andrews,  of  Ohio. 

Secretary:   J.  W.  Bulklcy,  of  New  York. 

Treasurer:  T.  M.  Cann,  of  Delaware. 

Counselors:   Wm.  E.  Sheldon,  of  Massachusetts;   James  Cruikshank,  of  New  York; 


Chapter] 


NA  TIOXA  L  EDUCA  TIOXA  L  A SSOCIA  TlOX 


521 


P.  A.  Crcgar,  of  Pennsylvania;  X.  R.  Lynch,  of  Delaware;  Wni.  Morrison,  of  Maryland; 
O.  C.  Wight,  of  District  of  Columbia;  Wm.  S.  Bogart,  of  Georgia;  Wm.  T.  Luckey, 
of  Missouri;   A.  J.  Stevens,  of  Iowa;   Win.  H.  Wills,    of  Illinois. 

At  the  meeting  of  the  Hoard  of  Counselors,  it  was  decided  to  hold  the  first 
annual  meeting  of  the  National  Teachers'  Association  at  Cincinnati,  Ohio, 
August  H-13,  1858.  The  following  is  a  list  oi  the  original  niemhers  who 
signed  the  Constitution  at  Philadelphia,  August  26,  1857: 

List  of  Members 
Original  Members  at  Philadelphia,    August  26,  1857 


Name  and  Residence 
Z.  Richards,  Washington,  D.  C. 
T.  W.  \alentine,  Brooklvn,  X.  Y. 
J.  W.  Bulklcy,  Brooklyn;  N.  V. 
James  Cruikshank,  Albany,  N.  Y. 
I).  B.  Hagar,  Jamaica  Plain,  Mass. 
James  L.  Knos,  Cedar  Rapids,  Iowa 
William  K.  Sheldon,  West  Xewton,  Ma.ss. 
William  Roberts,  Philadelphia,  Pa. 
James  H.  Sides,  Philadelphia,  Pa. 
James  R.  Challen,  Indiana 
Thijmas  M.  Cann,  Delaware 
T.  Clarkson  Taylor,  Delaware 
J.  F.  Cann,  Georgia 
S.  J.  Wetherbee,  Delaware 
Paul  Swift,  Pennsylvania 
William  H.  Bait,  Pennsvlvania 
William  N'odges,  Pennsslvania 
H.  C.  Hickok,  Pennsvlvania 
J.  P.  Wickersham,  M'illersville,  Pa. 
Kdward  Brooks,  Millersville,  Pa. 
A.  H.  Laidlaw,  Millersville,  Pa. 
P.  A.  Crcgar,  Millersville,  Pa. 

The  subsequent  history  of  the  Association,  the  names  of  those  who  were 
the  leaders  in  this  imj^ortant  movement,  and  the  topics  discussed  at  the  annual 
conventions  are  Ijest  set  forth  in  ilu-  record  of  officers,  si)eakers,  and  the  lists 
of  topics  which  will  ;ip|Kar  on  later  jjages. 

(Jn  account  of  the  (li>lurl>ances  of  the  Civil  War  no  conventions  were  held 
in  1861  and  1862.  I'Or  other  reasons  which  do  not  clearly  ajjpear  no  con- 
\ention  was  held  in  1X67. 


Name  and  Residence 
X.  R.  Lynch,  Delaware 
Thomas  Granger,  Marvland 
E.  W.  Whelan,  Missou'ri 
J.  W.  Barnett,  Illinois 
Asa  Jones,  Pennsylvania 
Wm.  H.  Hunter,  Pennsylvania 
James  H.  McBride,  Pennsylvania 
William  Watson,  Pennsylvania 
(jilbert  Combs,  Pennsylvania 
H.  D.  Gregory,  Pennsylvania 
T.  Saundcrson,  Pennsylvania 
William  Jones,  Pennsylvania 
W.  A.  Field,  Pennsvlvania 
J.  D.  Giddings,  Charleston,  S.  C. 
Robert  Campbell,  Pennsylvania 
.'^arcjn  E.  Hunter,  Pennsylvania 
Lewis  Heyl,  Columbus,  Ohio 
V.  L.  Conrad,  Davton,  Ohio 
C.  S.  Pennell,  St.  Louis,  Mo. 
Mrs.  H.  D.  Conrad,  Dayton,  Ohio 
Mi.ss  .•\.  W.  Beecher,  Davton,  Ohio 


k 


\.  'iiij':  .\Ari().\.\i,  [•;i)r(\\'ii().\.\i.  association 

M  the  meeting  in  Clcncland,  (  )hio,  .August  15  k;,  1S70,  I).  H.  llagar, 
princi|)al  t»f  the  State-  .Normal  Sc  Ixtol  at  .Sa'e  n,  .Mass,  wa>  the  proidiiil  nf 
the  Associaliij*.  .  It  will  he  rememhered  iliat  Mr.  Hagar  drew  up  llic  call 
for  the  convention  of  teac  hers  in  IMiiladcl|)hia  in  .\ugust,  1857,  and  was  a 
leader  in  the  a(tion  which  resulted  in  the  organization  of  the  .\alional  Teachers' 
Association.  In  hi^  opening  ;iddr<-s>  at  Clivcland,  i'r(--i(lc  nt  Hagar  spoke 
a^  follows: 


52  2  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

EXTRACTS  FROM  D.  B.  HAGAR'S  PRESIDENTIAL  ADDRESS 
Cleveland,  Ohio,  August  15,  1870 

It  is  now  thirteen  years  since  the  National  Teachers'  Association  was  organized,  its 
avowed  object  being  "to  elevate  the  character  and  advance  the  interests  of  the  profession 
of  teaching,  and  to  promote  the  cause  of  popular  education  in  the  United  States."  It 
may  not  be  out  of  place  to  allude  briefly  to  the  origin  of  the  Association,  and  to  the  more 
important  changes  which  its  constitution  has  undergone,  and  to  consider  the  advisability 
of  making  such  other  changes  as  may  promise  to  enhance  the  usefulness  of  the  organization. 

The  teachers  who  in  August,  1857,  assembled  at  Philadelphia,  in  response  to  the  call 
which  had  been  put  forth  by  the  presidents  of  the  state  associations,  were  few  in  number, 
and,  with  rare  exceptions,  not  overflowing  with  faith  in  the  proposed  enterprise.  Some 
men,  of  sanguine  temperament,  saw  visions  of  a  grand  comprehensive  association;  some 
talked  of  "castles  in  Spain,"  and  here  and  there  was  one  who  solemnized  the  occasion 
with  his  ominous  silence,  but  who  in  after  years  was  willing  to  assume  the  more  cheerful 
part  of  an  "original  founder." 

The  deliberations  of  that  small  meeting  in  Philadelphia  culminated  in  a  resolve  to 
establish  an  association  comprehensive  enough  to  include  practical  educators  of  every 
sort,  and  in  the  adoption  of  a  constitution  supposed  to  be  adapted  to  the  accomplishment 
of  the  important  objects  in  view.  The  doubts  which  at  the  outset  clouded  the  probable 
success  of  the  new  enterprise  were  dispelled  by  the  grand  results  of  its  first  anniversary 
meeting,  held  in  Cincinnati  in  1858.  Regular  meetings  have  subsequently  been  held 
at  Washington,  D.  C,  in  1859;  at  Buffalo,  N.  Y.,  in  i860;  at  Chicago,  111.,  in  1863; 
at  Harrisburg,  Pa.,  in  1865;  at  Indianapolis,  Ind.,  in  1866;  at  Nashville,  Tenn.,  in  1868; 
and  at  Trenton,  N.  J.,  in  1869.  On  account  of  the  condition  of  the  country,  no  meet- 
ings were  held  in  1861  and  1862,  and,  on  account  of  delay  and  difficulty  in  obtaining  a 
suitable  place  for  meeting,  none  was  held  in  1867. 

The  large  number  of  educators  who  have  from  year  to  year  come  up  to  the  conven- 
tions of  this  Association,  representing  nearly  or  quite  every  state  in  the  Union,  and  includ- 
ing a  large  part  of  the  most  eminent  teachers  of  our  country,  have  given  ample  testimony 
in  favor  of  the  need  and  the  usefulness  of  such  an  association  as  that  to  which  it  is  our 
privilege  to  belong. 

While  the  general  scope  of  the  constitution  under  which  we  act  is  the  same  now  as 
it  was  at  first,  a  few  changes  of  importance  have  been  made.  It  was  originally  provided 
that  the  regular  meetings  should  be  held  biennially;  but  the  enthusiasm  which  character- 
ized the  meeting  at  Cincinnati  demanded  a  like  good  time  as  often  as  once  a  year;  and 
hence  the  term  "biennial"  gave  place  to  "annual."  Six  years  later,  at  the  meeting  in 
Ogdensburg,  an  earnest  effort  was  made  to  restore  the  word  "biennial,"  but,  owing  to 
the  zeal  of  the  majority,  the  effort  failed.  Whether,  in  consequence  of  the  increasing 
number  of  state  educational  meetings  now  held  in  midsummer,  it  shall  not  be  found 
expedient  to  hold  the  national  conventions  less  frequently  than  annually,  future  experi- 
ence must  determine. 

At  the  meeting  held  in  Indianapolis,  in  1866,  an  important  change  was  made  in  our 
constitution  by  substituting,  in  the  section  which  defines  eligibility  to  membership,  the  word 
"person"  for  the  word  "gentleman."  The  result  of  this  change  was  the  admission  of 
women  to  full  membership  on  the  same  terms  as  granted  to  men;  and  a  further  result 
was  the  election,  at  Trenton,  of  two  women  to  aid  thirty-three  men  in  the  executive  man- 
agement of  the  National  Teachers'  Association.  When  we  consider  the  facts  that  a  vast 
majority  of  the  teachers  in  our  country  are  women;  that  several  state  and  city  normal 
schools,  and  many  training-schools,  high  schools,  and  seminaries,  are  conducted  by 
women;  and  that  some  of  the  ablest  contributors  to  our  educational  literature  are  women 
we  must  all  admit  that  the  change  to  which  I  refer  was  eminently  just  and  proper.     In 


Chapter]  NATIONAL  EDUCATIONAL  ASSOCIATION  .  523 

the  broad  field  of  education  there  is  work  for  both  men  and  women.  Let  both  do  the 
best  they  can,  and  let  Ijoth  be  paid  and  honored  according  to  the  qualit_v  and  quantity 
of  their  work. 

The  only  other  change  in  our  constitution  is  the  omission  of  a  provision  that  when  a 
member  abandons  the  business  of  education  he  shall  cease  to  be  a  member  of  the  associa- 
tion. As  the  article  now  stands,  a  person  who  has  once  become  a  member,  may  retain 
his  membership,  regardless  of  any  change  in  his  occupation.  Whether  this  provision  be 
conducive  to  the  best  interests  of  a  body  designed  to  be  strictly  [)rofessional,  is  worthy  of 
consideration. 

So  much  in  regard  to  the  past  change.  A  few  words  now,  suggestive  of  further 
(  hanges  in,  or  additions  to,  our  constitution.  Under  its  provisions  membership  is  open 
to  teachers  of  all  kinds  of  schools,  public  and  private,  to  school  superintendents,  and  to 
editors  of  all  educational  journals.  We  have  in  our  association  members  who  are  engaged 
in  all  the  various  departments  of  educational  labor.  Now  while  tliere  are  many  subjects 
relating  to  the  theory  and  practice  of  education,  and  the  organization  and  management 
of  schools,  which  are  of  common  interest  to  all  these  members,  it  is  unquestionably  true 
that  there  are  many  other  subjects  which  are  of  special  interest  to  each  class  of  educators. 
Thus  the  superintendents  of  schools  have  occasion  to  deal  oflicially  with  numerous  ques- 
tions, which,  although  of  great  importance  to  them,  are  comparatively  uninteresting  to 
most  teachers.  Normal-school  instructors  have  peculiar  duties  to  perform,  requiring 
special  investigations  which  naturally  attract  their  attention  more  than  that  of  other 
classes  of  teachers.  In  like  manner,  high-school  education,  grammar-school  education, 
and  primar}'-school  education,  have  severally  their  distinct  wants  and  interests;  and, 
very  properly,  those  persons,  whose  efforts  are  devoted  to  one  of  these  fields  of  labor,  arc 
more  concerned  with  that  than  with  any  other. 

Now  in  order  to  accomplish  the  greatest  possible  good,  our  .\ssociation  ought  to  hold 
within  its  scope  not  only  the  wants  of  teachers  in  general,  as  far  as  practicable,  but  the 
peculiar  wants  of  each  class  of  teachers.  How  to  realize  a  view  .so  comprehensive  is  a 
question  of  serious  importance.  The  needs  of  our  own,  and  the  experience  of  some  other 
associations,  give  me  confidence  to  recommend  for  your  consideration  the  organization 
of  this  Association  into  sections  or  departments,  each  of  which  shall  have  a  special  charge 
of  those  subjects,  which  are  its  chief  ( oncern.  The  main  features  of  the  plan  suggested 
are  briefly  the.se.  At  the  meeting  of  the  .Association,  let  a  part  of  each  day  be  a.s.signed 
to  the  consideration  of  general  educational  matters,  in  which  all  the  menil)ers  may  par- 
ticipate; and  during  the  remainder  of  the  time  let  the  members  meet  in  their  several 
se(  tions  for  the  di.scussion  of  matters  ai)propriate  thereto. 

The  general  .se.s.sion  will  serve  to  combine  the  sympathies  of  all  members  in  behalf 
of  tho.se  things  which  present  to  them  a  common  interest,  and  will  give  to  all  the  encour- 
aging assurance  that  whatever  be  their  sphere  of  educational  lalxir,  they  arc  not  working 
alone,  but  are  enjoying  the  goorl-will  anfl  co-operation  of  all  classes  of  lal>orers,  looking 
toward  the  .same  results.  The  .se(  tional  meetings  will  furnish  just  those  things  whi(  h 
the  jjartifular  duties  require.  General  princ  iples  of  education  ought,  of  course,  to  be 
(om|)rehended  by  every  educator;  bi-yond  the.se  there  are  not  a  few  ])ra(  lical  matters 
connected  with  the  administration  of  each  of  the  various  classes  of  schools  that  demancl 
the  most  c  areful  consideration.  The.se  matters,  it  is  believed,  can  l)e  di.sc  ussed  in  sec  lional 
meetings  more  aclvantageously  than  in  general  convention. 

Into  how  many  and  what  .sec  tions  it  is  best  to  organize  the  Association,  if  into  any, 
I  will  not  presume  to  speak  positively.  Such  thought  as  I  have  Ix-en  able  to  give  to  this 
point  leacls  me  to  suggest  four  sec  tions,  relating  respec  lively  to  the  supervision  of  .sc  hools 
to  normal  si  hools,  to  higher  instruction,  and  to  primary  instruction.  Additional  sections 
or  huIjsc'c  tions  c  an  Ik-  formed  at  any  time,  as  1  ire  umstanc  c-s  shiill  reciuire.  The  details 
c»f  the  plan  I  gladly  leave  to  the  wiscJom  of  your  exc  ellent  committee  upon  the  revision  of 
the  constitution. 


524  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

The  plan  of  working  by  sections  is  not  new.  The  American  Scientific  Association  has 
always  conducted  its  meetings  upon  the  plan  proposed,  and  to  this  is  justly  attributable 
much  of  its  great  success.  Four  years  ago  the  State  Teachers'  Association  of  Massachu- 
setts was  organized  into  three  sections — high  school,  grammar  school,  and  primary  school. 
Prior  to  that  time  the  attendance  at  the  annual  meetings  ranged  from  three  hundred  to 
about  six  hundred.  Since  then  the  number  of  teachers  present  has  in  no  case  been  less 
than  twenty-five  hundred,  and  at  one  or  two  meetings  it  has  gone  as  high  as  thirty-five 
hundred.  These  numbers  are  given  advisedly,  are  below  rather  than  above  the  truth, 
and  they  go  to  prove  that  the  interest  which  teachers  feel  in  an  association  depends  largely 
upon  the  amount  of  thought  and  information  which  they  expect  to  get  therefrom,  applicable 
to  their  individual  wants. 

To  insure  success  in  the  proposed  reorganization  of  the  National  Teachers'  Associa- 
tion, it  will,  of  course,  be  necessary  to  secure  the  co-operation  of  the  National  Superin- 
tendents' Association  and  the  Normal  School  Association.  Blending  the  three  associa- 
tions into  one,  we  can  preserve  the  advantages  of  each,  and  at  the  same  time  establish  on 
a  broad  foundation  an  organization  grand  in  its  proportions,  comprehensive  in  its  objects, 
and  powerful  in  its  operations.  With  these  observations,  I  commend  the  subject  to  your 
careful  consideration. 

And,  now,  fellow  members,  without  stopping  to  discuss  any  of  the  great  educational 
questions  of  the  day,  tempting  as  many  of  them  are,  I  cordially  invite  you  to  the  work  and 
pleasures  of  this  convention. 

At  the  close  of  President  Hagar's  address,  S.  H.  White,  of  Peoria,  111., 
who,  with  J.  P.  Wickersham,  of  Pennsylvania,  and  James  Cruikshank,  of 
New  York,  had  been  appointed  a  committee  at  the  annual  meeting  in  1869 
on  the  revision  of  the  constitution,  reported  a  draft  of  a  new  constitution  which 
was  adopted  with  slight  amendment.  This  constitution  will  be  found  in 
the  chapter  on  The  Constitution,  pp.  536-41. 

In  accordance  with  the  provisions  of  the  new  constitution,  the  following 
Departments  were  created: 

NEW  DEPARTMENTS 

The  American  Normal  Schoc^l  Association  which  was  organized  at  Nor- 
wich, Conn.,  in  August,  1858,  and  had  met  annually  with  the  National  Teachers' 
Association  since  1866,  became  by  reorganization  The  Department  of  Nor- 
mal Schools  with  officers  as  follows: 

President:  S.  H.  White,  Peoria,  111. 
Vice-President:   C.  C.  Rounds,  P^armington,  Me. 
Secretary:   A.  L.  Barber,  Washington,  D.  C. 

The  National  Association  of  School  Superintendents  was  organized  dur- 
ing the  session  of  the  National  Teachers'  Association  at  Harrisburg,  Pa., 
in  August,  1865.  The  first  regular  meeting  was  held  in  Washington,  D.  C, 
February  6,  7,  8,  1866;  and  the  next  meeting  was  held  in  August,  1866,  at 
Indianapolis,  Ind.,  in  connection  with  the  National  Teachers'  Association. 
Subsequent  meetings  were  held  both  in  midwinter  and  in  August  of  each 
year  in  connection  with  the  annual  convention  of  the  National  Teachers' 
Association.     The  National  Association  of  School  Superintendents  by  reorgan- 


Chapter]  NATIOXAI.  EDi'CATIOXAL  ASSOCIATION  525 

ization    became    The  Department   of   School   Superintendence,   with 
officers  for  the  ensuing  year  as  follows: 

President:  W.  D.  Henkle,  Columbus,  O. 
Vice-President:  W.  M.  CoUn-,  Little  Rock,  Ark. 
Secretary:   Warren  Johnson,  Augusta,  Me. 

In  accordance  with  the  newly  adopted  constitution,  the  following  new 
departments  were  created: 

The  Department  of  Elementary  Education 
President:   E.  A.  Sheldon,  Oswego,  N.  Y. 
Vice-President:  A.  C.  Shortridge,  Indianapolis,  Ind. 
Secretary:  W.  E.  Sheldon,  Waltham,  Mass. 

The  Department  of  Higher  Education 

President:  Charles  W.  Eliot,  Cambridge,  Mass. 
Vice-President:    N.  A.  Cobleigh,  Delaware,  Ohio. 
Secretary:   S.  G.  Williams,  Cleveland,  Ohio. 

At  the  close  of  the  convention,  President  Hagar,  in  his  closing  address, 
referred  to  the  reorganization  of  the  Association  as  follows: 

In  one  respect  our  Association  has  taken  a  very  important  step.  Hcretofcire,  there 
have  been  three  different  national  associations:  The  National  Teachers'  Association,  the 
.•\merican  Normal  Association,  and  the  National  Superintendents'  Association — three 
organizations  working  side  by  side,  yet  all  independent.  Now  all  are  fused  into  one,  and 
to  these  have  been  added  a  department  relating  to  primary  instruction,  and  one  relating 
specially  to  higher  education.  When  we  meet  again,  it  will  be  as  those  specially  interested 
in  primary  education,  in  one  department;  in  another,  those  specially  interested  in  high- 
schwjl  and  collegiate  education;  in  anrjther,  those  specially  concerned  in  the  modes  of 
training  people  to  become  teachers,  and  in  another,  those  whose  business  it  is  to  supervise 
the  wf)rk  of  education.  Wc  shall  thus  gather  all  classes  of  educators  from  the  lowest  to 
the  highest,  cf)lalK)rers  in  one  broad  field,  and  that  field  our  (ountry.  Wc  shall  liave 
exercises  that  will  concern  all  educators,  from  the  college  president  to  the  primary -school 
teacher.  I  think  the  action  that  has  been  taken  by  our  Association  will  rehiund  to  the 
great  gcKjd  of  the  cause  of  education  in  this  country.  I  think  we  can  hardly,  at  this 
moment,  appreciate  the  magnitude  of  the  work  we  have  accomplished.  I  rejoice  that  we 
have  been  able  to  do  so  much.  I  congratulate  you  on  our  bright  prospects  for  the  future. 
I  am  very  sure  that  our  gathering  together  at  this  time  will  add  to  the  impetus  that  has 
already  been  given  to  the  cau.se  of  education,  and  that  what  we  have  done  here  will  not 
be  for  our  own  good  only,  but  for  all  teac  hc-rs  of  our  country  who  will  have  occasion  to 
rejoice   Ix-cau.se  of  our  work. 

Meetings  of  the  Nalion;d  ImIiu  ational  Association  ha\c  hci'n  held  anniiallv 
until   1907,  with  the  exception  of  the  years  1S7S,  iHg^,  and  i(jo6. 

While  the  real  history  of  the  Assoc  iation  may  he  read  in  the  topic  ^  dis- 
cussed as  shown  in  the  lists  whic  h  will  ai»|)c-ar  lalcr  in  the  \n|uinc',  it  is  dccincd 
advisable  to  adfl  certain  reviews  and  forecasts  of  the  work  of  the  .Assoc  iation, 
as  they  were  given  from  time  to  lime.  One  of  the  most  valviablc-  of  these 
forecasts  was  made  bv  President  John  Hancock,  in  his  prc-sidcnlial  acldrcss 
at  the  convention  c)f  the  .Assoc  iation  held  in  i'hilacl(l|)lua,  I'a.,  in  iSyc;,  Iwenlv- 
two  years  after  its  organization  in  that  city.     The  following  e.xtrac  ts  are  taken 


526  NATIONAL  EDUCATIONAL   ASSOCIATION  [Historical 

from  that  address  which  appears  in  full  on  pp.  8-17,  volume  of  Proceedings, 
for  1879. 

....  Having  thus  briefly  glanced  at  the  early  history  of  the  Association,  and 
more  briefly  to  the  work  in  which  it  has  borne  a  part,  the  question,  which  bears  itself  home 
upon  us  in  this  the  completion  of  its  twenty-first  year,  is:  What  enterprises  shall  it  now 
set  before  itself  for  future  accomplishment  ?  Many  of  those  who  were  active  in  its  foun- 
dation have  laid  down  their  burden  of  labor  to  take  it  up  no  more  forever;  and  those 
who  remain  of  that  early  band  have  grown  gray  in  service.  We  must  then  look  to  the 
younger  members,  with  their  vigor  and  higher  courage,  to  push  forward  to  greater  achieve- 
ments. 

A  few  years  ago  the  public  mind  was  more  nearly  a  unit  on  some  questions  of  gravest 
import  to  our  people  than  it  seems  to  be  now.  One  of  these  is  the  question  whether  the 
high  school  ought  to  constitute  a  part  of  a  system  of  free  schools.  This  department  of 
the  system  has  within  a  few  years  been  violently  assailed  by  an  influential  portion  of  the 
public  press,  by  politicians  who  would  fain  bear  the  name  of  statesmen,  and  by  others  in 
high  places;  but  as  yet  the  people  have  not  been  among  these  assailants,  and,  if  I  mistake 
not  both  their  intelligence  and  their  temper,  they  never  will  be.  Our  national  progress 
depends  as  much  upon  the  diffusion  of  the  higher  learning  as  it  does  upon  the  universality 
of  the  elementary;  and  if  this  Association  has  but  the  courage  of  its  convictions,  it  will 
oppose  itself  in  the  most  aggressive  way  to  every  measure  which  shall  tend  to  restrict  this 
higher  learning  to  a  favored  class.  That  democracy  is  a  vain  pretense  which  does  not  do 
what  it  lawfully  may,  and  its  means  will  allow,  to  give  all  its  youth  a  fair  start  in  life. 

Another  question  which  has  lately  assumed  a  prominent  place  in  our  discussions  is 
destined,  I  am  sure,  to  occupy  a  place  still  more  prominent;  and  that  is  the  question  how, 
if  at  all,  we  are  to  unite  in  our  public-school  systems  the  training  of  brain  and  hand.  Tech- 
nical schools,  whether  to  supplement  the  training  of  academic  institutions,  or  whether  as 
a  substitute  for  it,  have  secured  a  fixed  place  in  our  schemes  of  public  education.  But 
this  other  question  has  a  much  wider  sweep.  Instead  of  reaching  but  a  few,  it  proposes 
to  extend  whatever  advantages  may  accrue  from  the  training  of  the  hand  to  the  mass  of 
youth  in  all  schools  above  the  most  elementary.  The  theory  of  its  advocates  is  that  an 
entirely  worthy  education  is  one  which  teaches  to  do  as  well  as  to  think.  Say  these  advo- 
cates, "The  scheme  of  manual  training,  aside  from  its  practical  value  will  prove  an 
important  element  in  mental  training,  and  those  who  take  it  will  be  possessed  of  as  much 
mind-power  at  the  end  of  their  course  as  they  would  be  if  they  gave  their  whole  time  to 
the  usual  course  in  book-learning."  That  the  union  of  the  two  kinds  of  training  is  highly 
desirable  is  coming  to  be  acknowledged  with  considerable  unanimity;  but  there  lie  many 
difficulties  in  the  practical  realization  of  the  scheme  in  our  schools.  To  determine  the 
limitations  of  the  theory — for  some  of  its  advocates  are  already  becoming  extravagant  in 
their  claims — and  to  overcome  the  practical  difficulties  referred  to,  is  another  important 
work  for  the  Association. 

The  emancipation  of  four  million  slaves,  brought  about  by  the  late  civil  war,  has 
imposed  upon  the  nation  and  upon  every  educational  organization  a  burden  and  responsi- 
bility not  easily  to  be  borne.  Their  education  and  that  of  the  poor  whites — who  in  this 
regard  are  often  but  little  better  off — involves  in  it  the  perpetuity  of  the  government.  In 
this  vital  matter  this  Association  has  been  no  idle  looker-on.  It  has  taken  the  ground 
that  this  is  a  national  question,  in  which  every  section  has  an  interest,  and  that  the  general 
government  is  morally  bound,  so  far  as  the  limitation  of  its  powers  will  permit,  to  render 
aid.  The  Association  has  many  times  declared  that  the  proceeds  of  the  sales  of  public 
lands  should  be  exclusively  devoted  to  educational  purposes.  And  as  it  has  memorialized 
Congress  to  distribute  such  proceeds  among  the  several  states  on  the  basis  of  illiteracy, 
with  the  intent  that,  as  the  South  is  poor  and  her  needs  great,  she  should,  for  many  years 
to  come,  receive  the  greater  amount  of  aid.     And  no  objectionable'partiality  will  be  shown 


Chapter]  NATIONAL  EDUCATIONAL  ASSOCIATION  527 

in  this  course,  for  what  strengthens  her  will  strengthen  all.  I  speak  confidently  when  I 
state  that  the  elTorts  of  the  Association  in  this  direction  have  been  gratefully  appreciated 
by  friends  of  the  South;  and  I  speak  with  confidence  in  assuring  those  friends  that  the 
Association  will  never  relax  its  exertions  until  such  a  measure  has  become  a  law.  Nor 
will  the  Association  stop  there.  It  will  join  heart  and  hand  with  the  people  of  the  South 
in  support  of  any  other  practical  measure  for  the  establishing  among  them  a  great  and 
strong  free-school  system.  By  such  mutual  co-operation,  and  through  the  kind  feelings 
it  will  engender,  we  may  expect  to  cement  the  dilTcrcnt  sections  of  our  country  into  a 
union  strong,  harmonious,  and  enduring. 

It  was  one  of  the  original  purposes  of  this  .Association,  as  is  witnessed  by  the  call  for 
its  creation,  to  elevate  teaching  into  a  noble  profession.  This  cannot  be  done  e.xcept  by 
the  aid  of  professional  schools.  We  may  therefore  expect  it  will  continue  to  be,  as  it  has 
heretofore  been,  the  bold  and  uncompromising  defender  of  normal  schools,  and  that  it 
will  persistently  labor  to  increase  their  numbers,  and  to  make  them  a  greater  educational 
force  than  they  have  ever  been,  by  giving  breadth  and  exaltation  to  their  purposes. 

It  is  a  question  worthy  of  serious  consideration  whether  the  Association  should  not 
devote  more  of  its  effort  toward  influencing  legislation.  Our  discussions  on  practical 
themes  too  often  come  to  nothing;  because  their  conclusions  are  not  embodied  in  laws, 
which  often  might  be  effected  if  united  exertions  were  made  to  that  end.  With  most 
legislative  bodies  the  views  of  such  an  association  as  this  on  educational  matters,  if  properly 
presented,  would,  in  the  very  nature  of  things,  have  great  weight. 

My  immediate  predecessor  in  the  office  I  am  now  called  upon  to  fill,  in  his  inaugural 
address,  spoke  with  a  charming  eloquence  of  the  value  of  books  and  the  creation  of  a 
general  taste  for  good  reading.  The  establishment  of  free  libraries  is  scarcely  less  impor- 
tant than  the  establishment  of  free  schools.  Few  of  our  citiesjand  towns  are  provided 
with  these  valuable  adjuncts  to  a  school  education,  but  the  mass  of  our  population  is  in 
the  country  districts;  and  how  to  get  into  the  hands  of  the  children  of  these  districts,  aye, 
of  the  men  and  women,  too,  good  books,  books  which  shall  refine  and  ennoble,  is  a  ques- 
tion of  the  highest  moment.  To  cultivate  a  taste  for  good  reading  is  the  most  efiicacious, 
possibly  the  only,  way  of  uplifting  the  great  people. 

In  this  connection,  and  believing  it  to  be  one  of  the  attributes  of  this  Association,  both 
in  its  organized  and  individual  capacity,  to  encourage  all  worthy  educational  movements 
wherever  they  may  arise,  I  take  pleasure  in  referring  to  the  scheme  of  Rev.  J.  H.  Vincent, 
of  the  Chautauqua  Reading  and  Scientific  Circles,  for  carrying  into  homes  in  sequestered 
country  places  as  well  as  into  the  homes  of  the  city  and  town,  the  best  kind  of  reading  on 
the  Ix-st  toi>i(s.  The  scheme  includes  more  than  this.  He  sets  the  inmates  of  these 
homes — old  and  young — at  work  u[Kjn  regular  courses  of  study,  bringing,  in  a  sense,  a 
university  to  every  man's  door.  He  does  not  claim  that  these  courses  can  profitably  be 
substituted  for  the  more  thorough  and  .systematic  ones  of  the  .schools;  but  I  think  he  may 
justly  claim  that  they  will  Ix;  of  inestimable  value  to  those  whose  school  ])rivil(ges  have 
iK-en  few,  and  even  to  .schcjlars  who  posse.ss  a  desire  to  add  to  the  store  of  their  school 
learning.  To  many  minds  which  wcjuld  otherwi.se  have  groped  in  darkness  they  bring 
an  enduring  light.  The  whcjle  ccjuntry  is  now  dotted  with  Dr.  Vincent's  reading  and 
.studying  "circles,"  with  a  memlx-rship  of  nearly  ten  thousand,  and  the  jjlan  is  capable  of 
indefinite  cxjjansion.  Thus,  in  ace  ordance  with  an  idc-a  whic  h  .seems  almost  an  inspira- 
tion, goes  on  in  uncounted  homes  the  study  of  history,  of  general  literature,  of  a.sln)nc)mv, 
of  the  science  of  cvery-day  life,  lifting  the  inmates  of  these  homes  out  of  their  life  of  dailv 
toil  into  a  region  of  pure  intellectual  delights.  No  one  can  have  observed  in  his  own 
c community  the  results  of  this  .sc  heme  without  feeling  (hat  the  work  is  worthv  the  highest 
commendation. 

The  question  as  to  whether  kindergarten  si  hools  shall  constitute  an  iiitc-gral  part 
of  our  common-sc:h<K)l  systc-ms  is  one  claiming  more  and  more  of  the  public  tliouglit.  If 
such  a  measure  should  Ik-  .idupicd,  it  wduM  cxcn  isc  a  most  |)owciful   iiilluciK  »•  nti  ilic 


528  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

whole  scheme  of  public  instruction — an  influence  more  powerful  than  has  resulted  from 
any  educational  measure  adopted  within  the  last  half-century.  Its  results  would  be  even 
more  far-reaching,  and,  as  I  believe,  more  beneficial,  than  those  wrought  by  the  intro- 
duction of  the  natural  methods  of  instruction,  grand  as  they  have  been.  The  subject  has 
already  been  discussed  with  some  fulness  in  the  Association,  and  has  come  before  one  of 
the  departments  at  the  present  session.  When  it  has  been  discussed  in  all  its  bearings, 
the  conclusion  reached  by  the  Association  should  be  expressed  in  that  way  that  shall  give 
it  greatest  weight. 

In  what  I  have  said  in  the  foregoing  pages,  I  have  attempted  to  give  voice  to  what  I 
conceived  to  be  the  general  mind  of  the  Association  as  to  what  its  future  work  should  be. 
I  now  beg  to  express,  in  a  word,  views  entertained  probably  by  only  a  minority  of  the 
Association,  and  certainly  by  only  a  minority  of  the  people.  Important  as  I  deem  the 
different  lines  of  work  I  have  pointed  out,  I  do  not  think  them  grand  enough  to  call  out 
all  the  powers  of  the  National  Educational  Association.  I  believe  it  ought  to  test  its 
strength  on  measures  greater  than  the  greatest  of  these.  One  of  these  measures^the 
supreme  one  as  I  view  it — is  compulsory  education.  I  weary  of  half-measures.  If  edu- 
cation is  what  we  profess  to  believe  it — the  one  earthly  good  to  be  chosen  before  all  others — • 
why  should  we  hesitate  to  throw  ourselves  into  the  advocacy  of  a  measure  that  will  make 
it  universal  ?  To  carry  learning  into  all  homes  and  to  make  it  the  possession  of  every 
creature,  so  that  there  shall  no  more  be  a  neglected  class  in  this  country  of  ours — that, 
as  it  seems  to  me,  is  a  work  altogether  worthy  the  full  powers  of  this  great  organization. 

The  annual  conventions  of  the  Association  for  many  years  were  not  largely 
attended,  the  attendance  never  reaching  as  many  as  400  members,  and  it 
was  frequently  impossible  to  print  the  papers  and  proceedings  of  these  con- 
ventions without  soliciting  special  contributions  from  the  members.  The 
first  large  meeting  of  the  Association  was  held  at  Madison,  Wis.,  in  1884. 
The  president  for  that  year,  Hon.  Thos  W.  Bicknell,  who  had  already  shown 
great  ability  as  an  organizer  while  president  of  the  American  Institute  of 
Instruction  a  few  years  before,  set  to  work  to  place  the  Association  on  a  higher 
plain,  by  increasing  its  membership,  and,  correspondingly,  its  influence,  and 
by  making  the  annual  convention  a  great  popular  rally  of  teachers  and  citizens 
interested  in  education.  His  success  was  phenomenal,  and  the  year  1884 
is  usually  referred  to  as  the  time  of  the  revival  of  the  National  Educational 
Association  and  the  justification  of  its  right  to  assume  the  leadership  of 
national  educational  interests. 

The  following  resolution  was  passed  unanimously  by  the  convention  in 
recognition  of  President  Bicknell's  great  service  to  the  Association: 

Resolved,  That  the  unparalleled  success  of  this  meeting  is  chiefly  due  to  the  energy, 
devotion,  and  organizing  ability  of  Hon.  T.  W.  Bicknell,  the  president  of  this  Association, 
whose  wise  and  comprehensive  plans,  enthusiastic  and  self-sacrificing  efforts,  and  directing 
hand  have  inspired  and  guided  the  great  undertaking  from  its  inception  to  its  present 
triumphant  close,  and  no  formal  words  can  properly  express' our  thankful  appreciation. 

The  enrollment  at  Madison  reached  2,729.  With  the  revenue  from  the 
membership  all  debts  of  the  Association  were  paid  and  a  surplus  was  carried 
over  to  form  the  nucleus  of  the  Permanent  Fund  of  the  Association  which 
has  grown  to  $155,000  in  1906,  as  shown  elsewhere  in  the  statistical  table 
of  that  fund. 


Chapter]  NATIOXAL  EDUCATIONAL  ASSOCIATION  529 

The  following  year  the  Association  was  incorporated  for  20  vcars  on  the 
24th  day  of  February,  1S86,  at  Washington,  D.  C.  under  the  Revised  Statutes 
of  the  District  of  Columbia.     (See  pp.  4-5  of  this  volume.) 

The  subsequent  growth  of  the  Associalit)n  in  numbers  will  appear  in  the 
statistical  table  of  membership. 

Hon.  W.  T.  Harris,  United  States  commissioner  of  education,  wlio  was 
president  of  the  Association  in  1875  and  had  been  a  prominent  leader  in  its 
councils  for  nearly  its  entire  existence,  read  before  the  meeting  of  the  Depart- 
ment of  Superintendence,  in  Philadelphia,  Pa.,  in  February,  1891,  a  paper 
on  the  organization  and  functions  of  the  Association,  which  is  rei)rinte(l  here 
with  slight  omissions. 

ORG.\NIZATIO N  AND  FUNCTIONS  OF  THE  NATIONAL  EDUCATIONAL 

ASSOCIATION 

\V.  T.  HARRIS,  UNITED   STATES   COMMISSIONER   OF    EDUCATION,  WASHINOTON,   D.  C. 

Thirly-three  years  ago  last  August  there  met  in  the  city  of  Philadelphia  a  handful 
of  men  to  organize  a  National  Teachers'  Association.  The  movement  started  in  New 
York  and  Massachusetts.  A  call  had  been  issued  and  widely  circulated  the  year  before 
(1856),  inviting  "all  practical  teachers  in  the  North,  the  South,  the  East,  the  West,  who 
are  willing'" — these  arc  its  significant  words — "who  are  willing  to  unite  in  a  general 
effort  to  promote  the  general  welfare  of  our  country,  by  concentrating  the  wisdom 
and  power  of  numerous  minds  and  by  distributing  among  all  the  accumulated 
experiences  of  all;  who  are  ready  to  devote  their  energies  and  their  means  to  advance 
the  dignity,  respectability,  and  usefulness  of  their  calling."  A  constitution  was  drafted 
and  adf)pted,  and  officers  were  elected  for  the  following  year.  The  directory  of  the  newly 
formed  association  voted  to  meet  in  Cincinnati  in  August,  1858. 

We  may  here  properly  inquire  what  the  legitimate  results  are  for  which  wc-  should 
l<M)k  from  this  annual  gathering  of  teachers  from  the  length  and  breadth  of  the  land. 
The  main  answer  to  this  is  provided  for  us  in  the  words  of  the  original  call  issued  in  1856. 
In  the  language  already  quoted,  the  Association  should  "concentrate  the  wisdom  and 
power  of  numerous  minds,  and  distribute  among  all  the  experiences  of  all."  This  call 
was  written  by  Dr.  Daniel  B.  Hagar,  then  president  of  the  Massachusetts  Teachers'  Asso- 
ciation. It  was  stated  at  the  Philadelphia  meeting  in  1857  that  there  were  already  in 
existence  twenty-three  state  teachers'  associations,  besides  larger  and  smaller  associations 
not  Ijoundcd  by  slate  lines — such,  for  example,  as  the  American  Institute  of  Instruction 
in  New  England,  and  the  American  Association  for  the  Advancenunt  of  Etiuration, 
whi<h  had  Ix-en  formed  in  Philadelphia.  The.se  as.soc  iations  had  demonstrated  the 
value  of  general  conferences  in  whi(  h  educational  topics  were  dis(  Uivseri.  The  wisdom 
and  pf)wcr  of  many  minds  concentrated  on  the  difficult  problems  of  the  professi«)n  brought 
light  such  as  none  had  seen  before.  The  accumulated  experience  of  all  was  thus  distrib- 
utefi  to  each.  The  individual  tea<  her,  in  his  uneven  development,  .strong  in  some  points, 
and  weak  in  others,  found  complementary  .strength  in  the  experience  of  his  fellow  leai  hers, 
strong  where  he  was  weak,  anrl  i)erhaps  weak  where  he  was  strong. 

The  divine  prinri|)lc  of  vie  ariousness  that  jirevails  in  the  spiritual  world,  rendering 
it  jKjssible  for  eai  h  man,  woman,  and  <  hild  to  partii  ii>ale  |>rotitably  in  the  experien(  e  of 
another  human  l^-ing—  so  that  the  sin-rtai  le  of  a  deed  and  its  ( ()n.se(|uences  renders  it 
entirely  unnece.s.sary  to  jM-rform  the  deed  itself  in  orrler  to  get  what  of  good  (omes  from 
doing  it  as  a  life  cxfjcricncc-this  divine  jirin(  iple  of  vi(  ariousness  in  the  life  of  human 
souls  at  once  explains  for  us  the  true  function  of  teachers'  associations,  and  alst)  the  func- 


530  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

tion  of  education  itself  in  its  entirety.  WTiat,  indeed,  is  all  education  except  the  re-enforce- 
ment of  the  indi\-idual  by  the  experience  of  the  family,  the  commtmity,  the  nation,  the 
race  ?  Education  is,  therefore,  properly  defined  as  the  elevation  of  the  individual  into 
participation  in  the  Ufe  of  the  species. 

\\'hile  the  brute  inherits  organically  in  his  muscles  and  nerves  and  brain  the  experi- 
ence of  his  progenitors  in  such  a  way  that  the  life  of  his  race  appears  as  instinctive 
impulse,  man,  on  the  other  hand,  not  only  inherits  the  results  of  the  life  of  his  ancestry  in 
the  form  of  instincts  and  aspirations,  but  he  can  by  language  receive  and  communicate 
the  outcome  of  his  life  direct.  Hence  his  ability  to  collect  within  himself  the  results  of 
others'  lives  is  increased  infinitely  beyond  that  narrow  line  of  hereditary  descent;  for  he 
can,  through  language,  avail  himself  of  the  sense-perception  of  others  far  removed  in 
time  and  space,  making  himself  thereby  a  sort  of  omnipresence  in  space  and  time. 
Then,  too,  he  can  avail  himself  in  like  manner  of  the  thoughts  and  reflections  of  his 
fellow-men,  especially  the  thoughts  and  reflections  of  those  most  gifted  minds  that  have 
done  most  to  solve  the  problems  of  life  and  explain  the  anomalies  of  experience.  ^lore 
than  this,  too,  he  learns  not  only  through  their  perceiving  and  by  their  thinking  on 
what  they  perceive,  but  he  learns  by  seeing  their  doing,  and  by  the  stor\-  of  their  doing, 
what  to  do  himself  and  what  to  refrain  from  doing.  Thus,  by  language,  the  indi^•idual 
is  enabled  to  live  vicariously  the  life  of  the  race,  and  to  live  his  own  life  vicariously  for 
others.  Whatever  one  does,  goes  into  the  reservoir  of  human  experience  as  something 
of  value;  if  it  is  a  negative  deed,  bringing  with  it  its  punishment,  the  knowledge  of  it 
renders  unnecessan.-  the  repetition  of  its  like  by  others.  If  it  is  a  positive  deed,  securing 
for  it  the  normal  development  of  the  soul,  then  it  is  a  precious  discovery,  and  it  may 
be  adopted  by  all  men  as  a  new  ethical  form  of  moral  law. 

Thus  the  very  principle  of  all  education — the  principle  that  makes  possible  what 
we  value  as  civilization  in  contrast  to  savage  life — ^this  principle  is  appealed  to  as  explain- 
ing and  justifpng  the  existence  of  a  national  educational  association.  "Concentrate 
the  wisdom  and  power  of  numerous  minds;  distribute  to  each  the  accumulated  experi- 
ence of  all." 

Who  can  say,  looking  back  down  the  ladder  of  thirty-three  years,  that  this  beneficent 
process  of  gi^"ing  and  recei\nng  has  not  characterized  every  stage  of  its  assent  ?  Spiritual 
giving,  we  are  taught,  is  not  a  giving  which  diminishes  the  supply  of  the  giver.  In  material 
gi\'ing,  there  is  a  transfer  which  makes  him  who  gives  poorer  by  the  amount  of  his  gift. 
But  he  who  imparts  his  experience  to  others,  possesses  all  the  more  firmly  all  the  fruits  of 
his  own  experience.  Fvery  teacher  who  has  risen  in  this  National  Educational  Associa- 
tion to  expound  his  own  observations  or  reflections,  or  to  give  the  results  of  his  experience, 
has,  in  the  act  of  doing  it,  helped  himself  first  of  all  to  see  more  clearly  than  before  the 
true  lesson  of  his  life.  In  spiritual  participation,  there  is  no  division  or  loss.  In  material 
things — in  food,  clothing,  and  shelter — to  share  is  to  divide  and  diminish  the  part  that 
goes  to  each. 

We  have  not  mentioned  the  advantage  of  personal  contact  of  mind  with  mind.  In 
these  gatherings  the  young  teacher  sees  those  who  have  grown  old  in  the  service  and  who 
have  acquired  reputation  for  their  work.  He  meets  his  equals  and  measures  their  ideals 
by  his  own.  He  learns  to  see  the  details  of  his  profession  from  many  different  points  of 
v-iew.  The  impression  derived  from  the  printed  page  differs  from  that  derived  from  per- 
sonal conversation.  Each  has  its  advantages.  The  personal  impression  is  more  stimu- 
lating and  provocative  of  imitation.  The  cool  study  of  the  printed  paper  leads  to  deeper 
self-activity.     Both  are  useful — nay,  indispensable. 

It  is  obvious  that  for  this  personal  lesson  upon  the  teacher  our  recent  large  associa- 
tions are  far  more  valuable  than  the  small  gatherings  of  the  early  date;  where  three 
hundred  met  then,  now  we  have  three  thousand.     The  visitor  to  the  Association  now 


Chapter]  XATIOXAL  EDUCATIOXAL  ASSOCIATIOX  531 

sees  ten  times  the  number  of  eminent  teachers,  and  rejoices  in  a  tenfold  opf>ortunity  for 
profit. 

I  do  not  think  that  I  overestimate  the  value  of  this  feature  of  the  National  Educa- 
tional .\ssociation  when  I  caU  it  one-half.  On  this  basis  I  shall  call  the  direct  aid 
received  from  the  essays  and  papers  read  one-fourth;  the  direct  aid  from  the  debates  and 
discussions,  one-fourth;  the  direct  aid  from  personal  conversation  with  and  observation 
of  fellow-members  of  the  convention,  eminent  persons,  and  otherwise,  this — and  the  benefit 
of  obser%ation  of  that  section  of  the  country  into  which  the  .\ssociation  takes  the  visitor- 
amounts  to  one-half  the  direct  aid  that  he  gets  from  the  .A.ssociation. 

Since  1S70  the  .Association  has  been  in  process  of  forming  departments  for  the 
further  specialization  of  work.  It  has  done  this  partly  by  absorbing  e.\isting  associations 
devoted  to  special  work,  and  partly  by  forming  new  departments  direct. 

It  absorbed  the  normal-school  and  superintendents'  associations,  and  in  after  years 
successively  the  departments  of  (a)  higher  instruction,  (6)  elementary  instruction,  (c)  in- 
dustrial education,  {d)  the  National  Council  of  Education,  (e)  the  kindergarten,  (/)  art 
education,  (g)  music  instruction,  and  (A)  secondary  instruction;  thus  making  ten  depart- 
ments in  all.' 

Since  these  departments  provide  for  the  much-needed  specialization  of  work,  and 
furnish  a  counterpoise  to  the  mighty  swing  of  the  general  meetings  of  the  .Association,  their 
influence  is  salutary.  There  is  no  doubt  that  much  more  can  be  d^ne  in  this  direction. 
There  should  be  a  department  that  unites  those  interested  in  the  study  of  child  life;  another 
that  unites  the  specialists  who  are  at  work  in  the  master)-  of  foreign  systems  of  education , 
one  for  students  of  the  Herbartian  educational  experiments — those  that  make  so  much  of 
Robinson  Criisoe  as  a  center  of  school  work,  and  whose  great  word  is  "apperception." 
Those  who  have  read  the  educational  essay  that  has  made  so  much  noise  in  England,  and 
which  bears  the  absurd  title  of  "A  Pot  of  Green  Feathers,"  I  need  not  say,  are  already  inter- 
ested in  this  question  of  apperception,  as  the  very  center  of  educational  psychology.  The 
doctrine  of  apperception,  briefly  stated,  is  this:  We  not  only  perceive  or  see  objects,  but 
we  recognize  or  apperceive  them.  \\'hen  we  apperceive  we  relate  what  we  see  to  what  we 
already  knew  before — we  sometimes  call  this  inward  digestion  of  what  we  see.  Now  edu- 
cation, it  is  evident  enough,  deals  with  this  matter  of  recognizing  or  assimilating  (apper- 
rciving)  the  new  material  learned  by  relating  it  to  what  we  knew  before. 

If  a  department  of  psycholog}'  were  formed  that  held  two  meetings  at  each  annual 
session,  I  doubt  not  that  it  would  soon  prepare  some  w<jrk  which  would  gladly  be  given  a 
place  on  the  program  oi  the  General  .Association,  and  certainly  before  it  secured  a  place 
on  the  general  program  it  would  get  into  the  old  departments  of  elementary  instruction  or 
normal  instruction,  or  into  the  superintendents'  section  or  some  other. 

I  would  lay  emphasis  on  the  sjx'cializing  of  work  indefinitely.  Apart  from  the 
National  .Assfxiation  such  specializing  would  have  its  danger;  but  in  the  Association  it 
at  once  adds  strength  and  gains  strength.  There  could  be  a  department  of  statistical 
study,  wherein  the  few  specialists  who  are  interested  in  the  science  of  statistics,  in  the 
new  sense  which  is  coming  to  be  accentuated  by  sociologists,  could  confer  together  round 
a  table.  Round-table  disc  u.ssions  over  sjxcialties  is  in  my  opinion  what  is  needed  to 
introduce  a  new  fountain  <>f  vitality  into  the  .As,sociation.  Not  that  the  .Association  is 
failing  in  vitality,  for  it  never  had  s<j  rnui  h  at  any  former  jK'riod  as  it  has  now.  But  this 
new  element  of  specialization  is  a  new  element  of  vitality  whii  h  may  make  the  annual 
visit  twice  as  valuable  as  it  has  Ix-en  hitherto.  I  have  mentioned  by  way  of  e.vamples  of 
these  round-table  fJe[)anments — tho.se  that  should  study  child  life,  foreign  systems  of 
education  (say  Frenc  h,  (ierman,  English,  Chine.s*-,  vU .),  or  ]x-dagogical  movements  like 
that  of  the  Herlxirtians,  or,  again,  edui  ational  psychology,  or  statistics.  I  would  atld  other 
examples  of  specialization.      Ix:t  the  s|Mt  iaiists  in  teai  hing  English  literature  have  a  round 

■  'ITiw  numbrr  ha*  miuc  Ix-rn  incrconcd  to  ninrtrrti. — KnnoH. 


532  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

table;  the  specialists  in  teaching  ancient  history  or  modern  history  or  the  philosophy  of 
history;  the  specialists  in  teaching  French  or  any  modern  language;  those  specially  inter- 
ested in  teaching  fractions  or  any  other  part  of  arithmetic.  These  round-table  discussions 
could  be  called  for  any  year.  They  could  not  be  expected  to  discuss  the  same  subject 
for  two  consecutive  years.  Here  is  just  the  trouble  with  our  present  departments.  They 
have  worked  over  the  material  ready  to  hand,  and  have  no  new  material  in  the  process 
of  making.  The  Council  of  Education  has  formed  a  list  of  committees  on  a  variety  of  sub- 
jects and  stereotyped  it  once  for  all.  The  members  of  those  cast-iron  committees  find 
themselves  appointed  to  report  on  some  subject  which  has  no  new  fresh  interest  for  them, 
and  they  do  not  see  how  to  begin  fresh  work.  We  do  not  want  any  more  reports  on  such 
general  topics  as  high  schook,  or  private  schools,  or  coeducation,  or  moral  education,  or 
educational  psychology,  but  we  do  want  specialized  reports  which  focus  the  whole  mind 
of  the  subcommittees  on  some  special  topic,  within  those  more  general  topics  such  as 
(in  the  domain  of  moral  education)  the  freedom  of  the  will  in  the  light  of  Ribot's  work 
on  The  Diseases  of  tlie  Will,  or  (in  the  domain  of  educational  psychology)  the  effect  of 
committing  to  memory  by  the  so-called  aids  or  arts  of  memory;  or  on  the  formation  of 
logical  habits  of  thinking;  or  the  best  method  of  cultivating  a  convenient  memory  for 
names;  the  true  remedy  for  duplicate  registration  of  pupils  attending  both  winter  and 
summer  schools,  a  duplication  which  is  common  in  most  of  the  state  school  reports;  on  a 
legitimate  mode  of  interesting  the  people  in  electing  good  members  to  the  school  board; 
on  the  proper  manner  of  securing  the  interest  of  the  public  press  in  the  good  features  of 
the  public  schools;  on  the  effect  of  the  private  schools  in  raising  or  lowering  the  standard 
of  respectability  in  the  profession  of  teaching;  on  the  best  methods  of  securing  literary 
and  scientific  culture  in  a  corps  of  teachers.  No  one  of  these  topics  would  do  for  a  second 
report;  no  one  of  them  would  do  for  a  first  report  made  by  members  of  the  council  not 
interested  in  it.  The  volunteer  system  is  the  only  system  for  round-table  work.  It  would 
be  best  generally  to  concentrate  attention,  and  guide  it  by  having  a  report  made  upon 
some  particular  book  like  Lange's  work  on  Apperception,  or  Mrs.  Jacobi's  book  on  Science 
and  Language-Study. 

The  general  work  of  the  Association,  as  a  whole,  should  go  on  in  deep  ruts,  but  the 
special  work  of  the  departments  should  be  specialized  and  always  fresh  and  new.  This 
will  take  care  of  itself  if  there  be  a  sufficiency  of  these  small  groups  encouraged.  Perhaps 
there  are  only  four  persons  in  the  entire  nation  interested  in  some  special  topic.  The 
National  Educational  Association,  with  its  facilities  for  cheap  transportation  and  cheap 
board,  furnishes  the  best  opportunity  each  year  for  the  meeting  of  these  four  persons,  or 
any  other  similarly  interested  persons.  Perhaps  the  attraction  of  the  particular  interest 
would  not  be  sufficient  to  draw  together  the  four  specialists.  But  the  National  Educa- 
tional Association  adds  a  host  of  other  attractions,  and  in  the  aggregate  these  are  strong 
enough  to  prevail. 

We  wish  to  produce  as  many  growing  teachers  as  possible — as  many  as  possible  who 
each  year  have  found  fresh  leads  and  have  distanced  their  former  selves. 

It  seems  to  me,  therefore,  quite  doubtful  whether  the  division  of  the  National  Educa- 
tional Association  into  sectional  associations,  with  which  it  alternates  biennially,  would 
not  be  rather  a  step  backward.  It  would  perhaps  break  the  continuity  which  is  essential 
as  a  kind  of  background  on  which  the  specialization  which  we  have  discussed  can  best 
take  place.  It  will  certainly  make  the  familiar  faces  that  meet  us  from  year  to  year,  com- 
ing from  a  great  distance— as  in  the  present  meeting,  from  Colorado  and  Texas — it  will 
make  these  faces  less  familiar  to  us,  and  different  sections  of  the  Union  will  be  in  less  direct 
sympathy  than  formerly. 

If  I  have  studied  aright  this  problem,  it  is  not  the  general  association  that  is  in  need  of 
reform,  but  only  the  departments.  These  departments  instead  of  breaking  away  from 
the  type  of  the  general  association,  as  they  should  do,  are  imitating  its  organization  when 


Chapier]  XATIOXAL  EDUCATIOX A L  ASSOCIATIOX  533 

they  ought  to  devote  themselves  to  developing  and  fostering  voluntary  subcommittees  or 
round  tables  devoted  to  special  work. 

The  general  association,  with  its  wide  scope,  its  great  masses,  its  distinguished  person- 
alities, its  cheap  fares,  its  entertaining  ttmrs,  and  its  spectacle  of  great  combination,  and, 
lastly,  with  the  great  interest  and  substantial  tributes  of  respect  which  it  elicits  from  the 
business  men  of  all  parts  of  the  countrv,  and  from  the  world  in  general  outside  the  scho- 
lastic field — the  general  assoriation,  with  these  reasons  for  being,  should  lontinue  as  it  is. 

THE  ORGANIZ.ATION  OF  AX  ACTIVE  (PERMANENi)   M  KM  Bl.RSIIIl' 

In  1895,  at  the  Denver  meeting,  the  constitution  was  amended  to  ])rovide 
for  the  reorganization  of  the  membership  of  the  Association.  The  i)rovisit)n 
under  whiih  a  Life  Membershi])  could  be  pure  ha>cd  b\-  the  i)a_\ment  of  $20 
at  one  time,  and  a  Life  Dircctorsliip  by  payment  of  Sioo,  was  aljoHshed. 
Instead  a  permanent  active  membership  chiss  was  created,  providing  that 
such  memt)ership  should  continue  and  annual  dues  should  be  ])aid  whether 
the  member  attended  the  annual  convention  or  not.  It  was  provided  that 
presidents  of  the  Association  should  become  life  directors  at  the  close  of  their 
respective  terms  of  office.  It  was  also  provided  that  distinguished  educators 
residing  outside  of  the  L'nited  States  might  be  elected  by  the  board  of  directors 
as  corresponding  members.  'I'he  Active  Membership  list  and  the  statistical 
tables  of  membership  published  in  this  volume  will  show  the  growth  and 
present  condition  of  the  permanent  supj)orting  membership  of  the  Association. 

In  1898,  at  the  Washington  meeting,  the  constitution  was  amended  so  as 
to  provide  for  the  election  of  a  permanent  secretary  who  should  receive  a 
salary  and  should  give  his  entire  time  to  the  service  of  the  Association.  Tlie 
board  of  trustees  were  authorized  to  elect  the  j)ermanent  secretary  and  to  fix 
his  salary  and  hi>  term  of  otTice  for  a  period  not  to  exceed  four  \ears  for  each 
term. 

RKINfORI'OKATIUN' 

At  the  annual  con\ention  liekl  at  St.  Loui>  in  1904,  action  was  taken  to 
secure  a  reincorporation  of  the  Association  whose  certificate  of  incorporation 
for  twenty  years  from  February  24,  1886,  would  expire  February  24,  1906. 
The  bcjard  of  trustees  were  empowered  by  resolution  of  ihi'  active  members 
l)a»ed  at  their  annual  meeting,  June  30,  1904  (see  p.  28,  \n\.  of  Proceedings 
for  1904)  to  take  steps  to  continue  the  corporate  existence,  and  to  protect 
the  interests,  of  the  Association  and  U)  this  end  recommend  such  changes  in 
the  ( oiistitulion  as  they  might  deem  advisable. 

At  the  meeting  of  active  members  held  in  A>bury  I'ark,  July  (),  1905,  the 
ijoard  of  trustees  |)resented  a  report  which  had  already  been  mailed  to  all 
active  members  on  May  25,  preceiling.  This  report  may  be  found  in  full 
with  the  discussion  and  the  a(  tion  on  the  same  on  pj).  2^  40  of  the  Milume  of 
I'ruiecilitigs  for   1905. 

In  aciordaiue  with  this  a(  tion  ;iiid  the  >ubse(|uent  attion  of  the  bo;ird  of 
(lire(  tors  on  the  same  dale  (^ee  p.  52,  volimie  of  Pnueediugs  for  1905)  the 
board  of  trustees  sei  iired  the  passage  by  the  Senate  and  the  House  of  Repre- 


534  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

sentatives  of  an  act  of  Congress  incorporating  the  National  Education  Asso- 
ciation, providing  such  act  should  be  accepted  by  the  active  members  of  the 
next  following  annual  meeting.  This  act  w^as  approved  by  the  President  of 
the  United  States  on  June  30,  1906.  The  full  text  of  the  act  may  be  found  on 
pp.  21-24  of  this  volume. 


VI.     THE   CONSTITUTION 

The  following  is  the  text  of  the  Constitution,  as  adopted  at  the  meeting 
for  organization  in   Philadelphia,   Pa.,   August   26,    1857: 

THE  NATIONAL  TEACHERS'  ASSOCIATION 

Preamble 
To  elevate  the  character  and  advance  the  interests  of  the  profession  of  teaching,  and 
to  promote  the  cause  of  popular  education  in  the  United  States,  we,  whose  names  are 
subjoined,  agree  to  adopt  the  following 

Constitution 
article  i. — name 
This  association  shall  be  styled  "The  National  Teachers'  Association." 

ART.  II. — MEMBERS 

Sec  I.  Any  gentleman i  who  is  regularly  occupied  in  teaching  in  a  public  or  private 
elementary  school,  college,  or  university,  or  who  is  regularly  employed  as  a  private  tutor, 
as  the  editor  of  an  educational  journal,  or  as  a  superintendent  of  schools,  shall  be  eligible 
to  membership. 

Sec.  2.  Application  for  admission  to  membership  shall  be  made  or  referred  to  the 
Board  of  Directors,  or  to  such  a  committee  of  their  number  as  they  shall  appoint;  and 
all  who  may  be  recommended  by  them,^  and  accepted  by  a  majority  vote  of  the  members 
present,  shall  be  entitled  to  the  privileges  of  the  association  upon  paying  two  dollars  and 
signing  this  constitution. 

Sec  3.  Upon  the  recommendation  of  the  Board  of  Directors,  gentlemen  may  be 
elected  honorary  members  by  a  two-thirds  vote  of  the  members  present,  and  as  such  shall 
have  all  the  rights  of  regular  members,  except  those  of  voting  and  holding  office. 

Sec  4.  Ladies  engaged  in  teaching  may,  on  the  recommendation  of  the  Board  of 
Directors,  become  honorary  members,  and  shall  thereby  possess  the  right  of  presenting, 
in  the  form  of  written  essays  (to  be  read  by  the  Secretary,  or  any  other  member  whom 
they  may  select),  their  views  upon  the  subject  assigned  for  discussion. 

Sec  5.3  Whenever  a  member  of  this  Association  shall  abandon  the  profession  of 
teaching,  or  the  business  of  editing  an  educational  journal,  or  of  superintending  schools, 
he  shall  cease  to  be  a  member. 

Sec  6.  If  one  member  shall  be  charged  by  another  with  immoral  or  dishonorable 
conduct,  the  charge  shall  be  referred  to  the  Board  of  Directors,  or  such  committee  as 
they  shall  appoint;  and  if  the  charge  shall  be  sustained  by  them,  and  afterwards  by  a 
two-thirds  vote  of  the  members  present,  at  a  regular  meeting  of  the  Association,  the 
member  so  charged  shall  forfeit  his  membership. 

Sec  7.  There  shall  be  an  annual  fee  of  one  dollar.  If  any  one  shall  omit  ])a}'ing 
his  fee  f(jr  four  years  his  connection  with  the  association  shall  cease. 

■  1866:   amended  by  striking  out  the  word,  "gentleman,"  and  inserting  the  word,  "person." 

'  1866:  amended  by  striking  out  the  words,  "and  accepted  by  a  majority  vote  of  the  members  present." 

3  1866:    Art.  11,  Sec.  s,  was  stricken  from  the  constitution. 


Chapter]  THE  CONSTITUTION  535 

Sec.  8.  A  person  eligible  to  membership  may  become  a  life  member  by  paying, 
at  onic,  ten  dollars. 

.iVRT.  III. OFFICERS 

.Sec.  I.  The  officers  of  this  Association  shall  be  a  President,  twelve  Vice-Presidents, 
a  Secretary,  a  Treasurer,  and  one  Counselor  for  each  state,  district,  or  territory  repre- 
sented in  the  association.  These  officers  all  of  whom  shall  be  elected  by  ballot,  a  majority 
of  votes  cast  being  necessary  for  a  choice,  shall  constitute  the  Board  of  Directors,  and 
shall  have  power  to  appoint  committees  from  their  own  number  such  as  they  shall  deem 
expedient. 

Sec.  2.  The  President  shall  preside  at  all  meetings  of  the  Association  and  of  the 
Board  of  Directors,  and  shall  perform  such  other  duties,  and  enjoy  such  privileges,  as 
by  custom  devolve  upon  and  arc  enjoyed  by  a  presiding  ofTicer. 

In  his  absence  the  Vice-President,  in  order,  who  is  present,  shall  preside;  and  in 
the  absence  of  all  the  Vice-Presidents  a  pro  tempore  chairman  shall  be  appointed  on 
nomination — the  Secretary  putting  the  question. 

Sec.  3.  The  Secretary  shall  keep  a  full  and  just  record  of  the  proceedings  of 
the  .\ssociation  and  of  the  Board  of  Directors,  shall  notify  each  member  of  the  Associa- 
tion, or  Board,  shall  conduct  such  correspondence  as  the  Directors  may  assign,  and  shall 
have  his  records  present  at  all  meetings  of  the  Association  and  of  the  Board  of  Directors. 
In  his  absence,  a  Secretary  pro  tern,  may  Vje  appointed. 

Sec.  4.  The  Tre.xsurer  shall  receive  and  hold  in  safe-keeping  all  moneys  paid 
to  the  .Association;  shall  expend  the  same,  in  accordance  with  the  vote  of  the  Directors, 
or  of  the  As.sociation ;  and  shall  keep  an  e.xact  account  of  his  receipts  and  expenditures, 
with  vouchers  of  the  latter,  which  account  he  shall  render  to  the  Board  of  Directors  prior 
to  each  regular  meeting  of  the  Association;  he  shall  also  present  an  abstract  thereof  to 
the  A.ssociation.  The  Treasurer  shall  give  such  bonds  for  the  faithful  discharge  of  his 
duties,  as  may  be  required  by  the  Board  of  Directors. 

Sec.  5.  The  Counselors  .shall  have  equal  powers  with  the  other  Directors  in 
performing  the  duties  belonging  to  the  board.  The  Board  of  Directors  shall  have  power 
to  fill  vacancies  in  their  own  lx)dy,  .shall  have  in  charge  the  general  interests  of  the  Associa- 
tion, shall  make  all  neces.sary  arrangements  for  its  meetings,  and  shall  do  all  in  their 
[Kjwer  to  renflcr  it  a  u.seful  and  honorable  institution. 

.\kt.  IV. — meetings 

A  meeting  shall  be  held  in  .August,  185S,  after  which  the  meetings  shall  be  held 
biennially.     [Changed  to  annually  at  the  meeting  in  1858.] 

The  place  and  precise  time  of  meeting  shall  be  determined  by  the  Board  of  Direc  tors. 
The  Board  of  Directors  shall  hold  their  regular  meetings  at  the  place  and  two  hours 
lx;ff>rc  the  time  of  the  as.sembling  of  the  Association,  and  immediately  after  the  adjourn- 
ment of  the  same.  Special  meetings  may  be  held  at  such  other  times  and  places  as  the 
Brjard  or  the  Pnsident  may  determine. 

ART.   V. —  BY-I.AWS 

By-laws,  not  inconsistent  with  this  ((institution,  may  be  adopted  by  a  two  thirds  vote 
of  the  Asso(  iation. 

ART.   VI.-   amendments 

This  constitution  may  l)c  altered  or  amended  at  a  regular  meeting  by  the  unanimous 
vole  of  the  members  present;  or  by  a  tw  >-thirds  v.)tc  of  the  members  jiresent,  provided 
the  alteration  or  amendment  has  l)cen  pre.sented,  or  sul)stantially  projK).scd,  at  a  previous 
regular  meeting. 

Tlif  following  Con-liliitioii  \v;i>  adnplcd  at  ihc  tinic  of  the  rcor^aiii/atioii 
and  (  hangc  (if    name  <tf   the  Association  at   llic  Cleveland   meclinj^,  Atigust 


536  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

15,  1870.     The  various  amendments  made  from  time  to  time  follow  their 
respective  sections. 

THE  CONSTITUTION 

OF    THE 

NATIONAL  EDUCATIONAL  ASSOCIATION 

Preamble 
To  elevate  the  character  and  advance  the  interests  of  the  profession  of  teaching,  and 
to  promote  the  cause  of  popular  education  in  the  United  States,  we,  v^'hose  names  are 
subjoined,  agree  to  adopt  the  following 

Constitution 

article  i. — name 

This  Association  shall  be  styled  "The  National  Educational  Association." 

ARTICLE    II. — departments 

Section  i.  It  shall  consist  of  four  Departments:  The  first,  of  School  Superintend- 
ence; the  second,  of  Normal  Schools;  the  third,  of  Elementary  Schools;  the  fourth,  of 
Higher  Instruction. 

[1875:    Amended  by  adding,  "the  fifth,  of  Industrial  Education." 
1880:    Amended  by  adding,  "and  a  National  Council  of  Education." 
1883:    Amended  by  adding,  "the  sixth,  of  Art  Education." 
1884:    Amended  by  adding,  "the  seventh,  of  Kindergarten  Instruction;  the 

eighth,  of  Music  Education." 
1886:    Amended  by  adding,  "the  ninth,  of  Secondary  Education." 
1892:    Amended  by  adding,  "the  tenth,  of  Business  Education." 
1894:    Amended  by  adding,  "the  eleventh,  of  Child-Study." 
1895:    Amended  by  adding,  "the  twelfth,  of  Physical  Education;   the  thir- 
teenth, of  Natural  Science  Instruction;    the  fourteenth,  of    School 
Administration." 
i8g6:    Amended  by  adding:    "the  fifteenth,  the  Library  Department." 
1897:    Amended  by  adding,  "the  sixteenth,  for  the  Education  of  the  Deaf, 
Blind,  and  Feeble-minded;"  changed  in   1902  to  the  "Department 
of  Special  Education." 
1899:   Amended  by  adding,  "the  seventeenth,  of  Indian  Education." 
1899:    Amended    by    changing,     "Industrial    Education,"     to     "Manual 

Training." 
1905:    Amended  by  adding,  "the  eighteenth,  of  Technical  Education."] 

Sec.  2.  Other  departments  may  be  organized  in  the  manner  prescribed  in  this 
Constitution. 

article  III. — membership 

Section  i.  Any  person  in  any  way  connected  with  the  work  of  education  shall  be 
eligible  to  membership.  Such  person  may  become  a  member  of  this  Association  by  pay- 
ing two  dollars  and  signing  this  Constitution;  and  he  may  continue  a  member  by  the 
payment  of  an  annual  fee  of  one  dollar.  On  his  neglect  to  pay  such  fee,  his  member- 
ship shall  cease. 

1875:    Amended  by  changing  "one  dollar,"  to,  "two  dollars." 

1885:    Amended    by   inserting,    after    "education,"    "or   any   educational 

association." 
1895:    Amended  by  replacing  Sec.  i  by  the  following: 

"Section  i.  There  shall  be  three  classes  of.  members,  namely, 
active,  associate,  and  corresponding. 

Sec.  2.  Teachers  and  all  who  are  actively  associated  with  the 
management  of  educational  institutions,  including  libraries  and 
periodicals,  may  become  active  members.  All  others  who  pay  an 
annual  membership  fee  of  two  dollars  may  become  associate  mem- 
bers.    Eminent  educators  not  residing  in  America  may  be  elected  by 


Chapter]  THE  CONSTITUTION  537 

the  Directory  to  be  correspxinding  members.  The  number  (if  cor- 
responding members  shall  at  no  time  exceed  fifty. 
Sec.  3.  All  persons  who  have  been  members  of  the  Association  for 
any  two  years  previous  to  or  including  1895  may  be  admitted  to  active 
membership  without  payment  of  the  enrollment  fee.  Any  person 
eligible  may  become  an  active  member  upon  application  endorsed 
by  two  active  members  and  the  payment  of  an  enrollment  fee  of  two 
dollars. 

All  active  members  must  pay  annual  dues  of  two  dollars,  and  will  be 
entitled  to  the  volume  of  Proceedings  without  'coupon'  or  other  con- 
ditions. If  the  annual  dues  arc  not  paid  within  the  fiscal  year,  mem- 
bership will  lapse,  and  may  be  restored  only  on  payment  of  the  enroll- 
ment fee  of  two  dollars. 

As.sociate  members  may  receive  the  volume  of  Proceedings  in  accord- 
ance with  the  usual  'coupon'  conditions,  as  printed  on  the  mcmlx-r- 
ship  certificate. 

Corresponding  members  will  be  entitled  to  the  volume  of  Proceedings 
without  payment  of  fees,  or  other  conditions. 

Sec.  4.  The  names  of  active  and  corresponding  members  only  will 
be  printed  in  the  volume  of  Proceedings  with  their  respective  educa- 
tional titles,  offices,  and  addresses,  to  be  revised  annually  by  the 
Secretary  of  the  .\ssociation." 

1896:  Amended  by  adding  to  paragraph  2  of  Section  3,  "All  life  mcmliers 
and  life  directors  shall  be  denominated  active  members,  and  shall 
enjoy  all  the  powers  and  privileges  of  such  members  without  the 
payment  of  annual  dues." 

181^7:  .Amended  by  striking  out  the  first  sentence  of  Section  3  to  and  in- 
cluding the  words,  "enrollment  fee,"  and  by  adding  to  the  second 
sentence  of  Section  3,  "  and  the  annual  dues  for  the  current  year." 

1900:  Amended  by  adfling  to  the  first  paragraph  of  Section  3,  ".'\ctivc 
members  only  have  the  right  to  vote  and  to  hold  olTue  in  the  general 
As.sociation  or  in  the  several  departments." 

Amended,  in  second  sentence  of  second  paragraph  of  Section  3,  to 
read,  "The  annual  (active)  membership  fee  shall  be  payable  at  the 
time  of  the  annual  convention  or  by  remittanie  to  the  Secretary 
before  September  i  of  each  year.  Any  active  member  may  discon- 
tinue membershij)  by  giving  written  notice  to  the  Secretary  before 
September  i,  and  may  restore  the  same  only  on  the  payment  of  tlie 
enrollment  fee  and  the  annual  flues  for  the  current  year." 

.Sec.  2.  Each  department  may  jjrescribe  its  own  conditions  of  membership,  pro- 
vided that  no  person  be  admitted  tf)  such  membership  who  is  not  a  im-mlxr  of  the  general 
Association. 

1895:    Amended  Ijy  striking  out  entire  section. 

Sec.  3.  .Any  person  eligible  to  membership  may  become  a  life-nu-niher  by  paying 
at  once  ten  dollars. 

1876:    Amended  by  changing,  "ten,"  to,  "twenty." 
1895:    Amended  by  striking  out  entire  section. 

AKTICLK    IV. — OFFICERS 

Sectio.v  I.  The  (jfficers  of  this  A.ssociation  shall  he  a  President,  twelve  \'i<e  I'resi- 
dent.s,  a  Secretary,  a  Treasurer,  one  Counselor  ff)r  each  Slate,  District,  or  Territory 
n|jre.sented  in  the  Association,  and  the  officers  charged  with  the  administration  of  their 
res|K.'ctivc  Departments. 

1876:  Amenfled  by  adfling,  ".\ny  frienfl  of  cdufation  may  borome  a  life- 
flireclor  by  the  flonation  of  one  humlrcd  tloH.irs  to  the  Association 
at  one  time,  either  by  himself  or  in  his  behalf." 
1880:  Amenflcfl  by  aflding,  "anfl  any  edui  ational  assoiiation  m.iy  secure 
a  perpetual  flirei  torshij)  by  a  like  flonation  of  one  hundred  dollars, 
the-  direc  tor  to  Im-  a|)[)ointe<l  annually  or  for  life." 
1885:  Amenfled  by  adfling,  "Whenever  a  life-member  desires  to  I>e<  ome 
a  life-flirec  lor,  he  shall  be  (  n  dilcd  with  the  amount  he  has  paid  for 
lifc-meml>ership." 


538  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

1886:    Amended  by  changing,  "oiBcers  charged  with  the  administration  of 
their  respective  departments,"  to,  "presiding  officers  of  the  several 
departments  and  a  Board  of  Trustees  to  be  constituted  as  hereinafter 
provided." 
1887:   Amended  by  changing,  "Counselor"  to  "Director." 
1895:    Amended  by  substituting  the  following: 

"Section  i.  The  officers  of  this  Association  shall  consist  of  a  Presi- 
dent, twelve  Vice-Presidents,  a  Secretary,  a  Treasurer,  a  Board  of 
Directors,  a  Board  of  Trustees,  and  an  Executive  Committee,  as 
hereinafter  provided. 

"Sec.  2.  The  President,  Vice-Presidents,  Secretary,  Treasurer, 
Counselors,  and  presiding  officers  of  their  respective  Departments 
shall  constitute  the  Board  of  Directors,  and,  as  such,  shall  have 
power  to  appoint  such  committees  from  their  own  number  as  they 
shall  deem  expedient." 
1876:  Amended  by  adding,  after  "Counselors,"  "Life-Directors." 
1884:   Amended   by   adding,    after    "Life-Directors,"    "President   of   the 

Council." 
1887:   Amended  by  changing  "Counselors"  to  "Directors." 
1895:    Amended  by  substituting  the  following: 

"  Sec.  2.  The  Board  of  Directors  shall  consist  of  the  President  of  the 
National  Educational  Association,  First  Vice-President,  Secretary, 
Treasurer,  chairman  of  the  Board  of  Trustees,  and  one  additional 
member  from  each  state,  territory,  or  district,  to  be  elected  by  the 
Association  for  the  term  of  one  year,  or  until  their  successors  are 
chosen,  and  of  such  life-directors  as  are  now  (July  10,  1895)  in  office. 
"The  President  of  the  National  Educational  Association,  First  Vice- 
President,  Secretary,  Treasurer,  and  chairman  of  the  Board  of  Trus- 
tees shall  constitute  the  Executive  Committee." 
1896:  Amended  by  inserting  after  hne  5,  "All  past  presidents  of  the  Associa- 
tion now  living,  and  all  future  presidents  at  the  close  of  their  respec- 
tive terms  of  office,  and  the  United  States  Commissioner  of  Educa- 
tion shall  become  life-directors  of  the  Association." 
1898:    Amended  in  last  paragraph  to  read: 

"The  President  of  the  National  Educational  Association,  First  Vice- 
President,  Treasurer,  chairman  of  the  Board  of  Trustees,  and  a  mem- 
ber of  the  Association  to  be  chosen  annually  by  the  Board  of  Direc- 
tors, which  member  shall  hold  office  for  one  year,  shall  constitute 
the  Executive  Committee. 

"Sec.  3.     The  officers  of  the  Association  shall  be  chosen  by  ballot, 
unless  otherwise  ordered,  on  the  second  day  of  each  annual  session, 
a  majority  of  the  votes  cast  being  necessary  for  a  choice.     They 
shall  continue  in  office  until  the  close  of  the  annual  session  subse- 
quent to  their  election,  and  until  their  successors  are  chosen." 
1876:    Amended  by  inserting,  "elective,"  before  "officers." 
1886:    Amended  by  adding,  "except  as  hereinafter  provided." 
1895:    Amended  by  changing,  "second,"  to,  "third." 
1896:    Amended  by  inserting,  after  "chosen,"  "by  the  active  members  of 

the  Association." 
1898:    Amended  by  inserting,  in  line  i,  after  "Association,"  "with  the  ex- 
ception of  the  Secretary." 

Amended  by  changing,  in  second  sentence,  "They,"  to,  "The  officers 
so  chosen." 

"Sec.  4.  Each  department  shall  be  administered  by  a  President, 
Vice-President,  Secretary,  and  such  other  officers  as  it  shall  deem 
necessary  to  conduct  its  affairs." 
1886:  Amended  by  adding,  "but  no  person  shall  be  elected  to  any  office 
of  any  department,  or  of  the  Association,  who  is  not,  at  the  time  of 
the  election,  a  member  of  the  Association." 
1896:    Amended  by  inserting,  "active,"  before,  "member." 

"Sec.  5.  The  President  shall  preside  at  all  meetings  of  the  Associa- 
tion and  of  the  Board  of  Directors,  and  shall  perform  the  duties 
usually  devolving  upon  a  presiding  officer.  In  his  ab.sence,  the  first 
Vice-President  in  order,  who  is  present,  shall  preside;  and  in  the 
absence  of  all  Vice-Presidents,  a  pro  tempore  chairman  shall  be  ap- 
pointed on  nomination,  the  Secretary  putting  the  question." 


Chapter]  THE  CONSTITUTIO.Y  539 

"Sec.  6.  The  Secretary  shall  keep  a  full  and  accurate  report  of  the 
proceedings  of  the  general  meetings  of  the  Association  and  all  meet- 
ings of  the  Board  ol  Directors,  and  shall  conduct  such  correspond- 
ence as  the  Directors  may  assign,  and  shall  have  his  records  present 
at  all  meetings  of  the  Association  and  of  the  Board  of  Directors. 
The  Secretary  oi  each  department  shall,  in  addition  to  performing 
the  duties  usually  pertaining  to  his  office,  keep  a  list  of  the  members 
of  his  department." 

"Sec.  7.  The  Treasurer  shall  receive  and  hold  in  safe-keeping  all 
moneys  paid  to  the  .Association,  shall  expend  the  same  only  upon  the 
order  of  the  Committee  of  Finance,  shall  keep  an  exact  account  of 
his  receipts  and  expenditures,  with  vouchers  for  the  latter,  which 
accounts  he  shall  render  to  the  Board  of  Directors  prior  to  each 
regular  meeting  of  the  Association,  and  shall  also  present  an  abstract 
thereof  to  the  Association.  He  shall  give  bonds  for  the  faithful  dis- 
charge of  his  duties  as  may  be  required  by  the  Board  of  Directors." 

1884:    .Amended  by  adding,  "The  Treasurer's  term  of  office  shall  continue 
till  the  settlement  of  the  business  of  the  session  for  which  he  is  elected." 

1886:    Amended  by  substituting  the  following: 

"Sec.  7.  The  Treasurer  shall  receive,  and  under  the  direction  of 
the  Board  of  Trustees  hold  in  safe-keeping,  all  moneys  paid  to  the 
Association;  shall  e.xpend  the  same  only  upon  the  order  of  said 
board;  shall  keep  an  exact  account  of  his  receipts  and  expenditures, 
with  vouchers  for  the  latter,  which  accounts,  ending  the  ist  day  of 
July  each  year,  he  shall  render  to  the  Board  of  Trustees  and,  when 
approved  by  said  lx)ard,  he  shall  report  the  same  to  the  Board  of 
Directors.  The  Treasurer  shall  give  such  bond  for  the  faithful  dis- 
charge of  his  duties  as  may  be  required  by  the  Board  of  Trustees; 
and  he  shall  continue  in  office  until  the  first  meeting  of  the  Board  of 
Directors  held  i)rior  to  the  annual  meeting  of  the  Association  next 
succeeding  that  for  which  he  is  elected." 

"  Sec.  8.  The  Board  of  Directors  shall  have  power  to  fill  all  vacancies 
in  their  own  body;  shall  have  in  charge  the  general  interests  of  the 
Association;  shall  make  all  necessary  arrangements  for  its  meetings; 
and  .shall  do  all  in  its  power  to  make  it  a  useful  and  honorable  insti- 
tution. L'lxjn  the  written  application  of  twenty  members  of  the 
Association  for  permissi(jn  to  establish  a  new  De])artment.  they  may 
grant  sue  h  permission.  Such  new  Department  shall  in  all  respects 
l)c  entitled  to  the  same  rights  and  privileges  as  the  others.  The 
formation  of  such  Department  shall  in  effi'Ct  be  a  sufficient  amendment 
U)  this  Qjnstitulion  for  the  insertion  of  its  name  in  Article  II,  and  the 
Secretary  shall  make  the  necessary  alterations." 

1886:    Amended  by  inserting,  after  "Association,"  in  line   2,   "excejjling 
those  herein  entrusted  to  the  Board  of  Trustees." 

ifi(j():    Amended  bv in.serting,  "active,"  between,  " twenty"  and  "members." 

[876:    Added: 

"Sec.  q.  The  Board  of  Directors  shall  appoint  three  trustees  into 
who.se  hands  shall  be  placed  for  safe-keeping  and  investment  all  funds 
which  the  As.soc  iation  may  receive  from  the  creation  of  life-director- 
shijrs  <jr  from  <lonations,  unless  the  donors  shall  specify  other  purposes 
for  which  they  may  be  u.sed.  The  income  of  such  funds  so  investetl 
shall  he  used  ex(  lusively  in  defraying  the  expense  of  publishing  the 
annual  volume  of  the  A.ssocialion  unless  the  donors  shall  sjjecify 
otherwise.  The  Board  of  Direi  tors  shall  require  sue  h  trustees  to 
give  to  the  A.s.so(  iati(>n  their  joint  Ijond  in  a  sum  equal  U)  lwi(  e  tlie 
amount  of  su(  h  trust  fund  as  may  l>e  in  their  han<is." 

r886:    Amended  by  substituting  the  folltiwing: 

"Sec.  q.  The  Board  of  Trustees  shall  consist  of  f<»ur  members, 
ele<  led  by  the  Hoard  of  Direitors  for  a  term  of  four  years,  and  the 
Presifient  of  the  A.ssex  iation,  who  shall  be  a  member  rx  officio  during 
his  term  of  offii  e.  At  the  election  of  the  Tru.stees  in  1886,  one 
Tru.stee  shall  Ix*  elected  for  one  year,  one  for  two  years,  one  for  three 
years,  and  one  for  four  years  and  annually  thereafter,  at  the  first 
meeting  of  the  Board  of  Directors  held  prior  to  the  annual  mec-ting 
of  the  Association,  c»ne  Trustee  shall  be  elcc  tcci  for  the  term  of  four 
years.     All  vac  amies  occurring  in  said  Board  of  Trustc-es,  whether 


540  NATIONAL  EDUCATIONAL  ASSOCIATION  [Historical 

by  resignation  or  otherwise,  shall  be  filled  by  the  Board  of  Directors 
.  for  the  unexpired  term;  and  the  absence  of  a  Trustee  from  two  con- 
secutive annual  meetings  of  the  Board  shall  forfeit  his  membership 
therein.  The  Board  of  Trustees  thus  elected  and  constituted  shall 
be  the  executive  financial  officers  of  this  Association,  as  a  body  cor- 
porate, as  conferred  by  the  certificate  of  incorporation  under  the 
provisions  of  the  Act  of  General  Incorporation,  Class  Third,  of  the 
Revised  Statutes  of  the  District  of  Columbia,  dated  the  twenty-fourth 
day  of  February,  1886,  at  Washington,  D.  C,  and  recorded  in  Liber 
No.  4,  'Acts  of  Incorporation  for  the  District  of  Columbia.'  " 
"Sec.  10.  It  shall  be  the  duty  of  the  Board  of  Trustees  to  provide 
for  safe-keeping  and  investment  of  all  funds  which  the  Association 
may  receive  from  life-directorships,  or  from  donations;  and  the 
income  of  such  invested  funds  shall  be  used  exclusively  in  paying  the 
cost  of  publishing  the  annual  volume  of  Proceedings  of  the  Asso- 
ciation, excepting  when  donors  shall  specify  otherwise.  It  shall  also 
be  the  duty  of  the  Board  to  issue  orders  on  the  Treasurer  for  the 
payment  of  all  bills  approved  by  the  Board  of  Directors,  or  by  the 
President  and  Secretary  of  the  Association  acting  under  the  authority 
of  the  Board  of  Directors;  and,  when  practicable,  the  Trustees  shall 
invest  all  surplus  funds  exceeding  one  hundred  dollars,  that  may 
remain  in  the  hands  of  the  Treasurer  after  paying  the  expenses  of  the 
Association  for  the  previous  year." 

1896:  Amended  by  changing  the  last  sentence  of  Section  9  to  read:  "The 
Board  of  Trustees  thus  elected  shall  constitute  the  body  corporate 
of  the  Association,  as  provided  in  the  certificate  of  incorporation,  etc." 

1898:   Added: 

"Sec.  II.  The  Board  of  Trustees  shall  elect  the  Secretary  of  the 
Association,  who  shall  also  be  secretary  of  the  Executive  Committee, 
and  shall  fix  his  compensation  and  his  term  of  office  for  a  period  not 
to  exceed  four  years." 

ARTICLE    V. — MEETINGS 

Section  i.  The  Annual  Meeting  of  the  Association  shall  be  held  at  such  time  and 
place  as  shall  be  determined  by  the  Board  of  Directors. 

Sec.  2.  Special  meetings  may  be  called  by  the  President  at  the  request  of  five 
Directors. 

Sec.  3.  Any  department  of  the  Association  may  hold  a  special  meeting  at  such 
time  and  place  as  by  its  own  regulations  it  shall  appoint. 

Sec.  4.  The  Board  of  Directors  shall  hold  their  regular  meetings  at  the  place  of, 
and  not  less  than  two  hours  before,  the  assembling  of  the  Association. 

Sec.  5.  Special  meetings  may  be  held  at  such  other  times  and  places  as  the  Board 
or  the  President  shall  determine. 

Sec.  6.  Each  new  Board  shall  organize  on  the  day  of  its  election.  At  its  first 
meeting  a  Committee  on  Publication  shall  be  appointed,  which  shall  consist  of  the  Secre- 
tary of  the  Association  for  the  previous  year,  and  one  member  from  each  department. 

1884:    Amended  by  changing,  "on  the  day,"  to,  "at  the  session." 

1886:    Amended  by  inserting,  after  "shall  consist  of,"  "the  President  and." 

ARTICLE    VI. — BY-LAWS 

By-laws,  not  inconsistent  with  this  Constitution,  may  be  adopted  by  a  two-thirds 
vote  of  the  Association. 

ARTICLE    VII. — AMENDMENTS 

This  Constitution  may  be  altered  or  amended  at  a  regular  meeting  by  the  unani- 
mous vote  of  the  members  present,  or  by  a  two-thirds  vote  of  the  members  present,  pro- 
vided that  the  alteration  or  amendment  has  been  sultstantially  proposed  in  writing  at  a 
previous  meeting. 


Chapter]  LIST  OF  EXECUTIVE  OFFICERS  541 


I.  At  each  regular  meeting  of  the  Association  there  shall  be  appointed  a  Comiiiiltee 
on  Nominations,  one  onHonorary  Members,  and  one  on  Resolutions. 

1807:    Amended  by  substituting  the  following: 

"1.  At  the  tirst  session  of  each  annual  meeting  of  the  Association  there 
shall  be  aj^pointed  by  the  President  a  committee  on  resolutions;  and 
at  the  third  session  of  such  meeting  there  shall  be  appointed  a  com- 
mittee on  nominations,  consisting  of  one  member  from  each  state 
represented,  the  same  to  be  appointed  by  the  President  on  the  nomi- 
nation of  a  majority  of  the  active  members  in  attendance  from  such 
state;  provided,  however,  that  such  appointment  shall  be  made  by 
the  President  without  such  nomination  when  less  than  three  active 
members  from  a  state  are  in  attendance,  and  also  when  a  majority 
of  the  active  members  in  attendance  from  any  one  state  shall  fail  to 
make  a  nomination. 

"The  meetings  of  active  members  to  nominate  members  of  the  nomi- 
nating committee  shall  be  held  at  2  P.  M.  on  the  second  day  of  the 
meeting,  at  such  places  as  shall  be  announced  in  the  general  pro- 
gram." 

1899:    Amended  by  inserting,  after  "state,"  "and  territory." 

Amended  by  changing  "2  p.  M.  on  the  second  day"  to  "5:30  v.  M. 
on  the  first  day." 

1903:    Amended  by  changing,  "in  attendance  from  such  state  and  terri- 
tory," to,   "from  such  state  and  territory  present  at  the  meeting 
called  for  the  purpose  of  making  such  nomination." 
Amended  by  striking  out  the  words,  "less  than  three  active  members 
from  a  state  are  in  attendance,  and  also  when  a  majority  of." 

2.  The  President,  First  Vice-President,  and  Secretary  shall  constitute  a  Committee 
on  Finance. 

1886:    Amended  by  substituting  the  following: 

"  2.  The  President  and  .Secretary  shall  certify  to  the  Board  of  Trustees 
all  bills  approved  by  the  Board  of  Directors." 

3.  Each  paying  member  of  the  .Association  shall  be  entitled  to  a  copy  of  its  Proceedings. 

1877:   Added. 

"4.  No  paper,  lecture,  or  address  shall  be  read  before  the  .\sst)cia- 
tion  or  any  of  its  departments  in  the  absence  of  its  author,  nor  shall 
any  such  paper,  lecture,  or  address  be  published  in  the  volume  of  Pro- 
ceedifigs  without  the  consent  of  the  .Association." 

1S85:    Amended  by  adding,  "upon  approval  of  the  Executive  Committee." 

1889:   Added: 

"5.  It  shall  be  the  duty  of  the  President,  Secretary,  and  Treasurer 
of  the  Association,  to  appoint  annually  some  competent  person  to 
examine  the  securities  of  the  permanent  fund  lield  by  the  Board  of 
Trustees,  and  his  certificate  showing  the  condition  of  the  said  fund 
shall  be  attached  to  the  report  of  the  Board  of  Trustees." 


VII.      LIST     ()]•      EXECUTIVE     OFFICERS     WTTI 
CALENDAR    OF    MEETINGS 

NATIONAL   IKACIIKKS'  ASSOCIATION 

1857  I'llII.ADI.I.IMIlA.  J'A..  August  26  1850    WASIIINiJ  TON,  1) C.  Aurusi  10  li 

((Jh<.a.sizaiion;  Prcs.,  A.  J.  Rickofk.  Ciiuiiinali.  Ohio 

('h;iirm.in,   James   L.    Knos,   Ccd.ir  K:i|)i(]H,  .S«-< .,  J.  W.  Hi  1  Ki.i  v    Hrooklyn.  N.  Y. 

'"*'■'  TrcM..  C.  S.  I'knnkli,.  St.  Louis.  M<>. 
Secretary.  W.  K.  Shki.imjn.  noslon,  Mo-hh. 

1858  CINCINNATI.  OMKJ.  August  1I-I.1  i860    BUIFALO,  N.  Y..  August  8-10 
I'rc»..  Z.  Kic'iiAUUs.  WiishiriKlon.  I).  C  I'rt-*.,  J.  W.  Hui.ki.ky.  I<riK>klyn.  N.  Y. 
Sec,  J.  W.  hi'i.Kr.i-.Y.  Urijoklyn.  .\.  V.                                S«h..Z.  KiniAKiis,  UasliiiiKloii.  l>.  C. 
Trras..  A.  J.  RkkoI'F,  Ciniiniiiiti.  <Jhio                              Trtas..  O.  ('.  W'li.in.  \V;i.sliiiiKl<in.  I).  C. 


542 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Historica  1 


1 86 1,  1862    No  Meetings 

1863  CHICAGO,  ILL.,  August  5-7 

Pres. ,  John  D.  Philbrick,  Boston,  Mass. 
Sec,  James  Cruikshank,  Albany,  N.  Y. 
Treas.,  O.  C.  Wight,  Washington,  D.  C. 

1864  OGDENSBURG,N.  Y.,  August  10-12 
Pres.,  W.  H.  Wells,  Chicago.  111. 

Sec,  David  N.  Camp,  New  Britain.  Conn. 
Treas.,  Z.  Richards,  Washington,  D.  C. 

1865  HARRISBURG,  PA.,  August  16-18 
Pres.,  S.  S.  Greene,  Providence,  R.  I. 
Sec,  W.  E.  Sheldon,  Boston,  Mass. 
Treas.,  Z.  Richards,  Washington,  D.  C. 

1866  INDIANAPOLIS,  IND.,  August  15-17 
Pres.,  J.  P.  Wickersham,  Millersville,  Pa. 


Sec.   S.  H.  White,  Chicago,  111. 
Treas.,  S.  P.  Bates,  Harrisburg,  Pa. 

1867  No  Meeting 

1868  NASHVILLE,  TENN.,  August  19-21 
Pres..  J.  M.  Gregory,  Kalamazoo,  Mich. 
Sec,  L   Van  Bokkelen,  Baltimore,  Md. 
Treas.,  James  Cruikshank,  Brooklyn,  N. 

1869  TRENTON.  N.  J.,  August  18-20 
Pres.,  L.  Van  Bokkelen,  Baltimore,  Md. 
Sec,  W.  E.  Crosby,    Cincinnati,  Ohio 
Treas.,  A.  L.  Barber,  Washington,  D.  C. 

1870  CLEVELAND,  OHIO,  August  15-19 
Pres.,  Daniel  B.  Hagar,  Salem,  Mass. 
Sec,  A.  P.  Marble,  Worcester,  Mass. 
Treas.,  W.  E.  Crosby,  Davenport,  la. 


Name  Changed  to 
THE  NATIONAL  EDUCATIONAL  ASSOCIATION 


1871 


1872 


1873 


1874 


1875 


1876 


1877 


1878 
1879 


1880 


1881 


1882 


1883 


ST.  LOUIS,  MO.,  August  22-24  1885 

Pres..  J.  L.  PiCKARD,  Chicago,  111. 

Sec,  W.  E.  Crosby,  Davenport,  la. 

Treas.,  John  Hancock,  Cincinnati,  Ohio 

BOSTON,  MASS..  August  6-8  1886 

Pres.,  E.  E.  White,  Columbus,  Ohio 

Sec,  S.  H.  White,  Peoria,  111. 

Treas.,  John  Hancock,  Cincinnati,  Ohio 

ELMIRA,  N.  Y.,  August  5-7  1887 

Pres.,  B.  G.  Northrop.  New  Haven,  Coin. 

Sec,  S.  H.  White,  Peoria,  111. 

Treas.,  John  Hancock,  Cincinnati,  Ohio 

DETROIT,  MICH.,  August  4-6  1888 

Pres.,  S.  H.  White,  Peoria,  111. 

Sec,  A.  P.  Marble,  Worcester,  Mass. 

Treas.,  John  Hancock,  Cincinnati,  Ohio 

MINNEAPOLIS,  MINN.,  August  3-5  1889 

Pres.,  W.  T.  Harris,  St.  Louis,  Mo. 

Sec,  W.  R.  Abbott,  Bellevue,  Va. 

Treas.,  A.  P.  Marble,  Worcester,  Mass. 

BALTIMORE,  MD.,  July  10-12  1890 

Pres.,  W.  F.  Phelps,  Winona,  Minn. 

Sec,  W.  D.  Henkle,  Salem,  Ohio 

Treas.,  A.  P.  Marble,  Worcester,  Mass. 

LOUISVILLE,  KY.,  August  14-16  1891 

Pres.,  M.  A.  Newell,  Baltimore,  Md.    — 

Sec,  W.  D.  Henkle,  Salem,  Oliio 

Treas.,  J.  O.  Wilson,  Washington,  D.  C. 

No  Meeting  1892 

PHILADELPHIA,  PA.,  July  29-31 

Pres.,  John  Hancock,  Cincinnati,  Ohio 

Sec,  W.  D.  Henkle,  Salem,  Ohio 

Treas.,  J.  O.  Wilson,  Washington,  D.  C.  1893 

CHAUTAUQUA.  N.  Y.,  July  13-16 

Pres.,  J.  O.  Wilson,  Washington,  D.  C. 

Sec,  W.  D.  Henkle,  Salem,  Ohio 

Treas.,  E.  T.  Tappan,  Gambier,  Ohio 

ATLANTA,  GA.,  July  19-22  1894 

Pres.,  James  H.  Smart,  Indianapolis,  Ind. 

Sec,  W.  D.  Henkle,  Salem,  Ohio 

Treas.,  E.  T.  Tappan,  Gambier,  Ohio 

SARATOGA  SPRINGS,  N.  Y.,  July  12-14        '*5>5 

Pres.,  G.  J.  Orr,  Atlanta,  Ga.  — - 

Sec,  W.  E.  Sheldon.  Boston,  Mass. 

Treas.,  H.  S.  Tarbell,  Indianapolis,  Ind. 

SARATOGA  SPRINGS,  N.  Y.,  July  9-11  1896 

Pres.,  E.  T.  Tappan,  Gambier,  Ohio 

Sec,  W.  E.  Sheldon,  Boston,  Mass. 

Treas.,  N.  A.  Calkins,  New  York,  N.  Y. 

MADISON,  WIS.,  July  15-18  1897 

Pres.,  Thomas  W.  Bicknell,  Boston,  Mass. 

Sec,  H.  S.  Tarbell,  Providence,  R.  I. 

Treas.,  N.  A.  Calkins,  New  York,  N.  Y. 


SARATOGA  SPRINGS,  N.  Y.,  July  14-17 

Pres.,  F.  Louis  Soldan,  St.  Louis,  Mo. 

Sec,  W.  E.  Sheldon,  Boston,  Mass. 

Treas.,  N.  A.  Calkins,  New  York,  N.  Y. 

TOPEKA,  IC-^NS..  July  13-16 

Pres.,  N.  A.  Calkins.  New  York,  N.  Y. 

Sec,  W.  E.  Sheldon,  Boston,  Mass. 

Treas.,  E.  C.  Hewett,  Normal,  111. 

CHICAGO,  ILL.,  July  12-15 

Pres.,  W.  E.  Sheldon,  Boston,  Mass. 

Sec,  J.  H.  Canfield,  Lawrence,  Kaas. 

Treas.,  E.  C.  Hewett,  Normal,  111. 

SAN  FRANCISCO,  CAL.,  July  17-20 

Pres.,  Aaron  Gove,  Denver.  Colo. 

Sec,  J.  H.  Canfield,  Lawrence,  Kans. 

Treas.,  E.  C.  Hewett,  Normal,  111. 

NASHVILLE,  TENN..  July  16-19 

Pres.,  A.  P.  Marble,  Worcester,  Mass. 

Sec.  J.  H.  Canfield,  Lawrence,  Kans. 

Treas.,  E.  C.  Hewett   Normal,  111. 

ST.  PAUL,  MINN.,  July  8-11 

Pres..  J.  H.  Canfield,  Lawrence,  Kans. 

Sec,  W.  R.  Garrett,  Nashville,  Tenn. 

Treas.  E.  C.  Hewett,  Normal,  111. 

TORONTO.  ONT.,  July  14-17 

Pres.,  W.  R.  Garrett,  Nashville,  Tenn.         — 

Sec,  E.  H.  Cook,  Flushing,  N.  Y. 

Treas.,  J.  M.  Greenwood.  Kansas  City,  Mo. 

SARATOGA  SPRINGS,  N.  Y.,  July  12-15 

Pres.,  E.  H.  Cook,  Boulder,  Colo. 

Sec.  R.  W.  Stevenson,  Wichita.  Kans.'"^ 

Treas.,  J.  M.  Greenwood,  Kansas  City,  Mo. 

CHICAGO,  ILL.JuLY  25-28 

(International  Congress  of  Education) 
Pres.,  Albert  G.  Lane,  CMcago,  III. 
Sec,  Irwin  Shepard,  Winona,  Minn. 
Treas.,  J.  M.  Greenwood,  Kansas  City,  Mo. 
ASBURY  PARK,  N.  J.,  July  10-13 
Pres.   Albert  G.  Lane.  Chicago,  111. 
Sec.  Irwin  Shepard,  Winona,  Minn. 
Treas.,  J.  M.  Greenwood,  Kansas  City,  Mo 

DENVER,  COLO..  July  9-12 

Pres.,  Nicholas  Murr.\y  Butler,  New  York 

Sec,  Irwin  Shepard,  Winona,  Minn. 

Treas.,  I.  C.  McNeill,  Kansas  City,  Mo. 

BUFFALO,  N.  Y.,  July  7-10 

Pres.,  N.  C.  Dougherty,  Peoria,  111. 

Sec,  Irwin  Shepard,  Winona,  Minn. 

Treas.,  I.  C.  McNeill,  West  Superior,  Wis. 

MILWAUKEE,  WIS.,  July  6-9 

Pres.,  Charles  R.  Skinner,  Albany,  N.  Y. 

Sec,  Irwin  Shepard,  Winona,  Minn. 

Treas.,  I.  C.  McNeill,  West  .Superior,  Wis. 


Chapter] 


BOARD   OF  TRUSTEES 


543 


1898  WASHINGTON.  D.  C.  July  y-u 

Pres.,  J.  M.  Greenwood.  Kansas  City.  Mo. 
Sec..  Irwin  Shep.ard,  Winona.  Minn. 
Treas..  I.  C.  McNeill.  West  Superior,  Wis. 

1899  LOS  ANGELES.  CAL..  July  11-14 

Pres..  E.  Or.am  Lyte,  Mil]ers\ille.  Pa. 
Sec.  Irwin  Shepard.  Winona.  Minn. 
Treas.,  I.  C.  McNeill.  West  Sui)crior.  Wis. 

1900  CHARLESTON.  S.  C,  July  7-13 
Pres..  Osc.^R  T.  Corson.  Columbus.  Ohio 
Sec.  Irwin  Shep.ard.  Winona.  Minn. 
Treas..  C.^rroll  G.  Pearse,  Omaha.  Neb. 

1901  DETROIT.  MICH.,  July  8-12 
Pres..  James  M.  Green,  Trenton.  N.  J. 
Sec.  Irwi.n  Shepard,  Winona,  Minn. 
Treas..  L.  C.  Greeni.ee.  Denver,  Colo. 

190J    MINNEAPOLIS.  MINN.,  July  7-1  r 
Pres..  Wm.  M.  Beardshear.  Ames.  la. 
Sec.  Irwin  Shepard.  Winona.  Minn. 
Treas.,  Charles  H.  Keves.  Hartford,  Conn. 


1903  BOSTON,  M.\SS.,  July  6-10 

Pres..  Charles  W.  Eliot.  Cambridge,  Mass. 
Sec,  Irwin  Shepard,  Winona.  Minn. 
Treas.,  W.  M.  Davidson,  Topeka,  Kans. 

1904  ST.  LOUIS.  MO..  June  27-JuLY  i 
Pres..  John  W.  Cook.  DeKalb,  III. 
Sec,  Irwin  Shepard,  Winona.  Minn. 
Treas.,  McHenry  Rhoad.s,  Owensboro,  K.y. 

1905  ASBURY  PARK  AND  OCEAN  GROVE, 

N.  J..  July  3-7 
Pres..  Wm.  H.  .Maxwell.  New  York,  N.  Y. 
Sec.  Irwin  Shepard.  Winona.  Minn. 
Treas..  James  W.  Crabtree,  Peru,  Neb 

1906  No  Meeting 

1907  LOS  ANGELES.  CAL.,  July  8-12 
Pres..  N.  C.  Schaeffer.  H.arrisburg,  Pa. 
Sec,  Irwin  Shepard.  Winona.  Minn. 
Treas..  J.  N.  Wilkinson,  Emporia,  Kans. 


Vlll.     BOARD    OF  TRUSTEES 

Names  of  Members  by  Election,  with  Terms  of  Service  of  E.ach  from  1886  (Date  of  Organization) 

TO  1907 
(See  Conslitulion.  Art.  IV.  Sec.  9) 

Elections  were  for  the  term  of  four  years  unle.ss  otherwise  specified 

total  years 

OF  service 

John  Eaton,  of  District  of  Columbia;  elected  in  i88d  for  one  year;  re-elected  in  1887;  term  expired 

in  1891 S 

Zalmo.n  Richards,  of  District  of  Columbia;    elected  in  1886  for  two  years;    re-elected  in  1888; 

re-elected  in  1892;  term  expired  in  1896  10 

Horace  S.  Tarbell.  of  Rhode  Island;  elected  in  1886  for  three  years;  re-elected  in  1889;  re- 
elected in   1894;   term  expired  in  1897 11 

Norman  A.  Calkins,  of  New  York;   elected  in  1886  for  four  years;  re-elected  in  1890;  re-elected 

in  1894;   died  in  December.  1895 9J 

Edwin  C.  Hewett.  of  Illinois;   elected  in  1891 ;   term  expired  in  180,1; 4 

A1.BERT  G.  Lane,  of  Illinois;  ex-officio  member  for  1802-93-  and  1893-94;  elected  in  1895;  re- 
elected in  1899;  re-elected  in  1903;  died  in  August.  1906 13 

J.  Ormo.vd  Wilson,  of  District  of  Columbia;   elected  in  1896;   term  expired  in  1900 4 

Nicholas  Murray  Butler,  of  New  York;  ex-officio  member  for  1894-95;  elected  in  1896  for 
two  years  to  fill  unexpired  term  of  N.  .\.  Calkins  deceased;  re-elected  in  1898;  re-elected 
in  1902 

K.  Louis  Sf'iLnAN.  of  Missouri;   elected  in  1897;   re-elected  in  1901;    term  expired  in  1905 8 

Newtov  C.  Doughf.rty.  of  Illinois;    ex-officio  inemlx-r  for  i89.';-96;    elected  in  1900;    re-elected 

in  1 904 ;  resigned  in  1 905 6 

James  M.  Greenwood,  of  Missouri;  ex-officio  member  for  1897-98;  elected  in  190s 

OFFICERS 
The  officers  of  the  Board  of  Trustees  have  been  as  follows: 

Chairman — .\ohman  A.  Calkins,  from   18.86  to  1895 q\ 

Horace  S.  Tarbell.  from  December  22,  i9>()%.  to  July  i,  1896 6  mos. 

Albert  G.  Lane,  from  1895  to  1906 11 

Nicholas  Murray  Butler,  from  1906 

.Secretary—  Zalmon  Richards,  from  1886  to  1896 10 

Nicholas  .Murray  Butler,  from  1896  lo  1906 10 

James  M.  Greenwood,  from   1906 

EX-OI-l-ICIO  ME.MHERS  OF  BOARD  OF    TRUSTEES 
(See  ConsliltUion,  Art.  IV.  .Srr.  0) 
Ex-olfirio  service  was  for  one  year  unless  othcrwi.se  specirird 
1886-87     Wm.  E.  Sheldon,  of  M.-iMachuseilii  1897-98    James  NJ.  Gki-.i- swoop,  of  Mis.souri 

1887-R8     Aaro.v  CJovk.  of  Colcjrado  1898  99     E.  Oram  I.vte.  of  I'cnn.sylvania 

1888  80     Albert  P.  .Makblr.  of  M:i.H.sachusrtis  1809-1900     Oscar  T.  Corson,  of  Ohio 

1889-90     Jamk.s  H.  Cani'Iei.I).  of  Kan.s;L.H  iqoo  1       Jamks   ,M.  (Irkkn,  of  .New  Jersey 

1890-91     W.   R.  Gakki.tt.  of  Trnncsiicc  itfoi    j       Wm    .\I.   IUardsiieah.  of  Iowa 

1891-92     E.  H.  Cook,  of  .Vcw  York  tooj   1       Ciiaklks  W.  Eliot,  of  .Massachusetts 

1802-93     Albebt  G.  Lank,  of  Illinoi<i  1903  4      John  W.  Cook,  of  Illinois 

tf^Oi-94     AlBERT  G.   I.ANr.  of  Illinois  1004-3       Wm.   M.  Maxwell,  of  New  York 

1894-95     Nil  Hoi.A.s  .Mi'kKAY  HuTi.KH,  of  .\<-w   ^  ork     1905-6       Nathan  C.  S<-iiaefkkr,  of  Pennsylvania 
1895-96     NiwTON  C:,  DouciiKurv.  of  Iljinoin  1906-7       Nathan  C.  Siiiakfkkr,  of  Pennsylvania. 

1896-97     Charlea  K.  Skinnfr,  of  New  Vork 


544 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Historical 


IX.     LIST   OF  VICE-PRESIDENTS    WITH   TERMS 
OF    SERVICE    FROM    1857  TO   1907 


1857=58 

T.  W.  Valentine,  New  York 

D.  B.  Hagar,  Massachusetts 
William  Roberts,  Pennsylvania 
J.  F.  Cann,  Georgia 
James  L.  Enos,  Iowa 
T.  C.  Taylor,  Delaware 
J.  R.  Chullen,  Indiana 

E.  W.  Whelan,  Missouri 
P.  F.  Smith,  South  Carolina 
D.  Wilkins,  Illinois 
T.  Granger,  Indiana 
L.  Andrews,  Ohio 

1860-63' 

William  Roberts,  Pennsylvania 
G.  F.  Phelps,  Connecticut 
Isaac  Stone,  Illinois 
C.  S.  Pennell,  Missouri 
C.  H.  Allen,  Wisconsin 
J.  N.  Mcjilton,  Maryland 
Wm.  F.  Phelps,  New  Jersey 

C.  C.  Nestlerode,  Iowa 
Reuben  McMillan,  Ohio 
Jas.  G.  Ehot,  North  Carolina 
Z.  Richards,  District  of  Columbia 
Chas.  Ansorge,  Massachusetts 

•865-66 

Richard  Edwards.  Illinois 
T.  W.  Valentine.  New  York 
W.  F.  Phelps,  Minnesota 
John  S.  Hart,  New  Jersey 

D.  Franklin  Wells,  Iowa 
A.  J.  Rickoflf .  Ohio 

C.  S.  Pennell,  Missouri 
G.  W.  Hoss,  Indiana 
J.  W.  Bulkley,  New  York 

D.  B.  Hagar,  Massachusetts 
J.  M.  Gregory,  Michigan 
S.  S.  Greene,  Rhode  Island 

1869-70 

Emily  A.  Rice,  Massachusetts 
J.  W.  Bulkley,  New  York 
M.  H.  Wygant,  Arkansas 
S.  S.  Greene,  Rhode  Island 
W.  Johnson,  Maine 
Geo.  B.  Sears,  New  Jersey 
J.  P.  Wickersham.  Pennsylvania 
W.  R.  Creery,  Maryland 
W.  R.  White,  West  Virginia 
S.  S.  Ashley,  North  Carolina 
M.  Seaman,  Louisiana 
W.  D.  Henkle,  Ohio 

1872-73 

Newton  Bateman.  Illinois 
George  P.  Beard.  Missouri 
Abner  J.  Phipps.  Massachusetts 
Edward  Brooks,  Pennsylvania 
James  H.  Binford,  Virginia 
John  Swett.  California 
N.  T.  Lupton.  Alabama 
A.  P.  Stone.  Maine 
N.  A.  Calkins.  New  York 
Miss  D.  A.  Lathrop.  Ohio 
W.  N.  Hailmann,  Kentucky 
N.  P.  Gates.  Arkansa.s 

'  No  meetings  were  held  in  i86 


1858=59 

T.  W.  Valentine.  New  York 
D.  B.  Hagar,  Massachusetts 
B.  M.  Kerr,  Pennsylvania 
J.  F.  Cann,  Georgia 
J.  S.  Adams,  Vermont 

B.  T.  Hoyt,  Iowa 

C.  E.  Hovey,  Illinois 
I.  W.  Andrews.  Ohio 
A.  Drury,  Kentucky 
Daniel  Read,  Wisconsin 
J.  N.  Mcjilton,  Maryland 
Thomas  C.  Bragg,  Alabama 

1863-64 

Richard  Edwards.  Illinois 
WiUiam  Roberts.  Pennsylvania 
G.  F.  Phelps.  Connecticut 
J.  L.  Pickard,  Wisconsin 

D.  Franklin  Wells.  Iowa 

A.  J.  Rickoflf.  Ohio 
James  G.  Eliot.  North  Carolina 

0.  C.  Wright.  Dist.  of  Columbia 
C.  S.  Pennell.  Missouri 
G.  W.  Hoss.  IncUana 
J.  W.  Bulkley,  New  York 
J.  D.  Philbrick.  Massachusetts 

1866-68- 

Daniel  Stevenson.  Kentucky 

B.  G.  Northrop.  Massachusetts 
G.  W.  Hoss.  Indiana 
M.  A.  Newell.  Maryland 
Isaac  T.  Goodnow.  Kansas 
J.  P.  Wickersham.  Pennsylvania 
W.  F.  Phelps.  Minnesota 

1.  W.  Andrews.  Ohio 
W.  R.  White.  West  Virginia 
J.  W.  Bulkley,  New  York 

C.  D.  Lavvrence,  Tennessee 
Richard  Edwards.  Illinois 

1870  71 

E.  E.  White,  Ohio 
W.  F.  Phelps.  Minnesota 
Delia  A.  Lathrop.  Ohio 

A.  D.  Williams,  West  Virginia 
N.  E.  Cobleigh,  Tennessee 
J.  H.  Hoose,  New  York 
Mrs.  M.  A.  Stone.  Connecticut 
E.  A.  Hubbard.  Massachusetts 
Daniel  Read,  Missouri 

B.  C.  Hobbs.  Indiana 
M.  A.  Newell.  Maryland 
Kate  S.  French,  New  Jersey 

1873-74 

James  McCosh,  New  Jersey 
Geo.  P.  Hays.  Pennsylvania 
J.  W.  Dickinson,  Massachusetts 
J.  H.  Binford.  Virginia 
Miss  D.  A^  Lathrop.  Ohio 
Mrs.  M.  A.  Stone.  Connecticut 
W.  F.  Phelps.  Minnesota 
Daniel  Read.  Missouri 
r;.  H.  Fairchild,  Kentucky 
W.  R.  Creery.  Maryland 
John  Swett,  California 
N.  A.  Calkins,  New  York 
I,  1862,  1868;  all  officers  holding 


1859=60 

T.  W.  Valentine,  New  York 
William  Roberts,  Pennsylvania 
Elbridge  Smith,  Connecticut 
Isaac  Stone,  Illinois 

C.  S.  Pennell,  Missouri 
Sylvester  Scott,  Virginia 

D.  B.  Hagar,  Massachusetts 
T.  C.  Taylor.  Delaware 
Iianiel  Read.  Wisconsin 
A.  J.  Rickoflf,  Ohio 
J.  N.  Mcjilton,  Maryland 

C.  C.  Nestlerode  Iowa 

1864-65 

Richard  Edwards,  Illinois 
S.  P.  Bates'.  Pennsylvania 
G.  F.  Phelps.  Connecticut 

E.  P.  WiUiams,  Wisconsin 

D.  Franklin  Wells,  Iowa 

A.  J.  Rickoflf,  Ohio 

C.  S.  Pennell.  Missouri 
G.  M^  Hoss.  Indiana 
J.  W.  Bulkley,  New  York 

D.  B.  Hagar.  Massachusetts 
J.  M.  Gregory,  Michigan 

E.  P.  Weston,  Maine 

1868-69 

J.  W.  Bulkley.  New  York 
D.  B.  Hagar.  Massachusetts 
I.  W.  Andrews.  Ohio 
J.  M.  Gregory.  Illinois 
John  Eaton,  Tennessee 

B.  Mallon.  Georgia 
W.  M.  Colby.  Arkansas 
J.  M.  Olcott.  Indiana 
D.  Franklin  Wells,  Iowa 
J.  W.  Doud.  Kentucky 

C.  W.  Clark,  Mississippi 

1871-72 

W.  F.  Phelps,  Minnesota 
W.  T.  Harris,  Missouri 
J.  H.  Jurey,  Mississippi 
J.  M.  McKenzie.  Nebraska 
H.  C.  Harden,  Massachusetts 
J.  W.  Bulkley.  New  York 
Newton  Bateman.  Illinois 
W.  D.  Williams.  Georgia 
W.  H.  McGuffey,  Virginia 
Otis  Patten,  Arkansas 
W'illiam  Swinton,  California 
Alex.  Martin,  West  Virginia 

1874-75 
C.  S.  Venable,  Virginia 
J.  M.  Fleming,  Tennessee 
George  Thatcher.  Iowa 
Miss  H.  A.  Keeler,  Ohio 
James  Cruikshank,  New  York 
A.  C.  Shortridge,  Indiana 
Mrs.  A.  R.  Diehl.  Pennsylvania 
Mrs.  M.  A.  Perkins.  Michigan 
Mrs.  M.  A.  Stone.  Connecticut 
J.  K.  Jillson,  South  Carolina 
T.  W.  Cordozo.  Mississippi 
Alex.  Hogg.  Alabama 
over  as  per  ronstitutional  provision. 


Chapter]    UST  OF   VICK-PRESI DEXTS   WITH    TERMS  OF  SERVICE        545 

IX.     LIST    OF    VICE-PRESIDENTS    WITH    TERMS     OF    SERVICE    FROM 
1857    TO   1007 — Continued 


I 
I 


1875  76 

D.  B.  Hagar,  Mass;ichusetts 
Janiw  Cruikshank.  New  York 
J.  P.  Wickersham.  Pennsylvania 
J.  H.  Binford.  \irginia 

E.  T.  Tappiin.  Ohio 
J.  H.  Smart,  Indiana 
M.  A.  Newell.  Maryland 
J.  B.  Menvin.  Missouri 
S.  D.  Bcals.  Nebraska 
H.  S.  Tarbcll.  Michigan 
Alonzo  Abcmethy.  Iowa 
J.  \V.  Hoyt,  Wisconsin 

1879-80 

J.  H.  Smart,  Indiana 

U.  X.  Camp.  Connecticut 

N.  \.  Calkins.  New  York 

K.  C.  Hewett.  Illinois 

G.  W.  Fetter,  Pennsylvania 

Grace  C  Bibb.  Missouri 

H.  F.  Harrington.  M;issachusetts 

J.  M.  Gamett.  Maryland 

W.  Colegro\e.  West  N'irginia 

J.  C.  Gilchrist.  Iowa 


i88a-83 

J.  W.  Dickinson,  Ma.s.'N;ithusctts 

Samuel  Barnett.  Georgia 

John  Hancwk.  tJhio 

W.  W.  Folwell.  Minnesota 

-M.  A.  Newell.  Indiana 

J.  H.  Carlisle.  .S<juth  Ciirolina 

Julia  S.  Tutweiler.  Alabama 

H.  J.  Pierce.  New  Jersey 

J.  H.  \'incent.  New  York 

A.  P.  Stone,  Massachusetts 

K.  v..  White.  Indiana 

I-.  I^iuis  S<jldan.  Mis.s<juri 

1885  86 
F.  Louis  Soldan,  Missouri 
S.  T.  Dutton,  (Connecticut 
James  MacAlister,  Pennsylvania 
LeRoy  D.  Brown.  Ohio 
J.  D.  Drcher.  Virginia 
S.  M.  Finger.  North  Carolina 
K.  F.  .Sheib,  LouLsiana 
J.  Baldwin.  Texas 
J.  W.  Slearn.s.  Wisconsin 
J.  L.  Pickard.  Iowa 
Klla  C.  Sabin.  Oregon 
Z.  Richards.  District  of  ("olumbia 

1A88  89 
Aaron  (jove.  Colorado 
John  \V.  (?<xik,  IllinoLt 
C.  J.  Prokott.  New  Jersey 
Alrz.  HuKK'  'I'exax 
Ira  (}.  Moilt,  California 
W.  F.  Sheldon,  .Ma.s-Hat  hus<-ll.s 
W.  B.  Garrett.  Tennejisee 
Henry  .\.  WLsc.  Maryland 
K.  F.  iiiglire.  Pennnylvania 
C.  F.  H'idgin.  New  .Mexico 
Irwin  She|Kircl.  Minnrvila 
T.  J.  Morgan.  Kh.irlr  Inland 


1876  77 
John  Hancock.  Ohio 

C.  C.  Rounds,  M;unc 

Fd Wards  Brooks.  Pennsylvania 

F.  S.  Joynes.  Tennessee 

N.  .\.  Calkins   New  York 

J.  W.  Dickinson.  Mas-sachusetts 

W.  H.  Ruffner,  \'irginia 

W.  T.  Luckey,  California 

J.  H.  Smart.  Indiana 

W.  F.  Crosby.  Iowa 

J.  S.  Rollins.  Missouri 

J.  S.  McGhee.  Mississippi 

1880-81 

Gustavus  J.  Orr.  Georgia 

J.  W.  Dickin.son.  Mas.sachusclts 

James  Johonnot,  New  York 

J.  D.  Pickett.  Kentucky 

W.  T.  Harris.  Missouri 

J.  C.  Gilchrist.  Iowa 

E.  O.  N'aile.  Illinois 

H.  S.  Jones.  Pennsylvania 

I.  W.  Andrews.  Ohio 

J.  R.  Malone.  Texas 

T.  M.  Marshall.  West  Virginia 

Mrs.  Ijiuise  Pollock,  D.  C. 

1883-84 

D.  V.  DeWolf.  Ohio 
J.  Baldwin.  Texas 

B.  F.  Wright.  Minnesota 

B.  L.  Butcher.  West  Virginia 

B.  G.  Northrop,  Connecticut 

H.  F.  Sfx-'ar.  Kansas 

Miss  H.  M.  Morris.  New  York 

J.  W.  Dickinson. Massachusetts 

F.  H.  Long.  Mi.ssouri 
John  Swett.  CCalifornia 

G.  P.  Beard.  Pennsylvania 
Miss  M.  S,  Cooper,  New  York 

1886  87 
Mrs.  Delia  L.  Williams,  Ohio 
Henry  Sabin.  Iowa 
A.  G.  Boyden,  Mas.sachu.selts 
Miss  F".  E.  HolbrcKik. Illinois 
Aaron  Gove.  Colorado 
Haltie  (J.  Thoms.  Wisconsin 
Warren  ICaston,  Ijjuisiana 
W.  R.  Garrett.  Tennessee 
J.  D.  Dreher.  Virginia 
Mrs.  M.  A.  Stone.  Connecticut 
Mi.ss  lOlla  Calkins,  New  York 

1889-90 
A.  P.  Marble,  MiussaihusiMIs 
T.  A.  Futrall,  Arkans4i.s 
W.  F.  Slalon.  Georgia 
W.  S.  Jones,  '1'ennes.sce 
F.  H.  CiKik.  .New  Jersey 
I).  B.  Johns<in.  South  Carolin.i 
F.  A    Sleere,  Montana 
Alex.  Hogg.  Texan 
Alonn)  Hill.  Alabama 
C.  A.  Sthaefler,  lowa 
C.  C.  IJuvidiMjn,  Ohio 
E.  H.  McElroy,  Oregon 


1877  79- 
H.  A.  M.  Henderson,  Kentucky 
E.  S.  Joynes.  Tennessee 
Alex.  Hogg.  Texas 
I.  W.  .Andrews.  Oliio 
Edward  Brooks.  Pennsylvania 
G.  A.  Chase.  Kentucky 
R.  D.  Shannon.  ^Io. 
J.  W.  Hoyt.  Wisconsin 
S.  S.  Greene.  Rhode  Island 
J.  H.  Smart,  Indiana 
James  Cruikshank.  New  York 
J.  C.  Corbin,  Arkansas 

i88i-8a 
W.  T.  Harris,  Missouri 
T.  C.  H.  Vance.  Kentucky 
E.  K.  Foster,  Florida 
W.  O.  Rogers.  Louisiana 
M.  A.  Newell.  Maryland 
J.  M.  Fish.  Arkansas 
H.  S.  Jones,  Pennsylvania 
H.  S.  Thompson.  South  Carolina 
J.  L.  Pickard.  Iowa 
J.  B.  Peaslee,  Ohio 
J.  W.  Dickinson.  Massachusetts 
Jerome  Allen.  New  York 

1884-85 
T.  W.  Bicknell.  Massachusetts 

B.  L.  Butcher.  West  Virginia 
A.  J.  Russell.  Florida 

T.  H.  Payne.  Tennessee 
Ed.  Willetts.  Michigan 
J.  W.  Holcomljc.  Indiana 
J.  H.  Canlield.  Kansas 
Thomas  Hunter,  New  York 
W.  H.  Chandler,  Wisconsin 

E.  E.  Higbee.  Pennsylvania 

C.  L.  SamiKon.  Arkansas 
J.  .\.  Smith.  Mississippi 

1887  88 
W.  E.  Sheldon.  Mas-sachusclts 
J.  W.  Holcomlx'.  Dist.  of  Columbia 
Warren  F.islon.  I»uisiana 
Solomon  Palmer,  .\labama 
T.  J.  Morgan.  Rho<1e  Island 
Rose  C.  Swart/.  WiscoiLsin 
W.  R.  (jarrett,  Tennessee 
T.  A.  I'utrall.  Arkansas 

F.  M.  CampU-11,  California 
Irwin  Shepard.  Minnesota 
J.  T.  Buihanan.  Mis.s<Hiri 
A.  K.  .Sabin.  Illinois 

1890-01 

J.  H.  Canl'ield.  Kansas 
W    H.  II.  Beadle.  South  Dakota 
Delia  I..  Williams.  Ohio 
J.  II    Baker,  Colorado 
T.  \.  I'ulrall,  .Vrkansas 
J.  T.  Buihanan.  .Missouri 
H.  S.  Jones.  Pennsylvania 
.Mary  V..  .Niiholson.  Iniliana 
J.  K,  Preston.  ,Mi.ssissippi 
E.  B.  M.  FIrov.  Oregon 
M.  C.  Fernal.i. Maine 
Solomon  Palmer,  Alal>ama 


No  mrningn  in  187H.     All  oflriccn  held  over  .is  Kf  conslituiioiial  provision. 


546 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Historical 


IX.     LIST     OF     VICE-PRESIDENTS     WITH     TERMS    OF   SERVICE   FROM 
1857  TO   1907 — Continued 


1891-Q2 

W.  R.  Garrett,  Tennessee 
C.  H.  Clemmer,  North  Dakota 
T.  A.  Futrall,  Arkansas 
E.  O.  Lyte.  Pennsylvania 
G.  L.  Osborne,  Missouri 
J.  R.  Preston,  Mississippi 
E.  B.  McElroy,  Oregon 
E.  H.  Bartholomew,  Kentucky 
Miss  N.  Cropsey,  Indiana 
W.  M.  Beardshear.  Iowa 
Irwin  Shepard,  Minnesota 
A.  P.  Marble,  Massachusetts 

1895-96 

N.  M.  Butler,  New  York 
Mrs.  A.  J.  Peavey,  Colorado 
W.  H.  Bartholomew,  Kentucky 
N.  C.  Schaeffer,  Pennsylvania 
\V.  N.  Sheats,  Florida 
Henry  Sabin,  Iowa 
E.  B.  McElroy,  Oregon 
C.  G.  Pearse,  Nebraska 
H.  R.  Pattengill,  Michigan 
R.  H.  Halsey,  Wisconsin 
T.  B.  Lewis,  Utah 
Estelle  Reel,  Wyoming 

1898-Q9 

J.  M.  Greenwood,  Missouri 
W.  W.  Stetson,  Maine 
E.  B.  Prettyman,  Maryland 
H.  C.  White,  Georgia 
Joseph  Swain,  Indiana 
J.  R.  Rightsell,  Arkansas 
R.  S.  Bingham,  Washington 
Frank  P.  Smith.  Kansas 
E.  B.  McElroy,  Oregon 
McHenry  Rhoads,  Kentucky 
J.  Y.  Joyner,  North  Carolina 
S.  N.  Hopkins,  Oklahoma 

1901-02 

J.  M.  Green,  New  Jersey 
W.  C.  Martindale,  Michigan 
R.  S.  Bingham,  Washington 
W.  W.  Chalmers,  OMo 
A.  W.  Norton,  South  Dakota 
J.  L.  HoUoway,  Arkansas 
McHenry  Rhoads.  Kentucky 
Edmund  Stanley,  Kansas 
H.  S.  Tarbell,  Rhode  Island 
S.  D.  Largent,  Montana 
W.  M.  Slaton,  Georgia 
C.  M.  Woodward,  Mis.souri 


1892-94' 

E.  H.  Cook,  New  York 

W.  H.  Bartholomew,  Kentucky 

L.  E.  Wolfe,  Missouri 

M.  C.  Fernald,  Maine 

G.  J.  Ramsey,  Louisiana 

E.  E.  White,  Ohio 

J.  W.  Dickinson,  Massachusetts 
T.  A.  Futrall,  Arkansas 

F.  A.  Fitzpatrick,  Nebraska 
Edward  Searing,  Minnesota 
C.  P.  Rogers,  lovpa 

N.  C.  Schaeflfer,  Pennsylvania 

1896  97 

N.  C.  Dougherty,  Illinois 

W.  H.  Bartholomew,  Kentucky 

J.  N.  Wilkinson,  Kansas 

T.  A.  Futrall,  .Arkansas 

W.  W.  Stetson.  Maine 

Oscar  H.  Cooper,  Texas 

Emma  F.  Bates,  North  Dakota 

James  K.  Powers,  Alabama 

C.  G.  Pearse,  Nebraska 

J.  H.  Collins,  Illinois 

T.  B.  Stockwell,  Rhode  Island 

J.  T.  MerriU.Iowa 

1899-1900 

E.  O.  Lyte,  Pennsylvania 

J.  A.  Foshay,  CaUfornia 

H.  M.  Slausoa,  MicMgan 

E.  B.  McElroy,  Oregon 

J.  P.  Hendricks,  Montana 

J.  M.  Green,  New  Jersey 

W.  H.  Bartholomew,  Kentucky 

W.  A.  Bell,  OMo 

W.  F.  Slaton,  Georgia 

L.  W.  Buchholz,  Florida 

Mrs.  Gaston  Boyd,  Kansas 

George  H.  Conley,  Massacuhsetts 

1902-03 

W.  M.  Beardshear,  Iowa 
Orville  T.  Bright,  lUinois 
Chas.  F.  Reeves,  Washington 
Joseph  Kennedy,  North  Dakota 
Chas.  F.  Thwing,  Ohio 
W.  N.  Sheats,  Florida 
Miss  Marion  Brown,  Louisiana 
J.  B.  Pearcy,  Indiana 
Mrs.  H.  L.  Grenfell,  Colorado 
Herury  R.  Sanford.  New  York 
J.  H.  Francis,  Cahfornia 
Wallace  G.  Nye,  Minnesota 


1894-95 

A.  G.  Lane,  Illinois 

G.  M.  PhiHps,  Pennsylvania 

L.  E.  Wolfe.  Missouri 

W.  H.  Bartholomew,  Kentucky 

W.  F.  Slaton,  Georgia 

D.  B.  Johnson,  South  Carolina 

H.  A.  Wise,  Maryland 

W.  E.  Sheldon.  Massachusetts 

S.  S.  Packard.  New  York 

W.  R.  Malone,  Utah 

D.  L.  Kiehle,  Minnesota 

F.  A.  F"itzpatrick,  Nebraska 

1897-98 

C.  R.  .Skinner,  New  York 

G.  J.  Ramsey,  Louisiana 
J.  L.  Holloway,  Arkansas 

E.  O.  Lyte,  Pennsylvania 
J.  M.  Ralston,  New  Jersey 
Miss  M.  W.  Sutheriand,  Ohio 
L.  D.  Harvey.  Wisconsin 

\V.  W.  Stetson,  Maine 
Hiram  Hadley,  New  Mexico 
W.  H.  H.  Beadle,  South  Dakota 
J.  H.  McCahan,  Maryland 
S.  T.  Black,  CaUfornia 

1900-01 
Oscar  T.  Corson.  Oluo 
J.  A.  Foshay,  California 
H.  P.  Archer.  South  Carolina 
H.  B.  Brown,  Indiana 
Francis  W.  Parker.  Illinois 
L.  W.  Buchholz,  Florida 
W.  H.  Bartholomew,  Kentucky 
O.  H.  Cooper,  Texas 
W.  M.  Davidson,  Kansas 
R.  B.  Fulton,  Mississippi 
Gertrude  Edmund,  Massachusetts 
H.  E.  Kratz,  Iowa 

1903-04 

Chas.  W.  Eliot,  Massachusetts 
E.  A.  Alderman,  Louisiana 
J.  W.  Searson,  Nebraska 
Wm.  L.  Prather,  Texas 
Geo.  B.  Cook.  Arkansas 
Henry  R.  Sanford,  New  York 
Geo.  M.  Smith,  South  Dakota 
H.  Brewster  Willis,  New  Jersey 
J.  A.  Foshay,  California 
Frank  B.  Dyer,  Ohio 
Delos  Fall,  Michigan 
Miss  E.  E.  Carlisle,  Massachusetts 


1904-05 

John  W.  Cook,  Illinois 

C.  P.  Cary,  Wisconsin 

Geo.  B.  Cook,  Arkansas 

J.  N.  Study.  Indiana 

J.  M.  H.  Frederick,  Ohio 

Alice  M.  Robertson,  Indian  Ter. 

E.  H.  Mark,  Kentucky 

Henry  H.  Swain,  Montana 

A.  J.  Matthews.  Arizona 

B.  C.  Caldwell,  Louisiana 
A.  B.  Poland.  New  Jersey 
Chas.  D.  Mclver,  North  CaroUna 


1905-07' 

Wm.  H.  Maxwell.  New  York 
Miss  N.  Cropsey,  Indiana 
J.  H.  Hinemon,  Arkansas 
Ed.  S.  Vaught,  Oklahoma 
John  F.  Riggs,  Iowa 
Joseph  O'Connor,  California 
D.  B.  Johnson.  South  Carolina 
J.  A.  Shawan,  Ohio 
H.  O.  Wheeler,  Vermont 
J.  Y.  Joyner,  North  Carolina 
John  W.  Spindler,  Kansas 
J.  Stanley  Brown,  Illinois 


'  No  meetings  were  held  in  1893  and  1906.     All  officers  held  over  as  per  constitutional  provision. 


Chapter] 


LIST  OF  STATE  DIRECTORS  BY   ELECTION 


547 


X.     LIST  OF  STATE   DIRECTORS  BY  ELECTION 


•857-58 

1858-59 

1850-60 

1860-63* 

S.  J.  C.  Swcczcy 

S.  J.  C.  Sweezey 

J.  C.  Pelton 

J.  W.  Allen 

David  N.  Camp 
T.  C.  Taylor 

N.  R.  Lv-nch 
0.  C.  Wright 

DisT.  OF  Col.  . 

0.  C.  Wright 


Wm.  McCathran 
D.  McNeil  Turner 

Wm.  S.  Bogart 



Illinois 

Indiana 

Wm.  H.  Wells 
J.  Hurley 

Isaac  Stone 
E.  P.  Cole 

Ashael  Elmer 
W.  B.  Smith 

Wm.  H.  Wells 

Indian  Ter  . . . 

A.  J.  Stevens 

C.  C.  Nestlerode 

D   F  Wells 

Kentucky 

J.  B.  Dodd 

A.  Drury 

E  P  Weston 

Maryland.... 
Mass      

Wm.  Morrison 
Wm.  E.  Sheldon 

J.  L.  Yeates 
Wm.  E.  Sheldon 

J.  L.  Yeates 
Wm.  E.  Sheldon 

J.  Basil.  Jr. 
Wm   E   Sheldon 

E  Danforth 

Missouri 

Wm.  T.  Luckcy. 

N.  D.  Terrell 

Wm.  B.  Starke 

Richard  Edwards 

• 

New  Jersey.. 

S.  R.  Oummore 

New  York.... 

J.  W.  Bulklcy 

Jame«-  Cruikshank 

James  Cniikshank 
John  G.  Kliol 

C.  H.  Gilderslceve 
S.  H.  Wiley 

Ohio       

R.  McMiUan 

R.  McMillan 

W.  D.  Henkle 

Pe.vnsylvania 

P.  A.  Crcgar 

H.  C.  Hickok 

H.  C.  Hirkok 

E.  J.  Urodir 

S.  E.  Wright 

Tkxas 

Uuh 

C.  Pcaac 

V.  M.  lulwardu 

S.  Scoll 

L.  C.  Dnipcr 

L.  C.  Draper 

•  \o  mcclitigH  in   ilVii  iind   iSS  . 


548 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Historical 


X.     LIST  OF  STATE  DIRECTORS  BY  Y^UECTIO^— Continued 


1863-64 

1864-65 

1865-66 

1866-68* 

W.  M.  Colby 

Joseph  Holden 

COLOR.ADO 

E.  F.  Strong 

David  N.  Camp 

David  N.  Camp 
L.  Coleman 
Zalmon  Richards 

Florida 

Idaho 

Illinois 

Indiana 

S.  H.  White 
W.  B.  Smith 

S.  H.  White 

A.  C.  Shortridge 

J.  L.  Pickard 
A.  C.  Shortridge 

J.  L.  Pickard 
A.  C.  Shortridge 

A.  S.  Kissell 
J.  T.  Goodnow 
E.  A.  Grant 

Wm.  Brush 
J.  T.  Goodnow 
E.  A.  Grant 
B.  L.  Brown 

T.  S.  Par\'in 

0.  Faville 

Kansas 

H.  D.  McCarthy 

Kentucky.  . . . 
Louisiana  .... 

W.  N.  Hailmann 

W.  N.  Hailmann 

Maine 

E.  P.  Weston 
J.  N.  Mcjilton 
Abner  J.  Phipps 
J.  M.  Gregory 
J.  D.  Ford 

Maryland...  . 
Mass 

J.  N.  Mcjilton 
Abner  J.  Phipps 

L.  Van  Bokkelen 
T.  D.  Adams 
S.  J.  Flower 
T.  F.  Thickstun 

R.  G.  Chaney 
D.  B.  Hagar 
0   Hosford 

Minnesota  . . . 

T.  F.  Thickstun 

H.  C.  Rogers 

Missouri.  .... 

C.  F.  Childs 

C.  F.  Childs 

C.  F.  Childs 

A.  E.  Holcomb 

Nevada 

N.  Hampshire 

A.  J.  Burhank 

C.  P.  Otis 

C.  M.  Harrison 

H   B   Pierce 

New  Mexico 

New  York 

James  Cruikshank 

James  Cruikshank 

James  Cruikshank 

T.  W.  Valentine 

Ohio    

W.  D.  Henkle 

E.  E.  White 

K.  E.  White 

W  D  Henkle 

Henry  Cummins 
F.  A.  Allen 
Merrick  Lyon 

R.  Cruikshank 
Merrick  Lyon 

Wm   H   Parker 

Rhode  Island 

S.  S.  Greene 

Tennessee  . . . 

J.  K.  Paine 

Texas  

George  Everett 

Utah 

Vermont 

J.  S.  Adams 

J.  S.  Adams 

Virginia 

Washington  . 

W.  Virginia... 

Wisconsin 

Wyoming 

Isaac  Stone,  Jr. 

J.  G.  McMynn 

J.  G.  McMynn 

C.  H.  AUen 

No  meeting  in  1867. 


Chapler] 


LIST  OF  STATE  DIRECTORS  BY  ELECTION 


549 


X.     LIST  OF  STATE  DIRECTORS  BY  ELECTION— CoH//;/M<rd 


I 


1868-69 

1869-70 

1870-71 

1871-73 

Amelia  A.  Rockfellow 

Arizona 

Arkansas  .... 

Thomas  Smith 

Thomas  Smith 

E.  T.  Dale 

E.  E.  Henderson 
W.  T.  Luckey 
Mrs.  J.  M.  Tousley 
Mrs.  M.  A.  Stone 

Connecticut 
Delaware 

B.  G.  Northrop 

Da\nd  N.  Camp 

B.  G.  Northrop 

DisT.  OF  Col.. 
Florida 

Zalmon  Richards 

Zalmon  Richards 

Zalmon  Richards 

James  H.  Holmes 

H.  H.  Tucker 
E.  L.  Wells 

B   Mallon 

S.  H.  White 
B.  C.  Hobbs 

J.  E.  Dow 

A.  C.  Shortridge 

India.va 

W.  A.  Bell 

Miss  N.  Cropsey 

A.  Armstrong 
E.  T.  Heisler 
Mrs.  M.  Whittington 

A.  S.  Kissell 

J.  Denison 

Mrs.  N.  S.  Roljerls 

S.  Prett>'man 

M.  Rogers 

A.  P.  Stone 
W.  R.  Creery 
J.  D.  Philbrick 

J.  H.  Hanson 
W.  R.  Creery 
Wm.  E.  Sheldon 
J.  W.  Ewing 

NLaryland 

Mass 

Thos.  D.  Baird 
H.  F.  Harrington 

J.  T.  McGlosie 
Wm.  E.  Sheldon 

G.  M.  Gage 

W.  0.  Hiskey 
J.  W.  Bishop 
Lucy  J.  Maltby 

H.  R.  Pease 


D.  Ried 

J.  Baldwin 

J.  S.  Woodman 
John  S.  Hart 

W.  E.  C.  Rich 
John  S.  Hart 

John  S.  Hart 

New  York... 

Edward  North 

W.  T.  Valentine 

S.  A.  Ellis 

N.  A.  Calkins 

Ohio 

E.  E.  WTiitc 

E.  E.  White 

W.  D.  Hcnkle 

H.  H.  Raschig 

Pksnsylvania 

J.  P.  Wickcrsham 

Edward  Brcxiks 

George  Luckcy 
r.  W.  Bickncll 

John  Ogdcn 

John  OKdcn 

M.  C.  Wilcox 

Texas 

A.  L.  Hay 

Utah 

Vermont 

Jiidah  Dana 
R.  M.  Manlcy 

E.  Connnt 

W,  H.  McGuffcy 

\V.  N'iroinia... 

S.  R.  Tliiim|i!tiin 
f ),  Arry 

A.  D  Williams 

\V|H<X)NSIN.  .. . 
W'VOMINO 

C.  H.  Allen 

J.  W.  Hoyt 

J.  W.  Hoyt 

55° 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Historical 


X.     LIST  OF  STATE  DIRECTORS  BY  ELECTION— Cow/mM€<i 


1872-73 

1873-74 

1874-75 

1875-76 

Joseph  Hodgson 

Arkansas 

T.  J.  Mulvany 

Miss  M.  R.  Gorton 

Mrs.  Helen  M.  Nash 

H.  M.  Hale 

Connecticut 

Mrs.  M.  a.  Stone 

H.  E.  Sawyer 

B.  G.  Northrop 

Mrs.  M.  A.  Stone 

J.  0.  Wilson 

J.  0.  Wilson 
J.  C.  Gibbs 
G.  W.  Walker 

J.  0.  WUson 

W.  H.  Baker 

Illinois 

Indiana 

George  Howland 
J.  Newby 

E.  C.  Hewett 
A.  C.  Shortridge 

J.  L.  Pickard 
W.  A.  Bell 

J.  L.  Pickard 
W.  A.  BeU 

Mrs.  A.  S.  KisseU 
Miss  E.  D.  Copley 

A.  Armstong 
P.  G.  Wilhams 

Shackelford 

W.  G.  Brown 
C.  C.  Rounds 
M.  A.  Newell 
Joseph  White 
Rectina  Woodford 

A.  Armstrong 
H.  D.  McCarty 
J.  H.  Patterson 

W.  E.  Crosby 

J.  R.  Buchanan 

Maine 

Maryland  ... 

Mass 

Michigan 

Warren  Johnson 
M.  A.  NeweU 
E.  A.  Hubbard 
E.  Olney 
H.  B.  Wilson 

R.  Woodbury 
Wm.  R.  Creery 
A.  P.  Stone 
D.  Putnam 
H.  B.  Wilson 

Warren  Johnson 
H.  E.  Shepherd 
H.  F.  Harrington 
D.  Putnam 
0.  V.  Tousley 

Isabel  Babcoclc 
0.  Root.  Jr. 

Missouri 

W.  T.  Harris 

James  Johonnot 

Miss  Grace  C.  Bibb 

A.  P.  Benton 

S.  R.  Thompson 

S.  R.  Thompson 

D.  Crosby 
Adolph  Douai 

AUen  A.  Bennett 
H.  B.  Pierce 

New  Jersey.. 

Marcius  Willson 

New  York...  . 

J.  H.  Hoose 
Henry  B.  Blake 

G.  L.  Farnham 
Alex.  Mclver 

J.  W.  Armstrong 
0.  Hunter 

J.  W.  Bulkier 

E.  R.  Stuntz 

W.  D.  Henkle 

John  Hancock 

John  Hancock 

Charles  H.  Verrill 
J.  C.  Greenough 

G.  P.  Beard 
J.  C.  Greenough 
J.  K.  Jillson 

Henry  S.  Jones 
J.  C.  Greenough 
R.  T.  Greene 

J.  K.  Jillson 

Miss  H.  E.  Ha.sslotk 

A.  Pickett 

Utah 

0.  H.  Riggs 

Judah  Dana 
N.  B.  Webster 

J.  H.  French 
E.  S.  Joynes 

J.  H.  French 

J.  H.  Binford. 

A.  E.  Dolbear 
J.  W.  Hoyt 

Z.  G.  Bundy 
0.  R.  Smith 

Wisconsin 

E.  A.  Charlton 

Edward  Searing 

Chapter] 


LIST  OF  STATE  DIRECTORS  BY  ELECTION 


551 


X.     LIST  OF  STATE  DIRECTORS  BY  ELECTION— Continued 


1876-77 

1877-78 

I879-80* 

1880-81 

G  W  Hill 

G  W   Hill 

Mrs  E  S  Carr 

J.  C.  Dennett 
Mrs,  M  A.  Stone 

COKNECTICUT 

Mrs.  M.  A.  Stone 

Mrs.  M.  A.  Stone 

David  N.  Camp 

D.  W.  Harlan 
Zalmon  Richards 
W.  P.  Haisley 

2^nion  Richards 

E   M  Pendleton 

Illinois 

S.  H.  White 

J.  L.  Pickard 

S.  H.  White 

John  M.  Gregory 

Indiana 

W.  A.  BeU 

Lemuel  Moss 

E.  E.  White 

John  S.  Irwin 

J.  M.  Harley 

A.  Abernethy 

J.  L.  Pickard 

J.  L.  Pickard 

Kkntucky 

H.  A.  M.  Henderson 

W.  H.  Bartholomew 

W.  H.  Bartholomew 

T.  C.  H.  Vance 

Warren  Johnson 
J.  M.  Gamett 

C  C  Rounds 

M.  C   Fernald 

Maryland.... 

C.  K.  Nelson 

Henry  E.  Shepherd 

M.  A.  Newell 

Mass 

A.  P.  Marble 

D.  B.  Hagar 

John  D.  Philbrick 

Thos.  W.  Bicknell 

Edward  Olney 
C.  Y.  Lacy 

William  H.  Payne 
William  W.  Folwell 

Minnesota  . . . 

C.  Y.  Lacy 

W.  F.  Phelps 

James  G.  Clark 
J.  Baldwin 

J.  A.  Rainwater 
S.  S.  Laws 

Missouri 

W.  T.  Harris 

F.  Louis  Soldan 

S.  R.  Thompson 

S.  R.  Thompson 

S.  R.  Thompson 
Charles  S.  Young 

New  Jersey.. 

Randal  Spalding 

Miss  G.  Van  Akin 

W.  N.  Barringer 

James  McCosh 

New  York.... 

James  H.  Hoose 

Mrs.  E.  W.  Grain 

Edward  Danforlh 

Norman  A.  Calkins 

J.  R.  Blake 

John  R.  Samson 

Amy  ^L  Bradley 

Ohio 

E.  T.  Tappan 

E.  H.  Cook 

Mrs.  R.  I).  RickofT 

John  B.  Peaslee 

PfcNNSYLVANIA 

J.  P.  Witkcreham 

W.  H.  G.  Adney 

J.  P.  Wickersham 

J.  P.  Wickersham 

A.  M.  Gammcll 

Wm.  R.  Garrett 
Rufus  C.  Burleson 

Helen  Hoadley 
Alex.  Hogg 

Will  A.  Gate 

Tkxas 

James  R.  Malonc 

Alex.  Hogg 

0.  H.  RiKKS 

A.  B.  Corliss 
J.  H.  Peay 

I".  P.  IJunninKton 

Then   R   Price 

W.  Virginia... 

T.  M.  MamlialJ 

W.  K.  Pendleton 

T.  M.  M;irshull 

T.  M.  Marshall 

W.  C.  Sawyer 

John  P.  Bird 

•  No  meeting  in   1H78 


552 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Historical 


X.     LIST  OF  STATE  DIRECTORS  BY  ELECTION— Cow/wMe<i 


AlABAiW 

Arizona 

Arkansas 

California  . . . 

Colorado 

Connecticut 
Delaware...  . 
DisT.  OF  Col.  . 

Florida 

Georgia 

Idaho 

Illinois 

Indiana 

Indian  Ter.  . . 

Iowa 

Kansas 

Kentucky.  . . . 
Louisiana.  . . . 

Maine 

Maryland 

Mass 

Michigan 

Minnesota.  . . 
Mississippi.  . . 

Missouri 

Montana 

Nebraska  .... 

Nevada 

N.  Hampshire 
New  Jersey.  . 
New  A-Iexico 

New  York 

No.  Carolina 
No.  Dakota... 

Ohio 

Oklahoma.  . . 

Oregon 

Penns^xvania 
Rhode  Island 
So.  Carolina 
So.  Dakota.  . 

Tenn-essee 

Texas 

Utah 

Vermont.  . . , 

Virginia 

Washington 
W.  Virginla. 
Wisconsin..  . 
Wyoming  .... 


1881-82 


H.  C.  Armstrong 


O.  F.  Russell 


J.  O.  Wilson 
Albert  J.  Russell 
Sterling  G.  Brinkley 


James  P.  Slade 
E.  E.  White 


J.  C.  Gilchrist 
H.  C.  Speer 
J.  D.  Pickett 
Edwin  H.  Fay 
C.  C.  Rounds 
Sarah  E.  Richmond 
Thomas  W.  Bicknell 
William  H.  Payne 
C.  W.  Smith 
J.  M.  Barrow 
Grace  C.  Bibb 


1882-83 


W.  W.  W.  Jones 
Miss  J.  E.  Hodgdon 


Norman  A.  Calkins 


John  W.  Dowd 


J.  P.  Wickersham 
W.  A.  Mo  wry 
W.  M.  Grier 


H.  D.  Wyatt 


William  H.  RufPner 


NDss  N.  C.  Gibbs 


David  N.  Camp 

Zalmon  Richards 

J.  W.  Glenn 

Edwin  C.  Hewett 
Geo.  P.  Brown 

J.  L.  Pickard 
H.  C.  Speer 
J.  D.  Pickett 


W.  C.  Whitford 


C.  C.  Rounds 
E.  P.  Seaver 

J.  Fairbanks 


J.  W.  Patterson 
W.  N.  Barringer 

Thos.  J.  Morgan 


R.  W.  Stevenson 


E.  T.  Jeffers 
S.  S.  Greene 
W.  M.  Grier 

H.  D.  Wyatt 


J.  L.  M.  Curry 


Jas.  MacAllister 


1883-84 


Julia  S.  Tutweiler 

J.  B.  Casterlin 
Aaron  Gove 
Mrs.  M.  A.  Stone 

Zalmon  Richards 

Mrs.  F.  C.  Mallon 

Henry  ^aab 
L.  S.  Thompson 

Henry  Sabin 
A.  R.  Tavlor 


A.  G.  Boyden 
C.  W.  Heywood 
Irwin  Shepard 
Miss  Ella  Peques 
C.  M.  Woodward 

W.  W.  W.  Jones 

C.  C.  Rounds 
W.  N.  Barringer 

Mrs.  R.  D.  Rickoff 
R.  Bingham 

R.  W.  Stevenson 


E.  A.  Singer 
Merrick  Lyon 
V.  C.  Dibble 

Miss  Clara  Conway 
Alex.  Hogg 

J.  W.  Phelps 


John  M.  Birch 


1884-85 


B.  T.  Washington 
G.  C.  Hall 

O.  V.  Hayes 
H.  B.  Norton 
J.  C.  Shattuck 
S.  T.  Dutton 

Zalmon  Richards 
J.  S.  Cowdon 
G.  J.  Orr 
A.  H.  Seerley 
Henry  Raab 
W.  D.  Hill 
J.  H.  Covel 
H.  H.  Seeriey 
G.  T.  Fairchild 
R.  D.  .\llen 
Wm.  P.  Johnson 
W.  J.  Corthell 
M.  A.  Newell 
D.  B.  Hagar 
W.  S.  Perry 
D.  H.  Kiehle 
Walter  Hillmann 
J.  M.  Greenwood 
A.  S.  Nichols 
G.  S.  Farnham 
W.  C.  Young 

C.  C.  Rounds 
W.  N.  Barringer 

S.  A.  Ellis 
R.  Bingham 

John  B.  Peaslee 

F.  H.  Crawford 
H.  S.  Jones 
T.  B.  Stock  well 
V.  C.  Dibble 
W.  H.  Beadle 
W.  C.  Karnes 
J.  Baldwin 
J.  M.  Coyner 
J.  M.  Hitt 
S.  C.  Armstrong 

F.  A.  Crago 
W.  D.  Parker 


Chapter] 


LIST  OF  STATE  DIRECTORS  BY  ELECTION 


55: 


X.     LIST  OF  STATE  DIRECTORS  BY  ELECTIO}<—Cotitintwd 


1885-86 


1886-87 


Alabaha 

Arizona 

Arkansas 

California.  . . 

Colorado 

Connecticut 
Delaware  — 
Dlst.  of  Col.. 

Florida 

Georgla 

Idaho 

Illinois 

Indiana 

In-dlan  Ter..  . 

Iowa 

Kansas 

Kentucky 

lxjuisiana 

Maine 

Maryland...  . 

Mass 

Michigan 

Mlvnesota.  . . 
Mississippi 

MiS.SOURI 

Montana 

Nebraska 

Nevada 

N.  Hampshire 
New  Jersey.  . 
New  Mexico 
New  York... 
No.  Carolina 
No.  Dakota... 

Ohio 

Oklahoma  . . . 

Orec^n 

Pennsylvania 
Rhode  Island 
So.  Carolina.. 
So.  Dakota..  . 

'J'tNNESSEE.... 

Texas 

I'tah 

Vermont 

VlK(,INIA 

Washington  . 
W.  Virginia... 
Wlw.tjnsin.  ...  I 
Wvomino I 


Julia  Tutwiler 
G.  C.  Hall 
O.  V.  Hayes 
John  Swell 
Aaron  Gove 
Charles  D.  Hine 

John  Hitt 
J.  S.  Cowdon 
J.  M.  F.  Ir\-ing 

O.  S.  Westcott 
S.  S.  Parr 
J.  H.  Covel 
Henry  Sabin 
H.  C.  Speer 
R.  D.  Allen 
E.  Nicholson 
W.  J.  CortheU 
G.  Stanley  Hall 
Larkin  Duntun 
\V.  H.  Payne 
Irwin  Shepard 
J.  R.  Preston 
E.  H.  Long 
A.  S.  Nichols 
W.  W.  W.  Jones 
Charles  S.  Young 
C.  C.  Rounds 
W.  N.  Barringer 

C.  D.  McLean 
Charles  E.  Taylor 


R.  W.  Stc%'cnson 


F.  H.  Crawford 
H.  S.  Jones 
Sarah  E.  Doyle 
V.  C.  Dibble 
W.  H.  Beadle 
Clara  Omway 
J.  M.  Fendley 
J.  M.  Ojyner 
Justuii  Dart 
S.  C.  Armstrong 
J.  S.  InKrahum 
S.  n.  Hrown 
W.  D.  Parker 


W.  H.  Council 

G.  D.  Purinlon 
J.  O'Connor 
L.  S.  Cornell 
S.  T.  Dulton 
Isaac  T.  Johnson 
Zabnon  Richards 

Gustavus  J.  Orr 

N.  C.  Dougherty 
W.  A.  BeU 

T.  H.  McBride 

D.  C.  Tillotson 

W.  H.  Bartholomew 

E.  E.  Sheib 
L.  H.  Marvel 
Henry  A.  Wise 
I^arkin  Dunton 
D.  S.  Howell 

D.  I .  Kiehle 
J.  R.  Preston 
S.  S.  Laws 

Henry  M.  James 
Charles  S.  Young 
C.  C.  Rounds 
Joseph  Clark 

George  A.  Bacon 

J.  E.  Monox 
Leroy  D.  Brown 

T.  O.  Hutchinson 
H.  S.  Jones 
G.  A.  Littlefield 
J.  H.  Carlisle 

T.  C.  Kams 
Alex.  Hogg 

E.  H.  Anderson 
A.  L.  Hardy 

J.  L.  Buihunan 

S.  B.  Brown 
W.  D.  Parker 


1887-88 


T.  J.  Mitchell 
Chas.  H.  Strauss 
Josiah  H.  Shinn 
Ira  G.  Hoitt 
James  H.  Baker 
Da%id  N.  Camp 

Zalmon  Richards 

W.  R.  Thigpen 

A.  G.  Lane 
W.  A.  Bell 

R.  G.  Saunderson 
J.  N.  Wilkinson 
.VV.  H.  Bartholomew 
Henry  Chambers 
J.  H.  Hanson 
Henry  A.  Wise 
W.  A.  Mowry 
J.  M.  B.  Sill 
S.  S.  Taylor 
M.  A.  Montgomery 
S.  S.  Laws 
Chas.  L.  Howard 
George  M.  Famham 
T.  B.  McDonald 
C.  C.  Roiuids 
Joseph  Clark 

Jerome  Allen 
Robert  Bingham 
G.  A.  McFarland 
C.  C.  Davidson 


E.  O.  Lyte 
H.  S.  TarU-ll 
M.  Ford 

Wharton  S.  Jones 
P.  B.  Pennybaker 
W.  M.  Stewart 

J.  L.  Buchuiuin 

S.  H.  Brown 

T.  C.  ChanitKTlnin 

J.  O.  Cluinhill 


1888-89 


J.  A.  B.  Lovett 
C.  M.  Strauss 
Miss  M.  L.  Foster 
J   \V.  Anderson 
J.  S.  Shattuck 
George  B.  Hurd 

Zalmon  Richards 

W.  R.  Thigpen 

H.  H.  Belfield 
C>Tus  W.  Hodgin 

J.  L.  Pickard 
Duncan  Brown 
W.  H.  Bartholomew 
J.  M.  Ordway 
M.  C.  Fernald 
J.  E.  McCahaa 
Alonzo  Meserve 
I..M.  Wellington 
C.  B.  Gilbert 
J.  W.  Johnson 
C.  H.  Dutcher 
E.  A.  Carleton 
Henry  M.  James 
W.  C.  Dovey 
C.  C.  Roimds 
Joseph  Clark 
Hugh  A.  Owen 
Jerome  Allen 
S.  M.  Finger 
G.  B.  McFarhind 
R.  W.  Stevenson 

E.  B.  McElroy 
George  Luckey 
W.  N.  Ackley 
Henry  P.  Archer 

Wharton  S.  Jones 
A.  Cliirk 
J.  F.  Millspaugh 
A.  H.  CampbcU 
Lyniun  B.  'I'cfft 

F.  B.  Cnult 
W.  k    While 
J.  B.  Thuyer 
J.  O.  Churchill 


554 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Historica  1 


X.     LIST  OF  STATE  DIRECTORS  BY  ELECTION— CoM/mwetf 


1889-90 

1890-91 

1891-92 

1892-93* 

Alabama 

J.  K.  Powers 

J.  H.  Phillips 

J.  K.  Powers 

Solomon  Palmer 

Arkansas 

J.  C.  Da\'idson 

Wood  E.  Thompson 

J.  H.  Shinn 

Junius  Jordan 

California.  . . 

Nora  A.  Smith 

Ira  G.  Hoitt 

Nora  A.  Smith 

Earl  Barnes 

Colorado 

J.  C.  Shattuck 

Fred  Dick 

W.  E.  Knapp 

R.  H.  Beggs 

Connecticut  . 

S.  T.  Dutton 

George  B.  Hurd 

Virgil  C.  Curtis 

Da\'id  N.  Camp 

A.  N.  Raub 

DiST.  OF  Col.  . 

Zalmon  Richards 

Zalmon  Richards 

Zalmon  Richards 

Wm.  T.  Harris 

Florida 

F.  L.  Kern 

F.  L.  Kern 

F.  L.  Kern 

Frederic  Pasco 

Georgia 

W.  R.  Thigpen 

E.  B.  Smith 

E.  B.  Smith 

E.  B.  Smith 

Illinois 

A.  G.  Lane 

W.  H.  Hatch 

P.  R.  Walker 

W.  L.  Steele 

Indiana 

W.  A.  BeU 

W.  A.  BeU 

Marv  E.  Nicholson 

Jesse  H.  Brown 

J.  T.  Parks 

W.  M.  Beardshear 

Iowa 

W.  M.  Beardshear 

C.  P.  Rogers 

0.  J.  Laylander 

Kans.^s 

J.  M.  Bloss 

H.  G.  Larimer 

J.  M.  Bloss 

J.  N.  Wilkinson 

Kentucky 

W.  H.  Bartholomew 

A.  C.  Goodwin 

W.  0.  Cross 

McHenry  Rhoades 

Louisiana 

G.  J.  Ramsey 

G.  J.  Ramsey 

G.  J.  Ramsey 

A.  A.  Trenby 

Maine 

A.  M.  Thomas 

M.  C.  Fernald 

W.  J.  Corthell 

Maryl,\nd 

Henry  A.  Wise 

M.  A.  NeweU 

Sarah  E.  Richmond 

John  E.  McCahan 

Wm.  E.  Sheldon 
I.  M.  Wellington 

Wm.  E.  Sheldon 
C.  N.  Kendall 

J.  T.  Prince 
J.  M.  B.  Si^ 

W.  E.  Sheldon 

Michigan 

E.  A.  Strong 

Minnesota  . . . 

T.  J.  Gray 

S.  S.  Parr 

John  E.  Bradley 

Irwin  Shepard 

Mississippi 

J.  W.  Johnson 

T.  J.  ^\•oo{ter 

T.  J.  Woofter 

Dabney  Lipscomb 

Missouri 

R.  C.  Norton 

L.  E.  Wolfe 

R.  C.  Norton 

J.  T.  Buchanan 

Montana 

J.  R.  Russell 

J.  R.  Russell 

Thos.  B.  MiUer 

R.  G.  Young 

Nebraska  .... 

H.  M.  James 

J.  .\.  Hornberger 

H.  S.  Jones 

C.  P.  Carey 

LeRoy  D.  BrowTi 
C.  C.  Rounds 

N.  HAiTPSHIRE 

C.  C.  Rounds 

C.  C.  Rounds 

C.  C.  Rounds 

New  Jersey . . 

C.  J.  Prescott 

A.  S.  Downing 

N.  M.  Butler 

N.  M.  Butler 

New  Mexico 

R.  W.  Coltman 

Allen  Allensworth 

Hiram  Hadley 

T.  M.  Marshall 

New  York.... 

J.  H.  Hoose 

J.  W.  Chandler 

C.  W.  Bardeen 

C.  W.  Bardeen 

No.  Carolina 

P.  P.  Claxton 

LeRoy  D.  Brown 

Robert  Bingham 

Robert  Bingham 

No.  Dakota.  . . 

C.  H.  Clemmer 

John  Ogden 

James  McNaughton 

Ohio      

C.  W.  Super 

E.  B.  Cox 

E.  B.  Cox 

J.  A.  Shawan 

D.  R.  Boyd 

Oregon 

D.  W.  Jar\-is 

Frank  Rigler 

Mary  E.  McFadden 

E.  B.  McElroy 

Pennsylvania 

E.  0.  Lyte 

N.  C.  Schaeffer 

N.  C.  Schaeffer 

D.  J.  WaUer,  Jr. 

Rhode  Island 

H.  S.  TarbeU 

W.  E.  Wilson 

T.  B.  Stock weU 

T.  B.  Stock  well 

E.  S.  Joynes 

W  R.  Atkinson 

W.  B.  Lanier 

H.  E.  Kratz 
Frank  Goodman 

Louis  McLouth 
Frank  Goodman 

J.  D.  Stay 

Tennessee  . .. . 

Frank  Goodman 

Frank  Goodman 

Texas 

Joseph  Baldwin 

W.  S.  Sutton 

T.  G.  Harris 

H.  C.  Pritchett 

J.  F.  Millspaugh 



A.  H.  Campbell 

G.  P.  Beard 

W   F   Fox 

James  M.  Gamett 
F.  B.  Gault 

Washington  . 

F.  B.  Gault 

F.  B.  Gault 

F.  J.  Barnard 

W.  H.  Anderson 
George  S.  Alljee 

W.  H.  Anderson 
S.  Y.  Gillan 

W.  H.  Anderson 

Wisconsin 

A.  Salisbury 

Albert  Hardy 

J.  0.  Churchill 

J.  0.  Churchill 

Wm.  Marquardt 

*  No  regular  meeting  in  18Q3. 


Chapter] 


LIST  OF  STATE  DIRECTORS  BY  ELECTION 


555 


X.     LIST  OF  STATE  DIRECTORS  BY  ELECTION— Coniiiiiu'd 


1894-95 


1895-96 


Alabama 

Arizona 

Arkansas 

California.  . . 

Colorado 

con-necticx-t 

Delaware 

DisT.  OF  Col.  . 

Florida 

Georgia 

Idaho 

Illinois 

Indiana 

Indian  Ter..  . 

Iowa 

Kansas 

Kentucky 

Louisiana  . . . . 

Main-e 

Maryland...  . 

Mass 

Michigan 

Minnesota.    . 
Mississippi..., 

Missouri 

Montana 

Nebraska. . . . 

N'EN'ADA 

\.  Hampshirf 
Xew  Jersey. . 
New  Mexicx* 
New  York.  .. 
No.  Carolina 
No.  Dakota.. 

Ohio 

Oklahoma 

<'.)reoon 

Pennsylvania 
Rhode  Island 
So.  Carolina. 
So.  Dakota.. 
Tenncsske... 

Texas 

I'tah 

Vkrmont 

Virginia  

Wa-shinoton. 
W.  Virginia. 
Wis<onsin.  . . 

WVOMINO 


J.  H.  PhilUps 
F.  J.  Xetherton. 
Junius  Jordan 
Earl  Barnes 
Warren  E.  Knapp 
Virgil  G.  Curtis 
A.  N.  Raub 
\Vm.  T.  Harris 
\V.  N.  SheaU 
OtLs  Ashmorc 
F.  B.  Gault 
Orville  T.  Bright 
Jesse  H.  Brown 


J.  T.  Merrill 
John  MacDonald 
C.  H.  Dietrick 
G.  J.  Ramsey 
\V.  J.  CortheU 
John  E.  McCahan 
R.  G.  Haling 
E.  A.  Strong 
C.  B.  Gilbert 
Dabney  Lipscomb 
J.  T.  Buchanan 
R.  G.  Young 
J.  H.  Canfield 
Or\TS  Ring 
C.  C.  Rounds 
A.  B.  Poland 
Hiram  Hadley 
C.  W.  Bardccn 

C.  B.  Denson 
Lewis  B.  Avery 
J.  A.  Shawan 

D.  R.  Boyd 

E.  B.  McElroy 

E.  O.  Lytc 

T.  B.  Sto<kwcll 
P.  T.  Br.xlic 
Mrs.  E.  P.  Fan- 
Frank  GfKximan 
H.  C.  I'riK  hctt 
Ella  .M.  Dukfs 
G.  P.  Heard 
John  E.  Ma.'»«-y 

F.  J.  Barnard 
W.  H.  Andcrwin 
S.  A.  Hoojjcr 
Wm.  Marquardt 


F.  M.  Roof 

T.  B.  Comstock 

Junius  Jordan 

Earl  Barnes 

J.  H.  Van  Sickle 

George  B.  Hurd 

A.  X.  Raub 
Zalmon  Richards 
Oscar  Clute 
Otis  Ashmore 

F.  B.  Gault 
John  \V.  Cook 

D.  K.  Goss 

F.  B.  Coof)er 
John  MacDonald 
James  McGinniss 
Warren  Easton 
F.  C.  Femald 

E.  B.  PrettjTnan 
R.  G.  Ruling 

S.  E.  Whitney 
C.  B.  Gilljert 
R.  B.  Fulton 
John  R.  Kirk 
J.  M.  Hamilton 
W.  H.  Skinner 
J.  E.  Stubbs 
C.  C.  Rounds 
J.  M.  Ralston 

C.  E.  Hodgin 
Chas.  R.  Skinner 

B.  Smedes 
Emma  F.  Bates 
VV.  J.  White 

D.  R.  Boyd 

J.  H.  Ackcrman 
Chas.  DeGarmo 
H.  S.  Tarliell 
I).  B.  Johnson 
Ge<irKC  M.  Smith 
Frank  GoiMiman 
H.  C.  Pritchitt 
W.  R.  .Malnni- 
Alfred  Tumcr 

E.  C.  Glass 

F.  J.  Barnard 

R.  A.  .Armstronn 
D.  D.  .Maync 
A,  L.  Putnam 


1896-97 


F.  yf.  Roof 
T.  B.  Comstock 
J.  H.  Hinemon 
Earl  Barnes 
J.  H.  Van  Sickle 
George  B.  Hurd 
A.  H.  Berlin 
John  Eaton 
W.  N.  Sheats 

E.  B.  Smith 

F.  B.  Gault 

F.  D.  Thompson 
Mary  E.  Nicholson 

F.  B.  Cooper 
John  MacDonald 
McHcnry  Rhoads 
Warren  Easton 
I  John  S.  Locke 
I   Henry  .\.  Wise 

Chas.  F.  Carroll 
!  S.  E.  Whitney 
I  C.  B.  Gilbert 
!  A.  A.  Kincannon 
John  R.  Kirk 
J.  M.  Hamilton 

F.  A.  Barton 
J.  E.  Stubbs 
C.  C.  Rounds 
J.  M.  Ralston 
Hiram  Hadley 
A.  B.  Blodgctt 

C.  D.  Mdver 
Emma  F.  Bales 
J.  J.  Bum.s 

D.  R.  Boyd 
M.  G.  Royal 
N.  C.  Schacffer 

G.  C.  Fisher 
W.  H.  Hand 
George  M.  Smith 
Wh;irton  S.  Jones 
H.  C.  Prilihitl 
W.  R.  M.ilonc 
.Ma.sim  S.  Stone 
EC.  Gla.-« 

.\l.  W.  HarrinKton 
J.  L.  GiMKlknight 
L.  D.  Harvey 
.■\.  L.  I'utn.im 


1897-98 


John  T.  Gregory 
Miss  Lydia  L.  Hunt 
George  B.  Cook 
Chas.  H.  Keyes 
L.  C.  Greenlee 
F.  E.  Howard 
A.  H.  Berlin 
W.  B.  Powell 
Oscar  Clute 
W.  M.  Slaton 
J.  C.  Black 
J.  H.  Collins 
Edward  Ayres 

W.  yi.  Beardshear 
John  MacDonald 
E.  W.  Weaver 
Warren  Easton 
John  S.  Locke 
Henry  .\.  Wise 
A.  G.  Boyden 
H.  R.  Pattengill 
CM.  Jordan 

E.  E.  Bass 
John  R.  Kirk 
J.  E.  Klock 
C.  G.  Pearse 
J.  E.  Stubljs 
J.  A.  Russell 
J.  M.  Green 
C.  M.  Light 
.\.  S.  Downing 

C.  D.  Mclver 
\\'.  L.  Stockwcll 

F.  B.  Dyer 

D.  R.  Boyd 

E.  B.  McElnjy 
S.  T.  Skidmore 

G.  C.  Fisher 
W.H.Hand 
A.  H.  Avery 
Wharton  S.  Jones 
Geo.  T.  Winston 
J.  M.  Tanner 
Mason  S.  Sl<»nc 
E.  C.  Glass 

R.  S.  Bingham 
W.  H.  .\n(ler«<m 
Mac  E.  Sthreilier 
Eslellc  Keel 


556 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Historical 


X.     LIST  OF  STATE  DIRECTORS  BY  YlJECTlOYi— Continued 


Alabama 

Arizona 

Arkansas 

California.  . . 

Colorado 

Connecticut 

Delaware 

DisT.  OF  Col.  . 

Florida 

Georgia 

Idaho 

Illinois 

Indiana 

Indian  Ter.  . . 

Iowa 

Kansas 

Kentucky.  . . . 

Louisiana 

Maine 

Maryland...  . 

Mass 

Michigan 

Minnesota  . . . 
Mississippi.... 
Missouri.  . 
Montana  . . 
Nebraska  . 
Nevada . . . 
N.  Hampshire 
New  Jersey.  . 
New  Mexico 

New  York 

No.  Carolina 
No.  Dakota.  . . 

Ohio 

Oklahoma 

Oregon. . . 
Pennsylvania 
Rhode  Island 
So.  Carolina. 
So.  Dakota... 
Tennessee... 

Texas 

Utah 

Vermont 

Virginia 

Washington 
W.  Virginia.  . 

Wisconsin 

Wyoming 


1898-99 


John  T.  Gregory 
F.  S.  Hafford 
J.  L.  Holloway 
Elmer  E.  Brown 
L.  C.  Greenlee 

F.  E.  Howard 
A.  H.  BerHn 
W.  B.  Powell 
L.  W.  Buchholz 
W.  F.  Slaton 

J.  C.  Black 
E.  A.  Gastman 
David  K.  Goss 
W.  A.  CaldweU 
W.  M.  Beardshear 
Frank  R.  Dyer 
W.  H.  Bartholomew 
Warren  Easton 
John  S.  Locke 
J.  D.  Worthington 
Will  S.  Monroe 
Henry  R.  Pattengill 
George  B.  Aiton 
E.  E.  Bass 
John  R.  Kirk 
J.  P.  Hendricks 
C.  G.  Pearse 
J.  E.  Stubbs 
Channing  Folsom 
J.  M.  Green 
Mrs.  E.  R.  Jackson 
A.  S.  Downing 

G.  A.  Grimsley 
W.  L.  Stockwell 
C.  W.  Bennett 
Da\'id  R.  Boyd 
J.  H.  Ackerman 
George  HoweU 
H.  S.  Tarbell 
Frank  Crane 

J.  Frank  Fooshc 
W.  R.  Payne 
O.  H.  Cooper 
J.  M.  Tanner 
Mason  S.  Stone 
WiUiam  F.  Fox 
O.  C.  Whitney 
J.  N.  Deahl 
L.  D.  Harvey 
Estelle  Reel 


1899-1900 


J.  H.  Phillips 
F.  A.  Cooley 
J.  R.  Rightsell 
John  Swett 
L.  C.  Greenlee 

C.  N.  KendaU 
A.  H.  Berlin 
W.  B.  Powell 
W.  N.  Sheats 
W.  M.  Slaton 
J.  W.  Daniels 
J.  H.  Collins 
J.  W.  Carr 

W.  A.  CaldweU 
W.  M.  Beardshear 
Frank  R.  Dyer 
McHenry  Rhoads 
Warren  Easton 
John  S.  Locke 

E.  B.  Prettyman 
Will  S.  Monroe 

D.  W.  Springer 

F.  V.  Hubbard 
R.  B.  Fulton 

W.  T.  Carrington 
S.  D.  Largent 
J.  H.  Miller 
J.  E.  Stubbs 
Channing  Folsom 
H.  B.  Willis 
Mrs.  E.  R.  Jackson 
A.  S.  Downing 

E.  A.  Alderman 
W.  E.  Hoover 
J.  A.  Shawan 
David  R.  Boyd 

E.  D.  Ressler 
H.  W.  Fisher 
George  E.  Church 

F.  C.  Woodward 
Frank  Crane 

H.  C.  Weber 
Alex.  Hogg 
F.  B.  Cooper 
Mason  S.  Stone 
E.  C.  Glass 
O.  C.  Whitney 
J.  N.  Deahl 
L.  D.  Harvey 
Estelle  Reel 


1900-01 


J.  W.  Abercrombie 
M.  J.  Needham 
J.  R.  Rightsell 
Thos.  J.  Kirk 
H.  S.  Phillips 
Chas.  H.  Keyes 
A.  H.  BerHn 
W.  B.  Powell 
Miss  Clem  Hampton 
D.  Q.  Abbott 
J.  C.  Black 
J.  H.  Collins 
T.  A.  Mott 

W.  M.  Beardshear 
Frank  R.  Dyer 
McHenry  Rhoads 
Warren  Easton 
John  S.  Locke 
M.  Bates  Stephens 
F.  A.  Fitzpatrick 

D.  W.  Springer 
C.  M.  Jordan 
H.  L.  Whitfield 
W.  T.  Carrington 

E.  A.  Carleton 
C.  G.  Pearse 
J.  E.  Stubbs 
James  E.  Klock 
H.  B.  Willis 

Mrs.  E.  R.  Jackson 
A.  S.  Downing 
W.  T.  Whitsett 
W.  E.  Hoover 
N.  H.  Chaney 
David  R.  Boyd 
E.  B.  McElroy 
H.  W.  Fisher 
George  E.  Church 
W.  K.  Tale 

E.  E.  Collins 
M.  M.  Ro.ss 
J.  M.  Fendley 

F.  B.  Cooper 
John  L.  Alger 

G.  J.  Ramsey 
O.  C.  Whitney 
J.  Walter  Barnes 
L.  D.  Harvey 
Estelle  Reel 


1901-02 


J.  W.  Abercrombie 

F.  Yale  Adams 
George  B.  Cook 
James  A.  Foshay 
H.  S.  Philips 
Wilbur  F.  Gordy 

G.  W.  Twitmyer 
H.  M.  Johnson 
W.  N.  Sheats 
M.  L.  Brittain 
Permeal  French 
Alfred  Bayliss 
T.  A.  Mott 

H.  E.  Kratz 
Frank  R.  Dyer 
W.  H.  Bartholomew 
Warren  Easton 
John  S.  Locke 
M.  Bates  Stephens 

F.  A.  Fitzpatrick 

D.  W.  Springer 
C.  M.  Jordan 
J.  R.  Preston 

W.  T.  Carrington 
W.  W.  Welch 

C.  G.  Pearse 
J.  E.  Stubbs 
James  E.  Klock 
H.  B.  WilUs 
Hiram  Hadley 
A.  S.  Downing 
Chas.  D.  Mclver 
W.  E.  Hoover 

J.  M.  H.  Frederick 
David  R.  Boyd 

E.  D.  Ressler 
Watson  Cornell 
W.  B.  Jacobs 

D.  B.  Johnson 

E.  E.  Collins 
M.  M.  Ross 
J.  M.  Fendley 
W.  J.  Kerr 
John  L.  Alger 

G.  J.  Ramsey 
Chas.  M.  Sherman 
W.  H.  Anderson 
L.  D.  Harvey 
Estelle  Reel 


Cliapler] 


LIST  OF  STATE  DIRECTORS  BY  LLECTION 


557 


X.     LIST  OF  STATE  DIRECTORS  BY  ELECTION— Cow^mMcd 


i9oa-o3 

1903-04 

■904-05 

1905-07* 

Alabaua 

J.  W.  Abcrcrombie 

J.  \\'.  Abcrcrombie 

Isaac  W.  Hill 

Isaac  W.  Hill 

Arizona 

F.  Yale  .Adams 

A.  J.  Matthews 

.■\.  J.  Matthews 

\.  ].  Matthews 

Arkansas 

George  B.  Cook 

J.  H.  Hinemon 

J.  H.  Hinemon 

George  B.  Cook 

California.  . . 

James  A.  Fosh.iy 

Thos.  J.  Kirk 

A.  H.  Chamberlain 

A.  H.  Chamberlain 

Colorado 

H.  S.  Philips 

L.  C.  Greenlee 

Jno.  F.  Keating 

L.  C.  Greenlee 

Connecticut 

Chas.  H.  Keycs 

Chas.  H.  Keyes 

Chas.  H.  Keycs 

Chas.  H.  Keyes 

Delaware 

G.  W.  Twitmyer 

G.  W.  Twitmyer 

G.  W.  Twitmyer 

G.  W.  Twitmyer 

DisT.  of  Col.. 

A.  T.  Stuart 

A.  T.  Stuart 

A.  T.  Stuart 

A.  T.  Stuart 

Florida 

W.  N.  Sheats 

B.  C.  Graham 

Miss  Clem  Hampton 

Miss  Clem  Hampton 

Georgia 

W.  F.  Slaton 

W.  F.  Slaton 

W.  F.  Slaton 

W.  M.  Slaton 

Idaho 

Walter  R.  Sidcrs 

Mary  L.  Scott 

Mary  L.  Scott 

A.  G.  Scars 

Illinois 

Catharine  Goggin 

Catharine  Goggin 

J.  A.  Mercer 

J.  A.  Mercer 

I.NDIANA 

T.  A.  Mott 

T.  A.  Mott 

T.  A.  Mott 

T.  A.  Mott 

Indian  'Per.. 

John  D.  Benedict 
A.  V.  Storm 

John  D.  Benedict 
A.  V.  Storm 

John  D.  Benedict 
A.  V.  Storm 

Iowa 

A.  V.  Storm 

Kansas 

J.  W.  Spindler 

J.  W.  Spindler 

J.  W.  Spindler 

C.  D.  Whittcmorc 

Kentucky 

S.  L.  Frogge 

S.  L.  Frogge 

S.  L.  Frogge 

W.  H.  Bartholomew 

LOUISLVNA 

Warren  Fasten 

Warren  Easton 

Warren  Easton 

Warren  Easton 

Maine 

John  S.  Locke 

John  S.  Locke 

John  S.  Locke 

John  S.  Locke 

Maryland...  . 

M.  Bates  Stephens 

M.  Bates  Stephens 

M.  Bates  Stephens 

M.  Bates  Stephens 

Mass 

George  H.  Martin 
D.  W.  Springer 

Louis  P.  Nash 

Will  S.  Monroe 

Henry  T.  Bailey 
Wm.  H.  Elson 

Michigan  . . . 

D.  W.  Springer 

Wm.  H.  Elson 

Minnesota.  .. 

C.  M.  Jordan 

W.  F.  Kunze 

W.  F.  Kunzc 

J.  A.  Cranston 

-Mississippi... 

E.  E.  Bass 

E.  E.  Bass 

Robert  B.  Fulton 

Robert  B.  Fulton 

Missouri 

W.  T.  Carrington 

Ben  Blcwett 

Ben  Blewett 

W.  J.  Hawkins 

Montana 

J.  M.  Lewis 

Oscar  J.  Craig 

Robert  G.  Young 

Oscar  J.  Craig 

Nebraska 

Edwin  J.  Bodwtll 

Edwin  J.  Bodwcll 

Geo.  L.  Townc 

Geo.  L.  Towne 

Nevada 

J.  E.  Stubbs 

J.  E.  Stubbs 

J.  E.  Stubbs 

J.  E.  Stubbs 

N.  Hampshire 

Henry  C.  Morrison 

Channing  Folsom 

James  E.  Klock 

James  E.  Klock 

New  Jersey.  . 

H.  B.  Willis 

John  Enright 

John  Enright 

John  Enright 

New  Mexico 

Edgar  L.  Hewctt 

Hiram  Hadley 

Hugh  .\.  Owen 

C.  M.  Light 

New  York.... 

A.  S.  Downing 

A   S.  Downing 

A.  S.  Downing 

James  C.  Byrnes 

No.  Cakolina 

G.  C.  Crowcll 

Miss  L.  A.  Yates 

Miss  L.  A.  Yates 

J.  I.  Foust 

No.  Dakota... 

W.  E.  Hoover 

W.  E.  Hoover 

W.  E.  H(x)vcr 

P.  G.  Knowlioii 

Ohio 

J.  K.  Baxter 

W.  H.  Kirk 

Edmund  D.  Lyon 

Wells  L.  Griswold 

Oklahoua... 

David  R.  Boyd 

Andrew  R.  Hickam 

Andrew  R.  Hickam 

Andrew  R.  Hickam 

Oregon 

E.  D.  Ressler 

E.  D.  Ressler 

E.  D.  Ressler 

E.  D.  Ressler 

Pennsylvania 

J.  W.  Lan.singcr 

J.  W.  Lansinger 

J.  W.  Lansinger 

J.  W.  L;insinger 

Rhode  Isi.and 

n.  S.  TarU-ll 

W.  U.  Jacobs 

W.  B.  Jacc)l)S 

W.  B.  Jacol« 

9*).  Carolina.. 

J.  J.  MtMahan 

W.  K.  Tate 

W.  K.  Tate 

RoU-rt  P.  Pell 

Sf).  Dakota... 

C.  M.  Young 

C.  M.  Young 

Geo.  W.  Nash 

M.  A.  I.Angc 

'rKNNRS.SKr..... 

J.  L.  Wright 

D.  J.  Johni,  Jr. 

D.  J.  Johns,  Jr. 

Eugene  F.   Turner 

1'exas 

Alex.  Hogg 

A.  Caswell  Ellin 

Alex.  Hogg 

L.  E.  Wolfe 

Utah 

W.  J.  Kerr 
Waller  E.  Ranger 

W.  J.  Kerr 
Waller  E.  Ranger 

A.  C.  Nelson 
Walter  E.  Ranger 

D.  H.  Christenson 

Vermont 

Isaac  Thomns 

Virginia 

'  H.  B.  FriMcll 

J.  L.  Jarman 

J.  L.  Jarman 

J.  L.  Jarman 

Wasiiinoton 

F.  B.  Owpcr 

F.  B.  Oxj|)rr 

F.  B.  Coojic-r 

IvdwartI  T.  .Malhes 

W.  VlKGI.S'lA.. 

M.  M.  Kos.« 

Lucy  Robin.son 

Lucy  K(il)ins<in 

Lucy  Robinson 

\Visf;ossi.s. . . 

1   L.  D.  Harvey 

L.  D,  Harvey 

L.  D.  Harvey 

L.  D,  Harvey 

WVOMINO 

EMelle  Reel 

EMcUe  Reel 

EMclle  Reel 

T.  T.  Tynan 

*  No  meeting  in  ioof> 


558 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Historical 


XI.     LIST   OF   PERPETUAL  DIRECTORS,   LIFE 
DIRECTORS,   AND   LIFE  MEMBERS^ 

PERPETUAL  DIRECTORS 

(See  Art.  IV,  Sec.  i,  of  the  Constitution  previous  to  i8g5.) 

1879    Philadelphia  Teachers'  Institute. 

1889  Board  of  Education  of  Nashville,  Tennessee. 

1890  Illinois  State  Teachers'  Association. 

PERPETUAL  MEMBERS 
WISCONSIN 


Alumni  Association.  State  Normal  School        884 

AT  Milwaukee. 
Athenaeum    Society    of    State    Normal 

School   at   Platteville. 
Beloit  City  School  Board. 
Board    of    Education    of    the    City    of 

Janesville. 
Board  of  Education.  La  Crosse. 
Board  of  Education.  Oshkosh. 
Board  of  Regents.  State  Normal  Schools. 
Board  of  School  Directors,  Milwaukee. 

KANSAS 

Board  of  Education,  Abilene.  1881 

Board  of  Education,  Dodge  City. 
Board  of  Educ.'^tion,  City  of  Ottawa. 


City  Superintendents'  and  Supervising 
Principals'  Association  of  Wisconsin. 

County  Te.\chers'  Association,  Mil- 
waukee County. 

Milwaukee  Principals'  Association. 

Philadelphian  Society  of  State  Normal 
School  at  Platteville. 

Public  School  Teachers  of  Janesville. 

State  Historical  Society  of  Wisconsin. 

State    Normal    School   at   Platteville. 

Teachers'     Association     of    Wisconsin. 


Board  of  Education,  Sedgwick. 

Rlley  County  Education.\l  Association. 

Teachers'  Association  of  Cowley  County. 


MINNESOTA. 

1890     Board  of  Education,  Independent  School  District  No.  3,  Northfield. 

LIFE  DIRECTORS 
(See  Art.  IV,  Sec.  i.  of  the  Constitution  as  printed  in  any  volume  between  the  years  1870  and  1894.) 


888  ""Brown    LeRoy.D.,  Ohio. 

888  '►Day,   L.    W.,   Ohio. 

887  +D0UGHERTY,    N.    C.    Illinois. 

886  ""Fairchild,     Geo.     T..     Kansas. 

883     Gove.  Aaron.   Colorado. 

895     Graham,  H.   A.,  Michigan. 

886  Greenwood.  J.  M..  Missouri, 
88.S  =*H.\LL.    Caleb   G.,   New   York, 

887  *HuNT,    Mary    H,,    Massachusetts. 
886     Jewett,  a.  v..  Kansas. 


881     Marshall,  T.  Marcellus,  West  Virginia. 

887  Parker,  Chas.  I.,  Illinois, 
891     Pike.  Joshua,  Illinois, 
881  *RiCK0FF,  Andrew  J..  Ohio. 

888  *Stanford,  Leland,  California, 

888     Stratton,    Charles    Carroll,    California. 

886    Taylor,  A.  R.,  Kansas. 

870  *White,  E.  E.,  Ohio, 

89s    White,    Charles    G,,    Michigan. 


LIFE  DIRECTORS   EX  OFFICIO 
(See  Art.  IV,  Sec.  2,  of  the  Constitution  as  revised  in  1? 


.) 


1902 
1884 
1895 
1886 
1890 
1892 
1904 
rgoo 
1896 
1903 
1 891 


"►Beardshear.  William  M.,  Iowa. 

Bicknell.    Thomas    W.,    Massachusetts. 

Butler,    Nicholas    Murray,    New    York. 
*Calkins.  N.  a..  New  York. 

Canfield,   James    H.,    Kansas, 

Cook,    Ezekiel   Hanson,    New   York. 

Cook,    John    Williston,    Illinois. 

Corson,  Oscar  T.,  Ohio, 
fDouGHERTY,  Newton  C,  Illinois. 

Eliot,  Charles  W.,  Massachusetts. 
♦Garrett.  W.  R.,  Tennessee, 

Gove,  Aaron,  Colorado. 

Green,  James  M.,  New  Jersey, 

Greenwood,  James  M.,  Missouri. 


187s     Harris,  William  T.,  District  of  Columbia. 

1893  *Lane,  Albert  G..  Illinois. 

1899     Lyte,     Eliphalet     Oram,     Pennsylvania. 

1889  *Marble,  Albert  P.,  Massachusetts. 

1 90s     Maxwell,  William  H.,  New  York. 

1873  *Northrop,   Birdsey   G.,    Connecticut. 

1876     Phelps,   William   F.,   Wisconsin. 

1871  PiCKARD,  J.  L.,  California. 

1858  *Richards.  Zalmon.  District  of  Columbia. 
1887  '►Sheldon,  W.   E.,  Massachusetts. 
1897     Skinner,  Charles  R.,  New  York. 
1885    SoLDAN,  F.  Louis,  Missouri, 

1872  =*White,  E,  E,,  Ohio. 

1880     Wilson,  J.  Ormond,  District  of  Columbia. 


'  The  marginal  years  indicate  year  of  enrollment  in  this  class.  Some  were  previously  enrolled  in 
another  class.  The  name  of  the  state  indicates  residence  at  time  of  enrollment.  The  present  address 
of  those  who  are  living  may  be  found  in  the  Active  Membership  List  for  the  current  year. 

*  Deceased .  t  Resigned . 


Chapter] 


LIFE  DIRECTORS,  AXD  LIFE  MEMBERS 


559 


LIFE  MEMBERS 

(See  Art.  Ill,  Sec.  3  of  the  Constitution  previous  to  1805.) 


1884  ♦Ai.BEE.  Geo.   S..  Wisconsin. 

1870  Allen.  1k.\  Wilper.  Illinois. 
1884  *Allyn.    Robert,   llUnois. 

1871  ♦.\nbebson.  Joh.v  J..  Xcw  York. 
1870     Arey.  Oliver  Cromwell.  Ohio. 

1876  ♦Armstrong.  Allen.  Iowa. 

1879  Avery.  Mrs.  Rachel  Foster,  Pennsylvania. 
1884     A\i.w.\RD.  John  Arthur,  Wisconsin. 

1890  *B.\KER,  W.   H..  Georgia. 

1864  *Barnard,   Henry.   Connecticut. 

1877  Bartholomew.  Wn.LL\M  Henry,  Kentucky. 
1884    Bascom.  John.  Wisconsin. 

1876  *Beals.  S.  D.,  Nebriiska. 

1884     Beck.  George,   Wisconsin. 

X884     Bell.  Alex.  Graham.  District  of  Columbia. 

1876  *Bell,  William  Allen.  Indiana. 

1884     Bennett.  C.  W.,  Ohio. 

1880  ♦Bennett,  Hampton.  Ohio. 

1882  BicKNELL,   Thos.    W.,    Massachusetts. 

1881  Bingham.  Robert,   North  Carolina. 
1864  tBRADLEV,  P..  Xcw  York. 

1876  Brooks,  Edward,  Pennsylvania. 
1886  tBROWN,  Mrs.  .\.  J.  C,  Kansas. 
1880     Brown,  Geo.  P.,  Indiana. 
1880  ♦Brown,  LeRoy  D.,  Ohio. 

1877  tBuRLESON,  R.  C,  Texas. 
1880     Burns,  James  J.,  Ohio. 

1879  ♦Calkins,  N.  A.,  New  York. 
1886     Campbell,  A.  G.,  Kansas. 

1884     Carpenter.  James  H.,  Wisconsin. 
1884  ♦Chandler.  W.  H..  Wisconsin. 
1884  ♦Charlto.n.  E.  a..  Wisconsin. 
1884  ♦Cheney.  Augustus  J.,  Illinois. 

1886  Clark,  Frank  Howard,  Kansas. 
1884     Clark.  Lewis  Herbert,  Wisconsin. 

1889    Classen,  Mrs.  Augusta  Hose,  California. 

1880  CoE,  Emily  M.,  New  York. 
1870     Cole,  William  H.,  Ohio. 

1887  ♦Conway.  Clara,  Tennessee. 
1886     CoovER,   Nathaniel,   Kansas. 
i88j  tCoREY,  LuciEN  B..  New  York. 

1883  Coy,  Eliab  W.,  Ohio. 
1870     Crosby,  W.  E.,  Iowa. 

1864     Cruikshank.  James,  New  York. 
186A     CuRRAN,  Ulysses  T.,  Ohio. 

1884  ♦Cikry,  Robert.  .Nebraska. 

1864  ♦iJAsrokTii.   Edward,   .N'cw   York. 

1880  IJaviiison,   Charles    C.   Ohio. 
i88j  tl>AV.  .Mrs,  Albert.  New  York. 

1881  ♦UeWoli'.    Daniel   F.,   Ohio. 
187/i  tDoRNA  Gi  N'iuelia,  New  York. 
1880    DurroN,  Bettie  A.,  (Jhio. 
1864     Ebkkiiakdt.  J.  F.,  Illinois. 
1884     Eden,  Philip,  Wiscon.Hin. 

1884     Emery.  J.  Q.,  WUconsin. 

1889     E.s-r;Llsll,   Rebecca  F..  ('alifornia. 

iHHf)     Evans,  Chas.  H,.  .MUviuri. 

1886  ♦Faihchild,  Edward  T.,  Kaiuu*. 

1884  ♦Flavin,  J.  'I'.,  Wiwon.sin. 

1877  tFlsH.  J.    .M..   Arkansas. 

1876     FuKBKs,  Alex,,  Illinni.s. 

♦  Deccajcd. 

t  Residence  unknown,  if  living. 


1877  ♦Franklin.  M.  B.,  Texas. 
1880  ♦Gilchrist,  J.  C,  Iowa. 
1S83  Gove,  .\aron.  Colorado. 
1884  ♦Graham.  Robert,  Wisconsin. 

1879  Gratz,    Simon,    Pennsylvania. 
16S5  ♦Greene,  S.  S..  Rhode  Island. 

1864  ♦Hagar.  Dakiel  B..  Massachusetts. 
1873  ♦Haines.  Mi.ss  H.  B.,  New  York. 

1876  ♦Hancock,  John,   Ohio. 

1877  tHARLEY.  J.   M.,  Indian  Territory. 
1876     Harris,  Wm.  T.,  Massachusetts. 

1865  ♦Hartshorn.  O.  N..  Ohio. 

1886  Harvey,  G.   I.,  Indian  Territory. 
1884     Harvey,  Lorenzo  Dow,  Wisconsin. 
188,5  ♦Harvey,  Thomas  W.,  Ohio. 
J884     Havwakd.   Emily  A.,  Illinois. 
1876  ♦Henkle,  W.  D.,  Ohio. 

1884  ♦Hewett,   Edwin   C,   Illinois. 
1870  tHEYWoon,  C.  W.,  Michigan. 

1880  HiTZ,  John.  District  of  Columbia. 
1870  ♦Hobbs,  B.  C,  Indiana. 

1882     Hodgdon.  Josephine  E.,  New  Hampshire. 
1870     Holden,  L.  E.,  Ohio. 

1879  Hoose,  James  H.,  New  York. 
1884  ♦Howland.  H.  C.  Wisconsin. 
1870    Hoyt,  John  Wesley,  Wisconsin. 
1891     Hull,   John,    Wisconsin. 

i88s     Hunter,    Thomas.    New    York. 

1887  Hutton,   a.   J.,   Wisconsin. 
1863  ♦Ingram.   S.   D.,  Pennsylvania. 

1880  ♦Irwin,  J.    S.,   Indiana. 
1884  ♦James,  Henry  M.,  Nebraska. 
1886  ♦Jay,  Walter  M.,  Kansas. 
1870  ♦Jones,  D.  W.,  Massachusetts. 

1889     Keane,  John  J.,  District  of  Columbia. 
1886     Klock,  James  E..  Kans;is. 

1879  ♦Kraus,  John,  New  York. 
1886     Larimer.  Henry  G.,  Kansas. 
1870     Laws,   S.   S.,   Missouri. 
1886     Limerick,  A.  N.,  Kansas. 
1886     MacDonald.  John,  Kansas. 

1881  ♦Mali.on.  Mrs.  Frances  C,  Georgia. 
1876  tMAi-ONE,  J.  R.,  Texas. 

1870  ♦Manlev,  R.  M.,  Virginia. 

1880  ♦Marble,  Albert  Prescott,  M.-i.ssachu.setts 

1876  Marshall.  T.  Makcellus,  West  \irglnia. 
1880  ♦Mayhew,  Ira,  .Michigan. 

1870  ♦.McGuffey,  W.  H,,  \'irginia. 

1879  ♦McMillan,  Rkuhkn,  Ohio. 

1880  M<  .MiLi.AN,  .Mrs.  Rkuhen.  Ohio. 
1800  ♦.McRae,  H.  S..  Indiana. 

1886  ♦.Ml  Vicar.  Peter,  Kans:is. 
18K6     Meade,  Richard  C,  Kansas. 

1871  Merwin,  James  B.,  Connecticut. 
i8Mj     Miller.  J.   II..  Kansas. 

1880  ♦Miller.  Lewis,  Ohio, 
1879  ♦,Mh.i„s,  Caleb.  Indiana. 

1877  ♦.Monsarrat,  .Mrs.  L.  L.,  Kentucky. 
1K82     Morris.  llARRiEr  .\,,  New  York, 
1886     MoWKY,  William  A..  Ma.Hsachusctls. 
J87O  tNKLSON,  C.  K.,  Maryland. 


56o 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Historical 


1876 
1880 


1880 
1879 
1880 
1864 
1870 


1870 
1864 
1876 
1870 
1880 
1886 
1882 
1876 
1886 
1886 
1876 
1884 
1886 
1876 


1894 
i86s 
1879 
1880 
1877 
1877 
1884 
1877 


♦Newell,  M.  A.,  Maryland. 

*NoRRis,  J.  A.,  Ohio. 

♦Northrop,  Birdsey  G..   Connecticut. 

Nye,  Charles  H.,  Wisconsin. 

O'Connor,  Joseph,  California. 

Parker.  Warren  D.,  Wisconsin. 

Parkinson,  John  B.,  Wisconsin. 

PATRrooE,  Lelia  E.,  Pennsylvania. 
tPAXON,  Joseph  A.,  Pennsylvania. 

Peaslee,  John  Bradley,  Ohio. 
*Pennell,  C.  S.,  Missouri. 

Phelps,  Wm.  F.,  Minnesota. 

Pickard,  J.  L.,  Iowa. 
*Raab,  Henry,  lUinois. 
*Read,  Daniel,  Missouri. 
♦Richards,  Zalmon,  District  of  Columbia. 

Richmond,  Sarah  E.,  Maryland. 
♦Rickoff,  Andrew  J.,  New  York. 
♦RiCKOFF.  Mrs.  R.  D.,  New  York. 

Roach.  T.  W..  Kansas. 

Robert,  James  A.,  Ohio. 
♦Rollins,  James  S.,  Missouri. 

Roop,  C.  Y.,  Kansas. 

Rose,  George  E.,  Kansas. 
♦Rounds,  C.  C,  New  Hampshire. 
♦Rusk,  J.  M.,  Wisconsin. 

Sawhill,  Thos.   a.,  Kansas. 
fScHMiTZ,  J.  Adolph,  lUinois. 

Schuyler,  Aaron,   Kansas. 

Schofield,  Miss  Martha,  South  Carolina. 
♦Setzefaud,  a.,  Georgia. 

Shaw.  Samuel.  Wisconsin. 

Shawan,  Jacob  A.,  Ohio. 
♦Sheldon,  Wm.   E.,   Massachusetts. 
♦Shippen,  Edward,  Pennsylvania. 

Singer   Edgar  A..  Pennsylvania. 
♦Smart,  James  H.,  Indiana. 

SoLDAN.  F.  Louis.  Missouri. 

Spencer.  Robert  Closson.  Wisconsin. 

Spero,  Anna  Kalfus,  Kentucky. 


880  ♦Spring,  E.  A.,  New  Jersey. 
886  Stanley,  Edmund,  Kansas. 
884  Stark,  Joshua,  Wisconsin. 
884     Stearns,  J.  W.,  Wisconsin. 

883  *Steele,  J.  Dorman,  New  York. 
882     Stern,  Menco,  New  York. 

876     Stevens,  Moses  Cobb,  Indiana. 
880  ♦Stevenson.  R.  W.,  Ohio. 

884  Stewart,  Isaac  Newton,  Wisconsin. 
884    Stewart.  Sarah  A.,  Wisconsin. 

872  *Stone,  E.  M.,  Rhode  Island. 

870  ♦Stone,  Mrs.  M.  A.,  Connecticut. 

880    Sudborough,  Mrs.  Grace  Bibb,  Missouri. 

882  ♦Tappan,  Eli  T.,  Ohio. 

883  Taylor,  A.  R.,  Kansas. 

884  ITaylor,  Henry  J.,  Iowa. 
884  tTHAYER,  J.  B.,  Wisconsin. 

876    Thompson,  Langdon  Shook,  Indiana. 

886  ♦Thompson,  S.  R.,  Nebraska. 

886     TiLLOTSON,  D.  C,  Kansas. 

870  ♦Tourgee.  Eben.  Massachusetts. 

884    Twining,  N.  C.  Wisconsin. 

886  tVATL,  Thomas  H.,  Kansas. 

884    Van  Aken,  Mrs.  G.,  New  York. 

884    Viebahn,  Charles  Frederick,  Wisconsin. 

864  ♦Wells,  D.  F.,  Iowa. 

870  ♦White,  Emerson  E.,  Ohio. 

864  ♦White,  S.  H.,  IlUnois. 

884  fWHiTFORD,  Wm.  C,  Wisconsin. 

865  ♦WiCKERSHAM,  James  P.,  Pennsylvania. 
880     WiDNER,  Esther  A.,  Ohio. 

870  fWiLCOX,  M.  C,  Massachusetts. 

870    Williams,  Mrs  Delia  A.  (Lathrop),  Ohio. 

886  Williams.  Philo  Jesse,  Kansas. 
884    Willis,  William  A.,  Iowa. 

880  Wilson    J.  Ormond,  District  of  Columbia. 

881  tWooDWARD,   G.   .\.,  Alabama. 

889    Wright.    Edmund    W.,    Mississippi. 
891     Wylie,  Mary  J.  B.,  Canada. 

887  Young,  Chas.  S.,  Nevada. 


♦  Deceased. 

t  Residence  unknown,  if  living. 


ITLES  OF  PAPERS  AND  DISCUSSIONS  FROM 
1857    TO   19()()    ARRANGED    BY   YEARS 
AND  DEl^ARTMENTS. 


GENERAL  SESSIONS 


TOPICS 

THE  NATIONAL  TEACHERS'  ASSOCIATJON 

1857  Organization,  in  Philadelphia,   Pennsylvania. 

The  Objects  and  Demands  of  a  National  Teachers'  Association. — \\'iM.  Russkli,, 
Massachusetts. 

1858  President's  Address — Mission  of   the  Association. — Zalmon    Richards,  District 

of  Columbia. 
The  Educational  Tendencies  and  Progress  for  the  Past  'Pliirty  Years. — Danikl 

Read,  Wisconsin. 
The  Laws  of  Nature. — John  Young,  Indiana. 
Moral  Education. — J.  D.  Philbrick,  Massachusetts. 
The  Teacher's  Motives. — Horace  Mann,  Massachusetts. 
Parochial  Schools. — Discussion. 

1859  President's  Inaugural  Address. — Andrew  J.  Rickoff,  Ohio. 

The  Importance  of  Civil   Polity  as  a   Branch  of  Popular  Education. — Daniel 

Read,  Wisconsin. 
The    Place    Christianity    Should    Occupy    in    .\mcrican    Education. — -Elbridge 

Smith,    Connecticut. 
Errors  in  the  Agencies  in  the   Pursuit  of    Knowledge. — Rev.  J.   N.   McJii.ton, 

MaPiland. 
Suggestions  on  Popular  Education. — H.  L.  Stuart,  New  York. 
Condition  of   Education  in   Mexico. — J.   Escobar,    Mexico. 
The  President's  Inaugural  Address — Objects  and  Mission  of  the  National  Teachers' 

Association. — J.  W.  Bulki.ey,  New  York. 
The  Scholarship  of  Shakespeare. — Edward  North,  Hamilton  Col.,  New  York. 
Our  Professional   Ancestry. — Richard   Edwards,    Missouri. 
The  Philf)sophy  of  Education. ^W.  H.  Wei.i.s,  Illinois. 
The  Study  oi  Matter  and  the  Progress  of  Man. — Edward  L.  Youmans,  New 

York. 
The  Teacher  and  Her  Work. — John  Knef.land,  Mas.sachusctts. 
The  Special  Educational  Wants  of  Our  Country. — J.  W.  HoYT,  Wisconsin. 
The  National    Imi>f)rtance  of  the  Teacher's  Profession. — Rev.  J.  N.  MrJii.ToN, 

Baltimore,   Maryland. 
The  Gods.     A  Poem. — Anson  G.  Chester,  New  York. 
Report  of  Committee— School  Statistics.— C.  S.  Pennk.i.i.,  Maryland. 
Report    of    Committee    on    a     Phonetic    Alphaln-t.— Z.     Richauds,     Dislricl    nf 

Columbia. 
1 86 1  and  1862. — No  meetings. 
1863     ['rcsidint's     Address  -The     Nature    and     Objects     <tf    this    .\ssoi  iation.     J.     1). 

I'lril.HRIfK. 

The  Bearings  of  Pojiuiar  Kdu(  atii>n  f)n  ('ivilizalion.— T.  I).  .Adams,  Massachu- 
setts. 

The  Caascs  of  Failure  and  Success  in  the  OflVe  of  Teacher.  E.  A.  Gkant, 
Kentucky. 

Philosfiphy  and  Methods  in  Education. — J.  M.  CJregorv,  Michigan. 

Sc  hofil  (iymnaslics. — S.  W.  Mason,   Massachusetts. 

The  Teacher  a.s  an  Arti.st. — Z.  Richards,  Distric  i  of  Ciluinliia. 

561 


562  NATIONAL  EDUCATIONAL  ASSOCIATION  [General 

3   The  Powers  to  be  Educated. — Thomas  Hill,  Massachusetts. 
Object-Teaching. — E.  A.  Sheldon,  New  York. 
The  Organization  of  Primary  Schools. — Wm.  E.  Crosby,  Ohio. 
Competitive  E.xamination  for  Admission  to  West  Point. — Henry  Barnard,  Con- 
necticut. 
The  Union  of  Labor  and  Thought. — J.  L.  Pickard,  Wisconsin. 

1864  President's  Address — Educational  Advancement. — Wm.  H.  Wells. 

Should  a  Professor  of  Didactics   Be   Employed  in   Every  Principal   College  ? — 

Thomas  Hill,  Massachusetts. 
Object-Teaching. — H.  B.  Wilbur,  New  York. 
Teachers'  Associations. — J.  W.  Bulkley,  New  York. 
Liberal  Education. — S.  P.  Bates,  Pennsylvania. 
National  Bureau  of  Education. — S.  H.  White,  Illinois. 
Competitive  Examination  for  Public  Service. — H.  Barnard,  Connecticut. 

1865  President's     Address — The     Educational     Duties     of   the     Hour:     A     National 

System  of  Education. — S.  S.  Greene,  Rhode  Island. 
On  the  Power  of  the  Teacher. — W.  N.  Barringer,  New  Jersey. 
Normal  Schools  of  the  United  States. — Richard  Edwards,  Illinois. 
The  Best  Method  of  Teaching  the  Classics. — Albert  Harkness,  Rhode  Island. 
Commonplace  Books. — James  D.  Butler,  Wisconsin. 
Object-Teaching.     Report  of  a  Committee. — S.  S.  Greene,  Rhode  Island. 
A  National  Bureau  of  Education. — A.  J.  Rickoff,  Ohio. 
Education  as  an  Element  in  the  Reconstruction  of  the  Union. — J.  P.  Wickersham, 

Pennsylvania. 

1866  President's    Address — American    Education    for    the    American    People. — James 

P.  Wickersham,  Pennsylvania. 
The  Educational  Needs  of  the  Border  States. — W.  R.  White,  West  Virginia. 
The  Relation  of  the  National  Government  to  Education. — O.  Hosford,  Michigan. 
The  Place  of  Classical  Studies  in  an  American  System  of  Education. — W.   P. 

Atkinson,   Massachusetts. 
The  Condition  of  the  South  as  Respects  Education. — Wm.  Wines,  Tennessee. 

A  resolution  was  adopted  to  appoint  a  committee  of  five,  to  co-operate  with  the 
Committee  of  the  National  Superintendents,  in  urging  upon  the  Senate  of  the 
United  States  the  passage  of  the  bill  of  the  House  of  Representatives,  to 
establish  the  Department  of  Education.  The  committee  appointed  consisted 
of  Messrs.  Z.  Richards,  Jas.  Cruikshank,  A.  C.  Shortridge,  J.  S  Hart,  and 
R.  Coburn. 
The    Psychology   of   St.    Paul,    or  a  New  Interpretation  of  the  "  Flesh  and  the 

Spirit." — Rev.  J.  H.  Jones,  New  York. 
Is  There  Too  Much  Time  Spent  in  the  Study  of  the  Classics  at  Our  Colleges  ? — 

W.  P.  Atkinson,  and  many  others. 

1 868  President's  Address — Industrial  Education. — J.  M.   Gregory,   Michigan. 
Classical  Studies  in  American  Education. — I.  W.  Andrev^^s,  Ohio. 

The  True  Idea  of  a  College. — P.  A.  Chadburne,  Wisconsin. 

Industrial  Education. — J.  M.  Gregory,  Michigan. 

Education  among  the  Freedman. — O.  O.  Howard,  District  of  Columbia. 

Normal  Instruction  in  Colleges. — Edward  North,  New  York. 

The  United  States  Department  of  Education. — Z.  Richards,  District  of  Columbia. 

1869  President's   Address. — L.   VanBokkelen,    Maryland. 

Elementary  Schools :  Radical  Faults  and  Radical  Remedies. — Z.  Richards,  District 

of  Columbia. 
Obligations  of  Christianity  to  Learning. — R.  S.  Field,  New  Jersey. 
The  State  in  Its  Relation  to  Higher  Education. — J.  P.  Wicker.sham,  Pennsylvania. 
Natural  Reading. — Mrs  Randall,  New  York. 
The  School  and  the  Workshop. — J.  D.  Philbrick,  Massachusetts. 
Physiology. — Jas.  McClintock,   Pennsylvania. 

Drawing  as  a  Branch  of  Elementary  Education. — J.  S.  Woodman,  New  Hampshire. 
The  Criterion  of  School  Education.- — E.  E.  White,  Ohio. 
Popular  Science. — Mrs.  Lincoln  Phelps,  Maryland. 
The  Work  of  Education  in  the  South. — ^O.  O.  Howard,  District  of  Columbia;, 

Francis  T.  King,  Maryland;  S.  S.  Ashley,  North  Carolina;   M.  H.  Wygant, 

Arkansas. 
Christianity  in  the  PubHc  Schools. — Joseph  White,  Massachusetts. 
Progress  of  University  Education. — ^J.  W.  Hoyt,  Wisconsin. 


Sessions]  TITLES  OF  PAPERS  AND  DISCUSSIONS  563 

THE  XATIOXAL  F.DUCATIONAL  ASSOCIATION 

1870  rrosidtiu's     Address — Importance     of    Co-operation     with     the     Normal     and 

Superintendents'    Assoiiation. — D.    B.    Hac.ar,    Massac liuselts. 
Preliminary  Rejiort  on  a  National  I'niversily. — J.  W.  Huvr,  Wisconsin. 
What  Is  the  l'rt)per  Work,  of  a  Primary  Si  hool  ?— E.  A.  Suki.don,  New  York. 
The   Relation  of  the  National  Clovernmenl  to  Public  Education. — John  E.UON, 

District  of  Columbia. 
.\  Plea  for  Vocal  Music  in  Public  Schools. — Eben  Tourjee,  Massachusetts. 
Motives  and  Means  to  Be    L'sed  Prominently  in   School   Discipline. — Discussion 

opened  by  J.  L.  Pickakd,  Illinois. 
The  Prussian  School  System. — J.  W.  Dicki.nson,  Massachusetts. 
Claims  of  i^nglish  Grammar  in  Common  Schools. — J.  H.  Blodgett,  Illinois. 
Theory  of  American  Education. — W.  T.  Harris,  Missouri. 
What    Free    Common    Schools   Can   Do  for  the   State. — V.   \.   Sawvkk,    South 

Carolina. 

1 87 1  President's  .\ddress. — J.  L.  Pickard,  Illinois. 
The  N'alue  of  Education. — Gov.  Brown,  Mi.ssouri. 

.•\  National  System  of  Compulsory  Education. — J.  P.  Wickersham,  Pennsylvania. 
Education  of  Children  at  Public  Cost. — Newton  Batem.'\n,  Illinois;  W.  T.  Harris, 

Missouri. 
.•\n  .\merican  University. — J.  W.  HovT,  Wisconsin. 

National  .\id  fi)r  Education  in  the  South. — John  E.vton,   District  of  Columbia. 
Pedagogical   Bibliography. — Thus.   Davidso.n,   Missouri. 
Moral  Uses  a  Recitation  May  Be  Made  to  Subserve. — .-\i  rki.i)  Kikk.  Illinois. 
Place  and  Use  of  Textlx)oks. — S.  G.  Williams,  Ohio. 

1872  President's  .\ddress. — E.  E.  White,  Ohio. 

Methods  of  Instruction  in  Common  Schools. — .A.  D.  Mayo,  Massachusetts. 
System  of  Normal  Training-Schools  Best  Adajjted  to  the  Wants  of  Our  People  — 

Wm.  F.  Phelps,  Minnes')ta. 
Educational  Lessons  of  Statistics. — John  Eaton,  District  of  Columbia. 
Compulsory  Education. — Newton  Bateman,  Illinois. 
Examination  of  Teachers. — John  Swett,   California. 
Drawing  in    Graded   Public   Schools.— Walter   Smith,   Massachusetts. 
Educational  Movement  in  Japan. — Arinori  Mori,  Japan. 

1873  President's  .\ddrcss. — B.  G.  Northrop,  Connecticut. 

Release  of  the  Jaj)anese  Indemnity  by  the  U.  S. — Edward  Shipi'Kn,  Pennsylvania. 
.\ddress  in  Memory  of  W.  H.  McC^uffey,  LL.D. — Daniel  Read,  Missouri. 
UjJiK-r  Sih(X)ls. — Rev.  James  McCosh,  New  Jersey. 
H<jw  Mui  h  Culture  Shall  Be  Imi)arted  in  Our  Free  Schools  ?     Richard  Edwards, 

Illinois. 
The  Relation  of  the  General  (JovernnuiU  to  Eilucalion.      (1.  W.  AthkrioN,  .\ew 

Jersey. 
Education  in  the  Southern  States. — J.  C.  GiiiHS,   Florida. 

1874  President's  .\ddre.ss.— S.  H.  White,   Illinois. 

Intermcfliate,    or    Upper    Schf)ols. — (jEO.    P.    Hays,    Pennsylvania. 

The  Pn)fession  r)f  the  Tea(  her.—W'M.  R.  .Xhhott,  Virginia. 

Preparatory  S(h))l.s  for  (!ollcge  and  University  Life.  -Noah  I'ortkr,  Count  iticut. 

A  .National  University. — .Andrew  D.  White,  New  York;  W.  T.  Harris,  Missouri. 

System  of  Public    In.stru<tion  in  Ontario. — J.  Geo.  Hodc.ins,  Ontario. 

The  Building  of  a  Brain.  -Edward  H.  Clarke,  Ma.ssarhusetts. 

Four   ^'ears  in   \'ass;ir  College.     Jami.S  Okton,    New   York. 

('o<-du(alion  of  the  Se.xes  in  Universities.     J.  K.  Hosmer,  Mi.ssouri. 

1875  President's  .\ddress — Subjects  Proper  for  the  Consideration  of  the  Assodalion. — 

W.  T.   Harris,   Missouri. 
»The  Countrv-S(  hool  i'roblem.  -  W.  F.  Phelps,  Minnesota. 
Families,  Past  and  I'resetil.      Lewis  Fei.MERI,  University  of  Hung,iry. 
Caste    in    E<lu<ation.     A.    P.    Makiile,    Massachusetts. 
The  Relation  of  .Art  to  E(iu<  ati<in.-  Miss  GRAfE  C.  BiHU,  Missouri. 
Full-OrlH-d  F,du<ation.     J.  R.  Buchanan,  Kentucky. 
Public    Instruction  in  Minncvsota.   -W.  W.  Foi.wki.l,  Minnesota. 
Educational  Ncc  c-ssiiir-i  of  the  South.      Leon  Tkki'sdai.i-.  Tennessee. 

1876  President's    Address     The    Distinctive    Features  of   Our    Educational     System. - 

Wm.    I".    Phkips,    Minnesota. 


564  NATIONAL  EDUCATIONAL  ASSOCIATION  [General 

i876«The  Demands^f  the  Coming  Century  on  the  American  Common  School. — A.D. 

Mayo,  Massachusetts. 
The  Country-School  Problem. — Edward  Olney,   Michigan. 
The  Moral  Element  in  Primary  Education. — W.  H.  Ruffner,  Virginia. 
Education  in  Brazil. — -Philippe  da  Motta,  Brazil. 
Education   in    Sweden. — Dr.  Mejerberg,  Sweden. 
The  Normal  Schools  of  the  U.  S.:    Their  Past,  Present,  and  Future.- — Richard 

Edwards,  Illinois. 
Report  on  the  Course  of  Study  from  Primary  School  to  University. — W.  T.  Harris, 

Missouri. 
Education  in  Japan. — David  Murray,  District  of  Columbia. 

1877  President's   Address — Universal    Suffrage   Must   Be  Accompanied  by   Universal 

Intelligence. — M.  A.  Newell,  Maryland. 
Silent  Forces  in  Education. — J.  F.  Blackinton,  Massachusetts. 
The  Study  of  English  as  Introductory  to  the  Study  of  Latin  and  Greek. — Thos. 

R.  Price,  Virginia. 
The  Relation  of  the  Preparatory,  or  Grammar  School,  to  College  and  University. — 

W.  R.  Webb,  Tennessee. 
The  Place  of  English  in  the  Higher  Education. — A.  B.  Stark,  Kentucky. 
The  Study  of  Economy  (Social)  in  Pubhc  Schools. — Maurice  Kirby,  Kentucky. 
The  Limits  of  Education. — W.  R.  Garrett,  Tennessee. 
Why  Drawing  Should  Be  Taught  in  Public  Schools. — L.  S.  Thompson,  Ohio. 
Report  of  a  Committee  on  the  Bureau  of  Education. — Wm.  F.  Phelps,  Wisconsin. 
Report  on  the  National  Museum. — Wm.  F.  Phelps,  Wisconsin. 
Educational  Interests  of  Te.xas. — R.  C.  Burleson,  Texas. 
Educated  Mind:    Its  Mission  and  Responsibility. — Geo.  W.  Hill,  Arkansas. 

1878  No  meeting. 

1879  President's  Address — Review  of  Educational  Associations. — John  Hancock,  Ohio. 
The  High-School  Question. — J.  W.  Dickinson,   Massachusetts. 

The  Neighborhood  as  a  Starting-Point  in  Education. — Robt.  E.  Thompson. 

A  Readjustment  of  Common-School  Studies  Necessary. — Andrew  J.   Rickoff, 

Ohio. 
Education,  at  Home  and  Abroad. — J.  D.  Philbrick,  Massachusetts. 
The  New  Teacher  in  New  America. — Rev.  A.  D.  Mayo,  Massachusetts. 
*  Industrial  Education;    or  the  Equal  Cultivation  of  the  Head,  the  Heart,  and  the 
Hand. — Alexander  Hogg,  Texas. 
The  Historical  Method  in  Teaching  English. — Jas.  M.  Garnett,  Maryland. 

1880  Object-Lessons  in  Moral  Instruction  in  the  Common  School. — Rev.  A.  D.  Mayo, 

Massachusetts. 

Normal  Training  for  Girls'  Industrial  Schools  in  Switzerland. — John  Hitz,  Dis- 
trict of  Columbia. 

The  Unattainable  in  Public  School  Education. — A.  P.  Marble,  Massachusetts. 

The  Domain  of  Nature  and  Art  in  the  Process  of  Instruction. — W.  H.  Payne, 
Michigan. 

Normal  Departments  in  State  Universities. — Miss  Grace  C.  Bibb,   Missouri. 

The  Development  of  the  Supcrintendency. — Chas  F.  Adams,  Massachusetts. 
""        The  Education  of  the  Negro:   Its  Rise,  Progress,  and  Present  Status. — Gustavus 
J.  Orr,   Georgia. 

1881  President's   Address — The    Purpose   of    the    Public    School. — James   H.    Smart, 

Indiana. 
Lines  of  Advance. — C.  C.  Rounds,  Maine. 
The  Common-School  Studies. — A.  J.   Rickoff,   Ohio. 

Education  and  the  Building  of  the  State. — John  Eaton,  District  of  Columbia, 
c  Education  and  Crime. — J.  P.  Wickersham,  Pennsylvania. 
Some  Essentials  in  the  Development  of  a  School  System. — D.  F.  De  Wolf,  Ohio. 
The  Teacher's  Work  in  the  Development  of  Mental  and  Moral  Power.— N.  A. 

Calkins,  New  York. 
Revision  of  the  Common-School  Curriculum. — M.  A.  Newell,  Maryland. 
The  Necessity  for  Spelling  Reform. — T.  R.  Vickroy,  Missouri. 
The  Leading  Characteristics  of  American  Systems  of  Public  Education. — James 

P.  Wickersham,  Pennsylvania. 
Moral  and  Literary  Training  in  Public  Schools. — J.   B.  Peasley,   Ohio. 
The  Effect  of  Student  Life  on  the  Eye-Sight. — A.  W.  Calhoun,   Georgia. 


Sessions]  TITLES  OF  PAPERS  AND  DISCUSSIONS  565 

The  Kindergarten.— Mrs.  Louise  Pollock,  District  of  Columbia. 

An    Evening    in    Wonder-Land     (Yellow    Stone     Park). — Wm.    L.    Marsh.^ll, 

Massachusetts. 
The  Century  and  the  School. — ^F.   L.  Soldan,    Missouri. 
The    Lessons   of   the    International    Educational    Congress   at    Brussels. — W.   T. 

H.VRKis,    Missouri. 

1882  President's  .\ddress. — Gustavus  J.  Okr,  Georgia. 

The  University:    Its  Place  and  Work  in  the  .\merican  System  of  Education. — E. 

T.  Tapp.vn',   Ohio. 
Self-Consciousne.ss  in  Education. — Rev.   E.  T.  Jkffers,   Pennsylvania. 
Country  Schools. — JaS.  P.  Sl.'^DE,  Illinois. 

The  Eoundation  Principles  of  Education  by  the  State. — Samuel  Barnett,  Georgia. 
Secularization  of  Education. — W.  W.  Foi.well,  Minnesota. 
Is  the    Prize   System,  on  the  Whole  the    Best    for  Colleges? — J.  H.  Carlisle, 

South    Carolina. 
The  Delsarte  Philosophy  of  E.xpression. — Moses  True  Browt^,  Massachusetts. 
.\  Memorial  Paper  on  the  Death  of  Professor  W.  D.  Henkle. — W.  H.  Venable, 

Ohio. 
Oral   Instruction. — Larkim   Dunton,    Massachusetts. 
Report  on  a  National  Council  of  Education. — Thos.  W.  Bicknell,  Massachusetts. 

1883  President's  Address — Examination  of  Teachers. — E.  T.  Tappan,  Ohio. 

What  Has  Been  Done  for  Education  by  the  Government  of  the  United  States  ? — 

JoH.v  Eatox,  District  of  Columbia. 
•  City  Systems  of  Management  of  Public  Schools. — J.  L.  Pickard,  Iowa. 
Intellectual  Growth  and  Its  Relation  to  Methods  of  Instruction. — G.  Stanley 

Hall,    Maryland. 

1884  President's  Address — Review  of    ICducational    I'rogress. — Thos.    W.    Bicknell, 

Massachusetts. 

Citizenship  and  Education. — J.  L.  M.  Curry,  Virginia. 

Education  in  the  Northwest. — Wm.  F.  Vilas,  Wisconsin. 

Education  at  the  South. — Robert  Bingham,  North  Carolina;  Albert  Salis- 
bury, Georgia;  Wm.  H.  Crogman,  Georgia;  Rev.  A.  D.  Mayo,  Massachusetts; 
Booker  T.  W.\shingtox,  Alabama. 

Needs  in  .\mcricari  Education. — Miss  Eva  D.  Kellogg,  Massachusetts. 

The  Constant  in  Education. — B.  A.  Hinsdale,  Ohio. 

Woman's  Work  in  Education. — Mrs.  May  Wright  Sewall,  Indiana.;  Miss 
Louisa  Hopkins,  Massachusetts;  Miss  Frances  Willard,  Illinois;  Miss 
Clara  Conway,  Tennessee. 

Education  of  the  Indian. — S.  C.  Armstrong,  Virginia;  John  Eaton,  District 
of  Columbia. 

Method   in    Teaching. — J.    W.    Dickinson,    Massachusetts. 

Relation  of  the  .Art  to  the  Science  of  Education. — W.  T.  Harris,  Massa(  husetts. 

What  Children  Know. — J.  M.  Greenwood,  Missouri. 

1885  President's  .\ddress — Changes  in  Education. — -F.  Louis  Soldan,   Missouri. 
The  Ideal  School-Master. — Thomas  J.   Morgan,   Rhode  Island. 

The  Public  SchcKtls  and  Morality. — J.  W.  Stearns,  Wi.sccjnsin. 

Psychological  Inquiry. — W.  T.   Harris,   Mas.sa(  hu.setts. 

How  to  I-earn. — Rev.  A.  D.  Mayo,  Mas.sai  husetts. 

The  Child's  Environment. — Miss  Clara  Co.nway,  Tenne.s.sce. 

Physits  in  Common  Schools. — Charles  K.  Wead,  Michigan. 

Civil  Service  Reform  and  the  Public  Sch(K)ls. — H.  Randall  Waite,  Ma.s.sa(  husetts. 

Teaching  iis  a  Business  for  Men.     C.  M.  Bardee.n,  New  V'ork. 

The  Apjjrenticeship  System  ami  (he  Public    Schotils. — Thos.   Hampson,   District 

of  Columbia. 
RejMirt  on  the  Higher  Education  of  Women.  —  Mrs.  M\v  Wricht  Si-wai  i  ;   W.  T. 

Harris;  W.  E.  Sheldon. 

1886  l'rcsi<lcnt's  Addn^ss  — <^)ur  Edu<  aiional   N'eeds  for  the   I'ulurc.     N.  .\.  Calkins, 

New   Vurk. 
Scientific  Temperance   Instruction   in   the   I'ublic  Sc  1um)Is.  —  Mrs.  J.    I'',.   Ioster, 

Iowa. 
The   Effects  of  Alcohol  on  the   Human  System.      A.  Cm.   Bcjydkn,   Massac  huselLs. 
'I'he  Educational  Cure  of  .Morninnism.      A.  E.  Winship,  Mas.sac  husetts. 
Mcjral  Training  in  the  Public  Sc  IhmiIs.     E.  E.  Whiti  ,  ( )hio. 
.Some  Serious  Errors  in  Teaching. — L.  R.  Klemm,  Ohio. 


566  NATIONAL  EDUCATIONAL  ASSOCIATION  [General 

Other  Errors  in  Teaching. — J.  M.  Greenwood,  Missouri. 

Education  in  Louisiana. — Wm.  Preston  Johnston,  Louisiana. 

The  Result  of  Education  in  the  Indian  Territory. — Robt.  L.  Owen,  Indian  Territory. 

The  Education  of  the  Chinese. — Rev.  S.  L.  Baldwin,  late  missionary  in  China. 

Education  of  the  Mexican. — W.  H.  Ashley,  New  Mexico. 

Education  among  the  Colored  People. — W.  H.  Bartholomew,  Kentucky. 

1887  The  Problem  of  the  Day. — Richard  Edwards,  Illinois. 

The  Psychological  and  Pedagogical  Value  of  the  Modern  Methods  of  Elementary 
Culture — 

The  Socratic  Element. — J.  W.  Stearns,   Wisconsin. 

The  Objective  Element. — J.  W.  Dickinson,   Massachusetts. 

The  Scientific  Element. — F.  L.  Soldan,  Missouri. 

The  Natural  or  Developing  Element. — W.  N.  Hailmann,  Indiana. 
The  Art  and  Method  of  Questioning  Adapted  to  Ordinary  School  Work. — J.  M. 

Greenwood,    Missouri. 
Examinations  as  Tests  for  Promotion  in  Public  Schools. — H.  S.  Tarbell,  Rhode 

Island. 
Methods  of  Conducting  Examinations  in  Ordinary  School  Work. — Aaron  Gove, 

Colorado. 
Educational  Influence  and  Results  of  the  Ordinance  of  1787. — Wm.  E.  Sheldon, 

Massachusetts. 
Historical  Bearings  of  the  Ordinance  of  1787  upon  the  Problems  of  Social  and 

Political  Life  in  the  United  States. — I.  W.  Andrews,  Ohio. 
Lessons  of  the  Ordinance  of  1787  as  to  the  Future  Educational  Policy  of  Our 

Government. — J.  L.  Pickard,  Iowa. 
General  Influence  and  Results  of  Opening  the  Northwest  Territory. — B.  A.  Hins- 
dale, Ohio;   Thos.  A.  Banning,  Illinois. 
Relation  of  the  University  to  Public  Education. — Rev.  Jas.  B.  Angell,  Michigan. 
Relation  of  the  Christian  College. — J.  W.  Strong,  Minnesota. 
Relation  of  Technological  Schools  to  Pubhc  Education. — 1. 1.  Hopkins,  Georgia. 
Relation  of  University,  College,  and  Higher  Schools  to  Public  Education. — T.  H. 

McBride,  Iowa. 
The  Means  and  Ends  of  Culture  to  Be  Provided  for  the  American  People  beyond 

the  Ordinary  School  Period. — J.  H.  Vincent,  New  York. 
Evening  Schools. — A.  P.  Marble,  Massachusetts. 
The  School  and  the  Library. — T.  J.  Morgan,  Rhode  Island. 
»  Manual  Education  in  Urban  Communities. — Francis  A.  Walker,  Massachusetts. 
Kinds  of  Schools  for  Manual  Training. — Miss  L.  A.  Fay,  Massachusetts. 
The  Function  of  the  Public  School. — C.  M.  Woodward,  Missouri. 
How  to  Spread  True   Information  concerning  School  Education. — Henry  S.abin, 

Iowa. 
How  to  Teach  Parents  to  Discriminate  between  Good  and  Bad  Teaching. — Mrs. 

Ella  F.  Young,  lUinois. 
How  to  Awaken  an  Interest  for  Good  Teachers. — -W.  W.  Parsons,  Indiana. 

1888  Literature  in  the  Reading  Courses  of  the  Public  Schools. — 

(i)  The  Place  for  Such  Reading. — Horace  E.  Scudder,  Massachusetts. 

(2)  Practical  Methods  of  Using  Literature. — LeRoy  Halsey,  Michigan. 

(3)  Value  of  a  Taste  for  Good  Literature. — Miss  Mary  L.  Beecher,  Tennessee. 
Ought  Young  Girls    to    Read   the    Daily  Newspapers  ? — W.  T.  Harris,  Mas- 
sachusetts. 

How  Can  Our  Schools  Best  Prepare  Law-abiding  and  Law-respecting  Citizens  ? 

(i)  The  Most  Valuable  DiscipHne  to  This  End. — Duncan  Brown,    Kansas. 

(2)  The  Most  Valuable  Culture. — Joseph  Baldwin,  Texas;    Geo.  H.  Atkin- 
son, Oregon,  and  B.  F.  Tweed,  Massachusetts. 
The  Schools  Fail  to  Teach  Morality  or  to  Cultivate  the  Religious  Sentiment. — 

John  W.  Cook,  Illinois, 
The  Schools  Fail  to  Give  a  Reasonable  Mastery  of  Subjects  Studied. — Miss  LiLLlE 

J.  Martin,  Indiana. 
The  Schools  Fail  to  Give  a  Proper  Preparation  for  Active  Life. — John  O.  Irish, 

California;    W.   E.   Sheldon,   Massachusetts. 
The  Psychological  View  of  Practical  Education. — James  H.   Baker,   Colorado. 
The  Popular  View :  Education  as  a  Preparation  to  Earn  a  Living. — R.K.Buehrle, 

Pennsylvania. 
Where  Should  General    Education   End,   and  Where  Should  Special   Education 

Begin  ? — J.  M.  Greenwood,  Missouri. 


Sessions]  TITLES  OF  PAPERS  AND  DISCUSSIONS  567 

1888  The  General  Fumlion  of  the  State,  in  Relation  to  School  Books  and  Appliances. — 

John  Swf.tt,  California. 
If  There  Should  Be  an  Uniformity  of  Te.xtbooks,  Should  It  Be  ((/)  by  Slate  Con- 
tract, {b)  State  Publication,  (c)  or  by  Slate  Decree  ? — .\.  P.  M.vrble,  Massachus- 

setts. 
Should  the  State  Furnish  Books  and  Appliances  Free  ? — R.  W.  Stevenson,  Ohio. 
Free  Textbooks  for  Free  Schools. — Thos.  Tash,  Maine. 
Stale  I'niformity  of  Textbooks. — L.  S.  Cornell,  Colorado;   Homer  B.  Spr.\gue, 

Dakota. 
The  True  .\nierican  Idea  of  Lalx)r. — W.  N.  .\ckley,  Rhode  Island. 
What  the  Public  School  Should  Teach  the  American  Lalx>rer. — Geo.  II.  HuwisoN, 

California. 
Speci.\l  Addresses,  during  the  Meetings — 

New  Plan  for  Educating  Ilindoo  Women. — The  Pundita  Ramabai,  India. 

.Aims  of  the  Del  Sartean  I)i.s(  i|)les. — Edna  SxELL  Paulson,  California. 

The  Working  of  a  Teachers"  .Aid  Society. — Miss  Nellie  E.  Owens,  California. 

The    First    Free   School   in    California. — J.    D.    Stevenson,    California. 

1889  Reports  on  Educational  Exhibits,  San  Francisco. — W.  T.  Harris  and  others. 
General  Subject — Manual  Training. 

(i)  The  Results  of  the  St.  I^)uis  Manual-Training  School. — C.  M.  Woodward, 
Missouri. 

(2)  The  Intellectual  \'alue  of  Tool  Work. — W.  T.  Harris,   Massachusetts. 

(3)  The  Value  of  Tool  Instruction,  as  Related  to  the  Active  Pursuits  in  Whii  li 
Pupils    May    Subsequently    lOngagc. — S.    11.    Peabodv,    Illinois. 

(4)  Manual   Training   in   the    Primary   and   Grammar  Schools. — H.    A.   Wise, 
Maryland. 

Should  .Americans  Educate  Tlieir  Cliildrcn   in    Dcnoniinalional  S(  liools  ? — 
(i)   Cardinal   Gibbo.n'S,    Maryland. 
(2)   Bishop  JoH.v  J.   Keane,   District  of  Colunil)ia. 

(.5)   Has  the  Parochial  School  a  Proper  Phue  in  .\merica  ? — Edwin  1).  .Mkad, 
Massachu.'ietts. 

(4)  Response  to  Mr.  Mead,  by  Bishop  John  J.  Kea.ne,  District  of  Columbia. 

(5)  Public  and  Parochial  .Schools. — John  Jay,  New  York. 

(6)  The  Legal  Status  of  the  Public  Schools. — A.  S.  Draper,  New  York. 
A  National  University. — Wm.  A.  Mowry,  Massachusetts. 

Educational   Progress  of  the  Colored  People  in   the  South.     Joh.v  H.   Burrus, 

Missis.sipjji. 
The  Culture  Value  of  the  History  of  Education.  -B.  A.  Hinsdale,  Michigan. 
The  Pradiial  \'alue  of  the  History  of  I'.ducation. — W.  H.  Paynf;,  Tennessee. 
\'alue  to  Teachers  of  the  History  of  Education. — S.  G.  Williams,  New  'S'cjrk. 
First  Schwjis  in  the  Ohio  Valley. — W.  H.  \'enable,   Ohio. 
The  Recitation. — Geo.  Howland,  Chicago,  Illinois. 
Literature  for  Children  to  the  PVonl. — Mi.ss  Mary  E.  Burt,  Illinois. 
Literature  in  the  High  Sihools. — Miss  Minnie  C.  Clark,  Mi.ssouri. 
Observation  and  Experiment  in  Pedagogical  Inquiry  Essential.  —  E.  K.  Russell, 

Ma.ssachu.setts. 
Sounrl  Blindness.  —  Miss  Sarah  E.  Wiltse,  Michigan. 

Honorary  Degrees,  as  Conferrefi  in  .Xnierican  Colleges.—  ("has.  V.  Snhiil  Tennessee. 
\  The  Problem  of  the  Hour.— Alexander  Hogg,  Texas. 
Education  and  the   Republic  . — .'\.  S.  CoLYAR,  Tennessee. 
Teaching  of  Patriotism  in   Public  Schools.— Geo.  W.   E.   Price,  Tennessee. 
History,  a  Patricitic   Force  in  the  School. — Henry  B.  CarRINGTON,  Massac  husetts. 
Educational  Progress  in  the  South  since  1865. — W.  A.  Candler,  Georgia. 

1890  Forms  of  Discij)line,  and  Discii)line  of  Forms.~K.  L.  Wiggins,  Tenne.s.see. 
RrfKirt  -Pedagogical  ancl  Psychological  Olxservation. — Geo.  P.  Brow.v,  Illinois; 

W.  T.  Harris,  Massachusetts. 
Relatictn  of  Instruction  to  Will-Training.— Charles  DeGarmo,  Illinois. 
Examinations  as  Tests  for  Promotion.-  W.  H.  M.xxwell,  New  ^'ork. 
The  Mc,ral  N'alue  of  Art  Eclucation.     Miss  Ada  M.  Eaughlin,  Minnesota;    Miss 

Fi.cjRA  Pennel,  Illinois;  Mrs.  Hannah  J.  Carter,  New  York;  MLss  Christine 

Sullivan.  Ohio;  Mi.ss  Josephine  C.  Locke,  lllinoi.s,  and  Mrs.  Mary  D.  Hicks, 

Ma.ssarhu.scUs. 
The  White  Cros.<c  Movement  in  Edui  alion.-  Miss  Frances  E.  Willard,  Illinois. 
Suite  .Schools  and  Parish  .Schools-   Is  Union  Ix-twecn  Them  ImjHissible  ? — Bishop 

John  Ireland,  Minnesota. 


568  NATIONAL  EDUCATIONAL  ASSOCIATION  [General 

1890  Compulsory  Laws,  and  Their  Enforcement. — Oscar  H.  Cooper,  Texas. 

The  Correlation  of  Subjects  in  Elementary  Programs. — J.  W.  Stearns,  Wisconsin. 
The  Place  and  Function  of  the  Agricultural  College. — D.  L.  Kiehle,  Minnesota; 

Lewis  McLouth,   Dakota. 
Organization  and  System  against  Originality  and  Individuality  on  the  Part  of 

Teacher  and  Pupil. — Henry  Sabin,  Iowa. 
University  and  School  Extension. — W.  T.  Harris,  District  of  Columbia. 
A  Problem  in  Civilization. — H.  W.  Blair,  New  Hampshire. 
'  The  Race  Problem. — A.  A.  Gunby,  Louisiana;   Rev.  J.  C.  Price,  North  Carolina. 

1891  The  School  of  the  Future. — -Francis  W.  Parker,  IlHnois. 
Teaching  Patriotism. — J.  R.  Preston,  Mississippi.     Discussion. 

Historical  Sketch  of  the  National  Education  Association. — Z.  Richards,  District 
of  Columbia. 

The  Present  Status  of  Education  in  the  U.  S. — W.  T.  Harris,  District  of 
Columbia. 

The  Educational  System  of  Ontario. — Geo.  W.  Ross,  Minister  of  Education  in 
Ontario. 

Spelling  Reform. — H.  W.  Brewster,  Minnesota. 

Another  paper  on  the  same  subject.     T.  R.  Vickroy,  Missouri. 

A  Year  in  a  German  Model  School. — Miss  Julia  S.  Tutwiler,  Alabama. 

A  Basis  for  Ethical  Training  in  Elementary  Schools. — Chas.  DeGarmo,  Penn- 
sylvania. 

The  Profession  of  Teaching  for  Light  and  Power. — M.  E.  Gates,  Massachusetts. 

Elementary  Education  in  England. — Wm.  Clark,    Canada. 

The  Professional  Training  of  Teachers. — D.  J.  Goggin,  Manitoba. 

Educational  Propaganda. — A.  J.  Rickoff,  New  York. 

The  Independent  District  System. — John  A.  MacDonald,  Kansas. 

MiHtary  Education  in  the  United  States. — Allen  Allensworth,  New  Mexico. 

Indian  Education. — Dr.  Oronhyatekha,  Canada. 

In  Search  of  an  Education. — Momolu  Massaquoy,  Africa. 

The  Influence  of  the  Public  School,  Nationally  and  Internationally. — Rev.  Geo. 
M.  Grant,   Ontario. 

Report  of  Committee  on  Exhibits. — John  E.  Bradley,  Minnesota,  Chairman. 

1892  Address  of  Welcome  to  President  Benjamin  Harrison. 
Response  by  President  Harrison. 

Greeting  from  Dominion  Educational  Association. — Dr.  Inch,  Canada. 
Twenty  Years'  Progress  in  Education. — W.  T.  Harris,  District  of  Columbia. 
Americanism  in  the  Public  Schools. — Francis  Bellamy,   Massachusetts. 
Relation  of  Undergraduate  to  Post-Graduate  Curricula. — Dr.  William  Pepper 

Pennsylvania. 
Undesirable  and  Desirable  Uniformity  in  Schools. — Charles  W.  Eliot,  Massa 

chusetts. 
Ethical  Culture  in  the  Kindergarten. — Irwin  Shepard,  Minnesota. 
Ethical  Culture  in  Elementary  and  Secondary  Schools. — Mrs.  Delia  Lathrop 

Williams,   Ohio. 
Ethical  Culture  in  the  College  and  University. — James  H.  Canfield,  Nebraska. 
Report  on  the  World's  Educational  Congress. — W.  T.  Harris,  District  of  Columbia. 
University  Education. — Richard  H.  Jesse,  Missouri. 
Educational  Equipoise. — Mrs.  Frances  W.  Leiter,   Ohio. 
Teaching  Current  Events  in  School. — E.  O.  Vaile,  Illinois. 
Literature  for  Children. — George  E.  Hardy,  New  York. 
Literature  for  Teachers. — Hamilton  W,  Mabie,  New  York. 
Representation  of  Educational  Systems  at  the  World's  Exposition. — Albert  G. 

Lane,  IlHnois. 
The  World's  Congresses  of  1893. — C.  C.  Bonney,  Illinois. 

The  Duty  of  the  State  in  Relation  to  the  Kindergarten. — Andrew  S.  Draper,  Ohio. 
The  Harmony  between  Control  and  Spontaneity. — James  L.  Hughes,  Ontario. 
To  What  Extent  Can    a  Public-School  System  Be  "improved  by  Legislation  ? — 

L.  E.  Wolfe,  Missouri. 
>  The  School  and  the  Criminal. — L.  H.  Jones,  Indiana. 

The  Organization  of  American  Education. — William  Devvitt  Hyde,  Maine. 
Scientific  Value  of  Physical  Culture. — A.  B.  Poland,  New  Jersey. 

1893  The  Relation  between    Educational  Methods  and  Educational  Ends. — John  J. 

Keane,  District  of ^Columbia. 


Sessions]  T1TLE3  OF  PAPERS  AND  DISCUSSIOXS  569 

1893  Legal  Education  in  the  United  States. — L.  Dimscha,  Russia. 

The  Present  Situation  of  Education  in  France. — M.  G.^hrikl  Comi'AYRE,  France. 
.\   Perfect   Physical   Education  Is  Indispensable  in   Order  to  Produce  an   Ideal 

Education. — L.   M.  Torngrk.n,   Sweden. 
.\ddrcss. — M.  Ergr.vff  Kovalkvsky,   Russia. 
Joseph  Peter  \'arela  and  the  Progress  of  Education  in  Uruguay. — .\i.bkrto  GtniKZ 

Ru.^.xo,   Uruguay. 
Present  Condition  of  the  Public  Schools  of  Uruguay. — Alberto  Gomkz  Ruanu, 

Urugua)'. 
Training  of  Teachers  in  High  Schools  in  Sweden. — Edward  Osterberg,  Sweden. 

1894  The   Educational   E.xhibit  at  the   Columbian   E.xposition. — Selim  H.   Peabody, 

New  York. 
The  Organizers  of  the  Nation  and  Education. — Austin  Scott,  New  Jersey. 
The  Ethical  Element  in  Literature,  and  How  to  Make  the  Most  of  It  in  Teaching. — 

J.   A.   McLell.ax,   Ontario. 
Rhythm  in  Education. — G.  Stanley  Hall,  Massachusetts. 

Professional  Training  of  Teachers  in  Normal  Schools. — John  W.  Cook,  IMinois. 
Professional  Training  of  Teachers  in   Colleges.- — S.    G.   Williams,   New   York. 
Professional  Training  of  Teachers  in  Summer  Schools. — E.  E.  White,  Ohio. 
Professional  Training  of  Teachers  by  Educational  Publications. — John  A.  Mac- 
Donald,    Kansas. 
Improvement  of  City-School  Systems. — Henry  P.  Emerson,  New  York. 
The  Influence  of  the  Higher  Education  of  a  Country  upon  Its  Elementary  Schools. — 

W.M.  T.  Harris,  District  of  Columbia. 
Practical    Education. — C.    K.    Ad.\ms,    Wi.scon.sin. 

What   Makes — What   Mars,    the   Teacher? — Corinne   Harrison,    Virginia. 
The  Feasibility  of  Modifying  the  Programs  of  the  Elementary  and  Secondary 

Schools  to  IVIect  the  Suggestions  in    the  Report  of  the  Committee  of  Ten. — 

James  C.  Mackenzie,  New  Jersey. 
Discu.ssion  of  Reports  of  Committee  of  Ten — 

Latin. — John  T.  Buchanan,  Missouri. 

English. — A.  F.  Nightingale,  Illinois. 

History. — Frank  M.  McMurry,   Illinois. 
Moral    Training    thru  the    Common    Branches. — Charles   DeGarmo,    Penn.^yl- 

vania. 
Child-Study. — G.  St.vnley  Hall,  Massachusetts. 

Education  of  Colored  People  in  the  South. — Richard  R.  Wright,   Georgia. 
Professional  r)bligations  and  Duties  of  the  Teacher. — Edward  Brooks,   Penn- 
sylvania. 
Laboratory  Methods  in  Elementary  Schools. — Charles  B.  Scott,  Minnesota. 
The  Higher  Use  of  Nature-Studies. — Miss  N.  Cropsey,  Indiana. 
X  Horace  Mann's  Country  School. — Henry  Sarin,  Iowa. 
The  Study  of  Literature. — Richard  G.  Moulton,  Illinois. 
Memorial  .Address — George  Howland. — ALBERT  G.  Lane,  Illinois;  J.  L.  Pickard, 

Calif<jrnia;    John  W.  Cook,  Illinois. 
.Memorial  .Afldress — Kli/abeth  Palmer  Peabody.  — Wm.  E.  Sheldon,  Ma.ssachusells. 
Memorial  .AdfJress — M.  .Mcxanrkr  Newell. — Sarah  E.  Richmond,  Maryland. 
Memorial  Adfiress—Leland  Stanford. — Will  S.  Monroe,  California. 
Memorial  Address — Emily  Marweflel. — Elizabeth   Harrison,    Illinois. 
Memorial  Address  -John  S.  Crombie— John  E.  Bradley. — Ray  Greene  Huling, 

Ma.ssa(  hu.setts. 
Memorial  Afidress-    Kobert  Allyn.— EinviN  C.  Hewett,  Illinois. 
Memorial   Address     Robert   Widlace  Stevenson. — E.   E.  Whitk,   Ohio. 

1895  F'hysiral  Training.  -  Edward  F.   Hermanns,   Colorado. 

I'rcsident's  Address— What  Knowledge  Is  of  Mo.st  Worth? — Nl(  holas  Mukkay 
Butler,  New  York. 

The  Next  Step  in  the  Edu<alion  of  the  Indian.— W.  N.  Hailmann,  Dislrii  t  of 
Columbia. 

The  Print  if)lcs  ui)on  Whi<  h  the  Co-ordination  of  Studies  Slimild  Pnweed. — 
Charles  iJEtiARMo,  Pennsylvania. 

What  Has  Been  A(  ( <>niplish<-d  in  Co-ordin;iliori  in  the  I'iihl  i>f  .X.itural  S(  irn(  e. — 
Wilbur  S.  Jackman,  Illinois. 

What  Has  Been  .Accomplished  in  Co-ordinalinn  in  ilic  iicld  <<(  History  and  Litera- 
ture.— Chaki.es  A.  McMiirry,  Illinois. 

Education    According    to    Nature.     William    II.    Payne,    Tennessee. 


570  NATIONAL  EDUCATIONAL  ASSOCIATION  [General 

The  Education  of  Public  Opinion. — Charles  R.  Skinner,  New  York. 

New  Standards  of  Patriotic  Citizenship. — George  H.  Martin,  Massachusetts. 

The  Study  of  American  History  as  a  Training  for  Good  Citizenship. — J.  Baldwin, 

Texas. 
The  Ethical  Element  in  Patriotism. — A.  P.  Marble,  Nebraska. 
The   Effect    of   the    Theory   of    Evolution    on   Education. — Joseph  LeConte, 

California. 
Science  and  Education. — Wm.  L.  Bryan,  Indiana. 
The  Instruction  and  Improvement  of  Teachers  Now  at  Work  in  the  Schools. — 

Arvin  S.  Olin,  Kansas;   Earl  Barnes,  Cahfornia,  and  L.  H.  Jones,  Ohio. 
The   Relation  of  Geography  to  History. — Edward   Channing,   Massachusetts. 
Education  Values. — James  H.  Baker,  Colorado. 
Report  of  the  Committee  on  Necrology. — C.  W.  Bardeen,  chairman. 

1896  Horace  Mann. — Wm.  T.  Harris,  District  of  Columbia. 
Horace  Mann  at  Antioch  College. — W.  A.  Bell,  Indiana. 

President's  Address — Do  Our  Public  Schools  Meet  Reasonable  Expectations  ? — 
Newton  C.  Dougherty,  Illinois. 

Democracy  and  Education. — Nicholas  Murray  Butler,  New  York. 

American   Literature. — Brander  Matthews,   New   York. 

The  Teaching  of  English  Literature,  with  Special  Reference  to  Secondary  Schools. — 
W.  P.  Trent,  Tennessee. 

Literature  in  Elementary  Schools. — Mrs.  Ella  F.  Young,  Illinois. 

School  Out  of  School. — John  H.  Vincent,  New  York. 

Nature-Study  and  Moral  Culture. — David  Starr  Jordan,   California. 

Nature-Study. — O.  S.  Westcott,   Illinois. 

The  Function  of  Nature  in  Elementary  Education. — M.  G.  Brumbaugh,  Penn- 
sylvania. 

The  American  Public  School. — Stewart  L.  Woodford,  New  York. 

The  Teacher  and  the  School. — John  Lancaster,  Illinois. 

Demands  of  Sociology  upon  Pedagogy. — Albion  W.  Small,  Illinois. 

The  Pupil  as  a  Social  Factor. — Earl  Barnes,  California. 

Country  Schools  and  Country  Roads. — Roy  Stone  (United  States  Engineer). 
— •      The  General  Government  and  Popular  Education. — Andrew  S.  Draper,  IlHnois. 

The  Influence  of  the  Negroes'  Citizenship. — Booker  T.  Washington,  Alabama. 

Memorial  Addresses — Constituting  the  Report  of  the  Committee  on  Necrology 
for  i8g6. 
Norman  A.  Calkins. — Horace  H.  Tarbell,  Rhode  Island;  Edwin  C.  Hewett, 

Illinois. 
Daniel  B.  Hager. — William  E.  Sheldon,  Massachusetts. 
John  Kraus. — Horace  S.  Tarbell,  Rhode  Island. 

1897  President's  Address — The  Best  Education  for  the  Masses. — Charles  R.  Skinner, 

New  York. 

The  Study  of  History  in  Our  Public  Schools. — Newton  C.  Dougherty,  Illinois. 

Data  of  Method. — James  M.  Green,  New  Jersey. 

The  Co-operation  of  Women's  Clubs  in  the  Public  Schools. — Mrs.  Ellen  M. 
Henrotin,  Illinois. 

Education  from  a  Publisher's  Standpoint. — Oilman  H.  Tucker,  New  York. 

Education  of  the  Deaf. — Alexander  Graham  Bell,  District  of  Columbia. 

Foreign-born  Children  in  the  Primary  Grades. — Jane  Addams,  Illinois. 

Tom  and  His  Teachers. — Bishop  John  H.  Vincent,  New  York. 

The  Need  of  Enhanced  Material  Support  for  the  Rural  Schools. — B.  A.  Hins- 
dale, Michigan. 

Classification  and  Instruction  in  Rural  Schools. — W.  T.  Harris,  District  of  Colum- 
bia. 

The  Kind  of  Supervision  Most  Needed. — Henry  Sabin,   Iowa,   ..hairman. 

Intellectual  Needs  of  Rural  Schools. — D.  L.  Kiehle,  Minnesota. 

The  March  of  the  Ideal. — Clinton  Scollard,  New  York. 

Has  the  Heart  of  This  People  Changed  towards  Its  Schools  ? — Carroll  C. 
Pearse,  Nebraska. 

Educational  Extremes. — O.  T.  Corson,  Ohio. 

What  Not  to  Do. — Estelle  Reel,  Wyoming. 

The  Educational  Outlook. — William  B.  Powell,  District  of  Columbia. 

Shall  American  Hi.story  Be  Taught  in  Cross-Sections  or  in  Parallels  ? — James  M. 
Greenwood,  Missouri. 

Some  Tendencies  of  Modern  Education. — James  A.  Foshay,  California. 


Sessions]  TITLES  OF  PAPERS  AND  DISCUSSIONS  571 

The  Twentieth-Century  Sehool. — James  L.  Hughes,  Ontario. 
Winners  of  Men. — J.\.mes  H.  C.\nfield,  Ohio. 
Lines  of  Growth  in  Maturing. — Rkh.^ku  G.  Boone,  Michigan. 
Higher  Education  in  the  South. — Geokce  T.  Winston,  Texas. 
The  Democracy  of  Learning. — Lv.\i.\n  .\hhott,  New  York. 

1898  President's  .\ddress — Educational  Tendencies. — J.  M.  Greenwood,  Missouri. 
Life  and  Character  of  Edward  Austin  Sheldon. — Ch.\rles  R.  Skinner,  New  York. 
The  Essentials  in  United  States  History  to  Be  Taught  in  l-Ilenientary  Schools. — 

Wilbur  E.  Gordy,  Connecticut. 
The  Essentials  in  United  States  History  to  Be  Taught  in  Secondary  Schools. — 

Homer  H.  Seerley,  Iowa. 
The   Essentials  of   English   Composition   for  Elementary   Schools. — Edw.\rd   R. 

Shaw,  New  York. 
The  Essentials  of  English  Com{)osition  to  Be  Taught  in  Secondary  Schools. — 

C.  C.  Thach,  .\labama. 
American  Universities  and  the  National  Life. — .Andrew  S.  Draper,  Illinois. 
Our  Educational  E.xhibit  at  the  International  E.xposition  in  Paris  in  1900. — W. 

T.  H.^rris,  District  of  Columbia. 
The  Educational  Outlook. — W.  W.  Stetson,  Maine. 
Influence  of  Environment  on  the  Development  of  United  States  History. — J.\CQUES 

W.  Redway,  New  York. 
The  Geospheres. — W.  J.  McGee,  District  of  Columbia. 
Minor  Mental  Abnormalities  in   Children  as  Occasioned  by  Certain  Erroneous 

School  Methods. — W.  O.  Krohn,  Illinois. 
The   Latest   Practical   Discoveries  in    Biological   Science  and  Their  Bearing  on 

Education. — N.  A.   Harvey,  Wisconsin. 
The  Culture  \'alue  of  Higher  Mathematics. — W.  B.  Smith,  Louisiana. 
The  Constants  in  Mathematics. — Edward  Brooks,   Pennsylvania. 
Is   the   Science  of   Mathematics   Qualitative  as   Well   as   Quantitative  ? — Erank 

H.  Hall,  Illimjis. 
The   Educational   Value  of  Geometry. — Kelly   Miller,   District  of  Columliia. 
The  Scjcial  Basis  of  Conscience. — Josiah  Royce,  Massachusetts. 
The  Duty  of  the  State  in  Education. — E.  E.  White,  Ohio. 
The  Deaf  and  Their  Possibilities. — E.  M.  Gallaudet,  District  of  Columbia. 
Education  and  Gold  in  .Alaska. — John  Eaton,  District  of  Columbia. 
Lessons  from  .American  Educational  History. — A.  D.  Mayo,  Massachusetts. 
The  Duties  and  Privileges  of  the  Supervisor. — Sarah  Louise  Arnold,  Massa- 

chu.setts. 
Women's  Clubs  as  an   Educational   Factor. — Margaret  J.  Evans,   Minnesota. 
The   Child's   Course  of  Study  or  the  Teacher's— Which  ? — Sarah  J.   Walter, 

Connecticut. 
The  Teacher  as  a  Traveler.— LiLLlE  A.  Williams,  New  Jersey. 
Democracy   and    Education. — ^Edwi.n    P.    Seaver,    Mas.sachusetts. 
Sociology's  Demand  upon  the  Schools. — J.  F.  Millsi'AUGH,  Utah. 
Between  Day  S(  hool  and  Reform  School. — Carroll  G.  Pearse,  Nebra.ska. 
The  Proper  Educ  ation  of  an  Ameri(  an  Citizen. — G.  N.  Grisham,  Missouri. 
The  S(  hool  of  the  Future. — A.  E.  Winship,  Ma.s.sachuselts. 
The  Larger  Lniversily  Idea. — Elmer  E.  Brown,  California. 

RefK>rt  of  the  Committee  on  Necrology  for  i8<;8. — Henry   Sabin,  Iowa,  chairman. 
Addresses  i>{  Welcome  and   Resi>onses. 

1899  I'resident's   .Address— Work  and  Influenie  of  the  .Assot  iation.      i'.i  iimialkt  Oram 

Lyte,    Pennsylvania. 
An   Educational   I'olicy  for  Our  New   Po.s.se.ssions.  -  \\  .    T.    Hakims,    Distritt  of 

Columbia. 
The  Edu(  ational  Problem  in  Hawaii. — Henry  S.  Townsend,  Hawaii. 
The  .Average  Scholarship  of  the  .Average  F'upil. — Frank  Kigi.er,  Oregon. 
Fatigue  among  S(  hool  (hildrcn. — Will  S.  .NIonrok,  Massat  hu.setls. 
Some  Fundamentals  in  Teac  hing. — L.  D.  Harvey,  Wi.stonsin. 
Quo  Vadimus?     Mrs.  Helen  L.  Grenfell,  Colorado. 
The  United  States  E.xhibit  at  Paris.-  Howard  J.  Rogers,  New  Nork. 
Art  in  Education.     Elmer  F;.  Brown,  California. 
The  Religious  Element  in  the  Formation  of  Character.     (iEokgi,  Mc»ntc;c).\m.ry, 

I>>s  Angeles,  California. 
The  Dev(loj)menl  of  M>iral  Character.    C.  W.  A.  LUCKEY,  Nebraska. 
Evolution   and    I'.ihiis.     Sydney  'I'.   Skidmohe,    Pc-nnsvlvania. 


572  NATIONAL  EDUCATIONAL  ASSOCIATION  [General 

The  Scholar  and  the  State. — R.  H.  Wi  bst.  r,  California. 

Growth  of  Confidence  between  High  Schools  and  Colleges. — R.  B.  Fulton,  Missis- 
sippi. 

The  Spirit  of  the  Classics. — Mrs.  Josephine  Heermans,  Missouri. 

Let  Pupils  Be  so  Classified  as  to  Allow  Unrestricted  Progress  or  Unlimited  Time, 
according  to  Ability. — Frank  J.  Barnard,  Washington. 

The  Outlook  in  Education. — Nicholas  Murray  Butler,  New  York. 

The  Progress  in  Public  Education. — F.  Louis  Soldan,  Missouri. 

Usurpation  of  Home  by  School. — Aaron  Gove,  Colorado. 

The  Economic  Interpretation  of  History. — E.  A.  Bryan,  Washington. 

Educational  Journalism — Its  Tribulations  and  Triumphs. — John  MacDonald, 
Kansas. 

The  Function  of  the  Educational  Press. — George  P.  Brown,  Illinois. 

Are  Educational  Journals  Educational  ? — William  George  Bruce,  Wisconsin. 

Ideal  and  Practical  Considerations  in  Educational  Journalism. — Ossian  H.  Lang, 
New  York. 

An  Apology  for  the  American  University. — David  Starr  Jordon,  California. 

The  School  in  Its  Relation  to  the  Higher  Life. — Nathan  C.  Schaeffer,  Penn- 
sylvania. 

Professional  Sentiment. — A.  E.  Winship,  Massachusetts. 

Report  of  the  Committee  on  Necrology. — Edwin  C.  Hewett,  Illinois,  chairman. 

1900  President's  Address — Educational  Problems  of  the  Day. — Oscar  T.  Corson,  Ohio . 
The  Small  College. — William  Oxley  Thompson,  Ohio. 

The  Small  College — Its  Prospects. — William  Rainey  Harper,  Ilhnois. 

Contributions  of  Religious  Organizations  to  the  Cause  of  Education — By  the 
Baptist  Church. — ^Osc.\R  H.  Cooper,  Texas. 

Contributions  of  Religious  Organizations  to  the  Cause  of  Education — By  the 
Catholic  Church. — Conde  B.  Pallen,  Missouri. 

The  State  University. — -Joseph  Swain,  Indiana. 

The  Problem  of  the  South. — Booker  T.  Washington,  Alabama. 

The   Problem   of  the    Grades — Discipline. — Gertude   Edmund,    Massachusetts. 

The  Problem  of  the  Grades — Classification  and  Promotion. — Elizabeth  Bu- 
chanan, Missouri. 

The  Problem  of  the  Grades — Instruction. — Mrs.  Alice  Woodworth  Cooley, 
Minnesota. 

The  Influence  of  Music  upon  National  Life. — Arnold  J.  Gantvoort,  Ohio. 

The  Influence  of  Poetry  in  Education. — William  M.  Beardshear,  Iowa. 

The  Value  of  English  Literature  in  Ethical  Training. — Reuben  Post  Halleck, 
Kentucky. 

Educational  Principles  AppHed  to  the  Teaching  of  Literature. — Martin  G.  Brum- 
baugh,  Pennsvlvania. 

"What  Manner  of  Child  Shall  This  Be?"~G.  R.  Glenn,  Georgia. 

Closing  Address. — A.  P.  Montague,  South  Carolina. 

1 90 1  President's  Address — The  Duty  of  the  National  Educational  Association  in  Shap- 

ing Public  Educational  Opinion. — James  M.  Green,  New  Jersey. 
Progress  in  Education. — J.  L.^ncaster  Spalding,  Illinois. 
What  Is  a  Fad  ? — F.  Louis  Soldan,  Missouri. 

Is  the  Curriculum  Overcrowded  ? — James  H.  Van  Sickle,  Maryland. 
How  Early  May  Handwork  Be  a  Part  of  School- Work  ? — Charles  R.  Richards, 

New  York. 
The  School  and  the  Library — The  Value  of  Literature  in  Early  Education. — 

Frederick  M.  Crunden,  Missouri. 
Some  of  Our  Mistakes. — G.  M.  Grant,  Canada. 
Social  Science  and  the  Curriculum. — George  E.  Vincent,  Illinois. 
Economics   in   the    Public    Schools. — George    Gunton,    New    York. 
Ideals  and  Methods  of  Economic  Teaching. — Frederic  W.  Speirs,  Pennsylvania. 
The  Teacher  as  a  Social-economic  Power.^ — Reuben  Post  Halleck,  Kentucky. 
Our  National  Floral  Emblem. — Edna  Dean  Proctor,  Massachusetts. 
The  Educational  Crisis  in  England. — Cloudesley  S.  H.  Brereton,  England. 
The  Functions  of  a  University  in  a  Prosperous  Democracy. — Charles  F.  Thwing, 

Ohio. 
Federal  and  State  Interest  in  Higher  Education. — Robert  B.  Fulton,  Mississippi. 
Recent  Growth  of  PubHc  High  Schools  in  the  U.  S.,  as  Affecting  the  Attendance 

of  Colleges. — W.  T.  Harris,  District  of  Columbia. 
The  Relation  of  Music  to  Life. — Thomas  Whitney  Burette,  New  York. 


Sessions]  TITLES  OF  PAPERS  AND  DISCUSSIONS  573 

1902  President's    Address — ^The    Three   H's   in    Education. — W.    M.    Beardshear, 

Iowa. 
Some  Pressing  Problems. — Nicholas  Murray  Butler,  New  York. 
The  English  Ideal  of  Education  and  Its  Debt  to  America. — Michael  Ernest 

Sadler,   England. 
Devotion  to  Truth:  The  Chief  Virtue  of  the  Teacher. — John  Ireland,  Minnesoia. 
The  Education  of  the  American  Earmer. — James  Wilson,  District  of  Columbia. 
The  Home  and  the  Higlier  Education. — Mrs.  Carrie  Chapman  Catt,  New  ^■(lrk. 
Education  in  the  Philipiiines. — J.vcoB  Gould  Schurman,  New  York. 
How  the  Scho(.)l   Strengthens  the  Individuality  of  the  Pupils. — W.  T.   Harris, 

District  of  Columbia. 
The  Simplitication  of  EngHsh  Spelling  a  Present  Duty. — Charles  Payson  Gurley 

Scott,  Pennsylvania. 
Educational  \'alue  of  Training  in  Public  Speaking. — Thomas  C.  Trueblood, 

Michigan. 
Educational  Conditions  and  Progress  in  China. — C.  M.  Lacey  Sites,  China. 
The  Ideal  Normal  School. — Willi.vm  H.  Payne,  Michigan. 

The  Danger  of  I'sing  Biological  Analogies  in  Reasoning  on  Educational  Subjects. — 
W.  T.  Harris,  District  of  Columbia. 

A.  Round  Table  of  State  and  County  Superintendents. 

Topic  I:   Instruction  in  the  Elements  of  Agriculture  in  Rural  Communities. — 

L.   D.   H.VRNEY,   \\'isconsin. 
Topic  II:    The  Einancial  Phase  of  the  Consohdation  of  Rural  Schools. — 

CH.A.RLES  A.  Van  Mater,  Indiana. 

B.  Round  Table  of  City  Superintendents. 

Topic  I:   Four  Minor  Duties  of  a  Superintendent. — I.  C.  McNeil,  Wisconsin. 
Topic  II:    Modernizing  the  Course  of  Study. — W.  A.  Hoster,  Indiana. 
Topic  III:   How  to  Meet  the  People. — Louis  P.  Nash,  Massachu.setts. 

C.  Round   Table  of  Normal   Schools   and  Training  Teachers. 
Conference  A. — Normal  Schools. 

Topic  I:    What  Aspects   of    Psychology  and  Child-Study  Are  Suitable  Sub- 
jects for  Instruction  in  Normal  Schools. — Daniel  Putman,   Michigan. 

Tofjic  II:    Shall  the  Instruction  in  Psychology  be  Oral,  or  Shall  a  Textbook 
Be  Used? — Grant  Karr,  New  York. 

Conference — Training  Teachers. 

Topic:  Criticism — What  Shall  It  Be  ? — James  E.  Russell,  New  York. 
Progress  of  Education  in  Porto  Rico. — M.  G.  Brumbaugh. 
Altruism  as  a  Law  of  Education. — Arnold  Tompkins,  Illinois. 
The  High  School  as  the  People's  College. — G.  Stanley  HaLi.,  Massachusetts. 
College  Graduates  in  Elementary  Schools.— Thomas  M.  Balliet,  Massachusetts. 
The  Psychology  and  Ethics  of  Eun. — Walter  B.  Hill,  Georgia. 
Round  Table.     Reciprocity  in  Licensing  Teachers. — Richard  C.  Barrett,  Iowa. 

1903  President's   Address — The    New    Definition   of   the    Cultivated    Man.-  Charles 

W.  Eliot,  Massachusetts. 
The  Present  Peril  to  Liberal  Edui  ation. — Andrew  E.  West,  New  Jersey. 
The  r)pportunity  and  Function  of  the  Secondary  School. — Calvin  M.  Woodward, 

Missouri. 
Manual,  Trade,  and  Technical  Edu<  ation. — Thomas  M.  Balliet,  Ma.ssachusetls. 
The  I'art  of  the  Manual-training  High  School  in  .Xmerican  Education.     Hk.nry 

S.  Pritchett,  Mas.sachusetts. 
S< Ikmj!  Gardens,  City  School  Yards,  and  the  Surroundings  of  Kural  Si  hools. — 

(')rville  T.  Bright,  Illinois. 
Schcxjj  Gardfn.s    -Henry  Lincoln  Clapi',  Ma.ssai  hu.setts. 
Surroundings  of  Rural  Schools. — Charles  R.  Sklnnkr,  New  York. 
S<  IiikjI  Surroundings.  -W.  W.  Stetson,  Maine, 
'ilic  Tc.K  hing  of  Civics  and  GcmkI  Citizenshiji  in  tin-  Public   Schools.      R.  \\  .  G. 

Wkli.ini;,   .N'ew  York. 
Juslifiration  of  City   Exi)endilure  on   Parks  and   I'aikways      Material   for   Pulilic- 

Education.-  Nathan  Matthews,  Ma.ssac husetts. 
The  Nature-Study  Movement. — T-.  H.  Bailey,  New  York. 
The  Beginning  and  Aims  cif  ihe  Gc-neral  Education  Hoard.     Wai.i  ack  Hi'tm<ick, 

New  York. 
The    Educational    Need.s  of  the   Southern    Negro.      Rev.    CiiAKi.ES  'I'.    W.\i  Ki  K, 

New    ^'ork. 
The  Schools  c)f  the  Peciplc-.    -Eixiar  Gari>ner  Murphy,  .Mabama. 


574  NATIONAL   EDUCATIONAL   ASSOCIATION  [General 

1904  President's  Address — The  Need  of  a  New  Individualism. — John  W.Cook, Illinois. 
The  Relation  of  the  Church  to  Higher  Education  in  the  United  States. — Edmund 

J.  James,  Ilhnois. 
Popular  Education  in  England. — Captain  Percy  Atkin,  England. 
Educational  Possibilities  for  the  Country  Child  in  the  L'nited  States. — O.  J.  Kern, 

Illinois. 
Educational  Needs  of  the  South. — J.  H.  Phillips,  .Alabama. 
Education  in  the  Philippines. — E.  B.  Bryan,  Indiana. 
Our  Educational  Creed. — Z.  X.  Snyder,  Colorado. 

The  New  Departure  in  Secondary  Education. — J.  J.  Sheppard,  New  York. 
Education  in  the  American  Navy. — Casper  F.  Goodrich,  District  of  Columbia. 
Education  in  Porto  Rico. — Samuel  McCune  Lindsay,  Porto  Rico. 
The  Education  of  the  Southern  Negro. — Booker  T.  Washington,  Alabama. 
The  Place  of  the  Small  College. — George  A.  Gates,  California. 
The  Preparation  of  Teachers  in  Germany. — Leopold  Bahlsen,   Germany. 
Why  Teachers  Should  Organize. — Margaret  A.  Haley,  Illinois. 
Limitations  of  the  Superintendent's  Authority  and  of  the  Teacher's  Independence. — 

Aaron  Gove,  Colorado. 
Addresses   at   the   Vesper   Meetings — Art   Exhibits   in   the   Exposition. — Halsey 

C.  Ives,  Missouri. 
Addresses  at  the  Vesper  Meetings — Sculpture  and  Decoration  at  the  Exposition. — 

George  Julian  Zolnay,  Missouri. 
Addresses  at  the  Vesper  Meetings — The  Architecture  of  the  Exposition. — George 

Julian  Zolnay,  Missouri. 

1905  President's  .Address — Education  for  Efficiency. — William  H.  Maxwell,  New  York. 
The  Future  of  Teachers'  Salaries. — W.  T.  Harris,  District  of  Columbia. 

The  Uses  of  Educational  Museums. — Frederick  J.  V.  Skiff,  Illinois. 

Standards  of  Local  Administration. — George  B.  McClellan,  New  York. 

The  National  Educational  Purpose. — Andrew  S.  Draper,  New  York. 

Child  Labor  and  Compulsory  Education — The  School  Aspect. — George  H. 
Martin,   Massachusetts. 

The  Social  and  Legal  Aspect  of  Compulsory  Education  and  Child  Labor. — Frank- 
lin H.  Giddings,  New  York. 

The  Immigrant  Child. — Julia  Richman,  New  York. 

Manual  Training  in  the  Grades. — Lorenzo  D.  Harvey,  Wisconsin. 

The  Practical  Utility  of  Manual  and  Technical  Training. — William  Barclay 
Parsons,  New  York. 

The  Economic  Importance  of  Trade  Schools. — Frank  A.  V.a.nderlip,  New  York. 

Address  by  President  Theodore  Roosevelt  and  Responses. 

1906  Report  of  the  Joint  Committee,  Representing  the  American  Library  Association 

and  the  National  Educational  Association,  on  Instruction  in  Library  Adminis- 
tration in  Normal  Schools. — Prepared  by  Elizabeth  G.  Baldwin,  New  York; 
Jamfs  H.  C.-^nfield,  New  York,  chairman. 
I.     School  Libraries. 
II.     The  Public  Library  and  the  Public  School. 

III.  How  to  Use  a  Library. 

IV.  The  School  Library  Room. 

V.     Selecting  and  Ordering  Books. 

VI.     Children's  Reading. 
VII.     Incoming  Books. 
VIII.     Cataloguing  and  Classification. 

IX.     Call  Numbers,  Shelf-List,  Loan  System. 

X.     Binding. 

XI.     Library  Associations. 
Appendix 

Useful  Books. 

Articles  in  Periodicals. 

Summary  of  State  Laws  Relating  to  School  Libraries. 
Memorial  Addresses. 

John  Eaton  by  Sheldon  Jackson,  District  of  Columbia. 

William  Raincy  Harper  by  Harry  Pratt  Judson,  Illinois. 

Mary  H.  Hunt  by  Albert  E.  Winship,  Massachusetts. 

Albert  Grannis  Lane  by  John  W.  Cook,  Illinois. 

Charles  Duncan  Mclver  by  Edwin  .A.  .Alderman,  Virginia 


Sessions]  TITLES  OF  PAPERS  AXD   DISCUSSIONS  575 

1906        Thomas  Blamhard  StockwcU  by  Da\id  \V.  Hoyt,  Rhode  Island. 

Albert  Prcscott  Marbk-  by  Ci.AKENCf.  E.  Mei.KNF.Y,  New  York. 
Fifty   Years  of  American   Education. — Elmer   Ellsworth   Brown,   District  of 

Columbia. 
How  the  Superintendent  May  Correct  Defective  Classwork  and  Make  the  Work 

of  the  Recitation  Teach  the  Pupil  How  to  rrej)are  His  Lesson  Properly. — W.  T. 

H.^RRis,  District  of  Columbia. 
Recent  International  Congress  at  Liege. — \\"ill  S.  Monroe,  Massachusetts. 
The  Teacher  and  the  Librarian. — N.^than  C.  Shaeffer,  Pennsylvania. 
The     Educational     Awakening     in      England. — Michael     Ernest     Saddler, 

England.  — 

The  Teaching  of  Modern  Languages  in  England. — Cloudesey  S.  H.  Brereton, 

England. 
Secondary  Education  of  Girls  During  the  Past  Fifty  Years. 
I.     In  England. — Dorothea  Beale,  England. 

II.     In  France. — Camille  See,  France. 
The   Modern   System  of  Flighcr   Education    for  W'onun   in    Prussia. — P'kiedrich 

P.AULSEN,  Berlin. 
On  the  Developments  and  Changes  in   Primary  Teaihing    in   I'Vancc  during  the 

Third  Republic. — Pierre  Emii.e  Levasseur,  France. 
What  France  Owes  to  .America  in  the  Matter  of  liducalion. — J.  J.  (Jabriel  Com- 

p.vyre,  France. 
The      Rehabilitation      of     Philosophy     in      Germany. — Hermann      Schwartz, 

Germany. 
The     Past    and     the     Future    of    German     Education. — Frieokich     Paulsen, 

Berlin. 
Agricultural    Instruction    in     the     Kingdom    of    Hungary. — Bela    De    Tormay, 

Hungary. 

HISTORICAL  CHAPTER 

(Jrigin  of  I-"ree  Schools  in  the  American  Colonies. — Barnard's  Jolirnal. 

Home  and  School  Training  in  New  England  .Xbniit   1776. — Thomas  Brainard, 

Connecticut. 
The  American  Institute  of  Instruc  tion. — .\lbert  E.  Winship. 
Western  Literarj'  In.stitute  and  College  of  Profes.sional  Teachers:     i83t-i875. — 

Will  S.  Monroe,  Massachusetts. 
,SrhcK)l    Teachers    and    Superintendents — Ojiening    Address    of    tlu'    President. — 

Horace  Mann. 
Closing  Address. — Horace  Mann. 
-American   A.ssociation   for   the   Advancement   of    Education.      \\  n,i.  S.    M()NKt)E, 

Ma.ssachu.setts. 
The  American  A.ssociation  for  ihc  .Achanciiiient  of  Science. —  L.  O.  HOWARD,  Dis- 
trict of  Ccjlumbia. 
.American  Libran,'  A.ssociation.-- .M  ki.\  11.  Dkwkv,  New  \'ork. 
General  Eclucation  Board. — Wallace  Buttrkk,  New  ^'ork. 
The  .Southern  Eclucation  Board.  —  Edc.ar  (Gardner  Murimiv    \lal)ama. 
The  .Southern  Educational  .Vssoc  iation.  —  Richard  J.  Tic.he,  .North  Carolina. 
The  Carnegie-  Foundation  fcjr  the  .Ad  vanc\ment  of  Teaching.  —  HenryS.  Pritchett, 

New  York. 
.State  Teachers'  .Associations  Org;!tii/.c!    b.  fore  1S57.     Will  S.  Monroe,  Massa- 

c  hu.sftts. 
Eclucational  Journalism. — C.  W.  Bardeen,  New  \<>rk. 
The  National  Teacher's  Association  (1857-70)-  Historical  Sketch. 
National  Organization  of  Teachers,     William  Ki;ssfi.i.,  Massac  hu.sells. 
The  National  Eclucational  As.soc  iation,  Hisioric  al  Sketches,  E.xtracls  From  D.  B. 

Hagar's    I'rcside  ntial    Address      1K70;   also    Imm    jolin    Hancock's   Prcside-nlial 

.Adclress  in  iHyi). 
Organization   and    Functions  of  the-   Nalicmal    lidui  alional    .Association.     W.   T. 

Harris,  District  of  Columbia. 


576  NATIONAL  EDUCATIONAL  ASSOCIATION        [Superintendence 

LIST  OF  DEPARTMENTS 
WITH  PLACE  AND  YEAR  OF  ESTABLISHMENT  OF  EACH 

NAME 

Department  of  School  Superintendence 
Department  of  Normal  Schools 
Department  of  Higher  Education 
Department  of  Elementary  Education 
Department  of  Manual  Training 
The  National  Council  of  Education 
Department  of  Art  Education 
Department  of  Kindergarten  Education 
Department  of  Music  Education 
Department  of  Secondary  Education 
Department  of  Business  Education 
Department  of  Child-Study 
Department  of  Physical  Education 
Department  of  Natural  Science  Instruction 
Department  of  School  Administration 
The  Library  Department 
Department  of  Special  Education 
Department  of  Indian  Education 
Department  of  Technical  Education 


PLACE 

Cleveland 

YEAR 
1870 

Cleveland 

1870 

Cleveland 

1870 

Cleveland 

1870 

Minneapolis 

1875 

Chautauqua 

1880 

Saratoga  Springs 

1883 

Saratoga  Springs 

1884 

Saratoga  Springs 

1884 

Topeka 

1886 

Saratoga  Springs 

1892 

Asbury  Park 

1894 

Denver 

189s 

Denver 

189s 

Denver 

1895 

Buffalo 

1896 

Milwaukee 

1897 

Los  Angeles 

1899 

Asbury  Park 

1905 

NATIONAL  ASSOCIATION  OF  SCHOOL  SUPERINTENDENTS 


DEPARTMENT  OF  SCHOOL  SUPERINTENDENCE 
During  the  session  of  the  National  Teachers'  Association  at  Harrisburg,  Pa.,  in  1865, 
a  meeting  of  state  and  city  superintendents  there  present  was  held,  of  which  B.  G.  Northrop, 
agent  of  the  Massachusetts  Board  of  Education,  was  chairman,  and  L.  Van  Bokkelen, 
state  superintendent  of  public  schools  of  Maryland,  was  secretary.  At  this  convention 
it  was  decided  to  hold  a  meeting  in  February,  1866,  at  Washington,  for  the  purpose  of 
forming  a  National  Association  of  School  Superintendents,  to  be  composed  of  those  devoted 
to  the  supervision  of  schools  in  the  several  states  and  cities  of  the  country,  and  for  the 
discussion  of  topics  appropriate  to  such  meeting. 

A  meeting  was  accordingly  held  on  the  6th,  7th,  and  8th  of  February,  1866,  at  which 
nine  states  and  twenty  cities  were  represented.  The  mayor  of  the  city  of  Washington  gave 
the  Association  a  cordial  welcome,  and  the  President  of  the  United  States,  on  receiving 
their  call,  expressed  great  interest  in  the  objects  of  their  organization  and  in  the  exten- 
sion of  school  instruction  to  every  child  in  the  country. 
Papers  were  read  as  follows : 

School  Statistics,  by  Charles  R.  Coburn,  superintendent  of  common  schools  of 

Pennsylvania 
The  Practicability  of  Greater  Uniformity  in  the  School    System    of    Different 

States,  by  L.  Van  Bokkelen,  state  superintendent  of  Maryland 
Defects  of  Our  State  System  of  Schools,  by  C.  M.  Harrison,  state  superintendent 

of  New  Jersey 
Leading  Features  of  a  Model  State  School  System,  by  Newton  Bateman,  state 

superintendent  of  Illinois 
A  National  Bureau  of  Education,  by  E.  E.  White,  state  commissioner  of  Ohio 

These  subjects  were  thoroughly  discussed  and  resolutions  pertinent  to  the  same  were 
adopted,  and  several  committees  were  appointed  to  report  more  in  detail  at  the  next 
meeting. 

A  committee  consisting  of  Messrs.  Emerson  E.  White,  of  Ohio,  Newton  Bateman,  of 
Illinois,  and  J.  K.  Adams,  of  Vermont,  was  appointed  to  memorialize  Congress  on  the 
establishment  of  a  National  Bureau  of  Education. 


Dc-ixirtmenl]  LIST   OF   OFFICERS  ^'J'J 

The  importance  of  a  National  Bureau  of  Education  had  been  presented  to  the  National 
Teachers'  Association  on  several  occasions,  first  in  1859,  and  at  the  Harrisburg  meeting 
it  elicited  verj-  general  interest,  the  establishment  of  such  a  bureau  being  advocated  by 
President  Greene  in  his  inaugural  address;  by  J.  P.  Wickersham,  of  Pennsylvania,  in  a 
paper  on  "Education  and  Reconstruction;"  and  by  Andrew  J.  Rickoff,  of  Ohio,  in  a  paper 
wholly  devoted  to  the  subject.     Rtsolulions  strongly  favoring  the  movement  were  passed. 

The  memorial  of  the  Association  of  School  Superintendents  praying  for  the  estab- 
lishment of  a  National  Bureau  of  Education,  drawn  up  in  behalf  of  the  committee  by  E. 
E.  White  of  Ohio,  was  presented  in  the  House  of  Representatives  by  Gen.  James  A. 
Garfield  of  Ohio,  who  at  the  same  time  introduced  a  bill  to  establish  the  Bureau  in  the 
Department  of  the  Interior.  The  bill  was  read  twice,  referred  to  a  select  committee  of 
seven  and,  with  the  accompanying  memorial,  ordered  to  be  printed.  The  committee,  con- 
sisting of  Representatives  Garfield  of  Ohio,  Patterson  of  New  Hampshire,  Boutwell  of 
Massachusetts,  Donnelly  of  Minnesota,  Moulton  of  Illinois,  Goodyear  of  New  York,  and 
Randall  of  Pennsylvania,  rept)rted,  instead  of  the  bill  referred  to  them  creating  a  Bureau 
of  Educational  statistics  under  the  Secretary  of  the  Interior,  a  bill  creating  a  Department 
of  Education,  the  head  of  which,  appointed  by  the  President,  should  report  directly  to  him. 

The  full  text  of  the  speech  of  General  Garfield  on  the  bill,  and  a  copy  of  the  act  as 
passed  March  i,  1867,  may  be  found  on  pp.  426-35,  volume  of  Proceedings  for  1901, 
I  )etroit  meeting. 

The  following  officers  were  elected  for  1866-67:  Birdsey  Grant  Northrop,  of  Afassa- 
chusetts,  president;  Charles  R.  Coburn,  of  Pennsylvania,  vice-president;  G.  H.  Hoss,  of 
Indiana,  corresptmding  secretary;  L.  \'an  Bokki-lcn,  of  Maryland,  recording  secretary; 
Duane  Doty,  of  Michigan,  treasurer. 

Two  valuable  papers  on  the  history  of  the  Department  of  Superintendence  were 
read  Ix-fore  the  department  at  the  meeting  in  Chicago  February  26,  27,  28,  1901,  as  follows: 

"Sketch  of  the  Department  of  Stiperintendence,"  Emerson  E.  White,  Columbus, 
Ohio. 

"The  Past  and  Future  Work  of  the  Department  of  Supi-rinU-ndcnce,"  J.  M.  Green- 
wood, superintendent  of  schools,   Kansas  City,  Missouri. 

These  sketches  may  be  found  on  jip.  233-38,  and  pp.  227-32,  respectively,  in  the 
v<»lume  of  Proceedings  for  Kjoi,   Detroit  meeting. 

OFFICERS 

1866  1\DIA.\A1'(JLIS.  I.\l;..  .Xloust  1869    TRENTO.V,  N.  J. 

I'rcs..  Birdsey  G.  Nokthkop.  Boston.  M;iss.  i>res.,  J.  W.  Bui.kley,  Brooklyn,  N.  Y. 

V.-Pres..rnARLKsR. Coburn  Harrisburg. Pa.  V.-Prcs.,  E.  E.  White,  Columbus,  O. 

Stc,  L.  Van  Bokkelen,  Baltimore,  Md.  gc-^    l.  Van  Bokkelen,  Baltimore,  Md. 

1867  .\o  Meeting 

.868    .\.\.SHVII.LE  TENN.  '^^o    WASHINGTOM.  D.  C.  March 

Pr<-8  ,  Kmkrson  E.  White,  Columhu.s,  O.  P'''^*-  J-  P-  Wickersham,  Harrisburg,  Pa. 

V.-Pres.,  Daniel  Stevenson.  Frankfort,  Ky.  V.-Prcs.,  S.  S.  vVshley,  Raleigh.  N.  C. 

Sec,  L,  Van  Bokkelen,  Baltimore,  Md.  Sec,  W,  R.  Cheery,  Baltimore   .Md, 

UKPARr.MK.VT  (JF  SCHOOL  SUI'ERIMTE.VDENfCE 

1871    Sr.  LOL'IS.  .MO.  Pres,,  J.  H.  Binford,  Riihmoiid.  Va, 

I'rcs,,  W.  D.  Hknki.e,  C<>lumbu,s,  (J.  Sec.  Ai.i.en  Aku.stkono,  Council  Bluffs,  In, 

V.-Prcs,,  W.  .M,  Coi-by,  Little  Ro.k,  Ark.  ,875    WASHl.NGTOM,  D,  CJan.  (?);  MIN.NE- 

Scc,  Warren  Johnson,  Augu-sta,  .Mc.  APOLIS.  MI.NX.,  Auo. 

187a     BOSnj.V.  MASS.  Prcs.,  J,  Ohmonk  Wilson 

Prrti,,  John  Ha.n<o<  k,  Cincinnati.  O.  V.-Prcs.,  A.  Ahernkthv,  Iowa 

Sec,  A.  P,  .Marblr,  Worcester,  Mwu.  Sec.  K.  W.  Stbvenson,  O. 

1873  KL.MIRA.  \,  V.  1876    No  McclinK 

I'rcs.   W,  T.  Harris,  St.  I>.ui«   Nfo.  ^gyy    WASHINGTON,    D.    C.    Dkc;     LOUIS- 

V. -I'rcs,,  J,  W.  pAKiK.  I'rcdrriik.  Md,  VILI.E,  K.V,,  July 

.Sec.  A.  P.  Marble,  Wf)r<.slrr.  .M^uis  prr,.    Charles  S.  Smart,  Columbus.  O. 

1874  WASHIN(;T0.\.  I).  C.  Jan.;     DKIROI  P.  V.-Prcs..  A.  Pickett,  Mcmpliis,  Tenii, 

MICH..  Aeo.  Sec.  H.  S,  Tarukll,  East  Saginaw,  Miili, 


578 


NATIONAL    EDUCATIONAL   ASSOCIATION  [Superintendence 


1878 
1879 


1880 


I88I 


1882 


1883 


1884 


1885 


1886 


1887 


1888 


1890 


I89I 


No  Meeting 

WASHINGTON,  D.  C  .  Feb.;  PHILADEL- 
PHIA, PA.,  July 

Pres.,  J.  P.  WicKERSHAM,  Harrisburg,  Pa. 

\'.-Pres.,  James  H.  Smart.  Lafayette.  Ind. 

Sec,  R.  W.  Stevenson.  Columbus,  O. 

WASHINGTON,  D.  C.  Feb.;  CHAUTAU- 
QUA, N.  Y.,JULY 

Pres.,  M.  A.  Newell,  Baltimore,  Md. 

V.-Pres.,  N.  A.  Calkins.  New  York.  N.  Y. 

Sec,  S.  A.  Baer,  Berks  Co.,  Pa. 

NEW  YORK  Feb.;  ATLANTA.  G A.,  July 

Pres..  A.  P.  Marble.  Worcester,  Mass. 

V.-Pres.,  N.  A.  Calkins,  New  York,  N.  Y. 

Sec,  Samuel  Findley,  Akron,  O. 

WASHINGTON  D.  C,  March;  SARA- 
TOGA SPRINGS,  N.  Y.,  July 

Pres.,  W.  H.  Ruffner,  Richmond.  Va. 

V.-Pres.   N.  A.  Calkins,  New  York,  N.  Y. 

Sec,  H.  S.  Jones.  Erie,  Pa. 

WASHINGTON  D.  CFeb,;  SAR.\T0GA 
SPRINGS  N.  Y..JULY 

Pres..  N.  A.  Calkins.  New  York.  N.  Y. 

V.-Pres.,  H.  S.  Tarbell.  Indianapolis,  Ind. 

Sec,  Henry  S.  Jones,  Erie,  Pa. 

WASHINGTON,  D.  C,  Feb.;  MADISON, 
WIS.,  July 

Pres.,  B.  L.  Butcher,  Wheeling,  W.  Va. 

V.-Pres.,  D.  F.  DeWolf.  Columbus,  O. 

Sec,  H.  R.  Sanford,  Middleton,  N.  Y. 

NEW  ORLEANS.  LA..  Jan.;  SARATOGA 
SPRINGS,  N.  Y..July 

Pres..  LeRoy  D.  Brown,  Columbus,  O. 

Sec,  W.  O.  Rogers,  New  Orleans.  La. 

WASHINGTON.  D.  C,  Feb.;  TOPEKA, 
KANS.,  July 

Pres.,  Warren  E.aston.  Baton  Rouge,  La. 

V.-Pres.,  A.  P.  Stone.  Springfield.  Mass. 

Sec.  C.  C.  Davidson.  Alliance,  O. 

WASHINGTOND.C,  March;  CHICAGO, 
ILL.,  July 

Pres.,  Charles  S.  You.nc,  Carson  City,  Nev. 

V.-Pres..  N.  C.  Dougherty,  Peoria,  III. 

Sec,  C.  C.  Davidson.  Alliance,  O. 

WASHINGTON,  D.C.,  Feb.;  SAN  FRAN- 
CISCO. CAL..  July 

Pres.,  N.  C.  Dougherty,  Peoria,  III. 

V.-Pres.,  Henry  A.  Wise,  Baltimore,  Md. 

Sec,  W.  R.  Thigpen,  Savannah,  Ga. 

WASHINGTON,    D.    C.     Feb.;     NASH- 
VILLE, TENN..  July 
Pres.,  F.  M.  Campbell,  Oakland,  Cal. 
V.-Pres.,  C.  C.  Davidson,  Alliance,  O. 
Sec.  W.  R.  Thiopen,  Savannah,  Ga. 

NEW  YORK,  N.  Y.,  Feb. 
Pres.,  A.  S.  Draper,  Albany,  N.  Y. 
V.-Pres.,  J.  A.  B.  Lovett.  Huntsville,  Ala. 
Sec,  L.  W.  Day,  Cleveland,  O. 

PHILADELPHIA.  PA..  Feb. 
Pres.,  A.  S.  Draper,  Albany,  N.  Y. 
V.-Pres.,  J.  A.  B.  Lovett.  Huntsville,  Ala. 
Sec,  L.  W.  Day,  Cleveland,  O. 


1892  BROOKLYN,  N.  Y.,  Feb. 

Pres..  Henry  Sabin.  Des  Moines.  la. 
V.-Pres.,  V.  G.  Curtis,  New  Haven,  Conn. 
Sec,  L.  W.  Day,  Cleveland,  O. 

1893  BOSTON.  MASS..  Feb. 

Pres..  Edward  Brooks.  Philadelphia,  Pa. 
V.-Pres..  J.  E.  Bradley,  Minneapolis,   Minn. 
Sec.  J.  H.  Phillips,  Birmingham,  -'\la. 

1894  RICHMOND,  VA.,  Feb.; 

Pres.,  D.  L.  Kiehle,  Minneapolis.  Minn. 
V.-Pres,,  Warren  E.\ston,  New  Orleans,  La. 
Sec,  F.  Treudley.  Youngstown,  O. 

1895  CLEVELAND,  O..  Feb. 

Pres.,  W.  H.  Maxwell.  Brooklyn,  N.  Y. 
V.-Pres..  O.  T.  Corson,  Columbus,  O. 
Sec.  James  M.  Carlisle.  Austin.  Tex. 

1896  JACKSONVILLE,  FLA..  Feb'. 
Pres.,  L.  H.  Jones.  Cleveland,  O. 
V.-Pres.,  J.  H.  Phillips.  Birmingham,  Ala. 
Sec,  R.  E.  Denfeld.  Dulutlj,  Minn. 

1897  INDIANAPOLIS,  IND..  Feb. 
Pres..  C.  B.  Gilbert,  St.  Paul,  Minn. 
V.-Pres.,  A.  B.  Blodoett,  Syracuse,  N.  Y. 
Sec.  I,AWTON  B.  Evans,  Augusta,  Ga. 

1898  CHATTANOOGA.  TENN..  Feb. 
Pres.,  N.  C.  Schaeffer,  Harrisburg,  Pa. 
V.-Pres..  F.  B.  Cooper,  Des  Moines,  la. 
Sec,  W.  L.  Steele.  Galesburg.  111. 

1899  COLUMBUS.  O..  Feb. 

Pres.,  E.  H.  Mark.  I-ouisville,  Ky. 
V.-Pres.,  G.  H.  Conley.  Boston.  Mass. 
Sec.  J.  H.  Van  Sickle.  Denver,  Colo. 

1900  CHICAGO,  ILL.,  Feb. 

Pres.,  A.  S.  Downing,  New  York,  N.  Y. 
V.-Pres.,  G.  R.  Glenn,  Atlanta,  Ga. 
Sec,  C.  M.  Jord.\n,  Minneapolis,  Minn. 
1904    CHICAGO,  ILL.,  Feb. 

Pres.,  L.  D.  Harvey.  Madison,  Wis. 
V.-Pres..  A.  K.  Whitcomb,  Lowell,  Mass. 
Sec.  F.  B.  Cooper.  Salt  Lake  City,  Utah. 

1902  CHICAGO.  ILL..  Feb. 

Pres.,  G.  R.  Glenn.  Atlanta,  Ga. 
V.-Pres.,  H.  P.  Emerson.  Buffalo,  N.  Y. 
Sec.  J.  W.  Dietrich,  Colo.  Springs,  Colo. 

1903  CINCINxNATI,  0.,Feb. 

Pres.,  C.  M.  Jordan.  Minneapolis,  Minn. 
V.-Pres.,  C.  F.  Carroll,  Worcester,  Mass. 
Sec,  J.  N.  Wilkinson,  Emporia,  Kans. 

1904  ATLANTA,  GA..  Feb. 

Pres.,  Henry  P.  Emerson.  Buffalo,  N.  Y. 

V.-Pres..  Edwln  B.  Cox.  Xenia,  O. 

-Sec,  John  H.  Hinemon,  Little  Rock,  Ark. 

1905  MILWAUKEE.  WIS.,  Feb. 
Pres.,  E.  G.  Cooley,  Chicago,  111. 
V.-Pres.,  Lawton  B.  Evans.  Augusta,  Ga. 
Sec.  Miss  E.  E.  Whitney.  New  York,  N.  Y. 

1906  LOUISVILLE,  KY.,  Feb. 
Pres.,  J.  W.  Carr,  Dayton,  O. 

V.-Pres.,  J.  H.  Phillips,  Birmingham,  Ala. 
Sec.  Miss  Ella  C.  Sullivan,  Chicago,  111. 

1907  CHICAGO,  ILL.,  Feb. 

Pres.,  W.  W.  Stetson,  Augusta.  Me. 
V.-Pres..  H.  H.  Seeley,  Cedar  Falls,  la. 
Sec,  J.  H.  Harris,  Minneapolis,  Minn. 


TOPICS 

1866    Cost  per  Capita  of  Education  in  Different  States. — J.  W.  Bulkley,  New  York. 

Committee's  Report  on  a  National  Bureau  of  Education. — E.  E.  White,  chair- 
man, Ohio. 

Education  in  the  Argentine  Republic. — Senor  Sarmiento,  Minister  from  .\rgen- 
tine  Republic  to  the   United  States. 


Deixirtmentl  TITLES  OT   PAPERS   AXD   niSCLSSJONS  579 

1868  President's  Opening  Address. — E.  E.  White,  Ohio. 

School  Funds;    How  Best  Raised  and  How  Best  Dislmrscd." — John  Eaton,  Ten- 
nessee.   (Not    published.) 
School  .Supervision;    Slate,  County,  and  City;    Discussion. 

1869  The  Origin  and  Work  of  the  Department  of  Education.' — J.  W.  Bui.klky,  New 

York. 
.\  National  System  of  Free  .Schools.' — Rev.  Chas.  Brooks,  Massachusetts. 
Primary  School  Instruction. — E.  Leigh,  New  York. 
Primary  Education.' — Geo.  B.  Se.\rs,   New  Jersey. 
The  Rate  Bill.' — B.  G.  Northrop,  Connecticut. 
The  True  Ideal  of  the  American  Public  School.' — H.   F.  Harrington,   Massa 

chusetts. 
E.xamining  and   Licensing  Teachers' — Discussion. 
School  Statistics.' — Geo.  B.  Sears,  New  Jersey. 

1870  School  Super\-ision. — W.  Johnson,  Maine. 
School  Statistics. — W.   D.   Henkle,   Ohio. 

National  .-Vid  to  Schools  in  the  South. — S.  S.  Ashley,  North  Carolina. 
Consolidation  of  Department  of  Education  and  ^Educational  Division  of  Freed 

men's  Bureau. — O.  O.  Howard,  District  of  Columbia. 
The  Department  of  Education. — Henry  Barnard,  District  of  Columbia. 
Memorial  to  Congress  on  National  .^id  to  Schools  in  the  South. 

1871  The  Normal-School  Problem. — J.  D.  Philbrick,  Massachusetts. 
Compulsory  Education. — John  H.vncock,  Ohio,  and  others. 
School  Statistics. — W.  R.  Creery,  Maryland. 

1872  The  E.xtcnt,  Methods,  and  Value  of  Supervision  in  a  Sj'stem  of  Schools. — H.  F. 

Farrington,  Massachusetts. 
The  Early  Withdrawal  of  Pupils   from  School;    Causes  and  Remedies. — W.  T. 

Harris,   Missouri. 
Necessity  for  Public  Instruction  in  the  Gulf  States. — James  Hodson,  .Alabama. 
Report  on  Basis  of  Percentage  of  School  .Attendance. — W.  T.  Harris,  Missouri, 

chairman. 

1873  School-House  Plans. —  A.  J.  Rickoff,  Ohio. 

The  Relation  between  School  Boards  and  Superintendents. — John  H.  Binford, 

\'irginia. 
Western  University  Education. — W.  G.  Ei.iot,  Missouri. 
Leigh's  Method  of  Teaching  Reading. — W.  M.  Bryant,  Iowa. 

1874  January  Meeting  :' 

Report  on  Statistical  Forms. — Geo.  J.  LuCKEY,  Penn.sylvania. 

Scientific  and  Industrial  Education. — A.  I).  White,  New  York. 

The  Centennial — Discussion. 

Systems  of   Public   Instrui  tion   in    l'Air')|)can    and    .Xiiieriian    Cities   Comparefl. — 

J.  D.  Pmi.nRUK,  Ma.ssachuselts. 
.August  M eeting  : 

RefK)rt  of  Committee  on  Statistical  p'orms. — T.  \\  .  11  Ain  i;v,  <)hi>>. 
Repfirt  of  the  Committee  on  Relation  of  the  General  Government  to  Education. 

1875  Decemiser  Meeting:^ 

Ixgal  Prevention  of  Illiteracy.— B.  ().  NoRTHRoP,  Connectic  ut. 

Braffi  Culture  in  Relation  to  the  Schoolroom. — .A.  N.  Bell,  New  York. 

The  Origin  of  the  Alphabet.-  Prof.  Enthofker,  V.  S.  Coa.st  Survey. 

American  Erlucation  at  the  Centennial  E.xposition. — J.  P.  Wickersham,  Pennsyl- 
vania. 

Can  the  Elements  of  Industrial  Erlucation  Bc'  Inln.diK  cil  into  ( )ur  Coinnioii 
.Sth<K)ls? — J.  I).  Piiii.HKicK,  Ma.s.sac  husetls. 

1876  No  Meeting. 

1877  Degemher  .Meeting: 

The-  .S(  hool  Organization  of  a  State      Disc  u.ssion. 
.National  .Aid  to  I'.duc ation. — John  Eaton,  District  of  Columbia. 
.American   I-.duc  ation.      (iEORc;E  B.   Loking,   Massachusetts. 
Brains  versus  Mric  k  anci  .Mortar.     James  A.  Garkiei.d,  Ohio. 

•  Not  publishpcl. 

•  Paper*  of  ihr  J.inu.iry  mrrling,  187^,  pcililiOird  nnly  in  Hurntii  n/  Fjitualinn  CirruUtr  No.  t  (1R74). 
'  Papcm  of  the  lJcifiiil)cr  iiiiTling.  1875   |HililiHhc-<l  only  in  Hiimiu  of  luluralion  Circular  No.  t  (187s). 


58o  NATIONAL    EDUCATIONAL   ASSOCIATION         [Superinlendence 

Defense  of  High  Schools. — J.  W.  Dickinson,  Massachusetts. 

Reports   of    Committee:     (a)  National    Museum;     (b)  United   States    Bureau   of 

Education;    (c)  National  Aid  to  Education;    (d)  Public  Lands  to  the  District  of 

Columbia. — M.  A.  Newell,  chairman. 
The  High-School  Question. — C.  S.  Smart,  Indiana. 

1878  No  Meeting. 

1879  February  Meeting: 

Popular  Education  in  Switzerland. — John  Hitz,  Consul  General  to  Switzerland. 

Popular  Education  in  France. — E.  C.  Wines,  New  York. 

Technical  Education. — E.  A.  Apgar,  New  Jersey. 

The    Free  Kindergarten    and    Kindergarten  Training. — Mrs.   Louise    Pollock, 

District  of  Columbia. 
Needs  of  Education  in  the  South. — G.  J.  Orr,  Georgia. 
Education  and  the  Tenth  Census. — W.  T.  Harris,  Missouri. 
The  Needs  of    the  United  States  Bureau  of  Education. — John  Eaton,  District  of 

Columbia. 
Instruction  in  Governmental  Ideas. — Justice  Strong,  U.  S.  Supreme  Court. 
Technical  Education  and  Industrial  Drawing. — Walter  Smith,  Massachusetts. 
Education  at  the  Paris  Exposition. — J.  D.  Philbrick,  Massachusetts. 

1880  February  Meeting: 

Bell's  System  of  Visible  Speech. — L.  A.  Butterfield,  Massachusetts. 

Report  on  a  National  Council  of  Education — Discussion. — Thomas  W.  Bicknell, 

Massachusetts. 
Education  of  Dependent  Children. — C.  D.  Randall,  Michigan. 
Best  System  of  Schools  for  a  State. — J.  H.  Smart,  Indiana. 
University  Education. — D.  C.  Gilman,  Maryland. 
Juvet's  Time  Globe. — Russell  A.  Olin. 

Technical  Education  in  Its  Relations  to  Elementary  Schools. — J.  D.  Philbrick. 
Value  of  Kindergarten  Training  to  Primary  Teachers. — Mrs.  Louise  Pollock. 
The  Tenth  Census  from  an  Educational  Point  of  View. — W.  T.  Harris,  Missouri. 
Industrial  School  in  the  District  of  Columbia. — J.  M.  Wilson,  District  of  Columbia. 
Pea  body  Fund  and  Education  of  the  South. — Barnas  Sears. 
High-School   Question — Discussion. 

Congress  and  the  Education  of  the  People. — W.  H.  Rufeer,  Virginia. 
Laws  Relating  to  the  State  Public  School  for  Dependent  Children  at  Coldwater, 

Michigan. 
Outline  of  School  Systems  of  the  Various  States. — Bureau  of  Education. 
The  Justification  of  the  Public  Schools. — A.  P.  Marble,  Massachu.setts. 

1 88 1  February  Meeting: 

The  Present  Aspect  of  Education.' — W.  T.  Harris,  Missouri. 
Uniformity  of  School  Statistics. — Andrew  McMillan,  New  York. 
Weak  Places  in  Our  Systems  of  Public  Instruction. — J.  P.  Wickeksham,  Pennsyl- 
vania. 
The  Conservation  of  Pedagogic  Energy. — C.  O.  Thompson,  Massachusetts. 
Our  Schools  and  Our  Forests. — F.  B.  Hough,  New  York. 
Museums  Illustrative  of  Education. — John  Eaton,  District  of  Columbia. 
National  Aid  to  Education. — J.  W.  Patterson,  New  Hampshire. 

1882  March  Meeting:  • 

How  to  determine  the  Merits  of  the  Heating  and  Ventilating  of  School  Buildings. — 

John  S.  Billings,  U.  S.  Army. 
The  Chemical  Examination  of  Air  Applied  to  Questions  of  Ventilation. — Chas. 

Smart,  U.  S.  Army. 
Obstacles  in  the  Way  of  Primary  Education. — H.  S.  Jones,  Pennsylvania. 
Chairs  of  Pedagogy  in  Our  Higher  Institutions  of  Learning. — G.  Stanley  Hall, 

Massachusetts. 
National  Aid  to  Education. — Dr.  A.  D.  Mayo,  Massachusetts;  Messrs.  Dexter 

A.  Hawkins,  New  Jersey;  J.  L.  M.  Curry,  Virginia. 
Education  in  Alaska. — Rev.  Sheldon  Jackson,  New  York. 
A  Word  with  Teachers  from  My  Standpoint. — W.  W.  Godding,  M.  D.,  District 

of  Columbia. 
Fundamental    Inquiries     concerning    Common-School     Studies. — Rev.    John    M. 

Gregory,  Illinois. 
How  to  Improve  the  Qualifications  of  Tcaihers. — W.  T.  Harris,  Massachu.setts. 
■  Not  published. 


Dcixirtmeni]  TITLES  OF  PAPERS   AXD  DISCUSSIONS  581 

1883  February  Meeting: 

Natural  History  in  the  Public  Schools. — Albert  S.  Bickmore,  New  York. 

Industrial  Education  in  Boston. — James  A.  Page,  Massachusetts. 

Industrial  Education  in  Philadelphia. — Charles  G.  Lel.and,  Pennsylvania. 

The  Educational  Lessons  of  the  Census. — W.  T.  Harris,  Massachusetts. 

If   Universal  Suffrage,   then   Universal  Education. — Rev.  Atticus  G.  Haygood, 

Georgia. 
Constitutionality  of  National  .\id  to  Education. — William  Lawrence,  District 

of  Columbia. 
Indian    Education. — B.    G.    Northrop,  Connecticut,  Gen.    S.    C.    Armstrong, 

\'irginia,  and  Miss  A..  C.  Fletcher,  Indian  Territory. 
How,  and  by  \\'honi,  the  Fitness  of  Pupils  for  Promotion  Is  Determined. — C.  G. 

Edwards,  Maryland. 
Practical  Results  of  Compulsory  Education. — Joseph  White,  Massachusetts. 
Chief  Obstacles  to  Successful  Results  in  the  Schools. — M.  A.  Newell,  Maryland. 

1884  February  Meeting:' 

Supervision  of  Country  Schools. — John  W.  Holcombe,  Indiana. 
Indian  Education. — John  M.  Hayworth,  District  of  Columbia. 
Remarks  on  Indian  Education. — R.  H.  Pratt;  Carlisle,   Pennsylvania;  S.  C. 

.'\rm.strong,  Virginia. 
.\rbor  Day  in  the  PubHc  Schools. — J.  B.  Peaslee,  Ohio. 
Recess. — W.  T.  Harris,  Missouri. 
No  Recess. — S.  A.  Ellis,  Pennsvlvania. 
How  a  State  Superintendent  Can  Best  Advance  Popular  Education. — E.   E.   Hig- 

bee,    Pennsylvania. 
National  .-Md  for  the  Support  of  Public  Schools. — J.  W.  Dickinson,  Massachusetts. 
The  Educational  Status  and  Needs  of  the  New  South. — Robert  Bingham,  North 

Carolina. 
Proposed  Legislation  Respecting  National  Aid  to  Education. — Thomas  W.  Bick- 

NELL,  Massachusetts. 
The  New  Bill  for  National  Aid  to  Public  Schools. — B.  G.  Northrop,  Connecticut. 
Industrial  Education. — John  M.  Ordway,  Louisiana. 
Public  Education  in  Industrial  Pursuits. — A.  P.  Marble,  Massachusetts. 
The  New  Order  of  Mercy;   or  Crime  and  Its  Prevention. — George  T.  Angell, 

Massachusetts. 
The  Education  of  the  Normal  Color  Sense. — B.  Joy  Jeffries,  Massachusetts. 
Supplementary      Reading.  —  Geo.     T.      Luckey',      Pennsylvania;      Chas.      G. 

Edwards,  Maryland. 

1884  July  Meeting: 

City  and  Town  Supervision  of  Schools. — R.  W.  Stk\i:ns()N',  Ohio. 

1885  February  Meeting:' 

Schofjl  Economy. — A.  J.  Rickoik,  New  ^'ork. 

The  Inner  Workings  of  the  l-nivcrsity  of  Virginia. — James  M.  Garnett,  \'irginia. 

A  True  C!ourse  of  Study  for  I^lementary  S(  hools. — E.  E.  White,  Ohio. 

Ri.se  and  Progress  of  Public  Instruction  in  Texas.— W.  C.  Rote. 

Co-ordination   in  Instruction   and   in    lulucation.— Brother  Noah,  of  Htntlurs  of 

the  Christian  S(  hool,  Ixmisiana. 
Moral  Education  in  the  Common  Schools. — W.  T.  HARRIS. 
The  R<-!ation  of  the  University  to  the  Common  Schools.      Wiimam  P.  Johnston, 

Liuisiana. 

1885  July  .Mkkting: 

Tile  County  Sui>erii)tenden(  y.--JoMN  W.  Holcomhe,   Indiana. 
High  S(  h(K»!s  and  the  State.— J.  A.  SEAMAN,  Ix)uisiana. 
l-^nglish  in  .Americ  an  Sch<M)ls. — E.  S.  Cox,  Ohio. 

1886  March  Meeting:' 

Sihrnd  Superintendence  a   Professif)n. — M.  A.   Newelt,,   Mar\land. 
The  Duties  of  the  County  Su|KTintendenls. — D.  L.  KlEiii  E,  Minnesota. 
K(ading-C!iri  les  for  Teachers. — Jerome  Allen,  New  Yi>rk. 
Co-odu<ation  of  the  Races. — CriAS.  S.  Ynt;N(;,  Nevada. 
Preliminary  Report  on  F.duralional  Statistics.     LkKoy  Brown,  ( )liio. 

•  The  jjaiirni  of  the  (•'rlmi.iry  mp<-lin«   1HK4   (luliliihrd  only  in  /iurniu  0/  lultualion  Cirnilar  !Vn.  4  C1H84). 

•  The  [inprr!!  for  the  KrI.ruiiry  mrrtinn    iKH^.  puhlinhi-'l  in  ihr  liurrau  n/  FJtualion  Cirruliir  No.  1  (iH«s)- 
>  'I'hr  iMprrn  for  ihr  March  mcclinK.  1886.  publishrd  in  ihr  lUirmu  of  Eilucalion  I'ir,  uLtr  No.  3  (18H6). 


582  NATIONAL   EDUCATIONAL   ASSOCIATION        [Superintendence 

National  Aid  to  Education. — J.  A.  B.  Lovett,  Alabama. 

The  Educational  and  Religious  Interests  of  the  Colored  People  of  the  South. — 

S.  M.  Finger,  North  CaroKna. 
Forestry  in  Education. — Warren  Higly,  Ohio. 
Language  Work. — N.  C.  Dougherty,  Illinois. 

Growth  and  Benefits  of  Reading  Circles. — Hubert  M.  Skinner,  Indiana. 
City  Superintendence. — J.  W.  Akers,  Iowa. 

1886  July  Meeting: 

County  Superintendents:    Their  Relations  and  Duties  to  Teachers. — E.  B.  Mc- 

Elroy,  Oregon. 
Teachers'  Institutes. — D.  C.  Tillotson,  Kansas. 

1887  March  Meeting  :' 

Opening  Address. — The  Work  of  the  Bureau  of  Education. — N.  H.  R.  Dawson, 
U.  S.  Commissioner  of  Education. 

Public  Education  on  the  Pacific  Coast  and  State  Textbooks. — Fred  M.  Camp- 
bell,  Colorado. 

The  Examination  and  Certification  of  Teachers. — A.  J.  Rickoff,  New  York. 

A  Civil  Service  and  Public  Schools. — LeRoy  Brown,  Ohio. 

Powers  and  Duties  of  School  Officers  and  Teachers — Absolute  and  Relative. — 
A.  P.  Marble,  Massachusetts;    J.  M.  Green,  New  Jersey. 

County  and  City  Supervision. — E.  E.  Higbee,  Pennsylvania. 

Industrial  Education  in  the  Public  Schools. — F.  W.  Parker,  Illinois;  W.  B. 
Powell,  District  of  Columbia. 

The  Province  of  the  Public  Schools. — J.  W.  Dickinson,  Massachusetts. 

What  a  Small  City  is  Doing  in  Industrial  Education. — H.  W.  Compton,  Ohio. 

A  System  of  Grading  for  Country  Schools. — J.  W.  Holcombe,  Indiana. 

The  Best  System  of  State  Supervision. — Warren  Easton,  Louisiana. 

The  Relation  of  Our  Public  Schools  to  Our  General  Government. — H.  W.  Blair, 
United    States    Senate. 

Education  in  Alaska.- — Sheldon  Jackson,  District  of  Columbia. 

1887  July  Meeting: 

School  Supervision  Compared. — John  Hancock,   Ohio. 

The  Superintendent  and  Good  Literature  in  School. — O.  H.  Cooper,  Texas. 

1888  February  Meeting:' 

Manual  Training  in  the  Public  Schools. — Charles  H.  Ham,  Illinois. 

County  Institutes. — Jesse  B.  Thayer,   Wisconsin. 

Elocution:    Its  Place  in  Education. — Martha  Fleming,  Tennessee. 

Qualifications  of  Teachers:  How  Shall  the  Qualifications  Be  Determined? — 
A.  S.  Draper,  New  York. 

Normal  Schools. — J.  P.  Wickersham,   Pennsylvania. 

Moral  Education  in  the  Common  Schools. — W.  T.  Harris,  Massachusetts. 

Can  School  Programs  Be  Shortened  and  Enriched  ?^ — Chas.  W' .  Eliot,  Massa- 
chusetts. 

Alaska. — N.  H.  R.  Dawson,  U.  S.  Commissioner  of  Education. 

Superintendents  and  Teachers. — J.  E.  Bradley,  Minnesota. 

The  Relation  of  the  Superintendent  and  Teacher  to  the  School. — A.  E.  Winship, 
Massachusetts. 

National  Aid  to  Education. — J.  A.  B.  Lovett,  Alabama. 

The  Blair  Bill. — A.  P.  Marble,  Massachusetts. 

Federal   Aid. — Alex.   Hogg,    Texas. 

1888  July  Meeting: 

Efficient  Supervision. — J.  M.  Greenwood,  Missouri. 

The  Ethics  of  School  Management. — C.  B.  Gilbert,  Minnesota. 

1889  March  Meeting  :3 

Psychology  in  Its  Relation  to  Pedagogy. — Nicholas  Murray  Butler,  New  YorL 

City  Training-  and  Practice-Schools. — W.  S.  Jackman,  Pennsylvania. 

Training-Schools. — W.  B.  Powell,  District  of  Columbia. 

The  Purpose  and  Means  of  City  Training-Schools. — S.  S.  Parr,  Minnesota. 

County  Institutes. — Albert   G.   Lane,   Illinois. 

State  Teachers'  Institutes. — John  W.  Dickinson,  Massachusetts. 

■  Papers  for  the  meeting  in  March,  1887,  published  only  in  Bureau  of  Educalion  Circular  No.  3  (1887). 
»  Papers  of  the  February  meeting.  1888,  published  only  in  the  Bureau  of  Education  Circular  No.  6  (1888). 
3  Papers  of  the  meeting  in  March,  1899.  published  only  in  the  Bureau  oj  Education  Circular  No.  2  (1889). 


Department]  TITLES  OF  PAPERS  AND  DISCUSSIONS  583 

Relation  of  Nfanual  Training  to  Body  and  Mind. — C.  M.  Woodward,  Missouri. 

The  Psychokigy  oi  Manual  Training. — \V.  T.  Harris,  Mas.saehusetts. 

Manual  Training  in  Ungraded  Schools. — Jerome  Allen,  New  York. 

Kducational  \'alue  of  NIanual  Training. — Geo.  P.  Brown,  Illinois. 

Mechanic  Arts  High  Schools. — Edwin  P.  Seaver,  Massachusetts. 

How  Shall  Manual  Training  Be  Introduced  into  the  Graded  Schools  ? — John  D. 
Ford,  U.  S.  N.,  Maryland. 

How  and  to  What  Extent  Mav  Manual  Training  Be  Introduced  into  Citv  Schools  ? — 
H.  M.  CoMPTON,  Ohio. 

The  Work  of  the  City  Superintendent. — T.  M.  Balliet,  Massachusetts. 

The  School  Principal. — Geo.  Howland,  Illinois. 

Qualifications  of  Principals. — -J.  M.  Greenwood,  Missouri. 

Teachers'  E.xaniinations.-  M.  .\.  Newell,  Maryland. 

E.xamination  for  Promotion  in  the  Public  Schools. — Wm.  DeWitt  Hyde,  Maine; 
Wm.   M.  Griffin,   New  Jersey. 

The  State  and  the  Higher  Education. — Fred.  M.  Campbell,  California;  Her- 
bert  B.   Adams,   Maryland. 

F^ducation  in  the  South. — W.  R.  G.'VRRETT,  Tennessee. 

National  .Aid  to  Education. — W.  H.  Bl.vir,  U.  S.  S.,  New  Hampshire. 

1890  School  Statistics  as  the  Basis  of  Legislative  Action. — Harvey  M.  LaFollette, 

Indiana.' 

The  American  Educational  Exhibit  at  the  International  Exposition  of  1892. — 
John  E.\to.v  and  others. 

State  Sui)ervision:  W'hat  Plan  of  Organization  and  Administration  is  Most  Effect- 
ive ? — J.  W.  P.VTTERSON,  New  Hampshire. 

City-School  Systems. — W.  H.  Maxwell,  New  York. 

Popular  Criticisms  and  Their  Proper  Intluence  upon  School  Superintendence. — 
Merrill  G.\tes,   New  Jersey. 

The  General  Government  and  Public  Education. — W.  T.  H.vrris,  District  of 
Columbia. 

The  Education  of  the  Negro  in  the  South. — J.  A.  B.  Lo\'Ett,  Alabama. 

The  Gap  between  the  Elementary  Schools  and  the  Colleges. — Ch.\S.  W.  Eliot, 
Massachusetts. 

1 89 1  Recent    Legislation  upon    Comjmlsory    Education    in    Illinois   and    Wi.sconsin. — 

N.  C.  Dougherty,   Illinois. 
Compulsory  Education  in  Ma.ssachusetts. — Geo.  H.  Martlv,  Massachusetts. 
Qualifications  and  Suj)i)ly  of  Teachers  for  City  Schools. — E.  Anderson,  Wisconsin. 
The    National    Educational    A.s.sociation;     Its    Organizaticjn     and     I-"unctions. — ■ 

W.  T.  Harris,  District  of  Columbia. 
Art  Education  in  the  Public  Schools. — James  Macalister,  Pennsylvania. 
The  Highest  Office  of  Drawing. — Frank  Aborn,  Ohio. 
Education  of  the  Indian  Youth  Generally. — R.  H.  Carlisle,  Pennsylvania. 
Education  of  the  Negro. — (General  .•\nderson,   Virginia. 
The  Public  School  and  Civil  Service  Reform. — Geo.  W.  Curtis,  New  Wnk. 
Universities  and  Schools. — O.   H.  Cooper,  Texas. 
Prejjaration  of  Teachers  for  Their  Work. — Henry  Saiun,  Iowa. 

1892  The  Rural  School  Problem — Henry  Raab,  Illinois. 

The  Educational  Exhibit  of  the  World's  Columbian  Exjuxsition. — Sei  im  II.  Pea- 
bcjdy,   Illinois. 

The  World's  Educational  Congress. — W.  T.  Harris,  District  of  Columbia. 

In  Memoriam^\)T.  James  P.  Wickersham. — Edward  Brooks,   Pennsylvania. 

In  Memoriiim     Thomas  W.  Harvey. — L.  W.  Day,  Ohio. 

In  Memorium     John  Hancock. — W.  E.  Sheldon,  Massachu.setts. 

History  and  Literature  in  (iranuiiar  Grades. — J.  H.  Phillips,  Alabama. 

Shortening  and  Enriching  the  Grammar-School  Course. -Chas.  W.  Eliot,  Massa- 
chusetts. 

What  Shall  the  State  Do  toward  the  Education  of  (Children  below  the  School  .\ge, 
Utwcen  the  Ages  of  Three  and  Six?     Frank  .\.  Fitzpatrick,  Nebraska. 

What  Can  Be  Done  to  Bring  Pupils  farther  on  in  Their  Studies  In-forc-   They  Leave 
School  to  Go  to  Work  ?    Charles  W.  Hill,  Massachusetts. 
♦1893  Wood-Work  in  Grammar  Gradc-s.      V.  G.  Cl'RTiS,  Connecticut. 

The  Study  of  English  in  the  Public  Schools.— .\.  P.  Marble,  Massachu.setts. 

Organization  for  School  i'ur|>c).ses  in  Large  Cities. — A.  S.  Draper,  Ohio. 

Su|K,Tvision  cjf  City  Schools.— W.  H.  Maxwell,  New  York, 

•  I'ritilril  in  vulumr  fi>r  1H04. 


584  NATIONAL  EDUCATIONAL   ASSOCIATION       [Superintendence 

1893  The  Reconstruction  of  the   Grammar-School  Curriculum. — Chas.   B.   Gilbert, 

Minnesota. 
The  Cambridge  Experiment. — Francis  Cogswell,  Massachusetts. 
School  Statistics  and  Morals. — W.  T.  Harris,  District  of  Columbia. 
Grading  the  Country  School. — Henry  Sabin,  Iowa. 
The  Graded  System  of  the  Rural  Schools  of  New  Jersey. — A.  B.  Poland,  New 

Jersey. 
Supervision  of  Country  Schools. — D.  J.  Waller,  Pennsylvania. 
.Sources  of  Supply  of  Teachers  in  City  Schools. — A.\ron  Gove,  Colorado. 
Increasing  the  Efficiency  of  Teachers  in  Actual  Service. — Thomas   M.    Balliet, 

Massachusetts. 
Non-Progressive  and  Retrogressive  Teachers. — J.  M.  Greenwood,  Missouri. 
The  Value  of  Literature  in  Moral  Training. — Charles  DeGarmo,  Pennsylvania. 
History  as  an  Aid  to  Moral  Culture. — Chas.  M.  Andrews,  Pennsylvania. 

1894  Enriching  the  Course  in  the  Elementary  Schools — First  to  Fourth  Grades. — Miss 

Ellen  G.  Reveley,  Ohio. 
The  Report  of  the  Committee  of  Ten — Its  Use  for  the  Improvement  of  Teachers 

Now  at  Work  in  the  Schools. — Francis  W.  Parker,  Illinois. 
Some  Phases  of  Present  Educational  Problems  in  Europe. — Nicholas  Murray 

Butler,   New  York. 
German  Methods  of  Using  the  Mother  Tongue. — Richard  Jones,  Pennsylvania. 
The  Relation  of  the  Kindergarten  to  the  Public-School  System. — James  L.  Hughes, 

Ontario. 
The  Curriculum  for  Secondary  Schools. — W.  T.  Harris,  District  of  Columbia. 
The  Exhibit  of  Education  at  the  Columbian  Exposition. — John  Eaton,  District 

of  Columbia. 
The  Improvement  of  Rural  Teachers. — S.  S.  Parr,  Minnesota. 
The  Care  of  the  Truants  and  Incorrigibles. — Edwin  P.  Seaver,  Massachusetts. 
The  University  in  Its  Relation  to  the  Teaching  Profession. — Charles  DeGarmo, 

Pennsylvania. 
The  South  and  Its  Problems. — Lawton  B.  Evans,  Georgia. 
Teaching  Patriotism  in  Southern  Schools. — J.  M.  Carlisle,  Texas. 
Closing  Remarks  of  the  President. — D.  L.  Kiehle,  Minnesota. 

1895  How  to  Test  the  Quality  of  a  Teacher's  Work. — -W.   C.  Warfield,   Kentucky; 

Aaron  Gove,  Colorado. 
Report  of  the  Committee  of  Fifteen. — William  H.  Maxwell,  chairman. 
Report  of  the  Sub-Committee  on  the  Training  of  Teachers. — H.  S.  Tarbell, 

chairman. 
Changes — Wise    and    Unwise    in    Grammar   and    High    Schools. — Orville    T. 

Bright,  Illinois. 
Recent  Improvements  in  Primary-School  Work. — Sarah  L.  Arnold,  Minnesota. 
Report  of  the  Sub-Committee  on  the  Correlation  of  Studies  in  Elementary  Educa- 
tion.— Wm.  T.  Harris,  chairman. 
Powers  and  Duties  of  State  Superintendents. — N.  C.  Schaeffer,  Pennsylvania. 
History  Teaching  in  Schools. — B.  A.  Hinsdale,  Michigan. 
The  Teaching  of  Political  Economy  in  Secondary  Schools. — Charles  F.  Thwing, 

Ohio. 
The  Teaching  of  Political  Economy  in  Secondary  Schools. — Charles  F.  Thwing, 

Ohio. 
Report  of  the   Sub-Committee  on   the   Organization  of   City-School  Systems. — 

Andrew  S.  Draper,  chairman. 
Individualism  in  Mass  Education. — P.  W.  Search,  California. 
Child-Study — Systematic  and  Unsystematic. — Wm.  L.  Bryan,  Indiana. 
Application  of  Child-Study  in  the  School. — Francis  W.  Parker,  Illinois. 

1896  What  Is  the  True  Function  or  Essence  of,  Supervision  ? — C.  A.  Babcock,  Pennsyl- 

vania. 

What  Is  the  Best  Use  That  Can  Be  Made  of  the  Grade  Meeting  ?— E.  C.  Delano, 
Illinois. 

Some  Sociological  Factors  in  Rural  Education  in  the  United  States. ^B.  A.  Hins- 
dale,   Michigan. 

The  University  and  the  State  in  the  South. — Edwin  A.  Alderman,  North  CaroHna. 

The  Necessity  for  Five  Co-ordinate  Groups  of  Studies  in  the  Schools. — W.  T. 
Harris,  District  of  Columbia. 

What  Correlations  of  Studies  Seem  Advisable  and  Possible. — C.  B.  Gilbert, 
Minnesota. 


Department]  TITLES  OF  PAPERS  AND  DISCUSSIONS  585 

1896  Concentration  of  Studies  as  a   Means  of  Dcvelojung  Character. — Charles  De 

Garmo,   Pennsylvania. 
Isolation  and  Unification  as  Bases  of  Study. — E.  E.  White,  Ohio. 
Organic  Relations  of  Studies  in  Human  Development. — W.  N.  Hailmann,  Dis- 
trict of  Columbia. 
Courses  of  Pedagogical  Study  as  Related  to  Professional  Imi^rovenient  in  a  Corps 

of  City  Teachers. — W.  S.  Sutton,  Te.xas. 
What   Should  the   Elementary  School   Do   for  the   Child  ? — Miss    N.   Cropsey, 

Indiana. 
What  Should  the  High  School  Do  for  the  Graduate  of  the  Elementary  School? — 

F.  Louis  Sold.\n,  Missouri. 
What  Should  the  College  and  the  University  Do  for  the  Graduate  of  the  High 

SchcK)!  ? — James  H.  Baker,  Colorado. 
.Some  Practical  Results  of  Child-Study. — A.  S.  Whitney,  Michigan. 
The  Inlluence  of  the  Kindergarten  Spirit  on  Higher  Education.— James  L.  Hughes, 

Canada. 

1897  1-leport    on  Plans   to  Collect    Data  concerning   Methods   and    Courses   of   Work 

in    Elementary   Schools  ? — W.   N.   Hailmann,    District  of    Columbia,   chair- 
man. 

Paper  on  the  Report  of  the  Committee. — N.  C.  Schaeffer,  Pennsylvania. 

The  Province  of  the  Supervisor. — L.  H.  Jones,  Ohio. 

Supervision  as  \'ie\ved  by  the  Sujiervised. — Sarah  L.  Brooks,  Minnesota. 

The  Correlation  of  Educational  Forces  in  the  Community. — S.  T.  Dutton,  Massa- 
chusev.  . 

Relations  of  Citizens  and  Teachers. — Ida  C.  Bender,  New  York. 

The  Proper  Use  of  Schoolhouses. — A.\ron  Gove,  Colorado. 

Why  Art  and  Literature  Ought  to  Be  Studied  in  Our  Schc;ols. — W.  T.  Harris, 
District  of  Columbia. 

.•\rt  Teaching  in  Schools. — Williah  H.  Maxwell,  New  York. 

Round  Table  on  Child-Study: — 

(</)  Hygiene  of  Motor  Development. — Wm.  L.  Bryan,  Indiana. 
(6)    Fatigue  and  Sense  Defects. — H.   E.  Kratz,  Iowa. 

(c)  Practical  Results  Obtained  thru  the  Study  of  Children's  Interests. — G.  W. 
A.  LucKEY,  Nebraska. 

(d)  How  May  the  Results  of  Child-Study  Best  Be  Embodied  in  Methods  of 
Teaching  in  Elementary  Schools? — James  L.  Hughes,  Ontario. 

(e)  The  Still  Hunt. — Miss  Sarah  C.  Brooks,  Minnesota. 
(J)    Child-Study  in  Class  Work. — L.  H.  Galbre.xth,  Illinois. 

(g)    Child-Study  with  the   Co-operation  of   Parents. — C.  C.  Van  Liew,  lUinois. 

(h)  Should    Teachers   in    Preparation    Have    Instructions   in   Theoretical   and 
Practical  Child-Study  ? — Miss  Mary  E.  Laing,  New  York. 
Round  Table  on  National  Teachers'  Certificates. — Ossian  H.  Lang,  New  York. 
Round  Table  on  Libraries. — J.  H.  Van  Sickle,  Colorado. 
Round  Table  of  State  Superintendents: — 

What  Should  the  State  Superintendents  Do  at  the  Sumiiur  Institutes? — S.  M. 
I.VGLLS,  Illinois. 

School  .Architecture. — jASf)N  E.  Hammond,  Michigan. 
Round  Table  on  College-Entrance  Requirements. — A.  F.  Nic.wtingai.k,  Illinois. 

1898  The  Township  High  School. — C.  J.  Baxter,  New  Jei-sey. 

What  Kind  of  N'ormal  Training  l)(jes  the  Common-School  Tcaclur  of  the  Soutli 
Need?  -E.  ('.  HkA.N'so.M,  Georgia. 

Better  Supervision  of  the  Public  .Schools  in  the  South.  ('.  I ).  M(  I\i.i(,  North 
Carolina. 

What  the  .\egro  Gels  from  the  Comnion-.St  himl  IvKk  ation,  and  \\  liat  lie  Gives 
to  It. — G.  R.  Glenn,  Georgia. 

Rei)ort  of  the  Conunittee  on  a  Detailed  Plan  fur  a  Rc-p>>rt  on  l''.li-rnciitarv  Educa- 
tion. -John  Dewkv,  Illinois. 

'fhe  .Mission  of  the  Elementary  .School.      .Makiin  G.  Bkumiiai'gii,  Pc-nnsylvania. 

What  (Jk.i.  Child-Studv  (lontribute  to  the  Science  of  Education?  J.  P.  Gokdy, 
f>hio. 

Some  Contributions  of  Child  Study  to  the  S(  ic-m  e  of  Ivlm  ation.  Rkuhkn  I'osr 
Halleck,    Kcntuc  ky. 

The-  Lighting  and  Seating  of  SchcK>lrooms.     W.  A.  .Mowhv,  .Massachusetts. 

Wntilation  of  Sc  ho<)lrcK)ms.     A.  P.  Mauhm:,  \ew  York. 

Contagious  Di.sea.ses  in  Schcnil.-T.  A.  .Vlorr,  Indi.ina. 


586  NATIONAL   EDUCATIONAL   ASSOCIATION        [Superintendence 

1898  The  Influence  of  Music  and   Music-Study  upon  Character. — A.  J.  Gantvoort, 

Ohio. 
Educational  Value  of  the  Tragic  as  Compared  with  the  Comic  in  Literature  and 

Art. — W.  T.  Harris,  District  of  Columbia. 
Vacation  Schools. — Richard  Waterman,  Illinois. 
Continuous  Sessions,  with  Special  Application  to  Normal  Schools. — IrwiN  Shepard, 

Minnesota. 
Grading  and  Promotion  with  Reference  to  the  Individual  Needs  of  Pupils. — Edward 

R.  Shaw,  New  York. 
Some  New  England  Plans  and  Conclusions  Drawn  from  a  Study  of  Grading  and 

Promotion. — Dr.  John  T.  Prince,   Massachusetts. 
Grading  and  Promotion  with  Reference  to  the   Individual  Needs  of  Pupils. — 

James  H.  Van  Sickle,  Colorado. 
The  English  Plan  of  Grading. — William  J.  Shearer,  New  Jersey. 
Minimum  Preparation  for  Teaching. — Price  Thomas,  Tennessee. 
Reciprocal  Recognition  of  State  and  Normal-School  Diplomas  by  the  States. — - 

Z.   X.   Snyder,    Colorado. 
Medical  Inspection  of  Schools. — W.  B.  Powell,  District  of  Columbia. 
Realizing  Our  Final  .\im  in  Education. — Sylvester  F.  Scovel,  Ohio. 

1899  The  Pubhc  Lands  and  Pubhc  Education. — E.  B.  Prettyman,  Maryland. 
Relation  of  Public  Libraries  to  Public  Schools. — Sherman  Williams,  New  York. 
The  Unseen  Force  in  Character-Making. — George  H.  Martin,  Massachusetts. 
The  Training  of  Teachers  for  Secondary  Schools. — James  E.  Russell,  New  York. 
Efficient  and  Inefficient  Teachers. — F.  Louis  Soldan,  Missouri. 

What  the  Superintendent  is  Not. — A.  E.  Winship,  Massachusetts. 

How  to  Make  Good  Teachers  Out  of  Poor  Ones. — W.  T.  Harris,  District  of 
Columbia. 

Authority  of  the  School  Superintendent. — Emerson  E.  White,  Ohio. 

The  Implications  and  Applications  of  the  Principle  of  Self-Activity  in  Education. 
— Arnold  Tompkins,  Illinois. 

To  What  Extent  Should  the  High-School  Pupil  Be  Permitted  to  Elect  His  Work  ? — 
W.  L.  Steele,  Illinois. 

The  School  Director  as  a  Factor  in  Education. — Samuel  Hamilton,  Pennsylvania. 

Report  of  Committee  on  Uniform  Financial    Reports. — C.  G.  Pearse,  chairman. 

Report  of  the  Committee  on  Amended  Spelling. — R.  K.  Buehrle,  Pennsylvania, 
chairman. 

Some  Neglected  Factors  and  Forgotten  Facts. — T.  C.  Mendenhall,  Massachusetts. 

Promotions  and  Grading. — W.  W.  Chalmers,  Ohio;  Paul  A.  Cowgill,  Michi- 
gan;   H.  E.  Kratz,  Iowa. 

Course  of  Study  for  Pupils  Who  Cannot  Complete  High-School  Work. — J.  M. 
Berkey,  Pennsylvania;    J.  W.  Carr,  Indiana. 

1900  Status  of  Education  at  the  Close  of  the  Century. — Nicholas  Murray  Butler, 

New   York. 
Two   Opportunities   for  Improvement  in   the   Administration   of   Graded-School 

Systems. — L.  D.  H.\rvey,  Wisconsin. 
The  Trail  of  the  City  Superintendent. — Aaron  Gove,  Colorado. 
The  Superintendent  in  Small  Cities. — Charles  E.  Gorton,  New  York. 
Alcohol  Physiology  and  Superintendence. — W.  O.  Atwater,  Connecticut. 
Obligations   and   Opportunities   of  Scholarship. — Edwin  A.    Alderman,    North 

Carolina. 
How  Can  the  Superintendent  Improve  the  Efficiency  of  the  Teachers  under  His 

Charge. — John  W.   Cook,   Illinois. 
The  Superintendent  as  an  Organizer  and  an  Executive. — Robert  E.  Denfeld, 

Minnesota. 

1901  The  Gospel  of  Work. — Edwin  G.  Cooley,  Illinois. 

Education  at  the  Paris  Exposition. — Howard  J.  Rogers,  New  York. 

Discussion — Subject:   Simplified  Spelling. — E.  O.  Vaile,  lUinois. 

The  Past  and  the  Future  Work  of  the  Department  of  Superintendence. — James 
M.  Greenwood,  Missouri. 

Department  of  Superintendence  of  the  National  Educational  Association. — Emer- 
son E.  White,  Ohio. 

Medical  Inspection  in  Public  Schools. — W.  S.  Christopher,  Illinois. 

The  Use  and  Control  of  Examinations. — Arthur  T.  Hadley,  Connecticut. 

A  Report  on  Manual  Training  in  the  Detroit  Elementary  Schools. — J.  H.  Trybon, 
Michigan. 


Department]  TITLES  OF  PAPERS  AND  DISCUSSIONS  587 

1 901  The  Progress  and  Aims  of  Domestic  Science  in  the  Public  Schools  of  Chicago. — 

Henry  S.  Tibbits,  Illinois. 
Manual  Training  in  the  Menomonie  Public  Schools. — JUDSON  E.  Hoyt,  Wisconsin. 
Po.s.^bilities  of  Manual  Training  for  Moral  Ends. — R.  Charles  B.\tes,  Maryland. 
Organization  of  Inspection  and  Supervision  of  Grade  Teachers — Discussion. 
Developing  Greater  EtTiciency  in  Teaching  Forms — Discussion. 
Grading  in  the  Interests  of  the  Pupils — Discussion. 
Correlation  of  High-Sthool  and  Grammar-Grade  Work — Discussion. 
Literature  below  the  High  School. — Miss  Mae  E.  Schreiber,  Wisconsin. 
The  Consolidation  of  Schools  and  Transportation  of  Pupils — Discussion. 
Observance  of  Ex])erts  as  a  Means  of  Training — Discussion. 
The  Need  of  Individual  Instruction. — John  Kennedy,  New  York. 
A  Standard  Course  of  Study  for  Elementary  Schools  in  Cities. — R.  G.  Boone,  Ohio. 
Some  Aspects  of  Grammar-School  Training. — L.  B.  R.  Briggs,  Connecticut. 
The  Situation  as  Regards  the  Course  of  Study. — John  Dewey',  Illinois. 

1902  Obstacles  to  Educational  Progress. — Paul  H.  Hanus,  Massachusetts. 

The  \'alue  of  Examinations  as  Determining  a  Teacher's  P'itness  for  Work. — Edwln 
G.  CooLEY,  Illinois. 

The  Practical  Application  of  All  Learning  to  Better  Living. — D.  L.  Kiehle,  Min- 
nesota. 

Influences  That  Make  for  Good  Citizenship. — Henry  P.  Emerson,  New  York. 

1903  The  Human  Side  of  Geography. — Lloyd  E.  Wolfe,  Texas. 

The  Best  Methods  of  Electing  School  Boards. — Lewis  H.  Jones,  Michigan. 

The  Freedom  of  the  Teacher. — Charles  B.  Gilbert,  New  York. 

.\  Readjustment  of  the  High-School  Curriculum. — E.  W.  CoY',  Ohio. 

Industrial  Training  in  Rural  Schools. — Alfred  Bayliss,  Illinois. 

Literature  in  the  Grades  and  How  to  Use  It. — Mrs.  Alice  W.  Cooley',  North 

Dakota. 
To  What  Extent  and  in  What  Form  Should  the  Manual-Training  Idea  Be  Em- 

l)odicd  in  Public-.School  Work  ?^ — W.  O.  Thompson,  Ohio. 
Public  Opinion  and  Good  Schools. — J.  K.  Stableton,  Illinois. 
The  Organization    and   Function    of  the  Training  .School   in   the   State  Normal 

School. — Wilbur  H.  Be.nder,  Iowa. 
What  Should  Be  the  Features  of  a  Modern  Elementary-School  Building. — C.  F. 

Carroll,  Massachusetts. 
The  Most  Effective  L'se  of  a  Superintendent's  Time. — A.  B.  Blodgett,  New  York. 
The  Pull  Utilization  of  a  Public-School  Plant. — Charles  W.  Eliot,  Ma.ssachu.setts. 
Scven-Year  Course  of  Study  for  Ward-School  Pupils. — James  M.  Greenwood, 

Missouri. 
Oxford    University  and   the    Rhodes   S(  holarshij)s. — W.    T.    IIarkis,    District   of 

Columbus. 
Some  Practical  Problem  in  Manual  Training. — Charles  R.  Richards,  .\ew  \nrk. 
Co-education  at  the  University  of  Chicago. — .Albion  W.  Small,  Illinois. 
Co-edu(  ation  in  High  Schools.  —.Aaro.n  Gove,  Colorado. 

1904  Education  at  the  Universal  Exposition,   1004 — From  the  \'iew-Pcjint  of  llic   Chief 

of  the  Department. — Hf)VVARD  J.  Rogers,  Mis.souri. 
Education  at  the  Universal  Exposition,  1004 — Exhibit  of  the  United  Slates  Bureau 

of  Education. — W.  T.  Harris,  District  of  Columbia. 
Education  at  the  Universal  Exposition,  1004 — Some  City  Exhibits:   Their  Pur|)o.se 

and  Plan     A.  St.  I>ouis. — F.  Louis  Soldan,  Mis.souri;    B.  The  City  of  New 

York.     .Andrew  W.  Edson,  New  York. 
'I'he  Su])erintendent's  Influence  on  the  Course  of  Study.      W.  H.  Elson,  Michigan. 
What  Omis.sions  .Arc-  .Advisable  in  the  I're.sent  Course  of  Study  and  What  Should 

Be  the  Basis  for  the  Same.  —  Frank  M.  McMiRRV,  New  \'ork. 
Athletics  and  Collateral   .Activities  in  Sccondarv  Schools.      I".   D.   lioVNToN,   .New 

York. 
Herlx-rt  S|»encc-r  anci    His    Inllucncc  on    Ilduc  ation.      \\  .    T.    IIakkis,    District   of 

Columbia. 
Herlx-rt  S|M-ncer's  Four  Famous  Essays. — John  W.  Cook,  Illinois. 
HcrlH-rt  S|K'n<er's  Individuality  as  Manifeslccl  in  His  Educational  Thinking.     \\  . 

S.  Sutton,  Texas. 
Herbert  Sjx-ncer  as  an  Fduc  alional  Force.      .A.  i;.  Winship,  Mas.sac  husetts. 
HctIktI  S|M-nc  er  as  a   Philosophc-r.      W.   KosK,  Tc-nnessee. 
Fduc  ational  Princ  iples  for  the  South.     Charles  W.  Dahney,  Tennes.see;  Chakli.s 

D.  McIvKR,  North  Carolina. 


588  NATIONAL  EDUCATIONAL  ASSOCIATION        [Superintendence 

The  Factory  Child. — Lawton  B.  Evans,  Georgia. 

The  Ethical  Element  in  Education. — Walter  B.  Hill,  Georgia. 

Administration  and  Supervision — The  Superintendent  as  a  Man    of  Affairs. — 

William  H.  Maxwell,  New  York. 
Administration    and   Supervision — The    Assistant    to    the    Superintendent — His 

Functions  and  Methods  of  Work. — Miss  Alice  E.  Reynolds,  Connecticut. 
Administration  and  Supers-ision — The  Management  of  Special  Departments. — 

C.  H.  Kendall,  Indiana. 
The  Extension  of  Public-School  Privileges^ — TJie   Organization  of  a  System  of 

Evening  Schools. — Thomas  ]M.  Balliet,  Massachusetts. 
Extension  of  Public-School  Privileges — Adult  Education. — Henry  M.  Leipziger, 

New  York. 
Extension   of   Public-School   Privileges — University   Extension   for   Teachers  in 

Service. — R.  H.  Halsey,  Wisconsin. 
Extension  of  Public-School  PriWleges — Vacation  Schools,  Playgrounds,  and  Recre- 
ation Centers. — Miss  Evangeline  E.  Whitney,  New  York. 
The  Recognition  of  Certificates  and  Diplomas  Granted  (a)  by  State  and  County 

Authorities,  {b)  by  Schools  of  Education. — L.  E.  Wolfe,  Texas. 
Increasing  the  Efficiency  of  Rural  Schools. — Arthur  Lefevre,  Texas. 
Consolidation  of  Rural  Schools. — J.  Y.  Joyner,  North  Carolina. 
Improvements  in  Course  of  Study  and  System  of  Grading. — Delos  Fall,  Michigan. 
Higher  Standards  in  the  Employment  of  Teachers. — Francis  P.  Venable,  North 

Carohna;   M.  L.  Brittain,  Georgia. 
E.xpert  Supervision. — Isaac  W.  Hill,  Alabama. 
The  Expediency  of  Importing  Teachers  of  Approved  Merit  from  without  a  Town 

or  City. — Samuel  T.  Dutton,  New  York. 
■  Should  Teachers  be  Required  to  Present  from  Time  to  Time  Evidences  of  Increased 

Scholarship  ? — Walter  H.  Small,  Rhode  Island. 

1905  Review  of  the  Educational  Features  of  the  Universal  Exposition  at  St.  Louis. — 

(a)  The  Foreign  Educational  Exhibits. — Howard  J.  Rogers,  New  York. 

{h)   The   American   Educational   Exhibits — Eliphalet  Oram  Lyte,    Pennsyl- 
vania. 

(c)    The    United   States    Exhibit    of    Elementary  Education. — Ben    Blewett, 
Missouri. 
Means  of  Increasing  the  Efficiency  of  Our  Public-School  Work — Various  Authors. 
Some  of  the  Conditions  Which  Cause  Variation  in  the  Rate  of  School  Expenditures 

in  Different  Localities. — W.  T.  Harris,  District  of  Columbia. 
The  Group  Morality  of  Children. — George  E.  Vincent,  Illinois. 
Charter  Provisions  as  Related  to  the  Organization  of  School  Systems. — William 

H.  Maxwell,  New  York. 
A  Nonpartisan  School  Law. — Edward  C.  Eliot,  Missouri. 
Charter  Provisions  as  Related  to  the  Reorganization  of  School  Systems. — F.  Louis 

Sold  an,   Missouri. 
Report  of  Committee  on  Interstate  Recognition  of  State  Teachers'   Certificates. 
High-School  Privileges  for  Country  Pupils. — C.  P.  Cary,  Wisconsin. 
The    Merit   System   of  Appointing   and   Promoting   Teachers. — Ben    Blewett, 

Missouri,  and  others. 
Manual  Training  in  the  Elementary  School. — James  Parton  Haney,  New  York. 
Child-Labor. — Jane  .\ddams,  Illinois. 

Manual  Training  in  the  Secondary  Grades  and  in  Colleges. — Calvin  M.  Wood- 
ward,   Missouri. 

1906  The  Means  .\fforded  by  the  Public  Schools  for  Moral  and  Religious  Training. — 

Thomas  A.  Mott,  Indiana. 

The  Effect  of  Moral  Education  in  the  Public  Schools  upon  the  Civic  Life  of  the 
Community. — W.  O.  Thompson,  Ohio. 

Woman's  Part  in  Public-School  Education. — Mrs.  Sarah  E.  Hyre,  Ohio. 

What  Kind  of  Education  is  Best  Suited  to  Boys. — Reuben  Post  Halleck,  Ken- 
tucky. 

What  Kind  of  Education  is  Best  Suited  for  Girls  ? — Anna  J.  Hamilton,  Ken- 
tucky. 

What  kind  of  Language  Study  Aids  in  the  Mastery  of  Natural  Science  ? — ^W.  T. 
Harris,  District  of  Columbia. 

The  Superintendent's  Authority  and  the  Teacher's  Freedom. — Oscar  T.  Corson, 
Ohio. 

The  Teaching  of  Arithmetic— Simon  Newcomb,  District  of  Columbia. 


Departrtent]    THE  AMERICAN  NORMAL  SCHOOL  ASSOCIATION  589 

Suggestions  for  tht-  Improvement  of  the  Studv  Period. — F.  M.  McMuRRV,  New- 
York. 

Means  of  Improving  the  Efficiency  of  the  Grammar  School — Ehminations  and 
Modifications  in  the  Course  of  Study. — M.^rtin  G.  Brumb.\ugh,  Pennsylvania. 

How  Can  the  Supervising  Influence  of  Grammar-School  Principals  be  Improved  ? — 
Lewis  II.  Jones,  Michigan. 

A.  Round  Table  of  City  Superintendents  of  Larger  Cities. 
Topic — Interrelation  of  Functions  in  a  City  School  System. 

1.  Influence  of  the  Supervisor. — Ada  Van  Stone  Harris,  New  York. 

2.  The    Influence  of  the  City  Normal  School  or  Training  School. — Ella 
Fl.vgg  Young,  Illinois. 

B.  Round  Table  of  Superintendents  of  Smaller  Cities. 

Topic — The    Local    Training-School    as    an    Agency  for  the  Preparation  of 

Teachers. — Wilbur  F.  Gordy,  Illinois. 
I.  The    Best  Means  and  Methods  of  Improving   Teachers    -Mready   in    the 
Service. — Willi.a^m  McKendree  \'axce,  Ohio. 

C.  Round  Table  of  State  and  County  Su])crintcndents. 

1.  Teachers'  Salaries  and  How  Affected  by  the  Operation  of  the  Minimuni- 
Salar)'  Law. — Fassett  .\.  Cotton,  Indiana. 

2.  Rural  School  .•\rchitecture. — J.  W.  Olsen,  Minnesota. 

D.  Round  Table  Conference  on  Simplified  Spelling. 

1.  Simpler  Spelling:    What  Can  bi;  Most  Wisely  Done  to  Hasten  It? — E. 
Benjamin  Andrews,  Nebraska. 

2.  What  Can  Mt)st  Wi.sely  Be  Done  to  Hasten  Simpler  Spelling  ? — J.  Geddes, 
Jr.,  Massachusetts. 

The  Incorrigible  Child. — -Juli.v  Richman,  New  York. 

The  Examination  of  the  Eyes  of  School  Children. — John  C.  Eberh.\rdt,  Ohio. 

What  Should  Be  the  Basis  for  the  Promotion  of  Teachers  and  the  Increase  of 

Salaries  ? — Ja.mes  H.  Van  Sickle,  Maryland. 
The  Next  Step  in  the  Salary  Campaign. — D.wiD  Felmlev,  Illinois. 
The  New  Phonetic  Alphabet. — George  Hempl,  Michigan. 
What  Form  of  Industrial  Training  is  Most  Practical  and  Best  Suited  to  the  Countrv 

Child  ?— O.  J.  Kern,  Illinois. 
Forms  of  Industrial  Education  Best  Adapted  to  City  Children. — Charles  H. 

Keyes,  Connecticut. 
Art  as  Related  to  Manual  Training. — James  Edwin  Addicott,  Louisiana. 


THK  AMKRJCAX  XORMAL  SCITOOJ,  ASSOCIATION 


THE  DEPARTMENT  OF  NORNLAL  SCHOOLS 

The  first  meeting  of  the  representatives  of  normal  schools  in  the  country  was  held  in 
the  city  of  New  York,  in  1855,  at  the  time  of  the  meeting  of  the  American  Association 
for  the  Advancement  of  Education.  The  meeting  was  informal  in  its  c  haracter,  and  was 
devoted  to  a  free  interchange  of  views  on  subjects  lonnec  ted  with  the  jjractic  al  working 
of  normal  schmjls. 

Another  informal  meeting  was  held  at  Springfield,  Ma.ss.,  in  1856,  and  a  connnitlee 
was  apfK>intcd  to  submit  a  constitution  and  plans  for  a  permanent  organization. 

The  third  meeting  was  held  at  Albany,  N.  Y.,  in  1857,  but  as  few  were  present  110 
slefjs  were  taken  to  form  a  fM-rmanent  organization. 

In  1858,  a  meeting  was  held  in  Norwich,  Conn.,  an<l  a  constitution  was  adopted. 

The  first  annual  (finventi«)n  at  Trent<in,  N.  J.,  in  1850,  was  largely  attended,  and 
the  exen  ises  were  of  the  most  practical  character,  liul  the  proceedings  were  not  published. 

1859  TRENTON  N.  J.     August   17-19. 

OPFirKKS 

I'rrsidrnt     Wil mam  F.  PlIKLl'S,  Trenton,  N.  J. 
Srcrrliiry  -\Uv.l)i>V.S  G.  NoKTliinU',  Host<in,  M.i.ss. 


59° 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Normal 


Topics! 
In  1866  this  Association  met  at  Indianapolis,  Ind.,  with  the  National  Teachers' 
Association.  The  proceedings  and  papers  were  published  in  connection  with  those 
of  the  National  Teachers'  Association.  There  was  no  meeting  of  either  association  in 
1867.  Joint  meetings  were  held  in  1868  at  Nashville,  Tenn.,  at  Trenton,  N.  J.,  in  1869, 
and  at  Cleveland,  Ohio,  in  1870  when,  on  the  reorganization  of  the  National  Educational 
Association,  the  American  Normal  School  Association  became  the  Department  of  Normal 
Schools  of  the  N.  E.  A. 


1866  INDIANAPOLIS,  IND. 

Pres.,  Richard  Edwards.  St.  Louis,  Mo 
Sec,  L.  B.  Kellogg,  Emporia,  Kans. 

1867  No  Meeting 

1868  NASHVILLE,  TENN. 

Pres.,  D.  B.  Hagar,  Salem,  Mass. 
V.-Pres.,  E.  A.  Sheldon   Oswego,  N.  Y. 
Sec,  W.  E.  Crosby,  Cincinnati,  O. 


OFFICERS 
1869 


1870 


TRENTON,  N.  J. 

Pres.,  M.  A.  Newell,  Baltimore,  Md. 

V.-Pres.,  John  Ogden,  Nashville,  Tenn. 

Sec,  A.  S.  Barbour,  Washington,  D.  C. 

CLEVELAND,  O. 

Pres.,  John  Ogden,  Gambier,  O. 

V.-Pres.,  John  M.  Olcott,  Terre  Haute,  Ind. 

Sec,  A.  L.  Barbour.  Washington,  D.  C. 


DEPARTMENT    OF    NORMAL    SCHOOLS 


1882  SARATOGA  SPRINGS,  N.  Y. 
Pres.,  C.  C.  Rounds,  Farmington,  Me. 
V.-Pres.,  T.  C.  H.  Vance.  Lexington,  Ky. 
Sec,  Jerome  Allen,  St.  Cloud,  Minn. 

1883  SARATOGA  SPRINGS,  N.  Y. 
Pres.,  E.  A.  Ware,  Atlanta,  Ga. 
V.-Pres.,  E.  C.  Hewett,  Normal,  111. 
Sec,  G.  P.  Beard,  California,  Pa. 

1884  MADISON,  WIS. 
Pres.,  E.  C.  Hewett,  Normal,  111. 
V.-Pres.,  J.  Baldwin.  Huntsville,  Tex. 
Sec,  M.  S.  Cooper,  Oswego,  N.  Y. 

1885  SARATOGA  SPRINGS,  N.  Y. 
Pres.,  George  P.  Brown,  Terre  Haute,  Ind. 
V.-Pres..  J.  Baldwin,  Huntsville,  Tex. 
Sec,  Sarah  E.  Sprague,  Winona,  Minn. 

1886  TOPEKA,  KANS. 
Pres.,  A.  G.  Boyden,  Bridgewater,  Mass. 
V.-Pres.,  G.  L.  Osborne,  Warrensburg,  Mo. 
Sec,  E.  H.  Cook,  Potsdam,  N,  Y, 

1887  CHICAGO,  ILL. 
Pres.,  A.  R.  Taylor,  Emporia,  Kans. 
V.-Pres..  James  H.  Hoose,  Cortland,  N.  Y. 
Sec,  Mary  Nicholson,  Indianapolis,  Ind. 

1888  S.\N  FRANCISCO.  CAL. 
Pres.,  S.  S.  Parr,  Greencastle,  Ind. 
V.-Pres.,  R.  C.  Norton,  Cape  Girardeau,  Mo. 
Sec,  Rose  C.  Swart,  Oshkosh,  Wis. 

1889  NASHVILLE,  TENN. 
Pres.,  Irwin  Shepard,  Winona,  Minn. 
V.-Pres.,  Lucy  Washburn,  San  Jos6,  Cal. 
Sec.  Ellen  A.Williams.  Framinghani,  Ma.ss. 

i8qo    ST.  PAUL.  MINN. 

Pres.,  W.  W.  Parsons,  Terre  Haute,  Ind. 
V.-Pres..  James  H.  Hoose,  Cortland,  N.  Y. 
Sec,  John  L.  Lampson,  Nashville,  Tenn. 

1891    TORONTO,  ONT. 

Pres.,  B.  A.  Hinsdale,  Ann  Arbor,  Mich. 
V.-Pres.,  G.  L.  Osborne,  Warrensburg,  Mo. 
Sec,  Isabella  Lawrence,  St.  Cloud,  Minn. 

■  The  papers  read  at  this  Session  were  printed  in  the  Proceedings  of  the  American  Normal  .School  Asso- 
ciation, published  by  A.  S.  Barnes  and  Burr,  New  York,  i860,  and  were  as  follows: 

The  Proper  Sphere  and  Work  of  the  Normal  School. — Alpheus  Crosby.  Massachusetts. 

To  What  Extent  Can  the  Art  of  Teaching  Re  Taught  in  Normal  Schools. — John  Ogden.  Ohio. 

The  Course  of  Study  Best  Suited  to  the  Objects  of  American  Normal  Schools. ^Richard  Edwards, 
Missouri. 


1871 


1872 


1873 


1874 


1875 


1876 


1877 


1878 
1879 


1880 


1881 


ST.  LOUIS,  MO. 

Pres.,  S.  H.  White,  Peoria,  111. 

V.-Pres.,  C.  C.  Rounds,  Farmington.  Me. 

Sec,  A.  L.  Barbour,  Washington.  D.  C. 

BOSTON.  MASS. 

Pres..  C.  C.  Rounds,  Farmington,  Me. 

V.-Pres..  Anna  C.  Br.-vckett,  New  York,  N.Y. 

Sec,  Nathan  Newby,  Ind. 

ELMIRA,  N.  Y. 

Pres.,  A.  G.  Boyden,  Bridgewater,  Mass. 

V.-Pres.,  Joseph  Estabrook,  Ypsilanti.  Mich. 

Sec,  M.  A.  Newell,  Baltimore,  Md. 

DETROIT,  MICH. 

Pres..  James  H.  Hoose,  Cortland,  N.  Y. 

V.-Pres.,  W.  N.  Hailmann,  Louisville,  Ky. 

Sec,  Mrs.  S.  A.  Rulison,  North  Bend,  O. 

MINNEAPOLIS,  MINN. 

Pres.,  J.  C.  Greenough,  Providence,  R.  I. 

V.-Pres.,  Wm.  A.  Jones.  Terre  Haute,  Ind. 

Sec,  C.  F.  R.  Bellows,  Ypsilanti,  Mich. 

Baltimore,  Md. 

Pres.,  Edward  Brooks,  Millersville,  Pa. 

V.-Pres.   Delia  A.  Lathrop,  Cincinnati,  O. 

Sec,  Geo.  S.  Albee,  Oshkosh,  Wis. 

LOUISVILLE,  KY. 

Pres.,  F.  Louis  Soldan,  St.  Louis,  Mo. 

V.-Pres..  S.  H.  White.  Peoria.  111. 

Sec,  Grace  C.  Bibb,  St.  Louis,  Mo. 

No  Meeting 

PHILADELPHIA.  PA. 

Pres.,  Wm.  F.  Phelps,  Whitewater,  Wis. 

V.-Pres.,  T.  Marcellus,  Marshall,  W.  Va. 

Sec,  Grace  C.  Bibb,  St.  Louis,  Mo. 

CHAUTAUQUA,  N.  Y. 

Pres.,  J.  C.  Gilchrist,  Cedar  Falls.  la. 

V.-Pres..  E.  C.  Hewett,  Normal,  111. 

Sec,  G.  W.  Fetter,  Philadelphia,  Pa. 

ATLANTA.  GA. 

Pres.,  Jerome  Allen.  Geneseo,  N.  Y. 

V.-Pres.,  G.  L.  Osborne,  Warrensburg,  Mo. 

Sec,  G.  P.  Brown,  Terre  Haute,  Ind. 


Schools] 


TITLES  OF  PAPERS  AND  DISCUSSIONS 


591 


1892  SARATOGA  SPRIXGS.  N.  Y. 

Pres..  Charles  DeGarmo.  Swiirthmore,  Pa. 
V.-Pres..  Larkin  Dunton,  Boston.  Mass. 
Sec.  Marg.\ret  E.  Conkling.  Milwaukee. 
Wis. 

1893  CHICAGO.  ILL. 

Pres..  J.  M.  Milne.  Oneonta.  X.  V. 
V.-Pres..  J.  W.  Cook,  Normal.  III. 
Sec  .  J.  N.  Wilkinson.  Kmporia,  Kans. 

1894  ASBURY  PARK..  N.  J 

Pres..  J.  M.  .MiLKE.  Oneonta.  N.  Y. 
\".-Pres..  J.  W.  Cook.  Normal.  111. 
Sec,  J.  N.  Wilkinson.  Emporia.  Kans. 
189s    DENVER.  COLO. 

Pres..  J.  M.  Green.  Trenton.  N.  J. 
\'.-Pres..  Z.  X.  Snyder.  Greeley.  Colo. 
Sec,  C.  C.  Van  Liew,  Normal.  111. 

1896  BUFFALO.  N.  Y. 

Pres..  John  W.  Cook,  Normal,  111. 

V.-Pres..  G.  R.  Kleeberger.  St.  Cloud.  Minn. 

Sec.  A.  G.  BoYDEN.  Bridgewater.  Mass. 

1897  .MILWAUKEE.  WIS. 

Pres.,  A.  G.  Boyden,  Bridgewater,  Mass. 
N'.-Prcs..  Z.  X.  Snyder.  Greeley.  Colo. 
Sec.  E.  A.  Strong.  Ypsilanti,  Mich. 

1898  WASHINGTON.  D.  C. 

Pres..  H.  H.  Seerley.  Cedar  Falls,  la. 
\'.-Pres.,  Rose  C.  Swart.  Oshkosh,  Wis. 
Sec.  F.  B.  Palmer.  Fredonia.  N.  Y. 

1899  LOS  ANGELES,  CAL, 

Pres..  Theodore  B.  Noss,  California,  Pa. 
V.-Pres.,  Marion  Brown.  New  Orleans,  La 
Sec.  J.  N.  Wilkinson,  Emporia,  Kans. 


1900  CHARLESTON.  S.  C. 

Pres..  James  E.  Russell,  New  York.  N   Y. 
V.-Pres.,  N.  Cropsey,  Indianapolis,  Ind. 
Sec,  Charles  B,  Dyke,  Hampton,  Va. 

1901  DETROIT,  MICH. 

Pres.,  C.  D.  McIver.  Greensboro,  N.  C. 
V.-Pres..  Z.  X.  Snyder,  Greeley  Colo. 
Sec,  Myron  T.  Scudder,  New  Paltz,  N.  Y. 

1902  MINNEAPOLIS,  MINN. 

Pres.,  Jesse  F.  Millspaugh,  Winona,  Minn. 
V,-Pres,,  Myron  T,  Scudder,  New  Platz, 

N.  Y. 
Sec.  John  R.  Kirk.  Kirksville,  Mo. 

1903  BOSTON,  MASS. 

Pres.,  Livingston  C.  Lord,  Charleston,  lU. 
V.-Pres.,  A.  Salisbury,  Whitewater,  Wis, 
Sec,  Edgar  L,  Hewett,  L.xs  Veg;»s,  N.  M. 

1904  ST.  LOUIS,  MO. 

Pres.,  Lewis  H.  Jones,  Ypsilanti.  Mich. 
V.-Pres.,  Grant  Karr,  Oswego.  N.  Y. 
Sec,  Mo.ntana  Hastings,  Kirksville,  Mo. 

1905  ASBURY  PARK  and  OCEAN  GROVE, 

N.J. 
Pres.,  C.  C.  Van  Liew,  Chico,  Cal. 
V,-Pres,,  Jesse  D.  Burks,  Paterson,  N.  J. 
Sec,  Anna  Buckbee,  California,  Pa, 

1906  No  Meeting 

1907  LOS  ANGELES,  CAL. 

Pres..  John  R.  Kirk.  Kirksville,  Mo. 
V.-Prcs..  D.  B.  Johnson,  Rock  Hill,  S.  C. 
Sec,  .Mary  .\mce  Whitney,  Emporia,  Kans. 


TOPICS 

1866  The  Duties  of  an  Anu-rican   Slate  in   Respect  to  Higher  I>:ducation. — William 

F.  Phelps,  Minnesota. 
Oral  Instruction:    Its  Philosophy  and  Methods.— Mrs.  Mary  Howe  Smith,  New 

York. 
Oral  Teaching. — Edwin  C,   Hewett,   Illinois. 
Normal    Education   in    Kansas, — L.    M.    Kellocu;,    Kansas. 
Normal  Schools :  Their  Organization  and  Course  of  Study.     Wii.ti.am   F.Piiki.ps, 

Minnesota. 

1867  No  Meeting. 

1868  State  Normal  Schools,  Are  Essential  lor  llie  llHu  ieiil  Oju  ration  of  Public    Inslruc- 

I'um — Discussion. 
The  Usefulness  of  Model  Schools  in  Connedion  witli   \..rm.il  St  liools,  and  the 

Mode  of  Conducting  Them — Discussion. 
TextVj<K)ks. — M.  A.  Newell,  Maryland. 

1869  How  Shall  Pupils  Be  Taught  to  Teach  ?— John  Alden,   New  York. 
School   Architecture.— \ViLLL\M    F.    Pheli'S,    Minnesota. 
Education  a.s  a  Science.- -John  Oc.ukn,  Ohio. 

Course  of  Study  for  a  Normal  School.      Fokdyce  Allen,    Pennsylvania. 
The  Spiritual  Element  of  Education.    -I-Idwaki)  Bkouks,   I'enn.sylvania. 

1870  President's    Address— The    Condition    an<l    Wants    of    Normal    Schools.     John 

OoiiEN,    Ohio. 
Course  of  Stutiy  for  Normal  Schools.— Wh.LIAM   F.   PhklI'S,   Minnesota. 
The  Means  of  Providing  Professional  Instruction.— S,  H.  White,  Illinois. 
The   Human   Body:  A  Suhjei  t  of  Study  for  Teachers.  -J.   E.   PiCKAKO,   Illinois. 
OI)je(t-Ees.sons:    Their  Value  and  Plate.-  Delia  A.  Eatiirop,  Ohio. 
Vo<al   Music    in  Normal  Schools. — (Je(j.  B.   Eoomis.  Incjiana, 
The  .\pplic  ation  of  Mental  St  iencc  loTeat  hing.     J.  W.  Dickinson,  M.issac  luiselts. 

The  Department  of  Normal  Schools 

1871  President's  Address-  -Slate  Aid  for  Normal  SchcH)Is. — S.    11.   Wiiiii,    Illinois, 
Model  Sch<H)ls  in  Connection  wiili  Normal  Schools. — R,  1'J)M  \ki)S,  Illinois 


592  NATIONAL  EDUCATIONAL  ASSOCIATION  fNormal 

1871  The  Normal  School  Its  Own  Model  School. — Anna  C.  Brackett,  Missouri. 
Principles  and  Methods  in  a  Normal  Course.— J.  W.  Armstrong,  New  York. 

1872  The  Proper  Work  of  Normal  Schools. — J.  C.  Greenough,   Rhode  Island. 
Normal-School  Work  among  the  Freedmen. — S.   C.  Armstrong,   Virginia. 
The  American  Normal  School. — Anna  C.  Brackett,  New  York. 
Professional  Instruction  in  Normal  Schools. — T.   W.   Harvey,   Ohio. 
Relation  between  Matter  and  Method  in  Normal  Instruction. — Geo.  P.  Beard, 

Missouri. 
Practice  Schools:    Their  Uses  and  Relation  to  Normal  Training. — Miss  J.   H. 
Stickney,    Massachusetts. 

1873  Duties  and  Dangers  of  Normal  Schools. — Richard  Edwards,  Illinois. 
Elementary  and  Scientific   Knowledge. — J.   W.   Dickinson,    Massachusetts. 
Instruction  in  Natural  Science  in  Normal  Schools. — J.  C.  Greenough,  Rhode 

Island. 
Training-Schools :     Their  Place  in  Normal-School  Work. — Delia  A.  Lathrop, 

Ohio. 
Relative  Contribution  of  Scholarship  and  Methods  to  the  Power  of  the  Teacher. — 

H.  B.  Buckham,  New  York. 

1874  What  Constitutes  a  Consistent  Course  of  Study  for  Normal  Schools. — J.  Ogden, 

Ohio. 

Training-Schools  in  Connection  with  Normal  Schools. — J.  C.  Greenough,  Rhode 
Island. 

What  Must  Be  the  Work  of  Normal  Schools  to  Entitle  Them  to  Be  Called  Pro- 
fessional ? — Larkin  Dunton,  Massachusetts. 

Method  and  Manner. — F.  Louis  Soldan,  Missouri. 

1875  The  Professional  Training  of  Teachers. — Delia  A.  Lathrop,  Ohio. 

1876  President's  Address — Centennial  Thoughts  on  Normal  Schools. — Edward  Brooks, 

Pennsylvania. 
What  is  a  School,  etc.  ? — J.  H.  Hoose,  New  York. 
What  May  Normal  Schools  Do  to  Furnish  Right  Habits  of  Thought  and  Study 

in  Their  Pupils  ? — C.  A.  Morey,  Minnesota. 
Personal  and  Acquired  Gifts  of  Teaching. — H.  B.  Buckham,  New  York. 
A  Professional  Course  of  Study  for  Normal  Schools. — John  Odgen,  Ohio. 

1877  Normal  Schools. — F.  Louis  Soldan,  Missouri. 

Range  and  Limits  of  Normal-School  Work. — -E.  C.  Hewett,  Illinois. 
Common-School  Studies  in  Normal  Schools. — J.  C.  Greenough,  Rhode  Island. 
Attacks  on  Normal  Schools. — C.  C.  Rounds,  Maine. 

A  Few  Queries  concerning  Some  of  the  Details  of  Normal-School  Work. — S.  H. 
White,   Ilhnois. 

1878  No  Meeting. 

1879  Professional   Degrees   for  Teachers. — J.    C.   Gilchrist,    Iowa. 

A  Contribution  to  the  Question  of  Professional  Instruction  in  Normal  Schools. — - 
Lewis  McLouth,  Michigan. 

1880  Instruction    in    Subject-Matter   a    Legitimate    Part    of    Normal-School   Work. — 

G.  L.  Osborne,  Missouri. 
Some  of  the  Obstructions,  Natural  and  Interposed,  That  Resist  the  Formation  and 
Growth  of  the  Pedagogic  Profession. — Geo.  P.  Brown,  Indiana. 

1 881  Tresident's  Address — The  Necessity  of  a  Normal  School  in  a  Public  System  of 

Instruction. — Jerome  Allen,  Minnesota. 
What  Constitutes  a  Normal  School. — J.  C.  Gilchrist,  Iowa. 
The  Best  Normal  Training  for  Country  Teachers. — T.  C.  H.  Vance,  Kentucky. 

1882  The  True  Place  of  a  Normal  School  in  the  Educational  System. — D.  L.  Kiehle. 

1883  -Normal  Schools:   Their  Origin,  Object,  and  Condition. — E.  C.  Hewett,  lUinois. 

Right  Use  of  Memory  against  Cramming. — B.  G.  Northrop,  Connecticut. 

The  Normal-School  Problem,  and  the  Problems  of  the  Schools. — H.  H.  Straight, 

New  York. 
The  Place  and  Function  of  the  Normal  School. — Charles  DeGarmo,  Illinois. 

1884  Necessity  for  Normal  Schools. — E.  C.  Hewett,  Illinois. 

Normal  Schools:    Their  Necessity  and  Growth. — Thomas  Hutstter,  New  York. 
Some  Applications  of  Psychology  to  the  Art  of  Teaching.- — W.  H.  Payne,  Michigan. 

1885  Educational  Value  of  Each  of  the  Common-School  Studies. — J.  H.  Hoose,  New 

York. 
The  Function  of  the  Normal  School. — Edward  E.  Sheib,  Louisiana. 


Schookl  TITLES  OF  PAPERS  AND  DISCUSSIONS 


593 


1886  Distinctive  Principles  of  Normal-School  Work. — A.  G.  Boyden,  Massachusetts. 
Report  on  Organization,  Courses  of  Study,  and  Methods  of  Instruction  in  Normal 

Schools. — ^A.  R.  T.WLOR,  Kansas. 
Educational  A'aluc  of  Common-School  Studies. — J.  H.  HooSE,  New  York;    M'. 
H.  Pa'V'ne,   Michigan;    Edward  Brooks,   Pennsylvania. 

1887  \'alue  of  Lessons  from  Educational  History. — A.  R.  Taylor,  Kansas. 
Methods  of  Instruction  in  the  Normal  Schools  of  the  United  States. — Thos.  J. 

Gray,  Minnesota. 
The  General  System  of  Normal  Schools. — Charles  DeGarmo,  Illinois. 
Conditions  of  Psychology  in  Normal  Schools. — G.  S.  Albee,  Wisconsin. 

1888  The  Normal-School  Problem.— S.  S.   Parr,   Indiana. 

The  Distinctive  Work  of  the  Normal  School. — Joseph  Baldwin,  Te.\as. 

The  Subject-Mattcr  Which  Belongs  Properly  to  the  Normal  School  Curriculum. — 

C.  W.  HoDGiN,  Indiana;  W.  T.  Harris;  Miss  Lucy  M.  Washburn,  California. 
The  Training-School  as  an  Adjunct  of  the  Normal  School. — Chas.  H.  Ai.i.en, 

California. 
The  Relation  of  the  Normal  to  the  Academic  School. — Thos.  H.  Kirke,  Wisconsin. 

1889  Pedagogical  Chairs  in  Colleges  and  Universities.— B.  A.  Hinsdale,   Michigan. 
Report  of  Committee  Appointed  at  Chicago,  on  Methods  of  Instruction  and  Course 

of  Studies  in  Normal  Schools.— Thos.  H.  Gr.\y,  Minnesota;    A.  G.  Boyden, 

Massachusetts;    C.  C.  Rounds,  New  Hampshire. 
Normal-School  Work  among  the  Colored  People. — A.  J.  Steele,  Tennessee. 
The  Training  of  the  Teacher  in  the  South. — A.  D.  Mayo,  Massachusetts. 

1890  The  Normal-School   Curriculum. — W.   W.   P^VRSONS,   Indiana. 
Educational  Ideas  in  Dicken's  Novels. — F.  L.  Soldan,  Missouri. 
Cf)mmon-School  Branches,  from  a  Professional  Point  of  View. — Isabel  Lawri.nce, 

Minnesota. 
Recitation  Estimates. — A.  R.  Taylor,  Kansas. 
Report  of  Committee;    Criticism  in  Normal  Schools:    Its  Value  as  an  Element  in 

Training  Teachers. — Thomas  J.  Gray,  Minnesota. 
Mental  Effects  of  Form  in  Subject-Matter. — J.  H.  Hoose,  New  York. 

1 891  The    Teacher's    Academical   and    Professional    Preparation.- — B.    A.    Hinsdale, 

Michigan. 
What  Constitutes  Professional  Work  in  a  Normal  School? — Chas.   DeGarmo, 

Pennsylvania.     Discussion. 
The  Place  of  the  City  Training-.School. — Ellen  G.  Reveley,  Ohio. 
The  Function  of  a  Teacher's  Training-College. — Walter  L.  Hervey,  New  York. 

Discu.ssion. 

1892  Co-ordination  of  the  Normal  School  and  the  University  in  the  Training  of  Teachers. 

— Charles  DeGarmo,  Pennsylvania. 
The  Economic  Causes  of  Modern  Progress. — Simon  N.  Patten,  Pennsylvania. 
Value  of  Herbartian  Pedagogy  for  Normal  Schools. — F.  M.  McMuRRY,  Illinois. 

1893  No  Meeting. 

1894  Report  of  Committee  on  the  Relation  of  Normal  Schools  to  Universities. — Charlf:s 

DeGarmo,  New  Yf)rk. 
The  Duty  of  the  Normal  School  toward  the  Problem  of  School  Literature.-   ('.  C 

Van  Likw,  Illinois. 
Recent  Educational  Theory. — F.  M.  McMuRRY,  New  York. 
Sf  holarship  in  Normal  Schools. — Livinc.stone  C.  Lord,  Minnesota. 
The  Academic  Function  (jf  the  Normal  School. — James  M.  <;rken.  New  Jersey. 
The  Teacher  as  an  Expert.— R.  G.  Boone,  Michigan. 

1895  Psychology  in  Normal  Schools. — Z.  X.  Snyder,  Colorado. 
I'syi  hology  for  Normal  Schools. — M.  V.  O'Shea,  Minnesota. 

The  Real  Province  oi  Method. — James    M.  Mll.NE,  New  York;    Howard  Sandi 

son,   Indiana. 
Organization  of  Training-Schools  and  Practice-Teaching. — Kate  D.  Stout,  New 

Jersey. 
The  Organization  of^Prac  tic  e-Tea<  liing  in  Normal  Schools.-  J.  N.  Wilkinson, 

Kansas. 
The  Correlation  of  Studies  in  a  Norma!  School. — N.  C.  SniAKH  1  r,  IVnn.sylvania. 
Concentration  or  Co-ordinatiim  of  Studies  in  the  Normal  School.-   John  W.Cook, 

Illinois. 


594  NATIONAL  EDUCATIONAL  ASSOCIATION  [Normal 

1896  Professor  Rein's  Practice-School  at  Jena  and  Its  Lessons  for  American  Normal 

Schools. — John  W.  Hall,  New  York. 
The  Practice-School  as  a  Public  School. — E.  A.  Sheldon,  New  York. 

1897  Report  of  Normal-School  Committee. — Z.   X.   Snyder,    Colorado,   chairman. 
How  May  the  Normal  School  Best  Accomplish  Its  Purpose  ? — Richard  G.  Boone, 

Michigan. 

1898  Preliminary  Report  of  Committee  on    the    Formulation  of  a  Course  of    Study. 
The  New  England  State  Normal  Schools. — A.  G.  Boyden,  Massachusetts. 
The   Southern  State  Normal  Schools. — Marion   Brown,    Louisiana. 

Normal  Schools  West  of  the  Mississippi  River  and  East  of  the  Rocky  Mountains. — 

Homer  H.  Seerley,  Iowa. 
The  North  Central  State  Normal  Schools. — R.  G.  Boone,  Michigan. 
Report  of  Subcommittee  on  the  State  Normal  Schools  of  the  Pacific  Coast.— 

Edward  T.  Pierce,  California. 
The  Middle  State  Normal  Schools. — N.  C.  Schaeffer,  Pennsylvania. 
The  "Training-School"  in  the  United  States. — Z.  X.  Snyder,  Colorado. 

1899  Report  of  the  Committee  on  Normal  Schools — 

Function  of  the  Normal  School. 

Training-Schools — Theses. 

Geographical  and  Historical  Variations  That  Exist  in  Normal  Schools  in  the 

United  States. 
The  Inner  Life  of  a  Normal  School. 
Normal-School  Administration. 
State  Normal  Schools. 
Appendix  A.     Professor   Rein's    Practice-School,    Jena,    Germany. — John  W. 

Hall,  Colorado. 
Appendix  B.     General  View  of  the  Work  of  the  Normal  School. — Albert  G. 

Boyden,    Massachusetts. 
Appendix  C.     A  Typical  Enghsh  Training-CoUege. — George  Morris  Philips, 

Pennsylvania. 
Appendix    D.     Continuous    Sessions    in    Normal    Schools.- — Irwin    Shepard, 

Minnesota. 

1900  Training  of  Teachers  for  White  Schools. — Charles  D.  McIver,  North  Carolina. 
The  Training  of  Negro  Teachers. — H.  B.  Frissell,  Virginia. 

1 901  The  Training  of  Teachers  for  Secondary  Schools. — James  E.  Russell,  New  York. 

1902  The   Relations  of  the   Heads  of  Departments  to  the  Training-School. — David 

Felmley,  Illinois. 
Defects  in  the  Normal  Schools  That  Are  Responsible  for  the  Opposition  and 
Criticism  Urged  against  Them  in  Many  Parts  of  the  United  States. — Homer 
H.   Seerley,   Iowa. 

1903  The  City  Normal  School  of  the  Future. — Francis  Burke  Brandt,  Pennsylvania. 
Does  the  Teacher's  Knowledge  of  a  Subject  Differ  from  the  Scholar's  Knowledge  ? — 

W.  W.  Parsons,  Indiana,  and  Others. 

Conditions  of  Admission  to  Normal  Schools. — Walter  P.  Beckwith,  Massachu- 
setts, and  Others. 

The  Academic  Side  of  Normal-School  Work. — Henry  Johnson,  Illinois. 

To  What  Extent  and  in  What  Manner  Can  the  Normal  School  Increase  Its  Scholar- 
ship ? — James  M.   Green,   New  Jersey. 

1904  In  How  Far  May  Child-Psychology  Take  the  Place  of  Adult  Psychology  or  Rational 

Psychology  in  the  Training  of  Teachers  ? — G.  Stanley  Hall,  Massachusetts. 
What  Is  the  Net  Gain  to  Education  of  Recent  Investigations  in  Physiological 

Psychology? — Charles  C.  Van  Liew,  California. 
Out-of-Door  Work  in  Geography. — Mark  S.  W.  Jefferson,  Michigan. 

1905  A  Statement  of    the   Issues  before  the   Department. — Charles   C.   Van   Liew, 

California. 
The  Modern  High-School  Curriculum  as  Preparation  for  a  Two  Year  Normal 

Course,  and  the  Sort  of  Training  Which  Makes  for  the  Best  Normal-School 

Preparation. — ^David  Felmley,  Illinois. 
How  Can  the  Normal  School  Best  Produce  Efficient  Teachers  of  the  Elementary 

Branches   as   Regards   the   Control  of   Both   Subject-Matter  and    Method  ? — 

Grant  Karr,  New  York. 


Schools] 


DEPARTMENT  OF  HIGHER  EDUCATION 


595 


1 905  The  Co-operation  of  Universities  and  Normal  Scho<ils  in  the  Training  of  Elementary 

Teachers. — Frank  M.  McMurry,  New  York;  Guy  E.  Maxwei.i.,  Minnesota. 
The  Co-operation  of  Universities  and  Normal  Schools  in  the  Training  of  Secondary 
Teachers. — E.  N.  Henderson,  New  York;   Z.   "C.  Snyder,  Colorado. 

1906  \.i  Meeting. 


THE  DEP.^RTMENT  OF  HIGHER  EDLCWTION 
The  Central  College  Association  held  its  second  annual  meeting  in  ( )lxTiin,  Ohio 
the  week  following  the  reorganization  of  the  National  Educational  Association  and  the 
formal  establishment  of  the  Department  of  Higher  Education.  This  Association  voted 
in  somewhat  cautious  terms  to  approve  the  organization  of  a  new  dejjarlment  and  to 
instruct  its  e.xecutive  committee  to  co-operate  "in  such  manner  as  will  advance  the  interests 
of  this  Association." 

The  Papers  and  Proceedings  of  the  Central  College  Association  for  the  Oberlin 
meeting  were  printed  in  the  Proceedings  of  the  N.  E.  A.  for  the  Cleveland  meeting.  It 
does  not  appear  that  co-operation  between  the  two  organizations  was  carried  further 
e.xcepting  that  many  of  the  members  of  the  Central  College  Association  became  members 
of  the  Higher  Department  of  the  N.  E.  A. 


OF 


1871  ST.  LOUIS.  MO. 

Prcs..  Ch.^s.  W.  Eliot.  Cambridge.  Ma.ss. 
\'.-Pres.,  X.  S.  CuBLEioii.  Delaware,  O. 
Sec,  S.  G.  \Vn.LiAMS.  Cleveland,  O. 

1872  BOSTON'.  M.\SS. 

Pres..  James  McCosh,  Princeton,  N.  J. 
V.-Pres.  Davto  A.  Wallace,  Monmoutli.  Ill 
Sec.  T.  H.  Safford.  Chicago.  111. 

1873  ELMIRA,  .\.  Y. 

Pres.,  David  A.  Wallace.  Monmouth.  111. 
\ '.-Pres..  J.  D.  Ru.NKLE.  Boston,  Mas.i. 
Sec.  W.  D.  Henkle,  .Salem,  O. 

1874  DETR(JIT.  MICH. 

Pres..  Daniel  Read.  Columbia.  Mo. 
V.-Pres.,  W,  P.  .\tkinson.  Boston.  Ma.ss. 
Sec.  Geo.  P   Hays,  Washinuton.  Pa. 

1875  .MINNEAPOLIS.  .MINN. 

I'res.,  Geo.  P.  Hays.  Washington,  Pa. 
V.-Pres.,  I.  W.  .Andrews,  Marietta,  O. 
Sc-c.  C.  S.  \'kn\bi.e,  Charlottesville,  Va. 

1876  BALTIMORE.  MI), 

Prcs..  Noah  Porter    New  Haven,  ("onn. 
V.Prcs.,  C.  S.  Venable,  Charlottesville,  Va 
.Sec.  H.  E.  SllEl'llERD.  Baltimore.  Mil. 

1877  LOL!S\ILLE,KV. 

Pres.,  Daniel  Gii.man,  Baltimore,  Md. 
V.-Prcu..  Eli  T.  Tappan,  Gambicr,  O. 
Sec.  Kdwakd  S.  Jovnks.  Nashville,  Tenn. 

1878  .No  Meeting 

187Q    PHILADELPHIA    P.\ 

Pres.,  Eli  T.  T.M'I-.vn.  Gambler,  ( ). 
V.-Prc».,  E.  L  JoYNKS.  Nashville,  'IVnn, 
Sc<.    HtJiJii  Bovi),  Ml.  Vernon.  la. 

1880  CHAI  TAfQlA,  \.  V. 

PrcH..  Eli  T.   TaI'I-an   Gambler,  O. 

\'  -Pres  .  Lrili'Ki.  Moss.  Bloomington    Iml. 

.Sec,  K.  B.  BlEKUAv   Annvillc.  Pa. 

1881  ATLANTA,  GA. 

Pres.,  Lkmi'EI.  Moss.  BliMiininglon.  Ind. 
V.  I'rrs,    J    L    I'll  KARii.  Iiiw.i  City,  la. 
S«i     J..lin  S.  Coi-f.  Hill*lale.  .Miih. 

1882  SAkAIOGA  SPKIN(;S.  \.  V. 
Prc».,  L  W   A.viiREWs    Miirirtlu.  O, 
V.  Prm.,  H    H    Tim  keh.  Allanin,  Cm. 
Sec.  G.  M.  Stkahss,  To|jckn.  Knns, 


FICERS 
1883 


1884 


1885 


1886 


1887 


1888 


1889 


|3;) 


1891 


i8q2 


1893 
1894 


SAR.VrOGA  SPRLVGS.  N.  Y. 

Pres.,  W.  W.  FoLWKLi.   .Minneapolis,  Minn. 

V.-Pres.,  vacant 

Sec.  J.  H.  Wric.ht.  Hanover,  H.  N. 

M.-VDISON.  WIS. 

Pres.,  J,  L.  Pickard,  Iowa  City,  la, 

V.-Prcs.,  Lemuel  Moss,  Bloomington,  Ind. 

Sec,  J.  H.  Wright,  Hanover,  N.  H. 

SARA  rOGA  SPRINGS,  N.  Y. 

Pres..  Lemuel  Moss,  Bloomington,  Ind. 
V.-Pres.,  John  Bascom,  Madison,  Wis. 
.Sec,  W.  G.  WiLLiA-MS,  Delaware,  O. 
TOPEKA,  K.ANS. 

Prcs..  Jerome  .Allen  New  York 

V.-Pres.,  Eliab  W.  Coy,  Cincinnati,  O. 

Sec,  E.  J.  James,  Philadelphia,  Pa. 

CHICAGO,  ILL, 

Pres..  W.  A.  Mowitv,  Boston,  Mas?. 

V.-Pres.,  Peter  McN'icar,  To|X'ka,  Kans. 

Sec.  H.  H.  I'"reer,  Mt.  Vernon,  la, 

SAN  FRANCISCO,  CAL. 

Pres.,  B,  A.  Hinsdale   Cleveland,  O. 

V.-Pres,,  Alice  F.  Palmer.  Cambridge,  .Ma.ss 

Sec,  T.  C.  McBride,  Iowa  City,  la. 

N.ASHVILLE.TENN 

Pres.,  S.  H.  Pe'VHody,  ("hamp.iign.  111. 

V.-Pris.,  (i.  H.  HowisoN,  Berkeley,  Cal. 

Sec.  T.  H.  .Mi-Bride,  Iowa  City,  la, 

,Sr.  PAIL,  .MINN. 

Pres,,  G,  Stanley  Hall   Worcester.  Miiss 

V.-Prcs.,  v..  S.  JoYNKS,  Columbia.  S.  C. 

Sec.  G.  R.  CurriN.i,  l^ike  Forest,  HI. 

TORONTO,  ONT. 

Pres.,  J.  J.  Mills,  Richmond,  Ind. 

V.Prcs,.  E.  B,  .Andrews,  Providence,  R.  L 

Sec,  (',  A.  Blaniiiakd,  Wheaton,  III. 

SARATOGA  SPRINGS,  N.  Y, 

Prrs.,  Mkkrii  I.  !•;   G.\rEs.  .Amherst,  Mass 

\    Pris  .  II    W    RooKKs    Ev.mst.di.  111. 

,Si-c,.  John  M.  C^oui.tkh,  BliMiuiinglun    Ind 

.No  Meeting 

.VSUt'RV   PARK,  N.  J. 

Prrs  ,  Ai'stin  Si-orr.  New  Brunswick,  N,  J, 

V.-l're»..Rt.Rev.J.  J.KF.ANE.WaHhington.D.C, 

Sec,  Mklvil  Ukwev,  Albany^N.  Y. 


596                        NATIONAL  EDUCATIONAL  ASSOCIATION  [Higher 

1895  DENVER.  COLO.  1901    DETROIT,  MICH. 

Pres.,  J.MIES  H.  Baker,  Boulder,  Colo.  Pres.,  Charles  F.  Thwing,  Cleveland,  O. 

V.-Pres.,  J.  F.  Crowell,  New  York,  N.  Y.  V.-Pres.,  Wm.  M.  Beardshear,  Ames,  la. 

Sec,  Horace  Goodhue,  Northfield,  Minn.  Sec,  Wm.  H.  Black,  Marshall,  Mo. 

1896  BUFFALO,  N.  Y.  1902    MINNEAPOLIS,  MINN. 

Pres.,  James  H.  Baker,  Boulder,  Colo.  Pres.,  W.  H.  P.  F.wnce,  Providence,  R.  I. 

V.-Pres..  Dabney  Lipscomb,  Agricultural  Col  V.-Pres.,  C.  W.  Dabney,  Knoxville,  Tenn. 

lege.  Miss.  Sec,  John  W.  Perrin,  Cleveland,  O. 

Sec,  Joseph  Swain,  Bloomington,  Ind.  1Q03    BOSTON,  MASS. 

1897  MILWAUKEE,  WIS.  Pres.,  Benjamin  Ide  Wheeler,  Berkeley,  Cal. 
Pres.,  Joseph  Swain,  Bloomington,  Ind.  V.-Pres.,  William  H.  Smiley,  Denver,  Colo. 
V.-Pres..  J.  G.  Schurman,  Ithaca,  N.  Y.  Sec,  John  H.  MacCracken,  Fulton,  Mo. 
Sec,  George  P.  Winship,  Pro\idence,  R.  I.  1904    ST.  LOUIS,  MO. 

1898  WASHINGTON,  D.  C.  Pres.,  Benjamin  Ide  Wheeler,  Berkeley,  Cal. 
Pres.,  R.  H.  Jesse,  Columbus,  Mo.  V.-Pres.,  George  Harris,  Amherst,  Mass. 
V.-Pres.,  A.  T.  Ormond,  Princeton.  N.  J.  Sec,  John  H.  M.'^cCracken,  New  York,  N.Y. 
Sec,  Henry  Wade  Rogers,  Evanston,  111.  igos    ASBURY  PARK  and  OCEAN  GROVE,  N.J. 

1899  LOS  ANGELES,  CAL.  Pres.,  Richard  H.  Jesse,  Columljia,  Mo., 
Pres.,     Robert      B.      Fulton,     University,  V.-Pres.,WiLLiAML.  Bryan,  Bloomington,  Ind 

Miss.  Sec,  Joseph  Swain,  Swarthmore,  Pa. 

V.-Pres.,  Elmer  E.  Brown,  Berkeley,  Cal.  1906    No  Meeting 

Sec,  G.  A.  Tawney,  Beloit,  Wis.  ipoy    LOS  ANGELES,  CAL. 

1900  CHARLESTON,  S.  C.  Pres.,  Wm.  L.  Bryan,  Bloomington,  Ind. 
Pres.  J.  H.  Raymond.  Morgantown,  W.  Va.  V.-Pres.,  C.  Alphonso  Smith,   Chapel  Hill, 
V.-Pres.,  Wn.LiAM  F.  King,  Mt.  Vernon,  la.  N.  C. 

Sec,  Oscar  J.  Craig,  Missoula,  Mont.  Sec,  Oscar  J.  Craig,  Missoula,  Mont.  ' 


TOPICS 


1871  Classical  Study  and  the  Means  of  Securing  It  in  the  West. — H.  K.  Edson,  Iowa. 
Superior  Instruction  as  Related  to  LTniversal  Education. — John  Eaton,  District 

of  Columbia. 
Modern  Mathematics  in  the  College  Course. — T.  H.  Safford,  Illinois. 
Pronunciation  of  Latin  and  Greek. — H.  M.  Tyler,  Illinois. 
Report — College  Degrees. — Daniel  Read,  Missouri. 

1872  Report — College  Degrees. — D.  A.  Wallace,  Illinois,  President. 
Report  Greek  and  Latin  Pronunciation. — H.  M.  Tyler,  Illinois. 
Natural-History   Education. — N.   S.    Shaler,    Massachusetts. 

Methods  of  Teaching  English  in  High  Schools. — F.  A.  March,  Pennsylvania. 

1873  Report — National  University. — Charles  W.  Eliot,  Massachusetts. 
Classical  Studies. — Edward  Jones,  Virginia. 

Liberal  Education  of  the  Nineteenth  Century. — W^  P.  Atkinson,  Massachusetts. 

1874  Reviews  of  the  History  of  the  Department. — Daniel  Read,  Missouri. 
The  Elective  System  in  Colleges. — A.  P.  Peabody,  Massachusetts. 
The  Plan  of  the  University  of  Viginia. — C.  S.  Venable,  Virginia. 

A  National  University.- — J.  W.  Hoyt,  Wisconsin. 

Defense  of  Classical  Studies.     How  Dead  Languages  Make  Live  Men. — James 

D.  Butler,  Wisconsin. 
National  Endowments  for  Schools  for  Scientific  and  Technical  Training. — J.  K. 

Patterson,   Kentucky. 

1875  The  Relations  and  Duties  of  Educators  to  Crime. — J.  B.  Bittinger,  Pennsylvania. 
Military  Science  and  Tactics  in  Our  Universities  and  Colleges. — A.  D.  Schenck, 

Iowa. 
Comparative  Orthoepy. — W.  C.  Sawyer,  Wisconsin. 

1876  The  History  of  the  South  Carolina  College. — W.  J.   Rivers,   Maryland. 

The  Political  Economy  of  Higher  and  Techincal  Education. — H.  A.  M.  Hender- 
son,   Kentucky. 

Position  of  the  Modern  Languages  in  the  Higher  Education. — Edward  S.  Joynes, 
Tennessee. 

The  Terms  Anglo-Saxon  and  English. — Henry  E.  Shepherd,  Maryland. 

Position  of  the  Modern  Mathematical  Theories  in  Our  Higher  Courses  of  Pure 
Mathematics. — Wm.  Thornton,  Virginia. 

Report  on  Orthoepy. — W.  C.  Sawyer,  Wisconsin. 

Phonetic    Reform. — E.    Jones,    Liverpool,    England. 

The  Study  of  Anglo-Saxon  Language  and  Literature. — J.  M.  Garnett,  Maryland. 


Department]  TITLES  OF  PAPERS  AND  DISCUSSIONS  597 

1877  The  Elective  System. — Wm.  LkRoy  Bkowx,  Tennessee. 
The  Class  System.— Xo.\n  Porter,  Connecticut. 

.\merican  Revision  and  .\flaptation  of  Foreign  Textbooks.^ — C.^skie  H.\rrison, 
Tennessee. 

Report — Recommendation  of  the  Berlin  Conference  Regarding  German  Orthog- 
raphy.— C.  F.  R.^UDITZ,  Maryland. 

1878  Xo   Meeting. 

1879  College  Dormitories. — Ch.\rles  K.  Ad.vms,  Michigan. 

Orthography  in  High  Schools  and  Colleges. — Francis  .\.  M.vrch,  Pennsylvania. 
i88o    Scholarships. — J.   L.   Pick.\rd,   Iowa. 

Comple.xity  of  Causes. — Eli  T.  Tappan,  Ohio. 

Equivalents  in  a  Liberal  Course  of  Study. — W.  T.  Harris,  Missouri. 

1 88 1  The  Study  of  Political  Science  in  Colleges. — I.  W.  Andrews,  Ohio. 
.\dvancement  of  Higher  Education. — H.  H.  Tucker,  Georgia. 

1882  The  Place  of  Original  Research  in  a  College  Education. ^ — J.  H.  Wright,  New  York. 
Man  the  Machine,  or  Man  the  Inventor,  Which  ?— John  W.  Glenn,  Georgia. 

1883  The   University,   How  and  What? — W.   W.   Folw'ell,    Minnesota. 
The  Schools  of  PoHtical  Science. — C.  K.  Au.'VMS,  Michigan. 

1884  The  Civic   Education. — W.  W.   Folwell,   Minnesota. 

Study  of  Language  in  a  Liberal  Education. — John  B.\scom,   Wisconsin. 

1885  The   Relation  of  Secondary  Education  to  the  American   University  Prob'em. — 

Andrew  F.  West,   New  Jersey. 
The  Practical  \'alue  of  College  Education. — S.  N.  Fellows,  Iowa. 

1886  Methods  in  College  Teaching. — Jerome  Allen,  New  York. 
The  College  Curriculum. — Wit.  A.  Mowry,  Massachusetts. 
Colleges  North  and  Colleges  South. — Julius  D.  Dreher,  Virginia. 

1887  The  Place  of  Literature  in  the  College  Course. — Ho.mer  B.  Sprague,  California. 
Requisites  for  Admission  to  College  and  for  College  Degrees. — Reports  of  Ctmi- 

mittee. — H.  A.  Thompson,  Ohio,  chairman. 

1888  Philosophy  in  Colleges  and  Universities. — W.  T.  Harris,  Massachusetts. 
Historical  Sketch  of   Higher  Education  on  the  Pacific  Coast. — W.  Caky  Jones, 

California. 
Higher    Education. — HoR-ATIO    Stebbins,    California. 

The  State  University  and  Public  High  School. — A.  L.  CoOK,   California. 
Needs  and  Prospects  of  Higher  Education  on  the  Pacific  Coast. — C.  C.  Stratton, 

California. 

1889  .-Kn  Educational  Experiment. — Selim  H.  Peabody,  Illinois. 

The  Higher  Education  of  the  Colored  Race. — A.  Owen,  Tennessee;  W.  S.  ScAR- 
BOR(JUGH,    Ohio. 

1890  What  Have  the  People  a  Right  to  .Vsk  from  Colleges? — Chas.  A.  Blanchard, 

Illintjis. 
Shorter  College  Courses  to  Meet  a  Pojjular  Demand.— H.  L.  Stetson,  Iowa. 
A  Chair  of  Pedagogy. — R.  G.  Boone,  Indiana;    Levi  Seei.ey,  Illinois. 
Defects  in  College  Discijjline. — Rurus  C.  Burleson,  Te.xas. 
Co-operative  (Government. — W.  C.   Fkrnai.d,  Maine. 
The  Relation  of  the  College  to  the  Morals  of  the  Student. — M.  D.  Ik)RNBKCK, 

Illinois. 
The  Spiritual  Element  in  Education. — E.  F.  Bartholomew,  Illinois. 
College  Education  and  Profe.ssional  Life. — J.  C.  Hutchinson,  Illinois. 
I'niform  Requirements  for  Admission. — H.  A.  Fischer,  Illinois. 
College   Fraternities:    Their  Influence  and  Control. — J.  T.   McFarland,   Iowa. 

1891  Should  the  College  Course  be  Shortened? — John  M.  Coulter,  Indiana. 

The  ImjKirlante  of  Pedagogical  Training  for  College  Profe.s.sors. — H.  I'.  I'isk, 
Illinois. 

1892  The  Worhl's  Congresses  of  iS(;v — Charles  C.  Bonnev,  Illinois. 

khetorir  an<l  Public  Speaking  in  the  .American  College. — Henry  Allyn  Fkink, 
Massac  husetts. 

Education  and  Citizenship.-  B.  P.  RAYMfiNO,  Connecticut. 

The  University  in  Its  Relation  to  the  People,   Elmer   E.   Bkown,   Mi«lug;in. 
i8q3     .\'o  Meeting. 
1894    The    luture  of  the   Smaller   College.— John    F.   CkoWELL,    North   {'amlina. 

The   Groui)  System   of  College   Stmlies.      ,\ik>ii'MI    Cohn,    New    \'ork. 


598  NATIONAL  EDUCATIONAL  ASSOCIATION  [Higher 

1894  Faculty  and  Alumni  Control  of    College  Athletics. — George  Whaston  Pepper, 

Pennsylvania. 
Student  Co-operation  in  College  Government. — Ethelbert  D.  Warfield,  Penn- 
sylvania. 

1895  The  Organization  of  the  University  of  Toronto. — W.  H.  Fraser,  Toronto. 
The  Future  Organization  of  the  Higher  Education  in  the  United  States. — Richard 

T.  Ely,  Wisconsin. 
A  Conservative  View  of  College  Electives — Discussion. 
Standard  of  Admission  to  Professional  Schools. — J.  N.  Hall,  Colorado. 
The  Relation  of  a  College  Course  to  the  Professional  Schools. — T.   R.   Bacon, 

California. 

1896  How  to  Secure  the  Interest  of  the  Colleges  and  Universities  in  the  Department. — 

James  H.  Baker,  Colorado. 
History  in  the  Secondary  Schools. — H.   Morse  Stephens,   New  York. 
Entrance  Requirements — The  Chicago  System. — William  R.  Harper,   Illinois. 
Entrance  Requirements  of  Yale  College. — Thomas  Day  Seymour,  Connecticut. 

1897  State    Supervision    of    Degree-Conferring    Institutes. — Henry    Wade    Rogers, 

Illinois. 

1898  Are  There  Studies  That,  as  Contestants,  Should  Be  Pursued  in  Every  Course  in 

the  Secondary  Schools,  and   in   the  Freshman    and    Sophomore  Years   of   the 

College  ? — James  M.  Green,  New  Jersey. 
The  Training  of  the  High-School  Teacher. — M.  V.   O'Shea,   Wisconsin. 
Should  the  Undergraduate  Curriculum  of  Four  Years  in  Colleges  and  Universities 

Be  Mentioned  ? — Nicholas  Murray  Butler,  New  York. 
Is  It  Possible  and  Desirable  to  Form  a  Federation  of  Colleges  and  Universities  in 

the  United  States  ? — B.  A.  Hinsdale,  Michigan. 

1899  Continuous  University  Sessions. — Jerome  H.  Raymond,  West  Virginia. 
The   Study  of  Education  in  the  University. — Elmer  Ellsworth,  California. 

1900  The  Satisfactions  of  Being  a  College  President. — Charles  F.  Thwing,  Ohio. 
State  Aid  to  Higher  Education  in  Europe  and  America. — Joseph  Swain,  Indiana. 
An  Ethnic  View  of  Higher  Education. — I.  W.  Howerth,  Illinois. 

The  Function  of  the  Land-Grant  College  in  American  Education. — W.  M.  Beard- 
shear,    Iowa. 

1901  The  Function  of  the  State  University. — Richard  Henry  Jesse,   Missouri. 
The  Rise  of  National  Education  in  the  Sixteenth  Centurv. — John  William  Perrin, 

Ohio. 
Education  for  Social  Control. — -William  E.  Chancellor,  New  Jersey. 
The  Moral  Factor  in  Education. — Wm.  H.  P.  Faunce,  Rhode  Island. 

1902  Should  Entrance  to  College  Be  thru  the  Examination  of  the  School  or  of  the  Pupil  ? 

— Edwin  Grant  Dexter,  lUinois. 
Report  of  the  Commission  on  Accredited  Schools. — George  N.  Carman,  Illinois. 
Organization  of  Education  in  Brazil. — Horace  M.  Lane,   South  America. 
The  Future  of  Greek  Studies. — J.  Irving  Manatt,   Rhode  Island. 
Education  in  the  Appreciation  of  Art. — William  Bayard  Craig,  Iowa. 

1903  The  Length  of  the  Baccalaureate  Course  and  Preparation  for  the  Professional 

Schools — Sketch. — Elmer  P^llsworth  Brown,  California,  and  Others.  Shall 
the  University  Concern  Itself  More  Directly  with  the  Morals  and  Manners  of 
Its  Students  ? — George  Harris,  Massachusetts,  and  Others. 

1904  Coeducation. — G.  Stanley  Hall,  Massachusetts. 

Coeducation  as  It  Has  Been  Tested  in  State  Universities. — R.  H.  Jesse,  Missouri. 
The    Advantage   of    Co-ordinate  (Annex)  Method   in    Education. — Charles    F. 

Thwing,  Ohio. 
Coeducation  in  Relation  to  Other  Types  of  College  Education  For  Women. — James 

B.  Angell,  Michigan. 
The  General  Tendency  of  College  Athletics. — E.  Benjamin  Andrews,  Nebraska. 
Character  in  Athletics. — William  H.  P.  Faunce,  Rhode  Island. 
The  Effects  of  Athletics  on  the  Morals  of  the  College. — Frank  Strong,  Kansas. 

1905  President's  Address — The  Excessive  Expansion  of  the  Course  of  Study. — William 

L.  Bryan,  Indiana. 
Honor  in  Student  Life  in  Colleges  and  Universities. — Charles  Alphonso  Smith, 
North  Carolina. 


Department]        DEPARTMENT  OF  ELEMENTARY  EDUCATION 


599 


1905  Does  Wide  Election,  and  Do  Minute  Courses,  Weaken  Undergraduate  G)urses 

in  Universities?  Are  Colleges  More  Fortunate  in  These  Things? — James 
H.  Canfield,  New  York. 

Which  Is  Better:  The  Western  Plan  of  Admitting  Students  to  Colleges  and  I'ni- 
versities  by  Certificates,  or  the  Eastern  Method  of  Admitting  Only  by  Examina- 
tions ? — George  E.  MacLean,  Iowa. 

Should  Chairs  of  Pedagogy  Attached  to  College  Departments  of  Universities  Be 
Developed  into  Professional  Colleges  for  the  Training  of  Teachers  ? — Albert 
Ross  Hill,  Missouri. 

1906  No  Meeting. 


DEl'.\Rr.ME.\T  OF  ELEMENTARY   KDUCATION 


OFFICERS 

1871  .ST.  LOllS.  .M(~).  1885 
Pres..  F..  \.  Sheldo.n.  Oswego.  N.  Y. 

V.-Prcs..    A.    C.    Shortridge,    Indianaixilis. 

Ind. 
Sec,  \V.  E.  Sheldon,  Walthain,  Mass.  1886 

1872  BOSTON.  M.-VSS. 

Pres.,  Delia  A.  Lathrop,  Cincinnati.  O. 
V.-Pres..  James  Johonnot,  New  York.  N.  Y. 
Sec.  L.  H.  Cheney,  St.  Louis,  Mo. 

1873  i:lmir.\.  N.  Y.  1887 
Pres.,  N.  A.  Calkins.  New  York,  N.  Y. 

V.-Pres..  Harriet   N.   Morris,   New   York, 

N.  Y. 
Sec.  Acr.esTA  M.  Hawlev,  Ohio. 

1874  Df:TROIT.  MICH.  1888 
Pres..H.  F.  Harrington,  New  Bedford,  Mass. 
V.-Pres.,  Hannah  Cummings,  Kirksville,  Mo. 

Sec.  Geo.  B.  Sears.  Newark,  N.  J. 

1875  .MINNKAPOLIS.  MINN.  1889 
Pres.,  Alfreii  Kirke.  Chicago  111. 

V.-Prcs..  Miss  H.  Keeler,  Cleveland.  O. 
Sec.  Lccv  J.  Mai.tby,  Warrensburg,  Mo. 

1876  BALTIMORK,  .\ID.  1890 
Pres.,  Mrs.  M.  O.  Stone,  New  Milford.  Conn. 

.Sec,  O.  V.  TocsLEV.  Minncaf)olis   Minn. 

1877  Lf)UISVlLLE.  KY. 

Pres.  James  Cruikshank,  BrfX)klyn,  .\.  Y.  1891 

V.-Pres.,  H.  .\.  M.    Henderson,  Frankfort, 

Ky. 
Sec,  Frank  .Abor.v.  Cleveland.  O, 

1878  No  .Meeting  1892 

1879  philadklphia,  pa. 

Pres.,  (iKO.  P.  Bk(jWN.  Indiana|X)lis.  Ind. 
\'.-Pres.,   Sarah     F.   Richmonl<,    Haliimore. 

Md.  1893 

Sec.  \Vm.  J.  Davis,  Louisville,  Ky.  1894 

1880  CIIAI   lAUQUA,  N.  Y. 

Pres.,  James  H.  Smart,  Indianapolis.  Ind. 

V.-Prc«.,  Susan  E.  Blow,  St.  Louis,  .\k). 

Sec,  Lelia  E.  Patridge,  Philadelphia,  Pa.  jgg- 

1881  A'lLA.N" TA,  OA, 

Pres..  <).  \.  Tousley,  Minneapolis,  Minn. 
\'.-Pre3.,  K.  \V.  Stevenson.  Columhus,  (). 
Sec.  J.  B.  Roberts,  Indiana|X)lis   Ind. 

1883  sarat<)(;a  spri.ngs.  n.  y.  1896 

Pres..  J.  M.  Bi.oss,  Indianapolis.  Ind, 
V.-Prcn.,  W.  O.  Rogers,  New  Orlraas.  I^i. 
Sec.  J.  J.  Bi;rns.  Chillicothc,  O. 

1883  sarat(k;a  springs,  n.  y.  1897 

Preii.,  John  B.  Pkaslee,  Cincinnati,  (). 
V.-I'rca.,  W.  i\.  Bahringkk,  Newark,  N.  J. 
Sec.  Stkhi.ing  {;.  liuiNKLEV,  Quitman,  Ga. 

1884  .MAI>ISON,  WIS.  iHcj8 
Pr«-»,.  F.  I/nis  .Soi.OAN,  .St.  I/iuin.  Mn. 

\'.  Prc8.,  W.  N.  Bakkingkr,  Newark,  N.  J. 
Sec,  Ella  Calkinh,  New  York,  N.  Y. 


SAR.VroGA  SPRINGS,  N.  Y. 

Pres.,  W,  N,  Barringer,  Newark,  N.  J. 

V.-Prcs,,  A.  R.  Taylor.  Emporia.  Kans, 

Sec,  Ei.LA  Calkins,  New  York,  N.  Y. 

TOPEKA,  KANS, 

Pres,,  John  W.  Holcombe,  Indianapolis.  Ind. 

V.-Pres.,  L.  R.  Klemm.  Hamilton,  O, 

Sec,  Margaret  W,  Sutherland,  Mans- 
field, O. 

CHICAGO.  ILL. 

Pres.,  \V.  H,  Bartholomew,  Louisville,  Ky. 

V.-Pres,  Miss  E,  Baumgartner,  Springfield, 
111. 

Sec.  M.  W.  Sutherland,  Mansfield,  O. 

SAN  FRANCISCO.  CAL. 

Pres,,  LeRoy  D.  Brown,  Columbus,  O. 

V.-Pres,,  Agnes  L.  Rounds,  Cambridge  Mass, 

Sec,  J.  L.  Lamson,  Nashville,  Tcnn, 

NASHVILLE,  TENN. 

Pres.,  Joseph  O'Connor  San  Francisco,  Cal, 

V.-Prcs.,  Bettie  A.  Dutton,  Cleveland,  O, 

Sec,  R.  K,  Buehrle,  Lancaster,  Pa. 

ST.  PAUL,  MINN. 

Pres.,  Bettie  A.  Dutton,  Cleveland,  O. 

V.-Pres.,  D.  L.  Kieiile.  St.  Paul,  Minn. 

Sec,  F.  A.  Chase,  Nashville,  Tcnn. 

TORONTO,  ONT. 

Pres.,  H.  S.  Jones.  Erie,  Pa, 

V,-Prcs.,  Julia  Tutwiler,  Livingston,  .'Via, 

Sec,  Ellen  F.  Wheaton,  St,  Paul,  Minn. 

SARATOGA  SPRINGS,  N,  Y. 

Pres.,  Julia  Tutwiler,  Livingston,  Ala, 

V.-Prcs.,  Frank  B.  Gault,  Tacoma,  Wa.sh. 

Sec.  Luc-iA  .Sticknev,  Cincinnati,  O, 

No  Meeting 

ASBIRV  PARK    N.  J. 

Pres.,  Mrs.  R.  D.  Rh  koff.  New  York,  N,  Y, 

V.-Pres.,  Aaron  Gove,  Denver,  Colo. 

Sec,  F.  Treudley,  Youngsiown.  O. 

DENVER,  COLO, 

Pres.,  F,  Treudley,  Youngstown,  O. 

\'.-Pres.,  Mi.ss  N.  Cropsey,  Indiana|x>lis, 
Ind 

Sec,  W.  C.  Warfield,  Covington,  Ky, 

BUFFALO,  N.  Y. 

Pres.,  S.  T.  Dutton,  Brookline,  Ma.ss, 

V.-Prcd,,  J.  K.  SrAULETON,  Ixxington,   Neb, 

Sc-c,  Henrietta  B,  .-Xvers,  Denver,  Colo, 

MILWAUKEE,  WIS. 

Pres.,  Sarah  C.  Brooks,  St.  I'aul.  .Minn. 

V.-Prcs,,  E,  H.  Cox,  Xcnia.  O. 

Sec,  Ida  C.  Bender,  Buffalo,  N,  Y, 

WASHINGTON,  D.  C. 

I'ris.,  W.  .\.  IIaii.mann,  Washinglon,  D,  C. 

\'.  Pres.,  R.  II.  Mai.mv,  Binghaniplon,  N.  Y. 

Sec,  Harioki   I;.  Smith,  Milwaukee,  Wis. 


6oo 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Elementary 


1899  LOS  ANGELES,  CAL. 

Pres.,  W.  N.  Hailmann,  Dayton,  O. 
V.-Pres.,  J.  W.  Carr,  Anderson,  Ind. 
Sec,  Mis.s  E.  V.  Brown,  Washington,  D.  C. 

1900  CHARLESTON,  S.  C. 

Pres.,  Miss  N.  Cropsey,  Indianapolis,  Ind. 
V.-Pres.,  J.  W.  Dinsmore,  Beatrice,  Neb. 
Sec,  Bettie  a.  Button,  Cleveland,  O. 

1901  DETROIT,  MICH. 

Pres.,  J.  W.  Carr,  Anderson,  Ind. 
V.-Pres.,  J.  C.  Harris,  Rome,  Ga. 
Sec,  Mrs.  Sara  D.  Jenkins,  Ithaca,  N.  Y. 

1902  MINNEAPOLIS,  MINN. 
Pres.,  R.  A.  Ogg,  Kokomo,  Ind. 
V.-Pres.,  J.  J.  DoYNE,  Little  Rock,  Ark. 
Sec,  Adda  P.  Wertz,  Carbondale,  111. 

1903  BOSTON,  MASS. 

Pres., Miss  M.  A. Holton, Minneapolis, Minn. 


V.-Pres.,  Frederick  Tredley,  Athens,  O. 
Sec,  Adda  P.   Wertz,  Carbondale,  111. 

1904  ST.  LOUIS,  MO. 

Pres.,  Ada  Van  Stone  Harris,  Rochester, 

N.  Y. 
V.-Pres.,  C.  N.  Kendall,  Indianapolis,  Ind. 
Sec,  Emma  G.  Olmstead,  Potsdam,  N.  Y. 

1905  ASBURY  iPARK    and    OCEAN    GROVE, 

N.J. 
Pres.,  Miss  N.  Cropsey,  Indianapolis,  Ind. 
V.-Pres.,    J.    H.    Van    Sickle,    Baltimore, 

Md. 
Sec,  LiDA  B.  Earhart,  Wliitewater,  Wis. 

1906  No  Meeting. 

1907  LOS  ANGELES,  CAL. 

Pres.,  Mrs.  A.  W.  Cooley,  Minneapolis,  Minn. 
V.-Pres.,  C.  F.  Carroll,  Rochester,  N.  Y. 
Sec,  Mrs.  J.  Heermans,  Kansas  City,  Mo. 


TOPICS 

1 871  First  Steps  in  Teaching  Reading  [Abstract]. — E.  E.  White,  Ohio. 
Methods  of  Teaching  Language  [Abstract]. — D.  H.  Crittenden,  New  York. 
Learning  to  Draw. — H.  C.  Harden,  Massachusetts. 

Philosophy  of  Methods. — J.  W.  Armstrong,  New  York. 

How  to  Teach  Geography. — Mary  Howe  Smith,  Missouri. 

What  Constitutes  a  Good' Primary  Teacher. — W.  T.  Harris  and  Others. 

1872  Object-Teaching. — N.  A.  Calkins,  New  York.     Discussion. — Z.  Richards,  Dis- 

trict of  Columbia;    Bronson  Alcott,  Massachusetts. 
English  Grammar  in  Elementary  Schools. — M.  A.  Newell,  Maryland. 
Adaptation  of  Froebel's  Principles  of  Education  to  American  Schools. — W.  N. 

Hailmann,  Kentucky. 
Scope  and  Method  of  Physical  Science  in  the  Common  School. — C.  O.  Thompson, 

Massachusetts. 
English  Literature  and  Its  Place  in  Popular  Education. — F.  H.   Underwood, 

Massachusetts. 

1873  Primary  Reading:   The  Thought  and  Sentence  Method. — Geo.  L.  Farnham,  New 

York. 

Elementary  Reading:    The  Phonetic  Method. — E.  Leigh,  New  York. 

What  Should  Be  the  Leading  Object  of  American  Free  Schools. — H.  F.  Harring- 
ton,   Massachusetts. 

What  Froebel's  System  of  Education  Is,  and  How  It  Can  Be  Introduced  into  Our 
Public  Schools. — J.  W.  Dickinson,  Massachusetts. 

School  Hours  for  Children  under  Ten. — A.  J.  Rickoff,  Ohio. 

1874  Several  Problems  in  Graded  School  Management. — E.  E.  White,  Ohio. 
Language  Lessons  in  Elementary  Schools. — Miss  H.  A.  Keeler,  Ohio. 
Science  in  Common  Schools. — J.  W.  Armstrong,  New  York. 

What  Shall  We  Attempt  in  Elementary  Schools  ? — Mrs.  A.  C.  Martin,  Massa- 
chusetts. 

1875  Language   Teaching:     Its   Importance   and   Its  Methods. — H.  ¥.  Harrington, 

Massachusetts. 
What  Shall  We  Do  with  the  Boys  ? — J.  L.  Pickard,  Illinois. 
The  Relation  of  the  Teacher  to  the  Reforms  of  the  Day. — Frances  E.  Willard, 

Illinois. 

1876  Characteristics  of  Froebel's  Method    of    Kindergarten    Training. — Mrs.    John 

Kraus-Boelte,    New   York. 
Aesthetics  of  Education. — Minnie  Swayze,  New  Jersey. 

1877  The  EngHsh  Language  in  Elementary  Schools. — Zalmon  Richards,  District  of 

Columbia. 

Moral  Training  in  Schools. — R.  H.  Rivers,  Tennessee. 

The  Kindergarten:  Its  Use  and  Abuse  in  America. — John  Kraus;  Mrs.  Kraus- 
Boelte,  New  York. 

1878  No  Meeting. 

1879  Culture  in  Elementary  Schools. — Geo.  P.  Brown,  Indiana. 

The  Relation  of  the  Kindergarten  to  the  School. — W.  T.  Harris,  Missouri. 


Department]  TITLES  OF  PAPERS  AND  DISCUSSIONS  6oi 

1879  A  Graduating  System  for  Country  Schools. — A.  L.  Wade,  West  Virginia. 
The  First  School  Days. — Mrs.  Rkbecxa  D.  Rickoff,  Ohio. 

An  and  Drawing  in  Education. — Walter  Smith,  Massachusetts. 

1880  The  Practical  Ise  of  Reference  Books. — Mary  W.  Hinman,  Indiana. 

What  Should  We  Seek  to  Accomplish  in  the  Reading  E.xercise  ? — E.  i).  V'aile, 

Illinois. 
How  Can  Character  Be  Symetrically  Developed  ? — Ellen  Hyde,  Massachusetts. 

1 881  The  Philosophy  of  Illustration. — J.  J.  Burns,  Ohio. 
Education  of  the  Sensibilities. — John  W.  Dowd,  Ohio. 

1882  On  the  Relation  of  the  Processes  of  Acquisition  and  Memory  to  Elementary  Teach- 

ing.— George  P.  Bko\\'n,  Indiana. 
What,  How,  and  How  Better? — Miss  Carrie  B.  Sharpe,  Indiana. 

1883  The  Education  of  the  Heart. — H.  H.  EiCK,  Ohio. 

Primary  Education:    What  and  How? — Henry  Raah,  Illinois. 

1884  Training  Needed. — F.  Louis  Soldan,   Missouri. 

Form,  Color,  and  Design. — F/\nnie  S.  Comminc;s,  New  York. 
Methods  of  Teaching  Slusic. — H.  E.  Holt,  Ma.ssachusetts. 
English  Instruction  for  Children. — O.  T.  Bright,  Illinois. 

1885  A  .Syllabus. — W.  N.  Barringer,  New  Jersey. 

The  True  Object  of  Early  School  Training. — Clarence  E.  Melexy,  New  Jersey. 
Language  as  an  Educator. — Z.  Richards,  District  of  Columbia. 
A  New  Departure  in  Teaching  Geography.— L.  R.  Klemm,  Ohio. 
Avenues  to  the  Mind. — Wm.  M.  Giffin,  New  Jersey. 

1886  .Application  of  Froebel's  Principles  (Educational)  to  the  Primary  School. — W.  N. 

H.^iLMANN,   Indiana. 
Symposium:    A  Survey  of  Common-School  Education. 

(a)  Historical  Sketch. — W.  H.  Bartholomew,  Kentucky. 

(b)  Necessary  External  Conditions. — Miss  \'iN.\  Ware,  Iowa. 

(c)  The  Course  of  Study,  Proper  Limits,  etc. — H.  M.  James,  Nebraska. 

(d)  Order  of  Subjects. — Mary  B.  Phillips,  Illinois. 

(e)  Principles  of  Slethod. — Agnes  I.  Rounds,  New  Hampshire. 

(/)    Country  Schools,  Suggestions  for  Improvement. — J.  C.  Mcpherson;   C.  J. 
Felts,  Indiana. 

1887  The  Union  of  Oral  and  Book  Teaching. — Mrs.  N.  S.  Williams,  Kcntui  ky. 
Meaning  of  the  Maxim,  "We  Learn  to  Do  by  Doing." — N.  C.  Schaeffkr,  Penn- 
sylvania. 

The  Importance  of  Religious  Motives  and  Sanctions  in  Moral  Training.  Roukkt 
Allyn,  Illinois. 

1888  (J reek  Philo.sophy  and  Modern  Education. — LeRoy  D.  Buown,  Ohio. 

Normal  Training  for  Teachers  of  Elementary  Schools. — Miss  K.  N.  T.  Tuppkr. 

Oregon. 
The  Application  of  Arithmetic  to  Physical  Science. — W.  McNab  Miller,  Nevada. 
S(  ientific  Methods  in  Teaching  Geography. — C.  F.  Palmer,  Ohio. 
Short  and  Rational  Method  of  Number  Work. — F.  B.  Ginn,  California. 

1889  rJi.s(ipline  in  F;iementary  Schools. — Bettie  A.  Dutton,  Ohio. 
Individuality  of  Teachers. — J.   M.   Dewherry,   Alabama. 

1890  (ieology  in  Early  Education. — .Alexander  Winchell,  Michigan. 

Science  Training  in   Primary  and   Cirammar  Grades. — Gustave   Guttenherc, 

Pennsylvania. 
Our  Brother  in  Stripes,  in  the  Schoolroom. — Julia  S.  Tutwiler,  Alabama. 
Fairy  Tales  and  Folk  I>orc. — W.  T.  Harris,  District  of  Columbia. 
The  Teacher  and  the  Parent.  -Mrs.  Jennie  S.  McLauchlin,  Illinois. 

1891  Synthetic   .Sound  System  of  Teaching  Reading.      F.  B.  Gault,  Washington. 
.\atural  Sc  ieme  for  the  Common  Sc  hools. — WiLUUR  S.  Jackman,  Illinois. 

The  Edui  ational  Burdens  upon  the  l/ower  Grades. — Miss  Abbie  Low,  Pennsyl- 
vania. 

Voice  Culture  in  Primary  ancl  Ivlemc-ntary  Schools,  /ai.mon  Ric  iiakds,  District 
of  (Columbia. 

1892  Indivicluali/.alion  by  Groujung. — Jui.lA  S.  Tutwiler,   .MalKima. 
History  in   F-!lc-mentary  Education.  -  M.  A.  Newell,  Maryland. 

Moral  Training  in   I-^lemcntary  SchcK)ls.— /-.   Richards,  Washington,   Distriil  of 

Columbia. 
The  .Natural  Sciences  in  Elenien(arv  Eclucation.     S.  G.  W'li  1  lAMS,  New  \u\k. 


6o2  NATIONAL  EDUCATIONAL  ASSOCIATION  [Elementary 


1893  No  Meeting. 

1894  School  Boards. — Charles  E.  Gaton,  New  York. 

A  Few  Changes  in  Elementary  School  Instruction. — Edward  G.  WarcI,  New  York. 
The  Ideal  Primary  School  Curriculum. — Miss  Emma  C.  Davis,  Ohio. 

1895  Substitution  of  the  Teacher  for  the  Textbook. — J.  M.  Rice,  New  York. 
Nature-Study  and  Literature. — Miss  Sarah  L.  Arnold,  Massachusetts. 
Departmental  Teaching  in  Grammar  Grades. — J.  M.  Fendley,  Texas. 

1896  Opening    Remarks,    Improvements    in    Educational    Methods. — S.    T.    DuTTON, 

Massachusetts. 
The  Place  of  Nature-Study  in  Primary  Work. — Miss  Flora  J.  Cook,  Illinois. 
Some  Applications  of  Correlation. — Frank  M.  McMurry,  New  York. 
Vertical  Writing. — Miss  Annie  E.  Hills,  Massachusetts. 

1897  What  to  Teach  and  What  to  Leave  Out. — Wm.  M.  Giffin,  Illinois. 
Imagination  in  Arithmetic. — Frank  H.  Hall,  Illinois. 

The  New  Arithmetic. — John  H.  Tear,   Illinois. 

Elementary  Mathematics  and  Education. — L.  W.  Colwell,  Illinois. 

1898  President's    Address — Value    of    Froebel's  Method    in  Elementary   Education. — 

William  N.  Hailmann,  Ohio. 

Play  as  a  Means  for  Idealizing  and  Extending  the  Child's  Experience. — Miss  Allie 
M.   Felker,    California. 

Successive  Differentiation  of  Subjects  in  the  Elementary  Schools. — Z.  X.  Snyder, 
Colorado. 

Value  of  the  Hand  in  the  Acquisition  of  Knowledge  and  Expression  of  Thought. — 
Miss  Mary  F.  Hall,  Wisconsin. 

The  Function  of  Manual  Training  in  the  Elementary  School. — Richard  Water- 
man, Illinois. 

Social  Co-operation. — B.  C.  Gregory,   New  Jersey. 

1899  The  Culture-Epoch  Theory  in  Education. — Louise  Morris  Hannum,  Colorado. 
The  Place  and  Development  of  Purpose  in  Education. — W.  N.  Hailmann,  Ohio. 
Vices  of  Childhood  and  Youth. — J.  W.  Dinsmore,  Nebraska. 

1900  Nature-Study  in  the  Public  Schools. — D.  Lange,  Minnesota. 

Nature-Study  in   the   Public   Schools — The   Geographical   Phase. — Jacques  W. 

Redway,  New  York. 
English  in  the  Grades. — A.  A.  Reed,  Nebraska. 
The  Elimination  of  the  Grammar  School. — Otis  Ashmore,  Georgia. 

1901  The  Church  and  the  Public  School. — T.  A.  Mott,  Indiana. 

The  Economic  Basis  of  Art:  Cause  and  Cure  of  Art  Unresponsiveness  in  Chil- 
dren.— Charles  DeGarmo,  New  York. 

Educational  Pioneering  in  the  Southern  Mountains. — William  Goodell  Frost, 
Kentucky. 

Education  and  Crime. — Amos  W.  Butler,  Indiana. 

1902  The   Practical  Value  of  Teaching  Agriculture  in   the   Public   Schools. — Joseph 

Carter,   Illinois. 
The  Use  and  Danger  of  Method. — W.  A.  Millis,  Indiana. 
Myth  and  History  in  the  Elementary  Schools;    The  Use  and  Limits  of  Each. — 

Miss  May  H.  Prentice,   Ohio. 

1903  The  Lock-Step  in  the  PubHc  Schools. — Richard  G.  Boone,  Massachusetts. 
Nature-Study  True  to  Life. — C.  F.  Hodge,  Massachusetts. 

The  Child's  Favorite  Study  in  the  Elementary  Curriculum. — Earl  Barnes, 
Pennsylvania. 

1904  The  Natural  Activities  of  Children  as  Determining  the  Industries  in  Early  Educa- 

tion.— Katharine  E.  Dopp,  Illinois,  and  Other  Authors. 
Avenues  of  Language — Expression  in  the  Elementary  School. — Percival  Chubb, 

New  York,  and  Others. 
A  FiHpino's  View  of  Education  in  the  PhiHppines. — Senora  Maria  Del  Pilar 

Zamora,  Philippine  Islands. 

1905  Review  of  the  Educational  Progress  of  the  Year  and  a  Discussion  of  Some  Phases 

of  the   Curriculum  of  the   Elementary  School. — Miss  N.   Cropsey,   Indiana; 

M.  A.  Bailey,  New  York. 
Round  Table — Conference  A. 

Hand-Work  in  Primary    Schools. — Wilhelmina   Seegmiller,  Indiana,  leader 
Round  Table — Conference  B. 


Department] 


DEPARTMENT  OF  MANUAL  TRAINING 


603 


1905        Right  Methods  of  Studying  History  and  Geography  by  Children. — Frank  M. 
Mc.MvRRY,    New    York,    leader. 
Round   Table — Conference    C. 

Reading  in  the  First  School  Year.- — Mrs.  Alice  W.  Coolky,   North  Dakota, 
leader. 
The  Psychology  of  Reading  and  Writing. — Robkrt  MacDougall,  New  York. 
The  Study  of  F^nglish  Composition  as  a  RIeans  of  Acquiring  Power. — Miss  Georgia 

Alexander,  Indiana. 
Teaching  our  Language  to  Non-English-Speaking  Pupils. — Gustave  Strauben- 
.muller,  New  York. 


THE  DEPARTMENT  OF  MANUAL  TRAINING 
This  department  was  organized  as  the  Department  of  Indu.strial  Education  at  the 
meeting   at    Minneapolis,   August  3-6,    1875.     The   name  was  changed  in   1890  to  the 
Department  of   Industrial  and   Manual   Training,  and  in    1899  to  the  Department  of 
Manual  Training. 


OFFICERS 

1876  B.VLTIMORE.  MD.  1888 
Pres.,  S.  R.  Thompson,  Lincoln,  Neb. 

V.-Pres.,  S.  P.  Roberts.  Ithaca,  N.  Y. 
Sec,  Chas.  G.  L.\cy,  Minneapolis,  Minn. 

1877  LOUISVILLE.  KY. 

Pres..  Manly  Miles.  Champaign,  111.  1889 

V.-Pres.,  E.  M.  Pendleton,  Athens,  Ga. 
Sec,  Chas.  G.  Lacy,  Minneapolis.  Minn. 

1878  Xo  Meeting 

1879  PHILADELF>HI.'\.  PA.  1890 
Pres.,  J.  D.  RuNKLE,  Boston,  Mass. 

V.-Pres..  L.  S.  Thompso.n.  Lafayette,  Ind. 
Sec,  Chas.  G.  Lacy.  Minneapolis,  Minn. 

1880  CHAUTAUQUA.  N.  Y. 

Pres..  E.  E.  White,  Lafayette,  Ind.  1891 

V.-Pres..  Alex.  Hocg.  College  Station.  Tex. 
Sec,  H.  B.  Whittington,  Philadelphia,  Pa. 

1881  ATLA.XTA,  GA. 

Pres..  E.  E.  White.  Lafayette,  Ind.  1892 

V.-Pres.,     W.    W.    Folwell,     Minneapolis, 

Minn. 
Sec,  S.  R.  Thompson.  Lincoln,  Neb. 
1883    SAK.Vr(;GA  SPRINGS.  N.  Y.  1893 

Prc-s..  C.  O.  Thompson.  Worcester,  Mass. 
V.-Prcs..  H.  H.  FicK,  Cincinnati,  O.  1894 

Sec,  S.  R.  Thompson,  Lincoln,  Neb. 

1883  SAR.VrOGA  SPRINGS,  N.  Y. 

Pres..  C.  .\I.  WooTJWAKlJ.  St.  Ixjuis,  Mo. 

V.-Pres.,  W.  W.  Folwell,  Minneapolis,  1895 

Minn. 
Sec.  S.  R.  Thompson.  Lincoln,  Neb. 

1884  MADISON.  WIS. 

Pres..  i'..  .\I.  WooDWAKO.  St.  Louis,  Mo,  1896 

V.-Pres..  H.  H.  Wy.um.i.D.  Chicago,  111. 
Sec.  E.  A.  SiNCKR,  Philadelphia,  Pa. 

1885  .SARATOGA  SPRINGS.  N.  Y. 
Pres.,  H.  H.  HELriKLU,  Chicago,  III. 

V.-Pres.,  Jamks  MacAlistkk,   Philadelphia         1897 

Pa. 
Sec,  S.  H.  TifoMPs<jN.  IJnioln,  Neb. 

1886  KJPKKA.  KANS. 

I'rcs.,     Jamks      MacAlister,     Philadelphia. 

Pa.  1898 

V.-l'rcn.,  J.  M.  Okhwav,  New  (Jrleans,  La. 
.Sec,  W.  F.  M.  G0S8,  Lafuyrtle,  Ind. 

1887  CIIKA(;o.  ILL. 

I're«.   J.  M.  Okuwav.  New  OrlranH,  Iji.  1899 

V.-Pres..  J.   A.    WicKKHSHAM,  Terrc   Ilaule. 

Ind. 
Sec,  J.  D.  Walters,  .M.mhaltan.  Kans. 


SAN  FRANCISCO,  CAL, 

Pres.,  G.  T.  Fairchild,  Manhattan,  Kans. 

V.-Pres.,    H.    M.    Leipziger.     New     York. 
N.  Y. 

Sec,  S.  R.  Thompson,  New  Wilmington,   Pa. 

NASHVILLE,  TENN. 

Pres.,  G.  T.  Fairchild,  Manhattan.  Kans. 

V.-Pres.,  H.  H.  Belfield.  Chicago,  111. 

Sec.  A.  J.  RiCKOFF,  New  York,  N.  Y. 

ST.  PAUL.  MINN. 
(Industrial  Education  and  Manual  Training ) 

Pres.,  A.  J.  RicKOFF.  New  York,  N.  Y. 

V.-Pres.,  J.  M.  Ordway.  New  Orleans,  La. 

Sec,  Henry  A.  Wise,  Baltimore,  Md. 

TORONTO.  ONT. 

Pres.,  Lewis  McLouth,  Brookings,  S.  D. 

V.-Pres.    William  Sayre,  Philadelphia,  Pa. 

Sec,  Geo.  S.  Mills,  Toledo,  O. 

SARATOGA  SPRINGS,  N.  Y. 

Pres.,  H.  M.  Leipziger.  New  York,  N.  Y. 

V.-Pres.,  W.  M.  Beardshear,  Ames.  la. 

Sec,  E.  R.  Booth.  Cincinnati,  O. 

No  Meeting — See  International  Congress  of 
Education. 

ASBURY  PARK,  N.  J. 

Pres..  W.  M.  Beardshear,  Ames,  la. 

V.-Pres.,  A.  C.  Gordon.  Minnesota 

Sec.  W.  B.  Friedberc,  New  York,  N.  V 

DENVER,  COLO, 

Pres.,  E.  R.  Booth,  Cincinnati,  O. 

V.-Prcs.,  A.  N.  Ebaugh,  Baltimore,  Md. 

Sec,  Chas.  D.  Larkins,  Brooklyn,  N.  Y. 

BUFFALO,  N.  Y. 

I'res.,  Chas.  H.  Keves,  Pasadena.  Cal. 

V.-Pres.,  W.  H.  Magruuer, Agricultural  Col- 
lege, Miss. 

.Sec,  AiiiiY  L.  Mahi.att,  Providence,  R.  1. 

MILWAUKEE.  WIS. 

Pres.,  Oscar  Clute,  I.,;ikc  City,  Fla. 

V.-Pres.,    Mrs.    N.    S.    Kedzik,   Manhattan. 
Kans. 

Sec,  Ji;i»soN  V..  HovT,  Menomonie,  Wis. 

WASHINGTON.  1).  C. 

Pres.,  Edwaru  O.  Sisson,  Peoria,  III. 

V.-Pro8.,  W.  R.  Lazknby,  Columbus,  O. 

Sec.  JuiJSON  v..  lloYT,  Menomonie,  Wis 

LOS  A.NGELES.  CAL. 

Pres.,  Ji'i)soN  v..  HoVT,  .Menomonie,  Wis. 

V.-Pres.,  1'ehla  Cm.  Bowman,  Columbus,  O. 

Sec,  Charlf.s  a.  Uennktt,  Peoria,  III. 


IQOl 


604  NATIONAL  EDUCATIONAL  ASSOCIATION  [Manual 

igoo    CHARLESTON,  S.  C.  1904    ST.  LOUIS,  MO. 

Pres..  Charles  H.  Keyes,  Hartford,  Conn.  Pres.,     A.     H.     Chamberlain,      Pasadena. 

V.-Pres.,  Charles  A.  Bennett,  Peoria,  lU.  Cal. 

Sec,  L.  A.  Buchanan,  Stockton,  Cal.  V.-Pres.,    C.    L.    Kirschner,    New    Haven, 

DETROIT,  MICH.  Conn. 

Pres.,  Charles  A.  Bennett,  Peoria.  111.  Sec,  Frank  M.  Le.witt,  Boston,  Mass. 

V.-Pres.,  B.  A.  Lenfest.  Waltham,  Mass.  1905    ASBURY    PARK   and    OCEAN  GROVE. 

Sec,  L.  A.  Buchanan,   Stockton,  Cal.  Pres.,  A.  H.  Chamberlain,  Pasadena,  Cal. 

MINNEAPOLIS.  MINN.  V.-Pres.,    C.    L.    Kirschner,    New    Haven, 

Pres.,  C.  R.  Richards,  New  York,  N.  Y.  Conn. 

V.-Pres.,  C.  F.  Warner,  Springfield,  Mass.  Sec,  Frank  M.  Leavitt,  Roxbury.  Mass. 

Sec.  J.  H.  Trybom,  Detroit,  Mich.  1906    No  Meeting. 

BOSTON,  MASS.  1907   LOS  ANGELES,  CAL. 

Pres.,  C.  F.  Warner.  Springfield,  Mass.  Pres.,  Frank  M.  Leavitt,  Roxbury,  Mass. 

V.-Pres.,  J.  E.  Painter,  Minneapolis,  Minn.  V.-Pres.,  C.  R.  Bates,  Port  Deposit,  Md. 

Sec,  C.  L.  Kirschner,  New  Haven,  Conn.  Sec,  Oscar  L.  McMurry,  Chicago,  111. 


TOPICS 


1876  President's  Address — The  Legitimate  Field  of  the  Industrial  Department. — S.  R. 

Thompson. 

The  Industrial  Education  of  Women. — Ezra  S.  Carr,  Cahfornia. 

Instruction  in  Manual  Arts  in  Connection  with  Scientific  Studies. — Manly  Miles, 
Illinois. 

What  Can  Be  Done  to  Secure  a  Larger  Proportion  of  Educated  Labor  among 
Our  Producing  and  Manufacturing  Classes  ? — Wm.  C.  Russell,  New  York. 

What  Are  the  Legitimate  Duties  of  an  Agricultural  Professor  ? — 'E.  M.  Pendle- 
ton,  Georgia. 

Drawing  as  an  Element  of  Advanced  Industrial  Education. — C.  B.  Stetson,  Massa- 
chusetts. 

Required  Adjustments  in  Scientific  Education;  with  Special  Reference  to  Instru- 
mental Drawing. — S.  Edward  Warren,  New  York. 

1877  Relation  of  the    Common   School   to   Industrial   Education. — S.    R.   Thompson, 

Nebraska. 

Systematic  Manual  Training  or  Labor  in  Industrial  Education. — Geo.  T.  Fair- 
child,   Kansas. 

The  Russian  System  of  Mechanical  Art  Education. — J.  D.  Runkle,  Massachusetts. 

The  Relation  of  Manual  Labor  to  Technological  Training.— Chas.  O.  Thompson, 
Massachusetts. 

1878  No  Meeting. 

1879  Educated   Labor. — L.   S.   Thompson. 

The  Beginning  of  Industrial  Education. — M.  A.  Newell,  Maryland. 

Destitute  Children. — John  Hitz,  District  of  Columbia. 

The  Use  of  Modeling  in  Education. — Edward  A.  Spring,  New  Jersey. 

1880  Technical  Training  in  American  Schools. — E.  E.  White,  Indiana. 
Technical  Instruction  in  the  Land  Grant  Colleges. — J.  M.  Gregory,  Illinois. 

1881  Industrial  Education. — E.  E.  White,  Ohio. 

Annual  Report  of  the  Industrial  Department. — S.  R.  Thompson,  Nebraska. 
The  Decay  of  Apprenticeship. — L.  S.  Thompson,  Indiana. 

1882  The  National  Industrial  College:    Its  History,  Work,  and  Ethics. — E.  E.  White, 

Purdue  University. 
The  Function  of  an  American   Manual  Training  School. — C.   M.   Woodward, 

Missouri. 
Annual  Report  of  the  Secretary  of  the  Industrial  Department. — S.  R.  Thompson, 

Nebraska. 
Dexterity  before  Skill. — George  T.  Fairchild,  Kansas. 

1883  The  Fruit  of  Manual  Education. — C,  M.  Woodward,  Missouri,  president. 
Moral  Influence  of  Manual  Training. — J.  R.  Buchanan,  Massachusetts. 
Drawing  in  Grammar  Schools. — Walter  S.  Perry,  Massachusetts. 

1884  A  Layman's  Views  of  Manual  Training. — Augustus  Jacobson,  lUinois. 
Technical  and  Art  Education  in  PubHc  Schools,  as  Elements  of  Culture. — Felix 

Adler,  New  York. 
Hand  Work  in  Public  Schools. — John  M.  Ordway,  Louisiana. 


Training]  TITLES  OF  PAPERS  AND  DISCUSSIONS  605 

1885  Report  of  the  Progress  of  Industrial  Kclucatif>n  During  the  Year.- — S.  R.  Thomp- 

son, Pennsylvania. 
The  Educational  Value  of  Manual  Training. — Charles  Ham,  lUinois. 
Outline  of  Work  for  a  Manual  Training  School. — \V.M.  F.  M.  Goss,  Indiana. 

1886  Manual  Training  from  the  Other  Side. — Geo.  F.  M.vgoun,  Iowa. 

The  Reports  of  this  Department  this  year  are  meager  and  unsatisfactory. 

1 887  .\o  papers,  but  extended  discussions  on  various  topics. 

1888  Some  Limitations  in  Industrial  Training. — Geo.  T.  Fairchild. 

.\  Brief  Summary  of  the  Progress  of  Industrial  Education  during  the  Year. — S.  R. 
Thompson,  Pennsylvania. 

The  Relation  of  Industrial  and  Moral  Training  in  Our  Schools.— Z.  Richards, 
District  of  Columbia. 

The  Power  and  Utility  of  Industrial  Education  in  Our  Grammar  Schook. — T.  O. 
Cr.wvford,   California. 

The  Relation  of  Manual  Training  Schools  to  Technical  Schools. — C.  M.  Wood- 
ward, Missouri. 

1889  Ways,  Means,  and  Ma.xims  in  Manual  Training. — J.  I).  Walter,  Kansas. 
Industrial  Education  in  the  South. — B.  G.  Northrop,  Connecticut. 

1890  Classification,  Nomenclature,  and  Practical  Details  of  Manual  Training. — C.  M. 

Woodward,  St.  Louis,  Missouri. 

1 89 1  The  President's  Opening  Address — Some  Definitions. — Lewis  M' Louth,  South 

Dakota. 
The  Teacher  of  Tool  Work. — C.  M.  Woodward,  Missouri. 
Manual  Training,  and  Its  Place  in  the  Educational  System  of  Ontario. — N.  Woi.- 

verton,   Ontario. 

1892  Education    as    .Affected    by    Manual    Training. — Henry    M.    Leipziger,    New 

York. 
The  Relation  of  the  Kindergarten  to  Manual  Training. — Caroline  T.  Haven, 

New  York. 
Manual    Training   from    the    Kindergarten   to  the    High    School. — Charles    A. 

Be.x.njett,  New  York. 
Sloyd  as  an  Educational  Subject. — J.  M.  Trybom,  Massachusetts. 
Business  Education:    Its  Place  in  the  American  Curriculum. — S.  S.   Packard, 

New  York. 
Manual  Training  in  New  York  City  Schools. — Paul  Hoffman,  New  York. 

1893  No  Meeting. 

1894  Drawing — Its  Relation  to  Manual  Training  and  the  Industrial  .Arts. — John  C. 

Miller,    Illinois. 
Organizations   and    Plans    for    Manual-Training   Schools. — C.    M.    Woodward, 

Nlissouri. 
The  Progress  of  .Manual  Training. — Henry  M.  Leipziger,  New  York. 
The  Hygienic  Relation  of  Dress  to  Education. — R.  Anna  Morris,  Iowa. 
Manual-Training  Methods  in   Philadelphia  Pu})lic  Schools. — J.   Liberty  Tadd, 

Pennsylvania. 

1895  President's   Address — The  Philo.so|)hy  of  Manual  Training. — E.  R.  Booth,  Ohio. 
The  Mofiifnation  of  Seconflary-School  Courses  Most  Demanded  by  the  C<jndi- 

tions  of  Today,  and  Most  Ignored    by  the  Committee  of  Ten. — Charm-.s  II. 

Keyks,    California. 
Indu.strial  Education  a  Necessity  of  the  Times. — .Albert  R.  Robinson,  Illinois. 
The  EfTerts  of  Manual  Training.^ — Charles  D.  Lakkins,  New  York. 
.\  Plea  for  the  Systematic  Extension  of  Industrial  Training  from  the  Kindergarten 

to  Cirammar  Schools. — Miss  Mary  A.  Pinney,  Connecticut. 
Industrial  Training  as  Apjilied  to  Indian  Schools. — R.  H.  Pratt,  Pennsylvania. 

1896  The  Need  of  Manual  Training  for  Girls. — Mrs.  Nellie  S.  Kkuzik,  Kan.sas. 
Physical  EITec  ts  of  Sloyd.      Flora  J.  White,  Ma.s.sac  hu.sctl.s. 

.Manual  Training  in  the  Public  Schools  of  the  Smaller  Cities. — JUDSON  E.  Hoyt, 

Wisconsin. 
Manual  Training  and  the  Course  of  Study.-  C.  F.  Carroll,  Mas.sachusetls. 
The  .Aesthetic    Principle  in  Manual  Training. — ('harles  A.  Bennett,  New  York. 

1897  President's  AcMress  -The-  Ilc-ad  and  the  Hand.- -Oscar  Clute,  Florida. 
Mental  Results  from  Manual  Training.— iMlw.ird  O.  Sisson,  Illinois. 

Some  Possible-  Relations  c)f  Normal  Schools  to  Manual  "^iraining. — W.  I).  Pakkek, 
Wisron.sin. 


6o6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Manual 

1898  Education  for  the  Industrial  Classes. — J.  L.  Snyder,  Michigan. 

Domestic  Science  as  a  Synthetic  Study  for  Girls. — Mrs.   Ellen  H.   Rich.\rds, 

Massachusetts. 
Manual  Training  in  Horticulture. — Willi.^m  R.  Lazenby,  Ohio. 
Report  of  Committee  on  Hindrances  and  Helps  to  Manual  Training  and  Industrial 

Education. — George  A.  Robbins,  Illinois,  chairman. 

1899  The  Teacher  in  the  Manual-Training  School. — Walter  A.  Edwards,  California. 
The  Educational  \'alue  of  Metal-Working. — Vinton  S.  Paessler,  New  York. 
Constructive  Work  in  the  Elementar\-  Schools. — Gertrude  E.  English,  Illinois. 
Correlation  of  Manual  Training  with  Other  Branches  of  Study. — James  E.  Addi- 

cott,  California. 
The  Manual-Training  System  of  Los  Angeles. — Annette  Johnson,  California. 

1900  Teaching  Trades  in  Connection  with  the  PubHc  Schools. — Charles  F.  Warner, 

Massachusetts. 
Character,  Content,  and  Purpose  of  High-School  Courses  in  Manual  Training. — 

B.  A.  Lenfest,  Massachusetts. 
Manual     Training    for  the  Ordinary    High     School. — James     H.     Van  Sickle, 

Maryland. 

1901  Textile   Arts    as    Constructive    Work   in   Elementary    Schools. — Cl.\ra    Isabel 

Mitchell,  Illinois. 
Artistic  Handicraft  in  Primary  and  Intermediate  Grades. — Helen  M.  Maxwell, 

Minnesota. 
The  Relation  of  Manual  Training  to  Technical  Education. — V.  G.  Curtis,  Ohio. 
Education  for  the  Trades  in  America — What  Can  Technical  High. Schools  Do  for 

It. — Ch.\rles  F.  Warner,  Massachusetts. 

1902  From  the  Practical  to  the  Intellectual  in  the  Shop. — Arthur  W.  Richards,  New 

York. 
The  Field  of  Shop-Work  in  the  Elementary  School. — J.  E.  Painter,  Minnesota. 
Possibilities  of  Art   Education  in    Relation    to    Manual    Training. — Ernest   F. 

Fenellos.a,  Alabama. 
Practical   Co-operation   between    Art  and   Manual   Training. — H.arold  Peyser, 

New  York. 

1903  Education  for  the  Trades:    From  the  Standpoint  of  the  Manufacturer. — Milton 

P.  HiGGiNS,  Massachusetts. 

The  Demand  for  Trade  Schools:  From  the  Educator's  Point  of  View. — Arthur 
Henry  Chamberl.\in,  California. 

The  Organization  of  Trade  Schools:  From  the  Point  of  View  of  a  School  Superin- 
tendent.— Thomas  M.  Balliet,  Massachusetts. 

The  Organization  of  Trade  Schools:  From  the  Point  of  View  of  a  Trade-School 
Director. — Arthur  L.  Williston,  New  York. 

The  Attitude  of  Trade  Unions  toward  Trade  Schools. — William  H.  Sayward, 
Massachusetts. 

Craftsmanship  in  Education. — Leslie  W.  Miller,  Pennsylvania. 

Art  Instruction  as  Related  to  Manual  Work. — Alfred  Vance  Churchill,  New 
York. 

Indian  Basketr>- — Its  Poetry  and  Symbolism. — George  Wharton  James,  Cali- 
fornia. 

Manual  Training  in  the  Elementary  School. — Elizabeth  Euphrosyne  Langley% 
Illinois. 

The  Boy  and  His  Handicraft  at  Home. — George  H.  Bryant,  Rhode  Island. 

Hand-Work  for  High-School  Girls. — Abby  L.  Marlatt,  Rhode  Island. 

Manual  Training  versus  the  Manual  Arts. — James  Parton  Haney,  New  York. 

1904  The  Constructive  Idea  in  Education. — Wilbur  S.  Jackman,  Illinois. 
Manual  Training  in  Sweden. — Carl  Lidman,  of  the  Swedish  Commission. 
Reports  on  Work  as  Shown  by  Exhibits. — Various  .Authors. 
Manual-Training  High  Schools  or  Manual  Training  in  High  Schools. — Charles 

B.  Gilbert,  New  York. 
What  May  Be  Done  for  Manual  Training  in  Country  Schools  ?— Alfred  Bayliss, 

Illinois. 
Progress  of  the  South,  as  Shown  by  Exhibits. — Brown  Ayres,  Louisiana. 

1905  President's  Address — The  Problems  That  Perplex. — Arthur  Henry  Chamber- 

L.A.IN,   California. 
How  Can  Class  Teachers  Be  Educated  to  the  \'alue  of  Manual  Training  ? — F.  M. 
McMuRRY,  New  York. 


Training]  THE  NATIONAL  COUNCIL  OF  EDUCATION  607 

1906    Industrial  Training  in  Public  Evening  Schools. — Charles  F.  Warner,  Massa- 
chusetts. 
The  Necessity  for  Special  Manual-Training  High  Schools. — Charles  H.  Keyes, 

Connecticut. 
Fomis  and  Limitations  of  Handwork  for  Girls  in  the  High  School. — Katharine 
E.  Dopp,  Illinois. 
1906    No  Meeting. 


THK  NATIONAL  COUNCIL  OF  EDUCATION 


HISTORICAL  SKETCH 

The  first  recorded  suggestion  of  a  National  Council  of  P2ducation  in  this  country  is 
t(j  be  found  in  the  editorial  columns  of  the  National  Journal  oj  Education,  of  Boston,  in 
the  issue  of  July  24,  1879,  from  the  pen  of  the  founder  and  editor  of  that  journal,  Hon. 
Thomas  W.  Bicknell.  In  a  column  article,  Mr.  Bicknell  set  forth  %arious  reasons  for  the 
formation  of  a  Congress  or  Council  of  Education,  outlined  its  constitution  as  a  repre- 
sentative body,  holding  annual  or  biennial  meetings,  discussing  questions  involving  the 
principles  and  philosophy  of  education,  and  sustaining  an  advisory  relation  to  state  and 
national  systems  of  education.  In  several  subsequent  issues  of  that  journal,  editorials 
appeared,  setting  forth  more  fully  the  scope  of  the  proposed  Council  and  soliciting  the 
opinions  of  ^\merican  educators.  Articles  also  appeared  from  correspondents  in  different 
parts  of  the  country  indorsing  the  proposed  Council  and  offering  valuable  suggestions  as 
to  its  structure,  purposes,  and  relations  to  the  educational  world.  In  the  autumn  of  1879 
several  state  organizations  passed  resolutions  in  favor  of  a  National  Council.  As  time 
passed,  many  prominent  educators  wrote  and  spoke  favorably  of  the  project — notably  E. 
E.  White,  of  Ohio;  W.  F.  Phelps,  of  Minnesota;  Samuel  Eliot,  of  Boston;  W.  T.  Harris, 
of  St.  L<juis;  John  Hancock  and  A.  J.  Rickofif,  of  Ohio;  W.  E.  Sheldon,  of  Boston; 
B.  G.  Northrop,  of  Connecticut;    J.  P.  Wickersham  of  Pennsylvania,  and  others. 

So  much  interest  had  been  awakened  in  the  matter  of  a  Council,  that  Mr.  Bicknell 
was  invited  to  read  a  paper  before  the  Superintendents'  Section  of  the  National  Educa- 
tional Association  at  Washington,  D.  C,  in  February,  1880,  on  "A  National  Council  of 
Education."  The  rep<jrt  of  that  meeting  states  that  Mr.  Bicknell  discussed  the  work 
of  existing  organizations,  urged  the  need  of  a  more  careful  and  deliberate  examination 
of  educational  questions  by  a  body  of  e.xperts  in  the  science  and  art  of  education;  quoted 
the  opinions  of  leading  men  in  all  parts  of  the  countrj'  favoring  such  a  body;  showed 
some  of  the  advantages  to  be  derived,  and  recommended  the  formation  of  such  a  Council 
at  Chautauqua,  N.  Y.  at  the  ne.vt  session  of  the  National  Educational  .Association.  The 
features  <>i  the  work  of  the  Council,  he  argued,  would  be  instigational,  .scientific,  and 
fielilx-rativc;  its  prerogative,  only  advisory  and  recommendatr)ry,  bearing  the  weight  of 
the  well-matured  convictions  of  the  best  tea(  hers  and  wisest  educators. 

The  discussion  which  followed  was  particij)ated  in  by  W.  T.  Harris,  of  Missouri; 
J.  P.  Wickersham,  of  Pennsylvania;  A.  P.  Marble  and  D.  H.  Hagar,  of  Mas.sachusetts; 
.\aron  Gove,  of  Colorado;  H.  S.  Tarbell  and  J.  H.  Smart,  <f  Indiana;  G.  J.  Orr,  of 
(ieorgia,  and  others,  all  of  whom  favored  the  formation  <>f  a  C<  un(  ii  and  presented  various 
suggestions  as  to  its  formation  and  work.  On  motion,  it  was  voted  that  a  committee  1)0 
apjKjinted  to  prepare  a  plan  f»f  organization  to  be  re)M)rt(il  to  the  Ixiard  of  directors  of 
the  N.  E.  A.  at  Chautauqua,  X.  V.,  in  July,   1880. 

This  (f)mmittee  consisted  of  Messrs.  Bicknell,  of  Massai  hu.setts,  chairman;  WiLson, 
of  Wiishington;  Wic  kc-rsham,  of  I'ennsylvania;  Harris,  <f  Missouri;  Hagar,  of  Massa- 
chusetts; Tarljell,  of  Incliana;  Pendleton,  of  Ohii  ,  She|)ard,  of  Maryland;  Gove,  of 
Colorado;  Orr,  of  Gc-orgia;  and  Smart  cif  Incliana.  This  committee,  after  long  and 
careful  discu.ssion  of  various  methods  of  organizations,  made  a  rei>ort,  through  its  (hair- 
man    to  the  Directors  of  the  N.  E.  A.  at  Chautauqua,  .\'.  \.,  on  July  i.j,  1S80,  which. 


6o8  NATIONAL  EDUCATIONAL  ASSOCIATION  [National 

after  discussion  by  the  board,  was  unanimously  approved  and  recommended  to  the  N.  E. 
A.  for  adoption.  This  report  is  not  presented  here  since  its  essential  recommendations 
were  all  embodied  in  the  Constitution  which  follows. 

The  report  of  the  Committee  on  a  National  Council  of  Education  was  received  by 
the  Association  from  the  board  of  directors,  and  adopted  unanimously.  Subsequently 
members  were  elected  in  accordance  with  the  recommendations  of  the  report  of  the  Com- 
mittee on  Organization.  These  members  met  and  elected  James  McCosh,  of  New 
Jersey,  as  temporary  chairman,  and  Thomas  W.  Bicknell,  of  Massachusetts,  as  secretary. 
The  following  constitution  was  then  adopted: 

CONSTITUTION  AND  BY-LAWS 

Preamble.  In  order  to  consider  educational  questions  of  general  interest  and  of 
public  importance,  and  to  formulate  such  conclusions  as  may  be  reached,  the  National 
Council  of  Education  is  organized  within  the  National  Educational  Association,  and 
adopts  the  following  constitution: 

Article  i.  This  organization  shall  be  called  the  National  Council  of  Education. 

Art.  2.  Any  member  of  the  Association  identified  with  educational  work  is  eligible 
to  membership  in  the  Council,  and  after  the  first  election  such  membership  shall  continue 
for  six  years,  except  as  hereinafter  provided. 

Art.  3.  At  the  first  election  of  members  to  this  Council,  the  several  departments, 
namely,  the  Elementary,  the  Higher,  the  Normal,  the  Superintendents,  and  the  Indus- 
trial, shall  elect  three  members  each.  The  directors  of  the  Association  shall  elect  twelve 
other  members  and  the  Council  thus  constituted  of  27  members  shall  elect  24  additional 
members,  making  the  total  number  of  the  Council  5 1  persons. 

Art.  4.  The  term  of  service  of  the  several  members  of  the  Council  chosen  at  the  first 
election  shall  be  arranged  by  the  executive  committee  of  the  Council. 

Art.  5.  At  all  subserjuent  elections  each  of  the  several  departments  shall  elect  bien- 
nially one  member.  The  directors  shall  elect  annually  two  members,  and  the  Council 
shall  elect  annually  four  members,  who  shall  hold  office  for  six  years,  or  until  their  suc- 
cessors are  appointed. 

Art.  6.  The  annual  election  of  members  of  the  Council  shall  be  held  in  connection 
with  the  annual  meetings  of  the  Association.  If  any  department  of  the  Association  or  the 
board  of  directors  shall  fail  for  any  reason  to  fill  its  quota  of  members  annually,  the  vacancy 
or  vacancies  shall  be  filled  by  the  Council. 

Art.  7.  The  Council  shall  hold  an  annual  meeting  in  connection  with  the  meeting 
of  the  Association,  and  such  other  meetings  as  may  be  provided  for  by  vote  of  the  Council. 

Art.  8.  If  a  member  fail  to  attend  the  annual  meetings  of  the  Council  for  two  consecu- 
tive years,  his  place  shall  be  considered  vacant,  unless  he  be  excused  by  a  two-thirds 
vote  of  the  Council.  A  vacancy  caused  by  absence,  by  death,  or  for  any  other  cause, 
shall  be  filled  by  the  Council. 

Art.  9.  No  state  shall  be  represented  by  more  than  eight  members  in  the  Council. 

Art.  ID.  The  officers  of  the  Council  shall  be  a  President,  a  Vice-President,  and  a 
Secretary.  An  executive  committee,  consisting  of  the  three  ofiicers  above  named  and 
four  other  members,  shall  be  appointed,  and  such  other  committees  as  mav  from  time 
to  time  be  necessary.  The  three  officers  and  the  other  members  of  the  E.xecutive  Com- 
mittee shall  be  elected  annually,  at  the  time  and  place  of  the  annual  meeting  of  the  Asso- 
ciation, and  shall  continue  in  office  until  their  successors  are  chosen.  It  shall  be  one  of 
the  duties  of  the  Executive  Committee  to  make  an  annual  report  of  the  doings  of  the 
Association. 

Art.  II.  This  constitution  may  be  altered  or  amended  at  a  regular  meeting,  by  the 
unanimous  consent  of  the  members  present,  or  by  a  two-thirds  vote  of  the  members 
present,  in  case  such  alteration  or  amendment  has  been  proposed  in  writing  at  a  previous 
regular  meeting,  and  any  provision  may  be  waived,  at  any  regular  meeting,  by  unanimous 
consent. 

Art.  12.  By-laws  not  in  violation  of  this  constitution  may  be  adopted  by  a  two- 
thirds  vote  of  the  Council. 

MEMBERS 

Israel  W.  Andrews,  Marietta,  O.  Anna  C.  Brackett,  New  York  City. 

Henry  Barnard,  Hartford,  Conn.  Edward  Brooks,  Millersville,  Pa. 

Newton  Bateman,  Galesburg.  111.  N.  A.  Calkins,  New  York  City. 

Grace  C.  Bibb,  Columbia,  Mo.  D.  N.  Camp  New  Britain,  Conn. 

Thomas  W.  Bicknell,  Boston,  Mass.  A.  L.  Chapin,  Beloit,  Wis. 


Councill 


THE  NATIONAL  COUNCIL  OF  EDUCATION 


609 


J.  \V.  Dickinstm.  Boston,  Mass. 
John  Eaton,  Washington,  D.  C. 
W.  W.  Folwfll.  Minneapolis.  Minn, 
D.  C.  Oilman.  Baltimore.  Md. 
Aaron  Go\-e,  Denver,  Colo. 
S.  S.  Greene,  Providence,  R.  T. 
J.  M.  Gregory,  Urbana.  111. 
\V.  T.  Harris.  St.  Louis.  Mo. 
John  Hancock,  Dayton,  O. 
W.  D.  Hankie,  Salem.  O. 

D.  B.  Hagar,  Salem,  Mass. 

E.  C.  Hewett.  Normal,  111, 
Ellen  Hyde.  Framingham,  Mass. 

E.  S.  Joynes.  Knowille.  Tenn. 

F.  A.  March,  Easton.  Pa, 
Lemuel  Moss,  Bloomington,  Ind. 
.A,  P.  Marble.  Worcester,  Mass. 
James  McCosh.  Princeton,  N.  J. 
W.  A.  Mowry.  Providence.  R.  I. 
M.  A.  Xeweli.  Baltimore   Md. 

B.  G.  Northrop.  Hartford,  Conn. 


Edward  Olney,  Ann  Arbor.  Mich. 
G.  J.  Orr,  Atlanta,  Ga. 
John  B.  Peaslee,  Cincinnati,  O, 
W.  F.  Phelps.  Winona,  Minn, 
John  D.  Phil  brick.  Boston,  Mass, 
J.  L.  Pickard.  Iowa  City,  la. 
A.  J.  Rickoff.  Cleveland,  O. 
C.  C.  Rounds,  Farmington,  Me. 
W.  H.  Ruflner.  Richmond,  Va. 
H.  E.  Shepard.  Baltimore.  Md. 
J.  H.  Smart.  Indianapolis,  Ind. 
F.  Louis  Soldan,  St.  Louis.  Mo. 
E.  T.  Tappan,  Gambier.  O, 
H.  S.  Tarbell,  Indianapolis,  Ind. 
H.  S.  Thompson,  Columbia,  S.  C. 
C.  O.  Thompson,  Worcester,  Mass. 
S.  R.  Thompson.  Lincoln.  Neb. 
E.  E.  White,  Lafayette,  Ind. 
J.  P.  Wickersham.  Harrisburg,  Pa. 
J.  O.  Wilson.  Washington.  D.  C. 


.■\t  1 1:00  A.M.,  on  Friday,  July  16,  the  Couinil  nut  on  the  call  of  the  president, 
when  the  Committee  on  Nominations  presented  the  following  names  for  officers  for  1880, 
and  they  were  elected. 

President. — Thomas  W.  Bicknell,  Massachusetts. 

Vice-President. — James  McCosh.  New  Jersey. 

5)ecretary. — F.  Louis  .Soldan,  Missouri. 

Executive  Committee  (with  the  above). — J.  P.  Wickersham.  Pennsylvania; 

E.  E.  White,  Indiana-,   Anna  C.  Brackett,  New  York;    Wm.  H.  Ruffner,  Virginia. 

It  was  voted  to  publish  a  circular  containing  a  statement  of  the  purposes  of  the 
Council,  the  report  of  the  committee,  the  constitution,  and  a  list  of  members.  It  was 
also  voted  to  hold  the  first  meeting  in  connection  with,  but  prior  to,  the  ne.xt  annual  meet- 
ing of  the  National  Educational  Association.     The  Council  of  Education  then  adjourned. 

The  Constitution  of  the  Council  has  been  variously  amended  since  organization* 
as  may  be  determined  by  reference  to  the  annual  volumes  of  Proceedings  since   1880. 


CONSTITUTION- 


PREAMBLE 


The  National  Council  (jf  Education  shall  have  for  its  object  the  consideration  anil 
«li.s(Ussion  of  edutational  (juestions  of  general  interest  and  public  importanie,  and  the 
presentation,  thru  i)rinted  reports,  oi  the  substance  of  the  discussions  and  the  loiu  lusions 
formulated.  It  shall  be  its  (jbjei  t  to  reach  and  dis.seminate  correi  t  thinking  on  educa- 
tional jjuestions;  and,  for  this  ])urpose,  it  shall  be  the  aim  of  the  Council,  in  condui  ting 
its  discu.ssions,  to  flefine  and  state  with  accuracy  the  dilTerent  views  and  theories  on  the- 
subject  under  consideration,  and,  secondly,  to  discover  and  rejjre.sent  fairly  the  grounds 
and  rea.sons  f<jr  each  theory  or  view,  .so  far  as  to  show,  as  com[)letely  as  possible,  the  genesis 
of  opinion  on  the  subjec  t.  It  shall  be  the  duty  of  the  Council,  in  pursuance  of  this  object, 
to  en(C)urage  from  all  its  memlx-rs  the  most  c  arcful  statement  of  differences  in  opinion, 
together  with  the  <  (irn|)letc-st  statc-tncnt  of  grouncis  for  the  same.  It  shall  further  rec|uire 
the  careful  preservation  and  pn-sentation  of  the-  incliviclu;il  cliiTerc-nces  of  o|)inion,  wlien- 
ever  grounds  have  U-en  furnishcci  for  the-  same  by  members  of  the  Council.  It  shall 
invite  the  freest  discussion  and  c-mliody  the-  new  suggestions  dtvclopcci  by  such  disc  iissions. 
Any  menilH-r  making  sue  h  suggestion  or  objec  tion  may  i)Ut  in  writing  his  vic-w,  and  the 
grouncis  therefor,  and  furnish  the  same  to  the  sec  retary  for  the  records  of  the  Council. 
It  shall  prepare-,  thru  its  |)resiclcnt,  an  annual  report  to  the  National  Educ  ational  A.s.socia- 
tion,  setting  forth  the  ejuestions  considered  by  the  Council  during  the  jirevious  year, 
and  jilac  ing  Ufore-  the  As.soc  iation,  in  succinct  form,  the  work  acic>m|)lished.  It  shall 
emljoely  in  this  rc|>ort  a  survey  of  those  educatioiud  topics  which  seem  to  call  for  any 
action  on  the  part  of  the  A.s.soe  iation.     The  Counc  il  shall  ;ipi)oint,  out  of  its  own  number, 

■  Including  all  amendmrnlii  to  icjo?. 


6lO  NATIONAL  EDUCATIONAL  ASSOCIATION  ^National 

committees  representing  the  several  departments  of  education,  and  thereby  facilitate  the 
exchange  of  opinion  among  its  members  on  such  special  topics  as  demand  the  attention  of 
the  profession  or  of  the  public. 

ARTICLE    I — MEMBERSHIP 

1.  The  National  Council  of  Education  shall  consist  of  sixty  members,  selected  from 
the  membership  of  the  National  Educational  Association.  Any  member  of  the  Associa- 
tion identified  with  educational  work  is  eligible  to  membership  in  the  Council,  and,  after 
the  first  election,  such  membership  shall  continue  for  six  years,  except  as  hereinafter 
provided. 

2.  In  the  year  18S5  the  Board  of  Directors  shall  elect  eight  members — four  members 
for  six  years,  two  for  four  years,  and  two  for  two  years,  and  the  Council  shall  elect  eight 
members — five  members  for  six  years,  two  for  four  years,  and  one  for  two  years;  and 
annually  thereafter  the  Board  of  Directors  shall  elect  five  members  and  the  Council  five 
members,  each  member,  with  the  exception  hereinafter  provided  for  (sec.  5),  to  serve 
six  years,  or  until  his  successor  is  elected. 

3.  The  annual  election  of  members  of  the  Council  shall  be  held  in  connection  with 
the  annual  meetings  of  the  Association.  If  the  Board  of  Directors  shall  fail,  for  any 
reason,  to  fill  its  quota  of  members  annually,  the  vacancy  or  vacancies  shall  be  filled  by 
the  Council. 

4.  The  term  of  service  of  the  several  members  of  the  Council  chosen  at  the  first 
election  shall  be  arranged  by  the  Executive  Committee  of  the  Council. 

5.  The  absence  of  a  member  from  two  consecutive  annual  meetings  of  the  Council 
shall  be  considered  equivalent  to  resignation  of  membership,  and  the  Council  shall  fill 
vacancies  caused  by  absence  from  the  Council  as  herein  defined,  as  well  as  vacancies 
caused  by  death  or  resignation,  for  the  unexpired  term.  All  persons  who  have  belonged 
to  the  Council  shall,  on  the  expiration  of  their  membcrshijj,  become  honorary  members, 
with  the  privilege  of  attending  its  regular  sessions  and  participating  in  its  discussions. 
No  state  shall  be  represented  in  the  Council  by  more  than  eight  members. 

ARTICLE   II — QUALIFICATION    FOR   MEMBERSHIP 

All  members  of  the  Council  shall  be  either  life  or  active  members  of  the  National 
Educational  Association. 

ARTICLE    III — MEETINGS 

There  shall  be  a  regular  annual  meeting  of  the  Council  held  at  the  same  place  as 
the  meeting  of  the  National  Educational  Association,  and  at  least  two  days  previous  to 
this  meeting.  There  may  be  special  meetings  of  the  Council,  subject  to  the  call  of  the 
Executive  Committee,  but  the  attendance  at  these  meetings  shall  be  entirely  voluntary. 
A  majority  of  the  Council  shall  constitute  a  quorum  for  the  transaction  of  business  at 
any  meeting,  whether  regular  or  called;  but  any  less  number,  exceeding  eight  members, 
may  constitute  a  quorum  for  the  transaction  of  business  at  the  regular  annual  meeting,  as 
defined  in  this  article. 

ARTICLE    IV — THE    WORK    OF    THE   COUNCIL 

The  Council  shall,  from  time  to  time,  undertake  to  initiate,  conduct,  and  guide  the 
thoro  investigation  of  important  educational  questions  originating  in  the  Council;  also 
to  conduct  like  investigations  originating  in  the  National  Educational  Association,  or 
any  of  its  departments,  and  requiring  the  expenditure  of  funds. 

ARTICLE   V — THE    APPOINTMENT    OF    SPECIAL    COMMITTEES    AND    EXPERTS 

In  the  appointment  of  special  committees,  and  in  the  selection  of  writers  and  speakers, 
it  shall  be  the  privilege  of  the  Council  to  appoint  such  experts,  whether  members  of  the 
Council  or  not,  as  are  deemed  best  qualified  to  conduct  investigations. 

ARTICLE    VI — OFFICERS 

At  the  annual  election  of  officers  in  1904  the  president  of  the  Council  shall  be  elected 
for  a  term  of  three  years,  the  vice-president  for  a  term  of  two  years,  and  the  secretary 
for  a  term  of  one  year;  and  thereafter  annually  the  vacancy  caused  by  the  outgoing  officers 
shall  be  filled  by  the  election  of  one  person  for  a  term  of  three  years. 

It  shall  be  the  duty  of  the  president  of  the  Council  to  prepare,  with  the  assistance  and 
approval  of  the  Executive  Committee,  such  a  program  for  the  annual  meeting  as  shall 
realize  as  fully  as  practicable  the  purposes  for  which  the  Council  was  organized  and  exists. 


Council]  THE  NATIONAL  COUNCIL  OF  EDUCATION  6ii 

ARTICLK    VII — STANDING    COMMITTEES 

1.  There  shall  he  four  standing  committees:  an  Executive  Committee,  a  Committee 
on  Memhership,  a  Committee  on  Educational  Progress,  and  a  Committee  on  Investiga- 
tions and  Ajipropriations. 

2.  The  Executive  Committee  shall  be  composed  of  the  president  of  the  Council  and 
of  three  other  members,  whose  terms  of  olTice  shall  be  so  arranged  that  one  new  member 
may  be  chosen  each  year,  beginning  with  the  year  i8()(). 

3.  It  shall  be  the  duty  of  the  Executive  Committee  to  provide  an  annual  program  by 
selecting,  whenever  fcasil)le,  subjects  for  investigation,  and  apjiointing  conmiittees  to 
conduct  such  investigations.  It  shall  Ix-  the  duty  of  the  Executive  Committee  to  carry 
out  the  provisions  contained  in  this  constitution  referring  to  volunteer  and  invited  papers. 
It  shall  be  the  duty  of  the  Executive  Committee  to  provide  a  place  on  the  program  for 
the  report  on  any  investigation  which  may  be  ordered  by  the  National  Educational  Asso- 
ciation or  its  departments. 

4.  The  Committee  on  Membersliip  sliall  be  composed  of  the  ])resident  of  the  (\)uncil 
and  six  other  members,  whose  terms  of  office  shall  be  so  arranged  that  two  vacancies  may 
be  filled  every  year,  beginning  with  i8q(). 

5.  There  shall  be  appointed  annually  a  committee  of  one  to  submit,  at  the  next 
meeting,  a  report  on  "Educational  Progress  during  the  Past  Year,"  in  which  a  survey 
<if  the  important  movements  and  events  in  education  during  the  preceding  year  is  given. 
This  conmiittec  need  not  be  selected  fn)m  the  members  of  the  Council. 

6.  The  Committee  on  Investigations  and  Ajijiropriations  shall  be  composed  of  nine 
members,  whose  terms  of  ofTice  shall  be  so  arranged  that  three  vacancies  may  be  filled  each 
year,  beginning  with  1903.  No  proposal  to  appoint  a  committee  to  undertake  an  educa- 
tional investigation  of  any  kind,  and  no  proposal  to  ask  the  Board  of  Directors  of  the 
Association  for  an  appropriation  for  any  purpose,  shall  be  acted  upon  until  such  proposal 
has  been  referred  to  this  Committee  on  Investigations  and  Appropriations  for  report. 

ARTICLE   VIII — THE   DUTIES   OF  THE   COUNCIL 

1.  It  shall  be  the  duty  of  the  Council  to  further  the  objects  of  the  National  I'.duiational 
A.ssociation,  and  to  use  its  best  efforts  to  promote  the  cau.se  of  education  in  general. 

2.  The  meetings  of  the  Council  shall  be,  for  the  most  part,  of  a  "round  table" 
character. 

ARTICLE    IX — AMENDMENTS 

This  constitution  may  be  altered  or  amended  at  a  regular  meeting  of  the  Council,  by 
a  two-thirds  vote  of  the  members  present,  and  any  provision  may  be  waived  at  any  regular 
meeting  by  unanimous  consent. 

By-laws  not  in  violation  of  the  constitution  may  be  ad<)|)ted  by  a  two-thirds  vote  of 
the  Council. 

E.XF.CL'TIVE  OITICKRS  OF   IHK  N.VriO.VAL  COUXC'II,  FROM    18S1    1007 

1881  ATL.W'TA.  G.\.  1887    CHICAGO.  ILL. 

Prcs.,  T.  W.  BicKNKi.r..  Boston,  Mass.  Prcs.,  Daniel  B.  Hac.ar.  Salem,  Ma.ss. 

V.-Prcs..  James  MrCosii.  Prinreton.  N.  J.  V.-Prcs..  H.  S.  Jones.  Eric,  Pa. 

5h-c.,  F.  Loeis  SoMiAN.  .St.  J»uis,  Mo.  Sec,  E.  VV.  Coy,  Cincinnati,  O. 

1882  S.\R.\TOG.\  SI'RIXGS.  .V.  Y.  1888    S.VN  FRANCISCO.  CAL. 

Prcs..  T.  \V.  Bi(  KNM.i..  Boston.  Mass.  Pros..  J.  L.  Pickahd,  Iowa  City.  la. 

\'.-Prcs..  J.  P.  WirKKHsiiAU.  I^in(a.sler,  Pa.  \'.-I'res..  C.  C.  RoitNi>s,  Plymouth.  X.  H. 

.Sec.  E.  I-'..  White.  I^ifayctle,  Im).  S<'(,.  I'..  W.  Cov.  Cincinnati.  O. 

1883  SARATOGA  SPRI.NGS.  .\.  V.  1889    .\ASI1\  ILLK.  TENN. 

Prcii.,  Thomas  W.  Ukkneli.,  Boston.  .Ma.ss.  I'res.,  J.  L.  Pickakii,  Iowa  Citv    la. 

V.-Pros..  E.  E.  White.  I^ifayclte,  In.l.  V.-Prcs..  W.  'IV  IIarkis.  Concnl.  Mass 

Sec,  {'.  C.  RouNKs.  Farmini{ton,  .Mc.  Sec.  .VI\rv  E.  Nkiioi.son.  In(lian.i|K)lis.  Ind. 

1884  .MADISO.V,  WIS.  i8qo    ST.  PAUL,- MI. \N. 

Prrs..  E.  E.  White.  Jjifayctte.  Iml.  Pres.,  Sei.im  H.  pKABonv,  Ch:im|>:\iKn.  III.       • 

\'.Prrs.,  T.  W.  Bu  knki.i..  Boston.  .M.xss.  V.-Pres.,  (>kokc,e  IIowi.and.  Chicano,  III. 

.Set.,  A.  G.  BoYiiES.  BrirlRrwatcr,  Mass.  Sec.,  I).  L,  Kiehi.e.  .St.  Paul,  Minn. 

885    SARATOGA  SPRIN(;s    .\.  V.  1801     lORO.Vro,  ONP. 

Pre*.,  E.  E.  White   Cincinnati.  O.  Prcs..  Sei.im  H.  Peabddy,  ChampaiKn.  III. 

V.-Prim.,  Daniel  B.  Hacah.  Salem.  Mass.  \'.-J'rc»..  Geohck  IIowlanh.  CliicaRo,  III. 

Sec,  Geokoe  p.  Bk'iwn,  Terre  Haute.  Iml  Sn..  I)    L,  Kiehi.e.  St.  Paul.  Minn. 

1886     TOI'EKA    KA.NS  "K'Ji    S.\kA  K  )( ;.\  SPRI\(;S.  .\.  V. 

Pre*..  Daniel  B.  Hacab.  .Sairm    M.uw.  •'"»  ,  James  M    Bakeh,  Denver.  C.ilo. 

V.-Prcn..  H    S.  Jones.  Erie.  Pa.  V.-Prw.,  E.  W.  Cov,  Cincinnati.  O. 

Sec    and  Trens..  GKoucil'   P    Bmown.    Terre  Sec.  N.  C.  S<HAEKrEi».  Kut/.lown.  Penn. 

Haute.  Iiui.  189J    S'o  Meeting 


6l2 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[National 


1894  ASBURY  PARK,  N.  J. 

Pres..  E.  W.  Coy,  Cincinnati,  O. 
V.-Pres.,  F.  A.  Fitzpatrick.  Omaha,  Neb. 
Sec,  Ch.as  DeGarmo,  Swarthmore,  Pa. 

1895  DENVER,  COLO. 

Pres.,  C.  C.  Rounds,  Plymouth,  N.  H. 
V.-Pres..  E.  Oram  Lyte,  Millersville,  Pa. 
Sec,  N.  C.  Dougherty  Peoria,  111. 

1896  BUFFALO,  N,  Y. 

Pres..  H.  S.  Tarbell,  Providence,  R.  I. 
V.-Pres.,  Earl  Barnes.  Stanford  Univ.,  Cal. 
Sec,  Bettie  a.  Dutton,  Cleveland,  O. 

1897  MILWAUKEE,  WIS. 

Pres.,  B.  A.  Hinsdale,  Ann  Arbor,  Mich. 
V.-Pres.,  Chas.  DeGarmo,  Swarthmore,  Pa. 
Sec,  Bettie  A.  Dutton,  Cleveland,  O. 

1898  WASHINGTON.  D.  C. 

Pres.,  Chas,  DeGarmo,  Swarthmore,  Pa. 
V.-Pres,,  Wm.  F.  King.  Mt.  Vernon,  la. 
Sec,  Bettie  A.  Dutton.  Cleveland,  O. 

1899  LOS  ANGELES,  CAL. 

Pres.,  A.  R.  Taylor.  Emporia  Kans. 
V.-Pres..  J.  H.  Van  Sickle.  Denver,  Colo. 
Sec,  Bettie  A.  Dutton,  Cleveland,  O, 

1900  CHARLESTON,  S.  C. 

Pres.,  F.  Louis  Soldan.  St.  Louis,  Mo. 
V.-Pres.,  Elmer  E.  Brown.  Berkeley,  Cal. 
Sec,  Bettie  A.  Dutton,  Cleveland,  O. 


1901  DETROIT,  MICH. 

Pres.,  C.  M.  Jordan.  Minneapolis,  Minn. 
V.-Pres.,  Bettie  A.  Dutton,  Cleveland,  O. 
Sec,  J.  H.  Phillips,  Birmingham,  Ala, 

1902  MINNEAPOLIS,  MINN. 

Pres.,  J.  H.  Phillips,  Birmingham.  Ala. 
V.-Pres.,  Mary  E.  Nicholson,  Indianapolis, 

Ind. 
Sec,  Jesse  F.  Millspaugh,  Winona,  Minn. 

1903  BOSTON,  MASS. 

Pres.,  William  R.  Harper,  Chicago,  111. 
V.-Pres.,  W.  H.  Bartholomew  Louisville, 

Ky. 
Sec,  J,  F.  Millspaugh,  Winona,  Minn. 

1904  ST.  LOUIS,  MO. 

Pres..  Frank  A.  Fitzpatrick,  Boston,  Mass. 
V.-Pres.,  Joseph  Swain,  Swarthmore,  Pa. 
Sec,  J.  H.  Van  Sickle,  Bahimore,  Md. 

1905  ASBURY  PARK  and    OCEAN  GROVE, 

N.J. 
Pres.,  Elmer  E.  Brown.  Berkeley.  Cal. 
V.-Pres.,  N.  C.  Schaeffer,  Harrisburg,  Pa. 
Sec,  J.  W.  Carr,  Anderson,  Ind. 

1906  No  Meeting 

1907  LOS  ANGELES,  CAL. 

Pres.,  Elmer  E.  Brown.  Berkeley,  Cal. 
V.-Pres.,  A.  S.  Downing,  Albany,  N.  Y. 
Sec,  J.  W.  Carr,  Dayton,  O. 


MEMBERSHIP  IN  THE  NATIONAL  COUNCIL  FROM  1880-1907 


WITH   TERMS    OF    SERVICE    CLASSIFIED    BY    STATES 

(A)  indicates  appointment  by  the  Association;    (C)  indicates  appointment  by  the  Council;     (see  Con- 
stitution of  Council,  Art.  I).     The  intervals  between  the  years  named  indicate  the  separate  terms  of  service  . 


ALABAMA 

Julia  S.  Tutwiler (C) 

N.  R.  H.  Dawson (C) 

J.  H.  Phillips (A) 

CALIFORNIA 

John  Swett (C) 

Ira  G.  Hoitt (C) 

G.  H.  Howison (C) 

Lillie  J.  Martin (A) 

Earl  Barnes (A) 

Charles  H.  Keyes (C) 

Elmer  E.  Brown (C) 

Edward  T.  Pierce (C) 

James  A.  Fosh ay (A) 

Jesse  F.  Millspaugh (A) 

C.  C.  Van  Liew (A) 

COLORADO 

Aaron  Gove     (C) 

James  H.  Baker (C) 

James  H.  Van  Sickle (C) 

Lewis  C.  Greenlee (C) 

Z.  X.  Snyder (C) 

CONNECTICUT 

David  N.  Camp (A) 

B.  G.  Northrop (A) 

Henry  Barnard (C) 

Charles  H.  Keyes (C) 

DISTRICT  OF  COLUMBIA 

John  Eaton (A) 

J.  Ormond  Wilson (A) 

Zalmon  Richards (C) 

W.  T.  Harris (A) 

Wn.LiAM  B.  Powell (C) 

Anna  Tolman  Smith (C) 

Alexander  Graham  Bell (C) 


terms  of 

SERVICE 


years  of 

SERVICE 


894-1900-1906. 


883-1884;  also  1888-1890 3 

888-1891 3 

888-1889 I 

889-1892 3' 

894-1897-1898 4 

895-1898 3-- 

896-1897-1903-1009 

899-1901 2 

899-1900-1904 5 

904-1 908 3 

905-1906 

880-1882-1888-1894-I9OO-I906 

886-1888-1894-I9OO-I906 

896-1898-1901 s* 

900-1905— I9H 

90I-I905-I9I I 

880-1890 10 

880-1882 2 

880-1S85 5 

889-1901-1907 S 

880-1888;  also  1892-1894 io« 

880-1882 2 

885-1888-1894-1897 12 

889-1891-1897-1903-1909 " 

900—1901 I 

902-1904-1910 

902-1903-1904 2 


'  See  Indiana. 

'  See  Massachusetts. 

J  See  Minnesota  and  lUah. 


<  See  Maryland. 

s  See  Massachusetts  and  Califorina. 


'  See  Ohio  and  Tennessee. 

'  See  Massachusetts  and  Missouri. 


CoundlJ  THE  NATIONAL  COUNCIL  OF  EDUCATION  613 

GEORGIA 

G.  J.  Orr (A)  1880-1882-1886 6 

W.  R.  Thigpen (A)  1889-1890-1892 3 

EvLER  B.  Smith...: (C)  1892-1896-1898 6 

ILLINOIS 

J.  M.  Gregory (A)  1880-1882 2 

E.  C.  Hewett (A)  1880-1890-1896-1899 19 

Newto.n  Batem.\n (C)  1880-1882 2 

S.  H.  Peabody (C)  1884-1887-1893-1896 12 

F.  W.  Parker (C)  1882-1886;  also  1900-1902 6 

Robert  Allyn (A)  1885-1891 6 

George  Howland (C)  1887-1890-1892 5 

Newton  C.  Dougherty (C)  1888-1892-1898-1004-1905 17 

George  P.  Brown (C)  1887-1889-1895-1901-1902 15" 

Charles  DeGarmo (C)  1891-1892 1' 

John  W.  Cook (C)  1892-1896-1900;  also  1904-1910 

Charles  A.  McMcrry (A)  1894-1896-1899 5 

A.  S.  Draper ^  (C)  1894-1898-1900;   also  190 3-1904 8^ 

John  Dewey (C)  1896-1899;  also  1901-1904 6 

.■\lbert  G.  Lane (A)  1896-1902-1906 10 

J.  E.  Bradley (A)  1894-1897 3' 

William  R.  Harper (A)  1897-1903-1906 9 

.Arnold  Tompkins (A)  1899-1900 ■     i 

O.  S.  Westcott (C)  1 900- 1902 -1 908 

A.  R.  Taylor (A)  1901-1907 s 

J.  L.  Spalding (C)  1902-1904     2 

Ella  F.  Vou.ng (A)  1903-1905 2 

L.  C.  Lord (A)  1903-1906 

Edwin  G.  Cooley (A)  1905-1909 

I.\T)IANA 

J.  H.  Smart (A)  1880-1885-1888 8 

H.  S.  Tarbell (C)  1880-1884-1888 8* 

Lemuel  Moss (C)  1880-1886 6 

George  P.  Brown (C)  1882-1887 5' 

C.  O.  Thompson (A)  1882-1885  (died  1885) 3' 

W.  N.  Hailmann (C)  1885-1891-1894 9 

L.S.Thompson (C)  1885-1889 a" 

Mary  A.  Nicholson (C)  1886-1887-1893-1899 13 

John  S.  Irwin (C)  1886-1890-1894 8 

S.  .S.  Parr (C)  1888-1889 »■" 

Lillie  J.  Martin (C)  1888-1889 i" 

Lewis  H.  Jones (C)  1890-1891-1894 4" 

\V.  \V.  Parsons (A)  1891-1892 i 

R.  G.  Boone (A)  1892-1894 2>> 

William  L.  Bryan (C)  1895-1898;   also  1905-1908 

Joseph  Swain (C)  1899-1903 4" 

John  W.  Carr (C)  1900-1905 5's 

Calvin  N.  Kendall (A)  1904-1906 

Miss  N.  Cropsey (C)  1905-1909 

KjWA  • 

J.  L.  Pickakd (C)  1880-1885-1891 II 

W.  F.  Kino (C)  1886-1889-1895-1901-1904 18 

Henry  Sabin (A)  1889-1893-1899 10 

H.  H.  Seerley (C)  1891-1894-1900 0 

KANSAS 

George  T.  Fairchild (A)  1885-1891-1894 9'* 

Frank  A.  Fitzpatrick (C)  1886-1887-1892 6" 

James  H.  Canfiei.d (A)  1886-1891 5"' 

A.  R.  Tayujr (A)  1892-1895-1901 9'" 

W.  M.Davidson (C)  1899-1902-1904 5'' 

J.  N.  Wilkinson (C)  1904-1906 

KKNTUCKY 

W.  H.  Bartholomew (A)  1890-1893-1899-1905-1911 

Gkorce  T.  Faikchild (A)  1898-1900 3'" 

F.  H.  Mark   (A)  1903-1907 


LOUISIANA 

Edwin  A.  Aldf.bman (A)  1900- 1902 -1904 4" 

John  M.  Ohuwav (A)  1885-1889 4 

MAINE 

C  C.  Rounds (A)  1880  1882 2" 

Wm.  J.  Cobthkm (C)  1886-1888 1 

'  Sec  Imliiina.  ■>  Sec  New  Jeriwy.  '»  S<f  Krntiiiky. 

'.Sec  Prnnsylvania.  '"Sec  Miniu-Hola.  "  S«-e  Ni-briuskii. 

•  Sec   New   Nork  an<l  Oliio.     "  .S<c  California.  '"  .S<r  Neliraskii.  ( )liio  and  Now  \'<.rk. 
«  See   Minm-wila  "Sec  Ohin  and   Miihiuan.  "^  S<-e   Illinois. 

I  Sec  Knniia.1.  ".Sec  Michiuan  and  Now   York.     '"See   Kansii.s. 

'Sec  RIkkIc  Island.  "Sec  Pennsylvania.  ".See   North  ("arolina    and    Virxinia. 

'Sec  Illinois.  "Sec  Ohi<i.  ■' Sec  New  HiuniiBliirc  and  .New  York. 

*  Sec  MaMachuselli. 


6i4 


NATIONAL  EDUCATIONAL  ASSOCIATION  [National 


MARYLAND 

M.  A.  Neweli (C)  1880-1883 3 

Henry  A.  Shepherd (C)  1880-1882 2 

Daniel  C.  Oilman (C)  1880-1884 ■ 4 

G.  Stanley  Hall (C)  1882-1888 6 

James  H.    Van  Sickle (C)  1901-1904-1910 1 

MASSACHUSETTS 

Thomas  VV.   Bicknell (A)  1880-1887-1889 9 

J.  W.  Dickinson (A)  1880-1886-1890;  also  1891-1895 14 

A.  P.  Marble (A)  1880-1884 ." 4 

C.  O.  Thompson (A)  1880-1882 2' 

J.  D.  Philbrick (C)  1880-1885 5 

Ellen  Hyde (C)  1880-1882 2 

D.  B.  Hagar (C)  1880-1884-1890-1891 II 

W.  T.  Harris (A)  1885-1889 41 

William  E.  Sheldon (C)  1883-1888-1894-1900 17 

J.  C.  Greenough (C)  1882-1884-1885 3 

A.  G.  Boyden (A)  1882-1889 7 

Larkin  Dunton (A)  1882-1884-1887 5 

W.  A.  Mowry (C)  1887-1893-1898 ii4 

John  T.  Prince (A)  1891-1894 3 

Charles  W.  Eliot (A)  1892-1895 3 

Frank  A.  Fitzpatrick (A)  1895-1899-1905-1911 s 

Paul  H.  Hanus (C)  1898-1899-1900 2 

Charles  H.  Keyes (C)  1898-1899 i^ 

Frank  A.  Hill (C)  1900-1903 3 

William  E.  Hatch (C)  1904-1907 

George  H.  Martin (C)  1904-1906 

MICHIGAN 

W.  H.  Payne (C)  1882-1886-1888 6' 

B.  A.  Hinsdale (C)  1888-1892-1898-1900 12 

R.  G.  Boone (A)  1894-1898-1903 9' 

L.  H.  Jones (C)  1902-1903-1909 » 

MINNESOTA 

William  F.  Phelps (A)  1880-1882 2 

W.  W.  FoLWELL (A)  1880-1886 6 

D.  L.  KiEHLE (C)  1885-1887-1893-1899-1900 15 

J.  E.  Bradley (A)  1890-1891-1894 4"= 

S.  S.  Parr (A)  1889-1891 2 

Irwin  Shepard (C)  1894-1900-1904 10 

Charles  B.  Gilbert (A)  1894-1896 2" 

Charles  M.  Jordan (C)  1896-1902-1905 9 

J.  F.  Millspaugh (A)  1899-1902-1904 5'^ 

R.  E.  Denfeld (A)  1902-1905 3 

MISSISSIPPI 

J.  R.  Preston (A)  1894-1899 5 

R.  B.  Fulton (A)  1899-1901-1903 4 

MISSOURI  , 

W.  T.  Harris (A)  1880-1885 S'J 

Grace  Bibb  Sudborough (A)  1880-1882 2 

F.  Louis  Soldan (A)  1880-1886-1892-1898-1904-1010 

J.M.Greenwood (A)  1885-1887-1893-1899-1905-1911 

C.  M.  Woodward (C)  1888-1891-1896 8 

John  T.  Buchanan (C)  1895-1896 t 

William  H.  Black (C)  1899-1903-1909 

Mrs.  Josephine  Heermans (C)  1900-1904-1910 

A.  Ross  Hill (C)  1904-1910 

John  R.  Kirk (A)  1905-1908 


NEBRASKA 

S.  R.  Thompson (C)  1880-1884-1886 6 

H.  M.  James (C)  1884-1885-1889-1895 ir 

J.  H.  Canfield (A)  1891-1892-1895 4'i 

Frank  A.  Fitzpatrick (A)  1892-1893-1895 3" ' 

H.S.Jones (A)  1890-1894 V" 

H.  K.  Wolfe (A)  1894-1895 i 

Carroll  G.  Pearse (A)  1900-1904 4'' 

W.  M.  Davidson (C)  1904-1908 '" 

W.  K.  Fowler (C)  1904-1907 

NEW  HAMPSHIRE 

C.  C.  Rounds (A)  1882-1888-1894-1897 15'" 

'  See  Colorado.  "  See  New  Jersey  and  New  York. 

=  See  Indiana.  "  See  Utah  and  California. 

3  See  Missouri  and  District  of  Columbia.  ■•'  See  Massachusetts  and  District  of  Columbia. 

■»  See  Rhode  Island.  "4  See  Kansas  and  Ohio  and  New  York. 

s  See  Nebraska  and  Kansas.  "s  See  Kansas  and  Massachusetts. 

'■  See  Connecticut  and  California.  ■*  See  Pennsylvania. 

'  See  Tennessee.  ''  See  Wisconsin. 

"  See  Indiana  and  New  York.  '*  See  Kan.sas. 

»  See  Ohio  and  Indiana  'p  See  Maine  and  New  York. 

'o  See  UUnois 


Council] 


THE  NATIONAL  COUNCIL  OF  EDUCATION 


6is 


NEW  JERSEY 

Jamks  MiCosh (A' 

W.  X.  Barringer (A' 

L.  S.  Thompson (A 

Nicholas  Murray  Butler (C 

James  M.  Green (A' 

Charles  B.  Gilbert (A' 

NEW  YORK 

N.  A.  Calkins (A 

Anna  C.  Brackett (C 

Matilda  S.  Cooper (A 

J.  H.  HoosE (C 

A.  J.   RlCKOFF (A' 

Thomas  Hunter (C 

A.  S.  Draper (C 

William  H.  Maxwell (C 

Henry  M.  Leipziger (A 

S.  G.  Williams (C 

J.  G.  SCHURMAN (A 

Augustus  S.  Downing (A 

Walter  L.  Her\-ey (A 

Edward  R.  Shaw (C 

Charles  R.  Skinner (A 

Nicholas  Murray  Butler (C 

C.  C.  RouNTis (A 

James  H.  Canfield (A 

James  E.  Russell (C 

Charles  B.  Gilbert (A 

Howard  J.  Rogers A  . . .  (A 

R.  G.  Boone (A; 

NORTH  CAROLINA 

Edwin  A.  Alderman (A 

Charles  D.  McIver (A 

NORTH  DAKOTA 

Homer  B.  Sprague  (C 

OHIO 

W.  D.  Henkle (A 

John  Hancock (A 

I.  W.  Andrews (A 

Eli  T.  Tappan (A 

A.  J.  RiCKOFF (A 

John  B.  Peaslee (C 

Emerson  E.  White (A 

R.  W.  Stevenson (A 

E.  W.  Coy .' (C 

B.  A.  Hinsdale (C 

Delia  L.  Williams (C 

John  Eaton (A 

Bettie  a.  Dutton (C 

Lucia  Stickney (C 

L.  H.  Jones (C 

A.  S.  Draper (C 

James  H.  Canfield (A 

O.  T.  Corson (C 

Charles  F.  Thwing (A 

J.  W.  Carr (C 

OREGON 

Ella  C.  Sabin (C 

Frank  Rigler (A' 

PENNSYLVANIA 

J.   P.   WiCKERSHAM (A 

Edward  Brooks (C 

F.  A.  March (C 

E.  A 


Si  NO 


(A 


E.J.James (C 

H.  S.  Jones (A 

James  M acAlister (C 

E.  E.  HioBEE (A 

.\.  v..  ScHAEf FEK ((" 

E.  Oram  Lytk ^A 

Charles  DkC^armo (C 

Lk.htnkh  Witmkr (C 

Joseph  Swain (C 

M.  (i.  Brumbaugh (C 


■  Stc 
•Sec 
«Scc 
•See 
'  Sec 
*Soc 
'  Sec 
■Sec 
•Sec 
••Sec 
"  See 


Indiana. 

New  York. 

Minnesota  and   .New  Yorlt. 

Ohio. 

Ohio  and  Iilin>>i<i. 


New  Jer-tey. 
New   Mar 


m|«hire  anri    Maine. 
Ohio    .Nelira.nka.  and    Kansas. 
Minprsoia  and  New  Jerm-y. 
Michiitan. 
I»ui»iana  and  N'irKini.i. 


880-1882 2 

884-1887-1889 s 

889-1801 3« 

891-1897 6' 

894-1895-1901-1907 

896-1897-1901 51 

8S0-1886-1892-189S IS 

880-1882 2 

882-1888 6 

882-1888-1894 12 

884-1890-1896 12* 

887-1888 I 

889-1892;   also  1904-1907 s 

891-1892-1898-1900;   also  1905-1909 

894-1895 I 

894-1897-1899 5 

895-1897 2 

895-1901-1907 

896-1898 2 

896-1900;   also  1901-1903 6 

897-1903-1905 8 

897-1903-1909 * 

897-1901 4' 

899-1900 i' 

900-1902-1908 

901-1903 29 

903-1909 

903-1904 I "" 

898-1900 2" 

900-1901-1906 6 


880-1882 2 

880-1886-1891 II 

880-1884-1888 8 

880-1885-1888 8 

880-1884 4" 

880-1886-1889 9 

880-1886-1892-1896;  also  1897-1900-1902 21 

882-1883-1889-1893 II 

883-1884-1890-1896-1902-190S 22 

885-1886-1888 3'^ 

885-1889-1895 10 

888-1889-1892 4" 

891-1895-1901-1907 

894-IQOO-1906 

894-1897-1902 8'' 

892-1804 2'0 

895-1898-1800 4'' 

809-1902-1904 S 

900-1902-1908 

905-1906 '* 

890-1892 2'9 

898-1901 3 

880-1881 I 

880-1882 2 

880-1885 S 

88  2- 1 886 4 

884-1887;    also   1891-1892 4 

882-i888-i8<;o 8" 

882-1884 a 

8H5-1H87-1880 4 

887-1803-1899-1905-1911 

800-1893-1899 -1005-191 1 

802-1897-1900 8" 

898-1000 2 

9O3-l<;O5-l0'  • " 

905-1908 

"  See  New  York. 

"  Si-r  Mi(  hi^an. 

'<  Sec  Tenm-ssee  and   Dislrid  of  Coltitnliia. 

"•  S<'e  Iiiili.ina  and   Miihinaii. 

"•  S«-c  New  York  and  Illinoiii. 

"  Sec  Nrliraska,  New   York,  and   Kun.sjis. 

'"  Sec  hvliana. 

'■'  Sec  Wi-Monsin. 

"■  Sec  Nebraska. 

•■  Sec  Illinoi*. 

••  Sec  Indiana. 


6i6  NATIONAL  EDUCATIONAL  ASSOCIATION  [National 

RHODE  ISLAND 

S.  S.  Greene (C)  1880-1883   3 

W.  A.  MowRY (C)  1880-18S7 7' 

Merrick  Lyon (C)  1883-1885-1888 S 

Thomas  J.  Morgan (Q  i882-i88<;;   also  1888-1891 6 

T.  B.  Stockweli (A)  1884-1888 4 

Sarah  E.  Doyle (A)  1885-1888 3 

H.  S.  Tarbell (C)  1888-1890-1896-1899 ii» 

SOUTH  CAROLINA 

H.  S.  Thompson (C)  1880-1883 3 

V.  C.  Dibble (C)  1883-1886 3 

TENNESSEE 

Edward  S.  Joynes (C)  1880-1882 2 

Clara  Conway (C)  1888-1894 6 

W.  R.  Garrett (A)  1889-1895 6 

W.  H.  Payne (C)  1889-1891;  also  1895-1897 4^ 

TEXAS 

Joseph  Baldwin (A)  1886-1892-1898 12 

Oscar  H.  Cooper (A)  1894-1900-1902 8 

L.  E.  Wolfe (C)  1904-1910 

UTAH 

J.  F.  MiLLSPAUGH (A)    1895-1896-1899 4'' 

Vermont 

M.  H.  BucKHAM (A)  1882-1884 2 


VIRGINIA 

William  H.  Ruffner (C)  1880-1882 2 

George  J.  Ramsey (A)  1900-1903 3 

H.  B.  Frissell (C)  1904-1905 I 

Edwin  A.  Alderman (A)  1904-1905 is 

J.  L.  M.  Curry (C)  1882-1883 i 

WASHINGTON 

D.  Bemis (A)  1891-1894 3 

R.  H.  Bingham (C)  1900-1902 2 

Frank  B.  Cooper (C)  1903-1905-1911 


WISCONSIN 

A.  L.  Chapin (C)  1880-1882-1888 8 

J.  W.  Stearns (C)  1885-1890 5 

Warren  D.  Parker (C)  1890-1892 2 

Ellen  C.  Sabin (C)  1892-1896;  also  1897-1900 7 

L.  D.  Harvey (A)  1894-1898-1904-1910 

I.  C.  McNeill (A)  1899-1905-1911 '. 

R.  H.  Halsey (A)  1901-1904-1910 

Carroll  G.  Pearse (A)  1904-1910 ' 

CANADA 

James  L.  Hughes (A)  1891-1894 3 


OFFICERS,  STANDING  COMMITTEES,  MEMBERS 
OFFICERS  FOR  1906-1907 

ELMER  E.  BROWN Washington,  D.  C President Term  expires  in  1907 

AUGUSTUS  S.  DOWNING Albany,  N.  Y Vice-President Term  expires  in  1906 

JOHN  W.  CARR Dayton,  Ohio Secretary Term  expires  in  1008 

EXECUTIVE    COMMITTEE 

The  President,  ex  officio 

Anna  Tolman  Smith Washington,  D.  C Term  expires  in  1906 

Howard  J.  Rogers Albany,  N.  Y Term  expires  in  1907 

James  M.  Greenwood Kansas  City,  Mo Term  expires  in  1908 

COMMITTEE    ON    MEMBERSHIP 

W.  T.  Harris Washington,  D.  C Term  expires  in  1906 

♦Albert  G.  Lane Chicago,  111 Term  expires  in  1906 

tCHAS.  D.  McIvER Greensboro,  N.  C Term  expires  in  1907 

Livingston  C.  Lord Charleston,  111 Term  expires  in  1907 

James  M.  Greenwood,  chairman Kansas  City,  Mo Term  expires  in  1908 

E.  Oram  Lyte Millersville,   Pa Term  expires  in  1908 

»  See  Massachusetts.  ••  See  Minnesota  and  California.  *Dietl  August  26,  1906. 

'  See  Indiana.  s  See  Louisiana  and  Virginia.  tDied  September  17,  1906. 

i  See  Michigan.  '  See  Nebraska. 


Council] 


THE  NATIONAL  COUNCIL  OF  EDUCATION 


617 


OFIICERS.  SrAN'DlNO  COMMIT  rr:F.S.   MI:MIU;RS  -CoUintud 

COMMITTKK    0\    INVF.STIGATIOXS    AND    APPROPRIATIONS 

J.\MES  M.  Greenwood,  clmirman Kansas  City,  Mo Term  expires  in  i()o6 

Frank  A.  F'itzpatrick Boston.  Mass Term  expires  in  1906 

F^i.MER  E.  Brown Berkeley,  Cal , Term  expires  in  1906 

Kdwin  a.  Alderman Charlottesville,  Va Term  expires  in  1907 

Augustus  S.  Downing Albany,  N.  Y Term  expires  in  1907 

Lorenzo  D.  Harvey Menomonie,  Wis Term  expires  in  1907 

Nicholas  Murray  Butler New  York,  N,  Y Term  expires  in  1908 

tN'EWTON  C.  Dougherty Peoria.  Ill Term  expires  in  1908 

tWiLLiAM  R.  Harper Chicago,  111 ; Term  expires  in  1908 


MEMBERS 
XoTE. — The  letter  "A"  following  a  name  denotes  that  the  member  is  of  the  class  elected  by  the  Asso- 
ciation;  the  letter  "C."  by  the  Council. 


Term  expires 

Calvin  N".  Kendall.  Indianapolis.  Ind A  1906 

♦J.  H.  Phillips.  Birmingham.  Ala A  1906 

♦Livingston  C.  Lord.  Ch.irleston.  Ill A  1906 

James  H.  Baker,  Boulder.  Colo A  1906 

C.  C.  Van  Liew.  Chico.  Cal A  igo6 

♦Lucia  Stickney,  Cleveland,  Ohio C  1906 

♦J.  X.  Wilkinson,  Emporia.  Kans C  1906 

.■\aron  Gove.  Denver.  Colo C  1906 

♦J.  W.  Carr.  Da\1on   Ohio C  1906 

♦George  H.  Martin,  West  L>'nn,  Mass C  1906 

♦James  M.  Green.  Trenton.  N.  J A  1907 

♦Augustus  S.  Downing.  Albany.  N.  Y A  1907 

A.  R.  Taylor.  Decatur.  Ill A  1907 

S^Chiis.  D.  Mclver.  Greenlxiro.  N.  C A  1907 

♦!•;.  H.  .Mark.  LouisWlle.  Ky A  1907 

♦William  E.  Hatch.  X'ew  Bedford.  Mass C  1907 

♦Beltie  A.  Dutlon.  Cleveland.  Ohio C  1907 

♦Charles  H.  Keyes,  Hartford,  Conn C  1907 

♦.Andrew  S.  Draper.  Albany.  X.  Y C  1907 

Wm.  K.  Fowler.  Lincoln.  Xcb C  1907 

Charles  F.  Thwing.  Cleveland,  Ohio A  190S 

•:r-Vlbcrt  G.  I^ne.  Chicago,  111 A  1908 

John  R.  Kirk.  Kirksville.  Mo A  1908 

William  L.  Bryan.  BUwmington,  Ind A  1908 

J.  F".  Millspaugh,  Tyos  Angeles.  Cal A  1908 

♦W.  M.  Dandsfin.   Omaha,  Xeb C  1908 

Martin  G.  Brumbaugh.  Philadelphia,  Pa.  .  .C  1908 

♦L.  E.  Wolfe.  San  Antonio,  Tex C  1908 

♦James  E.  Rus.sell.  Xew  York.  X.  Y C  1908 

♦Oliver  S.  Wc-stcott,  Chicago,  III C  1908 


Term  expires 

♦W,  T.  Harris.  Washington.  D.  C A  1909 

+*Wil]iam  R.  Harper.  Chicago.  Ill A  1909 

William  H.  Maxwell.  Xew  York.  N.  Y A  1909 

E.  G.  Cooley.  Chicago.  Ill A  1909 

♦Howard  J.  Rogers,  Albany,  N.  Y A  1909 

N.  Cropsey,  Indianap<ilis.  Ind C  1909 

♦Lewis  H.  Jones,  Ypsihinti,  Mich C  1909 

Elmer  E.  Brown,  Washington,  D.  C C  1909 

♦W.  H.  Black.  Marshall.  Mo C  1909 

Xicholas  Murrav  Butler,  Xew  York,  X.  Y.  .C  1909 

♦John  W.  Cook.  DeKalb.  Ill A  1910 

♦F.  Louis  Soldan,  St.  Louis,  Mo A  1910 

♦Lorenzo  I).  Harvey.  Menomonie,  Wis A  1910 

♦R.  H.  Halscy.  Oshkosh.  Wis A  1910 

♦Carroll  G.  Pcarse.  Milwaukee,  Wis A  1910 

♦Anna  Tolnian  Smith,  Washington,  D.  C  .  .C  1910 
♦Josephine  Heermans,  Kansas  City,  Mo.  .-. .  .C  1910 

James  H.  Van  Sickle,  Baltimore,  Md C  1910 

♦Albert  Ross  Hill,  Columbia,  Mo C  1910 

t^X'ewton  C.  Dougherty,  Peoria,  111 C  1910 

♦W.  H.  Bartholomew.  I^ouisville.  Ky. ...... .A  1911 

♦Frank  A.  Fitzpatrick,  Boston,  Mass A  1911 

♦I.  C.  McXeill.  Memphis,  Tenn A  19H 

♦E.  <  )ram  Lyle.  Millersvillc,  Pa A  1911 

♦J.  .M.  Greenwood.  Kansas  City.  Mo A  1911 

Frank  B.  Cooper.  Seattle,  Wash C  191 1 

Joseph  Swain,  Swarthmore,  Pa C  191 1 

♦Xathan  C.  Schaeffer.  Harrisburg,  Pa C  191 1 

♦Lewis  C.  Greenlee,  Denver,  Colo Cigti 

♦Z.  X.  Snyder,  Greeley,  Colo C  1911 


HONORARY  MEMBERS 
Edwin  A.  Alderman.  Charlottesville,  Va. 


Earl  Barnes   Monld.iir.  .\'.  J. 
Alexander  (jraham  Bell.  Washington,  D.  tl. 
I).  BemLs,  S|j«kane,  W:ish. 
ThomiLs  W.  Bicknell.  Providence,  R.  I. 
Allxrl  G.  Boyrlen.  Bridgewaler.  .Mii.ss. 
•Anna  C    Hrackell.  .\rw  York.  .\'.  \ . 
John  K.  Ura.lUy.  Randolj^h,  .Ma^s. 
EflwanI  Brooksi    Philadelphia.  P;i. 
Richard  (;.  lUxme.  Vonkers.  .N,  Y. 
George  P.  Brown.  BliKiminglon.  III. 
John    I'.  Buchanan    NVw  York.  X.  V. 
Matthew  H.  Buckham    Burlington.  Vl, 
David  X.  Camp.  Xew  Britain.  C<jnn. 
Jamc«  X.  Canlirld.  .New  York.  X.  Y. 
Osrar  M.  ('<M)\ttT.  Abilene.  Tex. 
Omiit  T.  CttTvin   ColumbuH.  Ohio, 
William  J.  Corlhcll,  Gorhnm,  .Maine. 
E.  W.  Coy,  Ciniinnati.  (Jhio. 


Charles  DeGarmo,  Ithaca,  N.  Y. 
Rolxri  E   Denf.ld.  Duluth.  Minn, 
V.  C.  Dibble.  Charleston,  S.  C. 
John  Dewey,  Xew  York,  N,Y. 
Charles  W.  Fallot .  Cambridge,  Miuss. 
William  W.  T'olwell.  Minneapolis,  Minn. 
J.inu-s  A.  Foshay,  l>is  .Angeles,  Cal. 
H.  B.  I''risscll.  Hampton,  Va, 
R.  B.  F'ullon,  University,  Mis.>i. 
Charles  B.  GillKrl.  Xew  York.  X.  Y. 
Daniel  C.  Gilm.in.  Baltimon.  Mil, 
James  C.  Greenough,  Weslluld,  .Mass. 
W.  X.  H.iilmann.  Chicago.  Ill, 
G.  Slanliv  ll.dl,  Worcester,  Mass, 
Paul  H.  Il,inus.  Camliridge.  Mass. 
Waller  I.    Ilrrvry.  New  York,  N,  Y. 
J.  George  llodgins,  'I'oronio,  (?un. 
James  H  .  lliMise,  Pa.sadenn,  Cnl, 
George  II.  Ilowison,  Berkeley,  Ciil. 


♦  Prcm-nl  at  the  Council  jMiwinns  al  ,\sbury  Park  and  ( )c  cin  Grove.  N.  J..  190.S.  total  forty-one. 
Rmigned  Scplcmlicr.  1905.  1  '.''.'■''.  January   10,  1906. 


Dic<l  Scplcmljcr  17,  1006. 


Died   .August    ](>.    ii)o6. 


6i8 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[National 


OFFICERS,  STANDING  COMMITTEES,  MEUBERS—Continued 


James  L.  Hughes,  Toronto,  Can. 
Thomas  Hunter,  New  York,  N.  Y. 
Ellen  Hyde,  Farmington,  Mass. 
Edmund  J.  James,  Champaign,  III. 
Charles  M.  Jordan,  MinneapoHs,  Minn. 
Edward  S.  Joynes,  Columbia,  S.  C. 
David  L.  Kiehle,  Minneapolis,  Minn. 
William  F.  King,  Mt.  Vernon,  Iowa. 
Henry  M.  Leipziger,  New  York,  N.  Y. 
James  MacAhster,  Philadelphia,  Pa. 
Francis  A.  March,  Easton,  Pa. 
Lillie  J.  Martin,  Stanford  Univ.,  Cal. 
Charles  A.  McMurry,  DeKalb,  111. 
William  A.  Mowry,  Hyde  Park,  Mass. 
Mary  E.  Nicholson,  Indianapolis.  Ind. 
John  M.  Ordway,  New  Orleans.  La. 
Warren  D.  Parker,  River  Falls,  Wis. 
W.  H.  Payne,  Ann  Arbor,  Mich. 
John  B.  Peaslee.  Cincinnati,  Ohio. 
WilUam  F.  Phelps,  St.  Paul,  Minn. 
Josiah  L.  Pickard,  Brunswick,  Maine. 
Edward  T.  Pierce,  Los  Angeles,  Cal. 
J.  R.  Preston,  Jackson,  Miss. 
John  T.  Prince,  West  Newton,  Mass. 
George  J.  Ramsey,  Lexington,  Ky. 


Frank  Rigler,  Portland,  Oregon. 
William  H.  Ruffner,  Lexington,  Va. 
Ellen  C.  Sabin,  Milwaukee,  Wis. 
Henry  Sabin,  Des  Moines,  Iowa. 
J.  G.  Schurman,  Ithaca,  N.  Y. 
H.  H.  Seerley,  Cedar  Falls,  Iowa. 
H.  E.  Shepard,  Baltimore,  Md. 
Irwin  Shepard,  Winona,  Minn. 
Edgar  A.  Singer,  Philadelphia,  Pa. 
Charles  R.  Skinner,  Watertown,  N.  Y. 
Euler  B.  Smith,  Athens,  Ga. 
J.  L.  Spalding,  Peoria,  III. 
Homer  B.  Sprague,  Newton,  Mass. 
J.  W.  Stearns,  San  Diego,  Cal. 
Grace  Bibb  Sudborough,  Omaha,  Neb. 
John  Swett,  Martinez,  Cal. 
W.  R.  Thigpen,  Savannah,  Ga. 
L.  S.  Thompson,  Jersey  City,  N.  J. 
Julia  S.  Tutwiler,  Livingstone,  Ala. 
Delia  L.  Williams,  Delaware,  Ohio. 
J.  Ormond  Wilson,  Washington,  D.  C. 
Lightner  Witmer,  Philadelphia,  Pa. 
H.  K.  Wolfe,  Lincoln,  Neb. 
C.  M.  Woodward,  St.  Louis,  Mo. 
Ella  F.  Young,  Chicago,  111. 


Robert  Allyn 1894 

Israel  W.  Andrews 1888 

Jo.seph  Baldwin 1899 

Henry  Barnard igoo 

William  N.  Barringer 1807 

Newton  Bateman 1897 

Reuben  S.  Bingham 1902 

Norman  A.  Calkins 1895 

Aaron  L.  Chapin 1892 

Clara  Conway 1904 

J.  L.  M.  Curry 1902 

N.  R.  H.  Dawson 1895 

John  W.  Dickinson 1901 

Larkin  Dunton 1899 

John  Eaton 1906 

W.  R.  Garrett 1903 

Samuel  S.  Greene 1883 

John  M.  Gregory 1898 

George  T.  Fairchild 1901 

Daniel  B.  Hagar 1896 

John  Hancock 1891 

William  R.  Harper 1806 


DECEASED  MEMBERS 

William  D.  Henkle 1882 

Edwin  C.  Hewett 190S 

Elnathan  E.  Higbee 1889 

Frank  A.  Hill 1903 

Burke  A.  Hinsdale 1900 

Ira  G.  Hoitt 1905 

George  Howland 1892 

John  S.  Irwin 1901 

Henry  M.  James 1901 

H.  S.  Jones 1900 

Thomas  Kirkland 1898 

Albert  G.  Lane 1906 

Merrick  Lyon 1888 

James  McCosh 1894 

Charles  D.  Mclver 1906 

Albert  P.  Marble 1906 

Thomas  J.  Morgan 1902 

Lemuel  Moss 190S 

M.  A.  Newell 1893 

Birdsey  G.  Northrop 189S 

Edward  Ohiey 1886 

Gustavus  J.  Orr 1888 


Francis  W.  Parker 1902 

S.  S.  Parr 1900 

SeHm  H.  Peabody 1902 

John  D.  Philbrick 1885 

Matilda  S.  Cooper  Poucher.  .  1900 

William  B.  Powell 1904 

Zalmon  Richards 1899 

Andrew  J.  Rickoff 1899 

Charles  C.  Rounds 1901 

Edward  R.  Shaw 1903 

William  E.  Sheldon 1900 

James  H.  Smart 1900 

R.  W.  Stevenson 1893 

Thomas  B.  Stock  well 1906 

Eli  T.  Tappan 1888 

Horace  S.  Tarbell 1904 

Charles  O.  Thompson 1885 

H.  S.  Thompson 1904 

Arnold  Tompkins 1905 

Emerson  E.  White 1902 

James  P.  Wickersham 1891 

S.  G.  Williams 1900 


TOPICS 

1881  'Report  on  Industrial  Education. — E.  E.  White,  Ohio. 

1882  'Report  on   Chairs  of  Pedagogy  in   Colleges  and   Universities. — W.   T.   Harris, 

Massachusetts. 
The  High  School:    Its  Necessity  and  Right  to  Exist  as  a  Part  of  a  True  System 

of  Education. — J.  L.  Pickard,  Iowa. 
The  High  School:   Its  Relation  to  the  Lower  Grades   of   the  Public  Schools. — 

John  Hancock,  Ohio. 
The  High  School:   Its  Relation  to  Business  Life  with  a  True  Course  of  Studies. — 

William  A.  Mowry,  Rhode  Island. 
The  High  School:    Its  Relation  to  Schools  of  Technology. — C.   O.  Thompson, 

Indiana. 
Report  on  Educational  Unity:    the  Harmonizing  of  Elementary,  Secondary,  and 

Collegiate  Systems  of  Education. — Israel  W.  Andrews,  Ohio,  chairman. 
Report  on  a  Course  of  Study  for  Country  Schools. — J.  W.  Dickinson,  Massachusetts. 

'  The  papers  read  before  the  National  Council  were  printed  only  in  pamphlet  form  until  1884. 


Council]  TITLES  OF  PAPERS  AND  DISCUSSIONS  619 

1883  Report  on  Moral  Education  in  Schools. — W.  T.  Harris,  Massachusetts. 
Report  on  Physical  Exercises  in  Public  Schools. — J.  H.  HooSE,  New  York. 
Coeducation. — H.  S.  T.^rbei.i.,  Indiana. 

Rep<irt  on   Academic  and   Professional  Instruction  in   Normal  Schools. — 1).    H. 

H.\G.\R,  Massachusetts,  chairman. 
Report  on  Oral  Teaching. — John  W.  Dickinson,  Massachussets,  chairman. 

1884  Report  on  Recess  or  No  Recess. — J.  L.  Pick.\rd,  Iowa,  chairman. 
Reptirt  on  Supervision  of  City  Schools. — A.  J.  Rickoff,  Ohio,  chairman. 
Duties  of  City  Superintendents. — Aaron  Govf.,  Colorado. 

Report  on  Preparation  for  College. — Lemuf.i,  Moss,  Indiana. 

Report  on  Pedagogics  as  a  Science. — W.  T.  Harris,  Massachusetts,    chairman. 

Is  Pedagogics  a  Science  ? — F.  Louis  Sold.\n,  Missouri. 

1885  Report  on  Hygiene  in  Education — Recess  or  No  Recess  in  Schools. — J.  H.  Hoose, 

New  York. 
Report  on  Practice-Schools  in  Connection  with  Normal  Schools. — C.  C.  Rounds, 

New  Hampshire. 
Report  on  State  Supervision. — J.  H.  Smart,  Indiana,  chairman. 
Report  on  the  Place  and  Function  of  the  Academy. — -Wm.  A.  Mowry,   Massa- 
chusetts, chairman. 
Report  on  Educational  Literature — School  Reports. — John  D.  Philbrick. 
RcfKirt  on  F^ducational  Statistics.     Some  Reports  Needed. — Thos.  W.  Bicknell, 

^Slassachusetts. 
Report    on    Method    of    Pedagogical    Inquiry. — W.    T.    Harris,    Massachusetts; 

G.  Stanley  Ham.,  Maryland. 
Report  on  Education  at  the  \\'()rlfrs  Cotton  Centennial  Exhibition  at  New  Orleans. 

— Thos.  \V.  Bicknell,  Massachusetts. 
Report  on  E.xhibit  of  the   U.  S.   Bureau  of  Education  at   New  Orleans. — John 

Hancock,  Ohio. 
Repfjrt  on  Industrial  Education. — J.  M.  Ordwav,  Louisiana. 
Report  on  the  E.xhiljit  of  the  School  of  the  Christian  Brf)thers  at  New  Orleans. — 

M.  A.  Newell,  Maryland. 
Report  on  the  Education  of  the  Colored  People  at  New  Orleans. 
Reports  on  Exhibits  at  New  Orleans. — A.  D.  Mayo,  Massachustts;  W.  T.  Harris, 

!VIassachusetts;  W.  N.  Hilman,  Indiana. 

1 886  Report  on  Textbooks  in  Ivlcmentary  Schools. — Albert  G.  Boyden,  Massachusetts. 
Re[)<)rt  on  School  Systems,   Pujjils,  Classification,  Examination  and  Promotion — 

H.  S.  Jones,  Pennsylvania. 
Report  on  Higher  Institutions  Retjuired. — A.  L.  Chapin,  Wisconsin. 
Report  on  Technical  Education  for  Girls. — H.  M.  James,  Nebraska. 
Rejtort   on    the    Pedagogical    Value   of   the   School    Workshop.     S.    H.    Peabody, 

Illinois. 
A  Tribute  to  the  Late  John  I).  Philbrick. — Larkin  Dunton,  Ma.ssachu.setts. 

1887  Report  on    the   F"unction  of    the  I'ul)lic  School. — W.  T.  Harris,   Ma.s.sachuselts; 

W.  H.  Payne,  Michigan;    F.  L.  Soldan,  Missouri;  J.  H.  Hoose,  New  York. 
Report  on  the  Relation  of  High  Schools  to  Colleges. — E.  W.  CoY,  Ohio. 
Report  on  Teai  hers'  Institutes.  —  E.  C.  Hewett,   Illinois. 

Report  on    Relation  of  .Mental  Labor  to  Health. — W.  N.  Hailmann,  Indiana. 
RejKirt  on  Tea(  hers'  Tenure  of  Offit  e. — E.   E.   IIic.bee,   Pennsylvania. 
RejKtrt  on    Ptjints   for  Constant   Consideration   in   the   Statistics  of    Education. 

John  Eaton,  Distric  t  of  Columbia. 

1888  In  Mrmoriiim  Israel  Ward  .Andrews. — JoH.N'  Eaton,  Ohio. 

Rei»ort   on   the  Elective  Svstem  in   Colleges.  ~S.  H.  Peahcidv,    Illinois,   (hairnian; 

W.  T.  Harris,  Massac  husetis. 
Re|K>rt  on  Hooks  on  I'edagogy.  -.Vatha.N  C.  Schaeffkk,  Pennsylvania. 
ReiKjrl  on  Agricultural  Schools:    Their  Objects,  Their  Melhcxis,  and  i'.iiuipnunts. 

— Geo.  'I'.  Fairciiu.I),   Kansas. 
RefKirt  on  Waste  in  Elementary  Efiucation.   -J.  W.  .Stearns,  Wisconsin,   c  hairnian. 
Rc[K>rt  on  the  Business  Sifie  of  ("ily-.School  Systcm.s.  —  H.  A.  IIinsdaik,  Ohio. 

1889  Licensure  of  Teachers  -Discussion. 

Re[K)rt  on  the  f)p[)ortunitic-s   of    ilic   Rural    I'opnlatioti   for   Higher   Eclucation.    - 

James  H.  (!anfiei.I),  Kansas. 
RejMjrt   on    Professional    and    .Academic     Studies. in    Normal    Schools.     Robert 

.Allyv,  Illinois. 
RcfKirt  on  Hygiene-  in  Eclucation,   Jlarmonious  Development.  -W.  N.  Haii.MANN, 

Infliana. 


620  NATIONAL  EDUCATIONAL  ASSOCIATION  [National 

1889  Report  on  the  Educational  Value  of   Manual  Training. — W.  T.  Harris,  Massa- 

chusetts. 
Report    on    What   Statistics   Should   Be   Collected   by   Superintendents  ? — J.    M. 

Greenwood,  Missouri. 
City-School  Systems. — W.  T.  Harris,  Massachusetts. 

1890  In  Memoriam  Elnathan  Elisha  Higbee. — Nathan  C.  Schaeffer,  Pennsylvania. 
Report  on  School  Superintendence  in  Cities. — E.  E.  White,  Ohio. 

Report  on  Educational  Literature. — W.  E.  Sheldon,  Massachusetts,  and  Others. 
Report  on  Coeducation  of  the  Sexes. — John  Hancock,  Ohio,  chairman. 
Report  on  Essentials  of  Elementary  Education. — N.  A.  Calkins,  New  York. 
Supplementary   Report   of    Committee    on    School    Systems. — B.    A.    Hinsdale, 
Michigan. 

1891  In  Memoriam  John  Hancock,  LL.D.,  Ohio. — E.  E.  White,  Ohio. 
Report  on  Compulsory  Education. — D.  L.  Kiehle,  Iowa,  chairman. 

Report  on  Uniformity  in  Requirements  for  Admission  to  College. — Jas.  H.  Baker, 

Colorado,  chairman. 
Report  on  City  Normal  Schools. — L.  H.  Jones,  Indiana,  chairman. 
Report  on  the  Education  of  the  Will. — George  P.  Brown,  Illinois,  chairman. 
Report   on    Hygiene — Physical    Education. — Miss    Clara    Conway,    Tennessee. 
Report  on  Educational  Statistics. — W.  T.  Harris,  District  of  Columbia. 
The  Education  of  Girls. — Robert  Allyn,  Illinois. 
Report  on  the  Reorganization  of  the  National  Council. — W.  E.  Sheldon,  chair 

man. 

1892  Report  on  the  Practical  Culture  of  the  Moral  Virtues. — Joseph  Baldwin,  Texas. 
Report  on  the  Uses  of  Literature  in  Elementary  Education. — L.  H.  Jones,  Indi- 
ana, chairman. 

Report  on  the  Scope  and  Character  of  Pedagogical  Work  in  Universities. — Charles 
DeGarmo,  Pennsylvania,  chairman. 

Report  on  the  Relation  of  the  Normal  School  to  Other  Institutions  of  Learning. — 
C.  C.  Rounds,  New  Hampshire,  chairman;    N.  C.  Schaeffer,  Pennsylvania. 

Report  on  the  Relation  of  Mnemonic  Systems  to  the  Cultivation  of  the  Power  of 
Thought. — W.  T.  H.-VRRis,  District  of  Columbia. 

Report  on  the  Grading  in  Country  Schools. — George  A.  Walton,  Massachusetts. 

Report  on  Round-Table  Discussion  on  Promotions  in  City  Schools. — N.  C. 
Dougherty,  Illinois. 

Report  of  Round-Table  Discussion  on  the  Uses  of  Literature  in  Elementary  Edu- 
cation.— L.  H.  Jones,  Indiana. 

Report  of  Round-Table  Discussion  on  Apperception. — Ch.-vrles  DeGarmo, 
Pennsylvania. 

1893  No  meeting. 

1894  Report  on  the  Relation  of  Technical  to  Liberal  Education. — C.  M.  Woodward, 

Missouri. 
Report  on  Professional  and  Technical  Instruction  in  the  University. — NICHOLAS 

Murray  Butler,  New  York. 
The  Dogma  of  Formal  Discipline. — B.  .\.  Hinsdale,  Michigan. 
Report  on  The  Psychology  of  the  Imitative  Functions  in  Childhood  as  Related  to 

the  Process  of  Learning. — W.  T.  Harris,  District  of  Columbia,  chairman. 
Review  of  the  Report  of  the  Committee  of  Ten. — James  H.  Baker,   Colorado. 
The  Country-School  Problem. — Emerson  E.  White,  Ohio. 

1895  Moral  Instruction  in  the  Elementary  Schools. — JaMES  H.  Baker,  Colorado. 

Report   on    Economy    in    Elementary    Education. — Bettie    A.    Dutton,    Ohio. 

.Report  on  Ungraded  Schools. — Henry  Sabin,  Iowa,  chairman. 

Round-Table  Report  to  the  National  Council  of  the  Influence  of  Herbart's  Doc- 
trine on  the  Course  of  Study  in  the  Common  Schools. — Charles  A.  McMuRRY, 
IlHnois. 

Report  on  the  Laws  of  Mental  Congruence  and  Energy  Applied  to  Some  Peda- 
gogical Problems. — -B.  A.  Hinsdale,  Michigan. 

Report  on  the  Kind  and  Amount  of  Practice-Work,  and  Its  Place  in  the  Normal- 
School  Course. — John  W.  Cook,  Illinois. 

1896  Report  on  Moral  Instruction  in  Elementary  Schools. — Emerson  E.  White,  Ohio. 
The  Ethical  Value  of  History  in  Elementary  Schools. — J.  F.  Millspaugh,  Utah. 
The  Incidental  Method  of  Moral  Instruction. — Lucia  Stickney,  Ohio. 
Report  on  the  Preparation  of  Manual  and  Industrial-Training  Teachers  a  Fum  lion 

of  the  Technical  School. — Charles  H.  Keyes,  California. 


Council] 


TITLES  OF  PAPERS  AND  DISCUSSIONS 


62 1 


1896  RejKJrt  on  the  Higher  Lifr  of  the  College. — John  E.  Bradlky,  Illinois. 

How  the  Will  Combine.'^  with  the  Intellect  in  the  Higher  Orders  of  Knowing. — 
W.  T.  H.VRRIS,  District  of  Columbia. 

Rejxirt  on  Hygiene  and  Physical  Training. — Wii.iiam  .\.  Mowry,  Massa- 
chusetts. 

RejKirt  on  the  Business  Side  of  City-School  Systems. — Aaron  Go\ii, 
Colorado. 

1897  The  Aesthetic  Element  in  Education. — John  Dkwey,  Illinois;    W.  T.  Harris, 

District  of  Columbia;    Mary  E.  Nicholson,  Indiana. 
University  Ideals  at  Princeton. — A.  T.  Ormond,  New  Jersey. 
The  State  University. — James  H.  Baker,  Colorado. 
University  Ideals  at  Stanford. — Joseph  Swain,  Indiana. 
Election  in  General  Education. — E.  E.  White,  Ohio. 
Rcf)ort  of  the  Committee  of  Twelve  on   Rural  Schools. — Henry  Sarin,   I(nva, 

chairman. 
Rural   Schools — Report   of   the   Subcommittee   on    School    Maintenance. — B.    A. 

Hinsdale,   Michigan,  chairman. 
Rural  Schools — Rejxirt  of  the  Subcommittee  on  Supervision. — Lawton  B.  Evans, 

Georgia,  chairman. 
Rural   Schools — Report   of   the    Subcommittee   on    Supply  of  Teachers. — C.    C. 

RoL'NDS,  New  Hampshire,  chairman. 
Rural  Schools — Report  of  the  Subcommittee  on  Instruction  and  Discipline. — W.  T. 

Harris,  District  of  Columbia,  chairman. 
Rural  Schools.     Ajjpendi.x  .\.     Some  Sociological  Factors  in  Rural  Education. — 


1898 


Appendix  C. 
Appendix  D. 
Appendix  E. 

.•\ppendix  F. 
Apj)endix  G. 
.^I)])ondix  H. 
Appendix  I. 
Ajijiendix  J. 
Appendix  K. 


B.  A.  Hinsdale,  Michigan. 
Rural  Schools.     Appendix  H. 
Rural  Schools. 
Rural  Schools. 
Rural  Schools. 

Systems. 
Rural  Schools. 
Rural  Schools. 
Rural  Schools. 
Rural  Schools. 
Rural  Schools. 
Rural  Schools. 

Bradbun.'. 
Rural  .Schools. 
Rural  Schools. 
Rural  Schools. 
Rural  .Scho(jls. 
Rural  .Schools. 

New  York. 
Rural  S(  hools. 

Pennsylvania 
Rural  Schools. 

Texas. 
Rural  SchfKjIs. 
Rural  Schools. 


PiTmanent  School  Funds. 

The  California  System  of  School  Maintenance. 
The  County  as  the  Unit  of  Schof)l  Organization. 
Comparative  Cost  of  the  Township  and  District 

Transportation  of  Pupils. 

Enrichment  of  Rural-Schf)ol  Courses. 

The  Farm  as  the  Center  of  Interest. 

The  Country-School  Problem. 

Negro  Teachers  for  Negro  Schools. 

Teachers'  Training  School   lOslablished  l>v  J.  W. 


Teachers'  Seminary  at  Plymouth,   New  Hampshire. 
Ajjpendix  L.     New  York  State  School  Library. 
Appendix  M.    Hygiene  and  Health  in   Public  S(h<>( 
A])|)endix  N. 
.appendix  O. 

Appendix   P. 

Appendix  Q. 


S(hi)<)l  Systems. 

Ivxtension  Work  in  Rural  S(  hools. 


I,.  II.  Haii  I  V, 


Institutes     in      Pennsylvania.  —  D.     J.     W  .\li.ek, 
Thomas     .Arnold    (i7(j5-i842).— W.    S.    Sutton, 


Intellectual  and  Moral  Education. 

Continuous  Sessions  in  Normal  Schools. — Irwin 


Ap|)endix   R. 
A|>pendix  .S. 

Shei'ARD,  Minnesota. 
School  Hygiene— What  It  Is  an<l  Why  We  Need  It.— Edward  M.   Hartwell, 

-Massac  hu.sett.s. 
Bibliography  of  School   Hygiene.     William   H.   Burnmam,  Massachusetts. 
Sc  h(K>l  Architc-c  ture — Hc-ating,  Ventilation,  Lighting,  and  Sanitary  Arrangenunls. 

-  F.  Louis  Scjldan,  Missouri,  D.  H.  Bkkcev,   Pennsylvania. 
Si  hcK)!  Furniture — ScaLs,  Math.s,  Blac  kl)oarcls,  Maps,  etc.-  C.   M.  Cimiekt,  New 

Jersey. 
School  Diseases  and  Mc-dic  .il  Inspection.     Dei.os  Fall,  Michigan. 
.Medical  Ins]Kc  lion  of  School  Children.-  Severance  Burkac.e,  Indian.i. 
'I'lic-  Hygiene  c)f  Instruction  in  Primary  Schools.     G.  W.  l"nz,  M.i.ssac  husetls. 
F.iiigue.     Edward  R.  Shaw,  New  N'ork. 
The-  .New  P.syc  hc»logy  aiul  the  Consulling  Psychologist.     Josiaii  Royce,   M.issa- 

I  husctts. 
Rational  Psychology  for  Teachers.     W.  T.  HARRIS,  Di.stric  I  of  Columbia. 
Rejxirt  on  Rural  Sch<K)ls — School  Maintenance. — A.  S.  Draimr,  Illinoi.",. 


622  NATIONAL  EDUCATIONAL  ASSOCIATION  [National 

1898  Rural  Schools — School  Supervision. — N.  C.  Dougherty,  IlHnois. 
Rural  Schools — Supply  of  Teachers. — John  W.  Cook,  Illinois. 

Rural  Schools — Instruction  and  Discipline. — R.  G.  Boone,  Michigan. 

1899  The  Homes  of  Our  Down-Town  Children. — Lucia  Stickney,  Ohio. 
The  Future  of  the  Normal  School. — W.  T.  Harris,  District  of  Columbia. 
Preliminary  Report  on  School  Hygiene. — W.  T.  Harris,    chairman,   District  of 

Columbia. 
The  Differentiation  of  the  American  Secondary  School. — Charles  H.   Keyes, 

Massachusetts. 
Do  We  Need  a  University  Trust  ? — L.  D.  Harvey,  Wisconsin. 
Psychology  for  the  Teacher. — E.  C.  Hewett,  Illinois. 

Educational  Progress  of  the  Year. — Nicholas  Murray  Butler,  New  York. 
Report  of  Committee  on  Relations  of  Public  Libraries  to  Public  Schools — J.  C. 

Dana,  Colorado,  chairman. 
Public  Libraries  and  Pubhc  Schools.     Prefatory  Note. — James  H.  Van  Sickle, 

Colorado. 
Public  Libraries  and  Public  Schools.     Reading  Lists. 
Pubhc    Libraries    and    Public    Schools.     Supplementary    Reading. — Robert    C. 

Metcalf,  Massachusetts. 
Public  Libraries  and  Public  Schools.     The  Relation  of  the  School  to  Libraries. — 

C.  A.  McMurry,  Ilhnois. 
Public  Libraries  and  Public  Schools — Report  of  the  Subcommittee  on  Relation  of 

Libraries  to  Normal  Schools. — M.  Louise  Jones. 
Public  Libraries  and  Public  Schools.     Establishing  Libraries  in  Villages. — F.  A. 

HUTCHINS. 

Public  Libraries  and  Public  Schools.     Securing  Libraries  for  Rural  Schools. — F. 

A.  Hutchins. 
Public  Libraries  and  Public  Schools — The  Present  Condition  of  .School  Libraries 

in  Rural  Schools  and  Villages  of  Less  than  2,500  Inhabitants. — F.  A.  Hutci'Ins. 
Public  Libraries  and  Public  Schools.    Improving  Poorly  Managed  Public  Libraries 

in  Small  Communities. — F.  A.  Hutchins. 
Public  Libraries  and  Public  Schools.     By-Laws  Suggested  for  a  Board  of  Library 

Trustees. — W.  R.  Eastman,  New  York. 
Public  Libraries  and  Public  Schools.     Hints  for  Cataloging  Small  Libraries. — W. 

R.  Eastman,  New  York. 
Pubhc  Libraries  and  Public  Schools.     Aids  and  Guides  in  Library  Work. — F.  A. 

Hutchins. 
Public   Libraries  and  Pubhc  Schools.     The  Librarian's  Spirit  and  Methods  in 

Working  with  the  Schools. — J.  C.  Dana,  Colorado. 
Public  Libraries  and  Public  Schools.     Work  in  Certain  Typical  Libraries. — J.  C. 

Dana,  Colorado. 
Public  Libraries  and  Public  Schools.     Schoolroom  Libraries. — Clarissa  S.  New- 
comb,  Colorado. 

1900  Education  in  the  Colonies. — Aaron  Gove,  Colorado. 

Educational  Progress  during  the  Year  1899-190D. — B.  A.  Hinsdale,  Michigan. 
Class  Intervals  in  Graded  Schools. — William  T.  Harris,  District  of  Columbia. 
Report  on  High-School  Statistics. — James  M.  Greenwood,  Missouri. 
General  Culture  as  an  Element  in  Professional  Training. — Richard  G.  Boone, 
Ohio. 

1 901  Isolation  in  the  School — How  It  Hinders  and  How  It  Helps. — W.  T.  Harris, 

District  of  Columbia. 
Educational  Progress  of  the  Year. — Elmer  E.  Brown,  California. 
In  Memoriam  Burke  Aaron  Hinsdale. — James  B.  Angell,  Michigan. 
In  Memoriam  Dr.  Henry  Barnard. — Eliphalet  Oram  Lyte,  Pennsylvania;    and 

Others. 
Educational  Lessons  of  the  Paris  Exposition. — Anna  Tolman  Smith,  District  of 

Columbia. 
Lessons  of  the  Educational  Exhibits  at  Paris  in  1900. — Howard  J.  Rogers,  New 

York. 
Report  of  the  Committee  on  a  National  University. — William  R.  Harper,  Illinois. 

chairman. 
The  Ideal  School  as  Based  on  Child-Study. — G.  Stanley  Hall,  Massachusetts. 
High-School  Statistical  Information. — James  M.  Greenwood,  Mi.ssouri. 

1902  Taxation  for  School  Purposes. — Nathan  C.  Schaeffer,  Pennsylvania. 
Taxation  and  Teachers'  Salaries. — A.  G.  LaNE,  Illinois. 


Council]  DEPARTMENT  OF  ART  EDUCATION  623 

1902  The  Function  of  Knowledge  in  Education. — Charles  B.  Gilbert,  New  York. 
The  Differences  between  Efl'icient  and  Final  Causes  in  Controlling  Human   Free- 
dom.— W.  T.  H.\RRis,  District  of  Columbia. 

The  Educational  Progress  of  the  Year  1Q01-2. — William  R.  Harper,  Illinois. 
The  School  as  Social  Center. — John  Dewey,  Illinois. 

The  Recent  Reaction  in  France  against  Rousseau's  Negation  of  Society  in  Educa- 
tion.— Anna  Tolmax  Smith,  District  of  Columbia. 
The  Common-School  Community. — OssiAN  H.  Lang,  New  York. 
In  Memoriam  Charles  Collins  Rounds. — Henry  Sabin,  Iowa. 
/;;  Memoriam  Francis  Wayland  Parker. — Wilbur  S.  Jackm.\n,  Illinois. 

1903  The  Voluntary  Element  in  Education. — Charles  DeGarmo,  IlHnois. 

The  Saving  of  Time  in  Elementary  and  Secondary  Education. — Thomas  M.  Bal- 

LiET,  Massachusetts;    Ella  Fl.\gg  Young,  Illinois. 
The  Educational  Progress  of  the  Year  1Q02-3. — William  Dewitt  Hyde,  Missouri. 
Contribution  of  Modern  Education  to  Religion. — George  A.  CoE,  Illinois. 
The  Influence  of  Religious  Education  on  the  Motives  of  Conduct. — Edward  A. 

Pace,  District  of  Columbia. 
The  Separation  of  the  Church  from  the  School  Sujjported  by  Public  Taxes. — W. 

T.  H.\rris,  District  of  Columbia. 
/;;  Memoriam  ].  L.  M.  Curry. — Edwin  A.  Alderman,  Virginia. 
/;/  Memoriam  William  Miller  Beardshear. — H.  H.  Seerly,  Iowa. 
/;;  Memoriam  Emerson  E.  White. — E.  W.  CoY,  Ohio. 
In  Memoriam  Edward  R.  Shaw. — J.  F.  Reigart,  Ohio. 

1904  The  Lessons  of  the  E.xposition. — Howard  J-  Rogers,  Missouri. 

The  Swedish  Educational  E.xhibit  and  Its  Relation  to  the  Schools  of  Sweden. — 

N.  G.  W.  Lagerstedt. 
The  Japanese  E.xhibit  and  Its  Relation  to  Education  in  Japan. — MosuKE  M.\T- 

suiruRA,  secretary  of  the  Japanese  Commission  to  the  Exposition. 
In  Memoriam  William  Bramwcll  Powell. — John  W.  Cook,  Illinois. 
In  Memoriam  P'rank  Alpine  Hill. — William  Edwin  H.vrcii,  Massachusetts. 
In  Memoriam  Reuben  S.  Bingham. — Frank  B.  Cooper,  Washington. 
Preliminary  Report  of  Committee  on  Salaries,  Tenure,  and  Pensions  of  Teachers. 

— Carroll  D.  Wright,  Distr  ct  of  Columbia,  chairman. 

1905  hi  Memoriam  Clara  Conway. — W.  T.  Harris,  District  of  Columbia. 
In  Memoriam  Edwin  C.  Hewett. — John  W.  Cook,  Illinois. 

Rep<jrt  of  Committee  on  Simplification  of  Spelling. — William  H.  M.vxwell,  New 
York,  chairman. 

Report  on  the  Educational  Progress  of  the  Year. — Howard  J.  Rogers,  New  York. 

.SymfK)sium:  What  Arc  at  Present  the  Most  Promising  Subjects  for  Such  Investi- 
gations as  the  National  Council  of  Education  Should  rndertake  ? — George  H. 
Martin,  Massac  husetts;    James  M.  Greenwood,  Mi.ssouri. 

In  Memoriam  Newton  Bateman. — Newton  C.  Doughert.y,  Illinois. 

In  Memoriam  Ira  G.  Hoiit. — CHARLES  C.  Van  Liew,  California. 

In  Memoriam  Horace  Sumner  Tarbell. — ^Waltkk  Ballou  J.U'ons,  Fihode  Island. 


DEI'AR  IMENT  OF  ART  EDUCATION 

OFF'ICERS 

1884  MADISON.   WIS.  1888    S.\N    rR.\NCISCO.    CAL. 

I'rcs..  L.  S.  Thompson,  Lafayette.  Ind.  *          Prcs.,  Okkuck  II.  IlARTi.KTr.  Boston.  Mum. 

V-Pri-K.  W.  S.  Pf.khv.    Worcester.    Ma.ss.  V.-Prcs.,  Jdskphink  I><«ice.  St.  Louis,  Mo. 

Sc-c.   JosKPiii.s'K  C.  Lfx-KK.  St.  I>iuis,  Mo,  5><-c.,   KiiKs   RosK.   Rochester,  N.   Y. 

1885  SARATOGA    SI'RINO.    N.    V.  1889    NASIIVILLK.  TKN.V. 

I'rcs..    Otto    Kiichs,    Ualtimorc,     .Md.  I'res..   L.   S.    Tmowpson,  Jersey  City,   N.  J. 

V.-Pres.,     Waltkb     S.    Pebbv.     Worcester,  V.Pres..   T.    J.    Ri<  iiarijson,  Minue.ipolis. 

M.i.'t.H.  Minn. 

.Sec,  JfjsKPiiiNK  C.  IvOCKe,  St.   I>mis,   .Mo,  S<r,,    M,    I-ouisK   FiF.Lii,   Host.m.   M;iss. 

1886  TOPKKA.    KA.\.S.  1890    ST    I'AUL,    .MI.NTN. 

Pres..  Wai.tku  S,  (JfKii>Nou(;il,  (,"olunilnw,  0  Pres..  Jkssk  H.   Huown,   Indianaixilin.  Ind, 

V.-Pres,.  C11AI11.K.S  M,  Cabtkb.  HoHlon.  .MiiHs.  V.-Pre».,  Sai.i.ip.  Thomas.  Nashville,  Tenn. 

Sec,  ViKsvA  liouf.r.,  Winona.  Minn.  Src.  AuA  M,  LAiinHl,iN,  .St.  Paul,  .Minn, 

1887  CmCAOO.    ILL.  i»<ji      IDRONIO,   ONI". 

Pre*..  Wai.tkb  S.  Pr.BBV.  Worcester.   M.iss,  Prrs..  Mannah  J,  Cabtkh,  New  York,  N,  Y. 

V,-Prc»,.  Mrs.  K,  F,  Uimmix'k,  Chicaifo,  III.  V.-prc»..  Lilian  Jacodv,  Roikfonl.  III. 

Sec,  Mbs,  L,  F.  Pickkns,  Kmtxirin,  Kans.  Sec,  Frank  11,  ('01,1. ins,  DenveV,  Colo. 


624 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Art 


1892  SARATOGA  SPRINGS,  N    Y.  1900 
Pres.,  Frank  H.  Collins,  Denver,  Colo. 
V.-Pres.,  Ldella  E.  Fay,  Springfield,  Mass. 

Sec,  Henry  W.  Poor,  Lawrence,  Mass. 

1893  No  Meeting  1 90 1 

1894  ASBURY  PARK,  N.  J. 

Pres.,  Christine  Sullivan,  Cincinnati,  O 

V.-Pres.,  E.  C.  Colby,  Rochester,  N.  Y. 

Sec,  Miss  E.  H.  Perry,  Bridgewater,  Mass.  1902 

1895  DENVER,  COLO. 

Pres.,  Chas.  M.   Carter,  Denver,  Colo. 
V.-Pres.,  Miss  Sara  Fawcett,  Newark,  N.  J. 
Sec,      Miss.     Wilhelmina      Seegmiller,        1903 
Allegheny,  Pa. 

1896  BUFFALO,  N.  Y. 

Pres.,  W.  S.  GooDNOUGH  Brooklyn.  N.  Y. 
V.-Pres.,  Mrs.  M.  E.  Riley.  St.  Louis,  Mo. 
Sec,  Miss  Myra  Jones,  Detroit.  Mich.  1904 

1897  MILWAUKEE,    WIS. 

Pres.,  Mark  Maycock,  Buffalo,  N.  Y. 

V.-Pres.,  L.  S.  Thompson,  Jersey  City,  N.  J. 

Sec,  D.  R.  Augsburg,  Salt  Lake  City,  Utah.  1905 

1898  WASHINGTON,  D.  C. 

Pres.,  Harriet  C.  Magee,  Oshkosh,  Wis. 
V.-Pres.,  D.  R.  Augsburg,  Salt  Lake  City, 

Utah. 
Sec,  Florence  B.  Himes,  Albany,  N.  Y.  1906 

1899  LOS  ANGELES,  CAL.  1907 
Pres.,  WiLLi.^M  A   M.^son,  Philadelphia,  Pa, 
V.-Pres..  C.  F.  Wheelock.  Albany,  N.  Y. 

Sec,  Miss  M.  A.  Woodmansee,  Dayton,  O. 


Charleston,  5.  C. 

Pres.,  Miss  F.  E.  Ransom,  New  York.  N.  Y 

V.-Pres.,  Henry  T.  Ardley,  Berkeley,  Ca  . 

Sec,  Miss  M.  A.  Woodmansee,  Dayton,  O. 

DETROIT,  MICH. 

Pres.,  Miss  B.  E.  Snow,  Minneapolis,  Minn  , 

V.-Pres..  Miss  Myra  Jones,  Detroit,  Mich. 

Sec,  Fred  J.  Orr.  Athens,  Ga. 

MINNEAPOLIS,  MINN. 

Pres..  Miss  Myra  Jones,  Detroit,  Mich. 

V.-Pres.,  Miss  R.  Selleck,  Indianapolis,  Ind. 

Sec,  Miss  Emily  H.  Miles,  Denver,  Colo. 

BOSTON,  MASS. 

Pres.,  Miss    C.  A.  Wilson,  Davenport,   la. 

V.-Pres.,  Miss  Charlotte,  W.  Stoddard, 

Rochester,  N.  Y. 
Sec,  William  H.  Vogel,  Cincinnati,  O. 
ST.    LOUIS,    MO. 

Pres.,  James  F.  Hopkins,  Boston,  Mass. 
V.-Pres.,  Charles  M.  Carter,  Denver,  Colo 
Sec,  Miss  L.  S.  Cushman,  Chicago,  111. 
ASBURY   PARK    and   OCEAN  GROVE, 

N.  J. 
Pres.,  Mrs.  Matilda  E.  Riley,  St.  Louis  ,  Mo. 
V.-Pres.,  F,  H.  Collins,  New  York,  N.  Y. 
Sec,  Miss  Stella  Trueblood,  St.  Louis,  Mo. 
No  Meeting. 
LOS  ANGELES,  CAL. 
Pres.,  Eugene  C.  Colby,  Albany,  N.  Y. 
V.-Pres.,  Miss  C.  A.  Wilson,  Davenport,  la. 
Sec,  Miss    H.  E.  Lucas,  Rochester,  N.  Y. 


TOPICS 

1884  How   Drawing   Should    Be    Taught     in     Our   PubHc    Schools. — President  L.  S. 

Thompson,  Indiana. 
Report  on  the  Course  of  Study  in  Industrial  Drawing  for  Public  Schools. — James 
MacAlister,    Pennsylvania. 

1885  Art  Education. — President  Otto  Fuchs,  Maryland. 

Drawing  in  Primary  and  Grammar  Schools. — Mrs.  E.  F.  Dimmock,  Illinois. 

Drawing  in  High  Schools. — Walter  S.  Perry,  Massachusetts. 

Drawing  in  Normal  Schools. — Miss  Kate  E.  Shattuck,  Missouri. 

Industrial   Drawing  for  Primary   and   Grammar   Schools. — Chas.    M.    Carter, 

Massachusetts. 
Evening  Industrial  Drawing-Schools. — Otto  Fuchs,  Maryland. 

1886  President's  Address — Industrial  Drawing. — President  W.  S.  Goodnough,  Ohio- 
Report  on  the  Relation  of  Drawing  to  Other  Studies,  and  How  Its  Use  as  a  Means 

of  Illustration  Can  Best  Be  Promoted. — Mrs.  Mary  D.  Hicks,  Massachusetts; 
Walter  S.   Perry,   Massachusetts. 
Manual  Training  thru  Industrial  Drawing. — Chas.  M.  Carter,  Massachusetts. 

1887  Drawing  in   Primary   and   Grammar   Schools. — Miss   Elizabeth   F.    Dimmock, 

Massachu.setts. 
Drawing  in  Ungraded  Country  Schools. — W.  S.  Goodnough,  Ohio. 
Drawing  in  High  Schools. — W.  S.  Perry,  Massachusetts. 
Drawing  in  Normal  Schools. — Miss  M.  L.  Field,  Massachusetts;  Miss    Harriet 

B.  Magee,  Wisconsin. 
Report    of  Committee   on   Drawing  in    Normal    Schools. — Miss   J.    C.    Locke, 

Missouri,  chairman. 
Report  of  Committee  on  Drawing,  Making  and  Color  in  Connection  with  Other 

Studies. — Mary  D.  Hicks;  Walter  S.  Perry,  New  York. 

1888  The  Educational  Value  of  the  Construction  of  Objects  in  Our  Schools  Overesti- 

mated.— L.  S.  Thompson,  Indiana. 
Historic  Ornament  and  Design  in  Grammar  and  High  Schools. — H.  T.  Bailey, 

Massachusetts. 
Free  Industrial  Drawing  Schools. — G.  H.  Bartlett. 
Importance  of  High  Aim  in  Art  Education. — Albert  Munsell,  Ma.ssachusetts. 


Deportmentl  TITLES  OF  PAPERS  AND   DISCUSSIONS  625 

1889  Systems  of  Drawing  in  the  United  States. — L.  S.  Thompson,  New  Jersey. 

.\rt  Education  the  True  Industrial  Education. — A  Cultivation  of  Aesthetic  Taste 

Is  of  Universal  Utility. — \V.  T.  Harris. 
Form  Study  in  .-Vll  Grades  below  the  High  School  with  Applications. — Jesse  H. 

Browx,  Indiana. 

1890  High-School  Work  in  Drawing. — Miss  E.  Selleck,  Indiana. 
The  Mission  of  Color. — J.  C.  Locke,  Illinois. 

Xormal-School  Work  in  Drawing. — Mrs.  H.  J.  C.\rter,  New  York. 

1 891  The  Conditions  Underlying  Art  Education  in  European  and  American  Schools. — 

\\alter  S.  Perky,  New  York. 
Supervision  of  Form  Study  and  Drawing  in  Public  Schools. — Walter  S.  Good- 

XOUOH,  New  York.     Discussion. — Sara  A.  Fawcett,  New  Jersey. 
Color  in  Nature  in  Relation  to  Color  in  the  Schoolroom. — W.   A.  Sherwood, 

Canada. 
Should   Instruction  in  Form  Be  Based  upon  Type  Solids  or  upon  Miscellaneous 

Objects  ? — Mrs.  Mary  Dana  Hicks,   Ma.ssachusetts. 

1892  President's  Address — Vocal    Music  as  a  Training  in  Art. — Frank  H.  Collins, 

New  York. 
Art  Instruction  in  Normal  Schools. — Elizabeth  Perry',  Massachusetts. 
The  Study  of  Drawing  as  Common-School  Work. — Aaron  Gove,  Colorado. 
The  .\im  of  Art  Instruction. — Christine  Sullivan,  Ohio. 

1894  .\rt  I-;ducation — Its  Influence:    Industrial,  Educational,  F^thical. — Christi.ve  Sul- 

livan, Ohio. 
Art  Education  and  Manual  Training. — J.  Liberty  Tadd,  Pennsylvania. 
Color  in  Public  Schools. — Mrs.  Mary  Dana  Hicks,  Massachusetts. 
Modeling  in  Puljlic-School  Work. — Mrs.  E.  M.  Kent,  Minnesota. 

1895  President's  Address — E.xtension  of  Art  Education. — Charles  M.  Carter,  Colo- 

rado. 
Art  in  Magazines. — J.  C.  Dana,  Colorado. 
Pictorial  Drawing  in  Primary  and  Grammar  Grades:    Should  Light  and  Shade 

Be  Taught  ? — Miss  Wilhelmina  Seegmiller,  Pennsylvania. 
The   Place  of  Art  Education  in   General   Education. — John  S.  Clark,  Massa- 

chu.setts. 
The  Round-Tablc  Discussion — Methods  of  Teaching. — Mrs.  Matilda  E.  Riley, 

Missouri. 

1896  President's  Address — Requisites  for  Success  in  Teaching  .\ct. — Walter  S.  Good- 

NOUGH,  New  York. 

Art  for  the  Eye. — Mr.  Ross  Turner,  Ma.ssachusetts. 

Art  in  the  Schoolroom,  thru  Decoration  and  Works  of  .\rt. — Langdon  S.  Thomp- 
son, New  Jersey;   Miss  Stella  Skinner,  Connecticut. 

Art  Education  in  Relation  to  Public  Education. — Walter  S.  Perry,  New  York, 
chairman. 

Art  Not  the  Servant  of  Science  but  Its  CompUnunt. — Miss  Wilhelmina   Seeg- 
miller,   Indiana. 

1897  Shall  Art  Be  the  Servant  of  Science  or  Its  Com])ienunt. — M.  V.  O'Shea,  New 

York. 
Drawing  in  Normal   Schools — Problems   Solved  and  Un.solvcd.— Hakkikt  Cecil 

Magee,  Wisconsin. 
The  E-xprcssirtn  of  Lines. — D.  R.  Augsburg,  Utah.. 
What  Do  the  People  Want  in  Drawing  in  the  Public  Schools  ? — Lii.lh.  M.  Godhen, 

Illinois. 

1898  President's  Ad«lress.— Hakkiet  Cecil  Magee,  Wisconsin. 

The  SufxTvisor  of  Drawing  in  I'ublic  S(  hools. — Fred  H.  Daniels,  New  York. 
Some  Iviucational  Princii)les  Whi(  h  Should  Govern  the  Teai  hing  of  Drawing. — 

M.   V.  CVSiiea,   Wi.sconsin. 
RciKtrt  of  the  Committee  on  the  K<lation  of  (he   Library  to  An    l.ilm  alion.     W. 

M.  R.  French,  Illinois. 
The    Function  of  Art  in  the  Education  of   the  American  Citi/cn,     \\  n  rr\M  <  )in)- 

wav  Partridge,  Massac  husetts. 

1899  Prcsiclcnt's  Acjclrrss     Frc-ehanc!  Drawing.     William  .-X.  Mason,  Pennsylvania. 
Prctblems  in  Artistic  Rendering.  -Katheimne  M.  Hai.l,  California. 
Drawing  in  the  Early  Years.   -Dr.  Herman  T.  Lukens,  IVnnsylvania. 

Art    Educ  alion   in    High    S<  h<M)Ls    and    Normal    Sc  Iicm»Is.-  Mi.ss  Josephine    A. 
Greene,  New  ^'ork. 


626  NATIONAL  EDUCATIONAL  ASSOCIATION  [Art 

1899  Art  Instruction  in  the  University. — Professor  Henry  T.  Ardley,  California. 
Preliminary  Report  of  the  Committee  of  Ten  on  Elementary  Art  Education. — 

Langdon  S.  Thompson,  New  Jersey,  chairman. 

1900  Presidential  Address. — Miss  Frances  E.  Ransom,  New  York. 
Art  in  Everything. — Francis  W.  Parker,  Illinois. 

Picture-Study — Its   Relation  to  Culture  and  General    Education. — Fred  J.  Orr, 

Georgia. 
The  Relative  Value  of  Brush  and  Pencil  as  Mediums  in  Expression. — Miss  Bonnie 

Snow,   Minnesota. 
The  Relation  of  Nature-Study  to  Drawing  in  the  Pubhc  Schools. — James  M. 

Stone,  Massachusetts. 

1901  The  Economic  Value  of  Art  Education. — Frederick  W.  Coburn,  New  York. 
Rhythm  as  an  Art  Principle. — Harriette  Rice,  Rhode  Island. 

The  Study  of  Fine  Art  in  American  Colleges  and  Universities;  Its  Relation  to  the 
Study  in  Public  Schools. — Frank  Forest  Frederick,  IlUnois. 

1902  Art  as  an  Educational  Factor. — James  L.  Hughes,  Canada. 

Elementary  Preparation  in  Drawing  for  Secondary  Schools — What  May  Reason- 
ably be  Expected. — Clarence  Valentine  Kirby,  Colorado. 

Report  of  the  Committee  of  Ten  on  Elementary  Art  Education,  with  Dissenting 
Opinions. — Langdon  S.  Thompson,  New  Jersey,  chairman. 

1903  The  Teaching  of  Art. — Denman  Waldo  Ross,  Massachusetts. 
Consideration  for  a  Practical  Study  of  Drawing   in  Public  Schools — Bonnie  E. 

Snow,   Minnesota. 

1904  President's  Address — The  Influence  of  a  Great  Exposition  as  an  Art  Educator — 

A  Word  of  Introduction. — James  Frederick  Hopkins,  Massachusetts. 

The  Influence  of  the  Art  School  and  Art  Museum  on  Civic  Life.— Edmund  H. 
Wuerpel,  Missouri. 

The  Republic  of  France — A  Nation  of  Art. — Jean  Marduel,  France. 

Art  Education  for  the  People  in  Germany. — Leopold  Bahlsen,  Germany. 

Art  Education  for  the  People. — Mrs.  Matilda  Evans  Riley,  Missouri. 

Organization  for  Art  Education  in  England. — Percy  Atkin,  British  Representative. 

The  Educational  Influence  of  Public  Outdoor  Art. — George  E.  Gay,  Missouri. 

Education  for  Artistic  Handicraft  in  Sweden.- — Carl  Lidman,  Swedish  Com- 
mission. 

Art  Education  for  the  American  People,  as  Shown  at  the  Louisiana  Purchase  Exposi- 
tion in  Normal  Schools,  Art  Schools,  and  Art  Handicraft. — Miss  Anna  Vande- 
laine  Henkel,  Missouri. 
1.905    The  Educational  Value  of  Drawing. — F.  LouiS  Soldan,  Missouri. 

Lessons  to  Be  Drawn  from  the  International  Drawing  Teachers'  Congress  at 
Berne. — Charles  M.  Carter,  Colorado. 

Round-Table  Conferences. — Various  Papers  by  Various  Authors. 


DEPARTMENT  OF  KINDERGARTEN  EDUCATION 

OFFICERS 

1885  SARATOGA  SPRINGS,  N.   Y.  1890    ST.  PAUL,  MINN. 

Pres.,  W.  N.  Hailmann,  La  Porte,  Ind.  Pres.,  Eudora  Hailmann,  La  Porte,  Ind. 

V.-Pres.,  B.   B.   Huntoon,   Louisville,   Ky  V.-Pres.,  Sarah  Stewart,  Philadelphia,  Pa. 

Sec,  S.  A.  Van  Note,  La  Porte,  Ind.  Sec,    Mrs.     E.    G.     Buford,     Clarksville. 

1886  TOPEKA,  KANS.  Tenn. 

Pres.,  W.  N.  Hailmann,  La  Porte,  Ind.  1891    TORONTO,  ONT. 

V.-Pres.,  J.  W.  Dickinson,  Boston,  Mass.  Pres.,  Eudora  L.  Hailmann,  La  Porte,  Ind. 

Sec,  Miss  S.  A.  Van  Note,  La  Porte,  Ind.  V.-Pres.,  Lucy  J.  Wheelock,  Boston,  Mass. 

1887  CHICAGO,  ILL.  Sec,  Eliza  A.  Blaker,  Indianapolis,   Ind. 
Pres.,  W.  N.  Hailmann,  La  Porte,  Ind.  1892    SARATOGA  SPRINGS,  N.  Y. 
V.-Pres.,  J.  W.  Dickinson,  Boston,  Mass.  Pres.,  Mrs.  J.  L.  Hughes,  Toronto,  Ont. 
Sec,  Miss  S.  A.  Van  Note,  La  Porte,  Ind.  V.-Pres.,  Nora  Smith.  San  Francisco,  Cal. 

1888  SAN  FRANCISCO,  CAL.  Sec,   Miss  A.  E.  Frederickson,  La  Porte, 
Pres.,  Eudora  Hailmann.  La  Porte,  Ind.  Ind. 

V.-Pres.,  Eva  B.   Whitmore,   Chicago,  111  1893    No  Meeting 

Sec,  Alpha  A.  Smith,  Fayette,  Iowa.  ,894    ASBURY  PARK,  N.  J. 

1889  NASHVILLE,  TENN.  Pres.,  Susan  E.  Blow,  St.  Louis,  Mo. 
Pres.,  W.  E.  Sheldon,  Boston,  Mass.  V.-Pres.,  Constance  MacKenzie,  PhiladeU 
V.-Pres.,  M.  C.  McCulloch,  St.  Louis,  Mo.  phia.  Pa. 

Sec,  Kate  D.  Wiggin,  San  Francisco,  Cal.  Sec,  Anna  Stovall,  San  Francisco,  CaU 


Department] 


DEPARTMENT  OF  KINDERGARTEN 


627 


1895  DENVER.  COLO. 

Pres..  Miss  Lucy  VVheelock.  Boston.  Mass. 
\'.-Pri's.,  Miss  M.  C.  McCuLLocu,  St.  Louis, 

Mo. 
Sec,  Acnes  Mackenzie,  London,  Ont. 

1896  BLFFALO.   N.   Y. 

Pres.,  Miss  Amalle  Hofer,  Chicago,  111. 
V.-Prcs.,  Mrs.  S.  S.  Harriuan,  Providence, 

Rhode  Island. 
Sec,  Miss  W.  T.  Caldwell,  Denver,  Colo. 

1897  MILWAUKEE,  WIS. 

Pres.,  Miss  C.  T.  Haven,  New  York,  N.  Y. 
V.-Pres.,  Ella  C.  Elder,  Buflfalo.  N.  Y. 
Sec,  Mrs.  M.  J.  B.  Wylie,  Buffalo,  N.  Y. 

1898  W.^SHINGTON,    D.    C. 

Pres. .  Miss  M.  C.  McCulloch,  St.  Louis.  Mo. 
V.-Prcs.,  Mrs.  jEN>fY  B.  Merrill,  New  York, 

N.  Y. 
Sec,  Miss  Mary  F.  Hall,  Milwaukee,  Wis. 

1899  LOS  ANGELES,  CAL. 

Pres.,    Mrs.    Marla    Kraus-Boelte,  New 

York,  N.  Y. 
V.-Pres.,  Miss  F.  Lawso.n,  Los  Angeles,  Cal. 
Sec,  Miss  Mary  F.  Hall,  Spencer,  N.  Y. 

1900  CHARLESTON,  S.   C. 

Pres.,    Mrs.     Kraus-Boelte,   New    York 

N.  Y. 
V.-Pres.,    Miss   M.    Macfeat,    Rock    Hill, 

S.  C. 
Sec,  Miss  E.  Holmes.  Charleston,  S.  C. 


1 90 1    DETROIT.  MICH. 

Pres..  Miss  Evelyn  Holmes,  Charleston,  S.C. 

\'.-Prcs.   Carolina    Hart.    Baltimore,    Md. 

Sec.  Annie  Laws,  Cincinnati,  O. 
190a    MINNEAPOLIS,  AHiNN. 

Pres.,  C.  Geraldine  O'Grady,  New  York 
N.  Y. 

V.-Pres.,  Miss  Clara  W.  Mingins,  Detroit, 
Mich. 

Sec,  Mary  C.  May,  Salt  Lake  City,  Utah. 

1903  BOSTON,   M.\SS. 

Pres.,  Mrs.  P.   A.  Shaw,  Boston,  Mass. 
V.-Pres.,   Miss   S.   L.   Wood,   Minneapolis, 

Minn. 
Sec,  Miss  C.  Wheeler,  Grand  Rapids,  Mich. 

1904  ST.  LOUIS,  MO. 

Pres.,  Miss  Jenny  B.  Merrill,  New  York. 

N.  Y. 
V.-Pres.,MRS.  M.  J.  Stannard,  Boston,  Mass. 
Sec,  Mrs.  O.  S.  Chittenden,  Omaha,  Neb. 

1905  ASBURY   PARK  and  OCEAN  GROVE, 

N.J. 
Pres.,  Miss  M.  J.  Miller.  Rochester,  N.  Y. 
V.-Pres.,  Miss  A.  Harvey,  Brooklyn,  N.  Y. 
Sec,  Miss  A.  E.  Harbaugh,  St.  Louis.  Mo. 

1906  No  meeting 

1907  LOS  ANGELES,  CAL. 

Pres.,  Miss  M.  C.  May,  Salt  Lake  City,  Utah. 
V.-Pres.,  Elmer  E.  Brown,  Berkeley,  Cal. 
Sec,  Miss  M.  E.  Murray,  Springfield,  Mass 


TOPICS 

1885  President's    Address — The    Chief    Kindergarten  Problems. — \V.    N.  Hailmann, 

Indiana. 
The  Kindergarten  in  the  Mother's  Work. — Mrs.  E.  P.  Bond,  Massachusetts. 
Relation   of  the   Kindergarten   to   the   Primary   School. — John   W.   Dickinson, 

Massachusetts. 
Some  Essentials  of  the  Kindergarten. — Mrs.  EuDORA  Hailmann,  Indiana. 

1886  Joint  Sessions  with  the  Elementary  Department,  Which  See. 

1887  President's  Address — W.  N.  Hailmann,  Indiana. 

Value  of  Kindergarten  Training  in  Normal  Schools. — Miss  Clara  A.  Burr,  New 

York. 
Application  of  Froebel's  Principles  to  the  Primary  School. — Miss  Kate  L.  Brown, 

Massachusetts. 
The  Kindergarten  in  the  Education  of  the  Blind. — Miss  Eleanor  Beebe,  Kentucky. 

1888  Brief  Resume  of  Kindergarten  Growth. — Mrs.  S.  B.  Cooper,  California. 
The  Educational  Value  of  the  Beautiful. — N.  C.  Schaeffer  Pennsylvania. 
Professional  Training-School  for  Kindergartens  and  Teachers. — C.  H.  McGrew, 

Califfjrnia. 

1889  President's  Oi>ening  Remarks. — W'm.  E    Shei.don,  Ma.ssachu.selts. 

The  Kindergarten  Methods  Contrasted  with  the  Methods  of  the  American  Primary 

Schofjj. — W.  T.  Harris,  Mjuisachu.setts. 
•Story  Tell'ng  in  the  Kindergarten. — .Miss  NORA  A.  Smith,  California. 
The    Principles   and    Methods   of    Educating   Our   diris   for    Parenthood. — Mrs. 

KtuoRA  I..  Haii.MAN.n,  Indiana. 
'J  he  Kindergarten  in  Kclatiun  to  Motherhood. Mrs.  Sarah  B.  CooI'ER,  Califnrnia. 
Eroelx-I's  Message  lu  I'arc  nls. — Mrs.  A.  H.  Putnam,  Illincjis. 
The  Child. — F.  A.I'akki-.r,  Illinois. 

1890  The  Kindergarten  Work  and  Mission  frr»m  the  Standpoint  of  an  Outside  OI).server. 

—.Miss  HnKN  E.  Starrktt,  Illinois. 
The  Effects  of  Kindergarten  Training  on  the  Piiniary  .ScIkmiI.     Ikwin  Shki'ARD, 

Minnes-ita. 
They  Have  Eves  an»l  Ears.  -Mis.s  LucY  F.  WiiKKi.nc  k,  Massachusetts. 
.S(hfK)lishne.ss  in  the  Kindergarten. — W.  N.  Hailmann,  Indiana. 
The  letter  Killclh.  — Mi.ss  Anna  E.  Bryan,  Kentucky. 


628  NATIONAL  EDUCATIONAL  ASSOCIATION  [Kindergarten 

1 891  Kindergarten  and  the  Primary  School. — W.  T.  Harris,  District  of  Columbia. 
Kindergarten  Methods  in  Intellectual  Training. — Mrs.  J.  L.  Hughes,  Ontario. 
The  Organic  Connection  between  the  Kindergarten  and  the  Primary  School. — 

Miss  N.  Cropsey,  Indiana. 
Theory  Tested  by  Experience. — Miss  Anna  E.  Frederickson,  Indiana. 
Magicians  That  Make  a  Child's  Life  Happy  or  Miserable. — Mrs.  Louise  Pollock, 

District  of   Columbia. 
Some  Things  a  Kindergartner  Should  Know. — Wm.  E.  Sheldon,  Ma.ssachusetts. 

1892  President's   Address — Kindergarten    Unity    in    Diversity. — Mrs.   J.    L.    Hughes, 

Ontario. 

Symbolic  Education  as  Illustrated  in  the  Mutterund  Kose  Lieder. — Laura  Fisher, 
Missouri. 

Professional  Training  of  Teachers. — Mrs.  Eudora  L.  Hailmann,  Indiana. 

The  Artistic  Simplicity  of  Child- Work. — Amalie  Hofer,  New  York. 

Practical  Psychology  in  the  Kindergarten. — Constance  MacKenzie,  Pennsyl- 
vania. 

Songs,  Morning  Talks,  and  Stories. — Emilie  Poulsson,  Massachusetts. 

Influence  of  Expression  on  Thought. — Miss  Guddings,  Rhode  Island. 

1894  Letter  of  Greeting  to  Kindergartners  Assembled  at  Asbury  Park. — Susan  E.  Blow, 

Missouri. 

President's  Address. — Constance  MacKenzie,   Pennsylvania. 

The  Related  Development  of  Morality  and  Intelligence  in  the  Kindergarten  Idea. — 
Mrs.  Leontine  T.  Newcomb,  Ontario. 

What  Can  the  Kindergarten  Do  for  History  and  Literature  in  the  Higher  Grades  ? — 
Sara  E.  Wiltse,  Massachusetts. 

Essential  Principles  of  the  Kindergarten  System. — Angeline  Brooks,  Connecticut. 

Ideal  Relation  of  Kindergarten  to  Primary  Schools. — Lucy  Wheelock,  Massachu- 
setts. 

1895  The  Social  Settlement  and  the  Kindergarten. — Amalie  Hofer,  Illinois. 

The  Work  of  the  Pestalozzi-Froebel  Haus. — Mrs.  S.  H.  Harriman,  Rhode  Island. 
The  Kindergarten  and  the  Home. — Mrs.  James  L.  Hughes,  Canada. 
Mothers'  Meetings — How  to  Conduct  Them. — Mary  C.  McCulloch,  Missouri. 
Mothers'  Meetings — How  to  Conduct  Them  among  the  Poor. — Wilhelmina  T. 

Caldwell,  Colorado. 
Comparison   of  the   Educational   Theories  of   Froebel   and  Herbart. — James  L. 

Hughes,  Canada. 
The  Faculty  and  Ministry  of  Song. — W.  L.  Tomlins,  Illinois. 
A  Knowledge  of  the  Kindergarten  Indispensable  in  Primary  Instruction. — Sarah 

L.  Arnold,  Massachusetts. 

1896  The  Purpose  of  the  Story  in  the  Kindergarten. — Sara  E.  Wiltse,  Massachusetts. 
Child-Study  for  Fathers  and  Mothers. — M.  V.  O'Shea,  New  York. 

The  Children  of  Our  Cities. — Mary  E.  McDowell,  Ilhnois. 
Psychology  of  Descriptive  Gesture. — S.  H.  Cl.'Vrk,  Ilhnois. 
The  Allies  of  the  Kindergarten. — Caroline  T.  Haven,  New  York. 
The  Problem  of  the  City  Kindergarten. — Bertha  Payne,  Ilhnois. 

1897  The  Kindergarten  and  Child-Study. — John  Dewey,  Ilhnois. 

Has  Child-Study  Any  Help  for  the  Kindergarten  ? — Bertha  Payne,  Illinois. 
Froebel's  Use  of  Child-Study. — C.  G.  O'Grady,  Pennsylvania. 
Methods  of  Child-Study  in  the  Kindergarten. — Jenny  B.  Merrill,  New  York. 
The  Kindergarten  in  the  Public  Schools. — C.  B.  Gilbert,  New  Jersey. 
Kindergarten  Work  and  Principles  in  the  School. — Katherine  Beebe,  Illinois. 

1898  The  Value  of  the  Ideals  Set  Forth  in  the  Mother-Play  Book. — Elizabeth  Harrison, 

Illinois. 
Children's  Gardens. — Jenny  B.  Merrill,  New  York. 
A  Child's  Song. — Maki  Ruef  Hofer,  Illinois. 

Ideal  Play  in  the  Kindergarten. — SusAN  Plessner  Pollojtk,  District  of  Columbia. 
The  Development  of  the  Inner  Life  of  the  Child. — Mrs*  Maria  Kraus-Boelte, 

New  York. 
A  Kindergarten  Message  to  Mothers. — Mrs.  Ada  Marean  Hughes,  Canada. 
The  Influence  of  the  Kindergarten  upon  the  Schools. — F.  Louis  Soldan,  Missouri. 

1899  Some  Criticisms  of  the  Kindergarten. — Nicholas  Murray  Butler,  New  York. 
Character-Study  in  the  Kindergarten. — Thomas  P.  Bailey,  Jr.,  California. 
Relation  of  Imitation  tf)  Originality  and  Consequent  Freedom. — Mary  F.  Led- 

yard,  California. 


Deparimenil  TITLES  OF  PAPERS  AXD  DISCUSSIONS  629 

1899  Mental  and  Moral  Dovt-lopmcnl  of  tlu-  Kindorgarlcn  Child.— C.  C.  \'.\N  Lif.w, 

Califorina. 
Music  in  the  Kindergarten. — Anna  M.  Stov.ai.i,,  California. 
Naughty   Children. — Elmer   Ellsworth,    California. 
The  Kindergarten  Child  Physically. — Frederic  Burk,  California. 

1900  President's  .\ddress  — How  the  Kindergarten  Develops  the  Chiki's  Power. — Mrs. 

M.\RL\  Kr.aus-Boelte,  New  York. 
A    Mother's    Advice    to    Kindergartners. — Mrs.    Clarence    E.    Melenev,    New 

York. 
The   Need  of    Kindergartens   in   the   South. — Philander    P.    Claxton,    North 

Carolina. 
The  Kindergarten  Gifts — A  Fragment. — Harriet  Neil,  District  of  Columbia. 
The  Kindergarten  and  the  Primary  School  in  Their  Relation  to  the  Child  and  to 

Each  Other. — Emma  .X.  Newman,  New  York. 
The  Educational  Use  of  Music  for  Children  Inder  the  Age  of  Seven  Years. — Mari 

RuEF   HoFER,   Illinois. 

1901  Work  and  Play  in  the  Kindergarten. — Mrs.  Alice  H.  Putnam,  Illinois. 

Work  and  Play  in  the  Primary  and  Grammar  Grades. — Charlotte  M.  Povve, 

South  Carolina. 
Work  and  Play  in  Youth.^M.  V.  O'Shea,  Wisconsin. 
President's     Address — Kindergarten      Department. — Evelv.n      Holmes,      South 

Carolina. 
Necessary  Elements  in  Work  and  Play,  and  Some  Practical  Consequences. — C. 

Geraldine  O'Grady,  New  York. 
Rhythm  in  the  Kindergarten. — Ethel  Roe  Lindgren,  Illinois. 

1902  Hindrances  to  the  Development  of  Language. — Cecilia  Adams,  Colorado. 

How  Froebel  Planned  to  Foster  the  Child's  Powers  in  Language. — Mrs.  Alice 

H.  Putnam,  Illinois. 

The    Need   for    English  Studv   bv    Kindergarten    Students. — Mary    C.  May, 

Utah. 

1903  Kindergarten  Principles  in  Social  Work. — Joseph  Lee,  Massachusetts. 

The  Kindergarten:   An  U])lifting  Social  Inlluence  in  the  Home  and  the  District. — 

Richard  Watson  Gilder,  New  York. 
The  Power  of  the  Kindergarten  Training  School  in  the  Eduialion  of  \'(iung  Wonii'n. 

Caroline  M.  C.  Hart,  Maryland. 
The  .Scope  and  Results  of  Mothers'  Classes. — Elizabeth  Harrison,  Illinois. 
The  International  Kindergarten  Union. — Stella  L.  Wood,  Minnesota. 

1904  The  Kindergarten  and  the  Elementary  School  as  Illustrated  in  Tiuir  E.xhibits — 

From  the  Kindergarten  Standpoint. — Patty  S.  Hill,  Kentucky. 
The  Kindergarten  and  the   Elementary  Si  hool  as  Illustrated  in  Their  E.xhibits — 

From  the  Slandi>oint  of  the  Si  hool.— C.  H.  Gilhekt,  New  York. 
The  Philippine  Teacher  and  the  Philippine  Educational  Exhibit.     .\lhi.kt  Kali-h 

HAfJER,    Philippine    E.xposition    Hoard. 
The  Kindergarten  in  Japan. — Annie  L.  Howe,  Illinois. 
The  Freni  h  and  Cierman  Elementary  Schools.— F'rederick  Ernest  F arkinc.ton, 

Calif«jrnia. 
The  Kinflergartens  in  the  Southern  States,  and  in  Some  of  the  Countries  Soulli  of 

the  United  States.  -  Eveline  A.  Waldo,  Louisiana. 
Address. — Ma«iame   On  ilia    Hondv,    Austria. 
The    Hygiene    of    the    Kindergarten     Child.— Will  iam    H.    IUknham,    Massa- 

( hu.s<-tts. 
The  Individual  Child. — Bertha  Payne,  Illinois. 
What  Is  Kindergarten  I)is(  ijiline.— Mary  Jean  Miller.  Iowa. 
Value  of  .Animal  I'ets  in  the  Kindergarten.    -.'\nnk  E.  Harvey    New  \'ork. 

IQ05     The   keiognilion  of  the   Physical    Development   of  tin    (liild   in  the  Training  of 

Kindergartners.— Nathan  Oitenheim,  New  York. 
How  D'Ms  the  Routine  <if  the  Kinclergarten  Develop  (lie  Cliild  Physic  ally  ?-Mrs. 

Ada  Makean  Huohes,  Canatla. 
Method.s  of  Sufiervi.sion  of  Public-Sch<H)I   Kindergartens.     Hakriktte  Melissa 

Mills,  New  York. 
Current  Criticism  of  the  Kindergarten.-    M.  V.  O'Shka,  Wisccmsin. 


630 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Music 


DEPARTMENT  OF  MUSIC  EDUCATION 


OFFICERS 


1885  SARATOGA,  SPRINGS,  N.  Y. 
Pres.,  Daniel  B.  Hagar,  Salem,  Mass. 
V.-Pres.,  O.  S.  Westcott,  Chicago,  111. 
Sec,  T.  H.  Brand,  Madison,  Wis. 

1886  TOPEKA,   KANS. 

Pres.,  G.  Stanley  Hall,  Baltimore,  Md. 
V.-Pres.,  O.  S.  Westcott,  Chicago,  111. 
Sec,  T.  H.  Brand,  Madison,  Wis. 

1887  CHICAGO,  ILL. 

Pres.,  O.  S.  Westcott,  Chicago,  111. 
V.-Pres.,  N.  C.  Stewart,  Cleveland,  O. 
Sec,  Edgar  O.  Silver,  Boston,  Mass. 

1888  SAN  FRANCISCO,  CAL. 

Pres.,  N.  CoE  Stewart,  Cleveland,  O. 
V.-Pres.,  H.  L.  Griggs,  Denver,  Colo. 
Sec,  Edgar  O.  Silver,  Boston,  Mass. 

1889  NASHVILLE,  TENN. 

Pres.,  N.  CoE  Stewart,  Cleveland,  O. 
V.-Pres.,  Herbert  L.  Griggs,  Denver,  Colo. 
.Sec,  Edgar  O.  Silver,  Boston,  Mass. 

1890  ST.  PAUL,  MINN. 

Pres.,  Herbert     L.  Griggs,  Denver,  Colo. 
V.-Pres.,  N.  L.  Glover,  Arkron,  O. 
Sec,  F.  E.  Morse,  Auburndale,  Mass. 

1891  TORONTO,  CAN. 

Pres.,   Herbert  L.    Griggs,  Denver,  Colo. 
V.-Pres.,  N.  L.  Glover,  Akron,  O. 
Sec,   F.    E.    Morse,   Auburndale,   Mass. 

1892  SARATOGA  SPRINGS,  N.  Y. 
Pres.,  N.  L.  Glover,  Akron,  O. 
V.-Pres.,  F.  A.   Fitzpatrick,   Leavenworth, 

Kans. 
Sec,    Clarence    Birchard,    Chicago,    111. 

1893  No    Meeting.     See  International  Congresses 

of  Education 

1894  ASBURY  PARK,  N.  J. 

Pres.,  N.  L.  Glover,  Akron,  O. 

V.-Pres.,   Benjamin  Jepson,   New    Haven 

Conn. 
Sec,  George  C.  Young,  Wichita,  Kans. 

1895  DENVER,  COLO. 

Pres.,  N.  CoE  Stewart,  Cleveland,  O. 
V.-Pres.,  G.  C.  Young,  Salt  Lake  City,  Utah 
Sec,  Miss  M.  E.  Grandy,  Sioux  City,  la. 

1896  BUFFALO,  N.  Y. 

Pres.,  C.  H.  Congdon,  St.  Paul,  Minn. 
V.-Pres.,  P.  C.  Hayden,  Quincy,  111. 
Sec,  Miss  L.  M.  Hawn,  East  Saginaw,  Mich. 


1897 


1899 


1904 


1905 


1906 
1907 


MILWAUKEE,  WIS. 

Pres.,  F.  E.  Howard,  Bridgeport,  Conn. 

V.-Pres.,  Miss  J.  E.  Crane,  Potsdam.  N.  V. 

Sec,  C.  W.  Weeks.  Ottawa,  111. 

WASHINGTON,  D.  C. 

Pres.,  O.  E.  McFadon,  MinneapoUs,  Minn. 

V.-Pres.,     Mrs.    E.     A.    Thomas,    Detroit, 

Mich. 
Sec,  Miss  S.  L.  Byington.  MoHne,  111. 
LOS  ANGELES,  CAL. 
Pres.,  P.  C.  Hayden,  Quincy,  111. 
V.-Pres.,  Miss  M.  A.  Grandy,  Springfield, 

Mass. 
Sec,  Miss  E.  M.  Joy,  Los  Angeles,  Cal. 
CHARLESTON,  S.   C. 
Pres.,   Herbert   Griggs,    Denver,    Colo. 
V.-Pres.,  Mrs.  G.  B.  Parsons,  Los  Angeles, 

Cal. 
Sec,  Mrs.  C.  B.  Smith,  Jacksonville,  111. 
DETROIT,  MICH. 
Pres.,  A.  J.  Gantvoort,  Cincinnati,  O. 
V.-Pres.,  Mrs.  E.  A.  Thomas,  Detroit,  Mich. 
Sec,  H.  W.  Gray,  New  York,  N.  Y. 
MINNEAPOLIS,    MINN. 
Pres.,  A.  J.  Gantvoort,  Cincinnati,  O. 
V.-Pres.,   S.   A.   Weaver,  Westfield,   Mass. 
Sec.  Mrs.  Gaston  Boyd,  Newton,  Kans. 
BOSTON,  MASS. 

Pres.,  S.  A.  Weaver,  Westfield,  Mass. 
V.-Pres.,  W.  A.  Wetzell,  Salt  Lake  City 

Utah, 
Sec,  Miss  Helen  W.  Trask,  Minneapolis 

Minn. 
ST.  LOUIS,  MO. 

Pres.,  S.  A.  Weaver,  Westfield,  Mass. 
V.-Pres.,  W.  A.  Wetzell,  Salt  Lake  City, 

Utah. 
Sec,  P.  C.  Hayden.  Keokuk.  la. 
ASBURY   PARK  and   OCEAN    GROVE, 

N.J. 
Pres.,  Wm.  a.  Wetzell,  Salt  Lake  City,  Utah 
V.-Pres.,  Mrs.  M.  B.  Parr,  Cleveland,  O. 
Sec,  P.  C.  Hayden,  Keokuk,  Iowa. 
No  Meeting 

LOS  ANGELES,  CAL. 
Pres..  H.  E.  Cogswell,  Mansfield,  Pa. 
V.-Pres.,  Mrs.  F.  E.  Clark,  Milwaukee,  Wis. 
Sec,  P.  C.  Hayden,  Keokuk,  la. 


TOPICS 

1885  President's  Address — Music  as  a  Means  of  Mental  Culture. — D.  B.  Hagar,  Massa- 

chusetts. 

Vocal  Music  in  the  Public  Schools. — T.  H.  Brand,  Wisconsin. 

The  Tonic-Sol-Fa  System. — T.  F.  Seward,  New  York. 

A  Plea  for  the  Elements  of  Music  in  Primary  Grades. — B.  Jepson,  Connecticut. 

Methods  of  Teaching  Vocal  Music. — H.  E.  Holt,  Massachusetts. 

The  Relative  Importance  of  Song-Singing  and  the  Reading  of  Music. — O.  Black- 
man,  Illinois. 

1886  President's  Address — Music  in  the  Public  High  School. — O.  S.  Westcott. 
What  the  Average  Teacher  Can  Do  in  Musical  Instruction. — Sara  L.  Dunning, 

New  York. 
What  Music  Instruction  in  Public  Schools  Should  Be. — N.  CoE  Stewart,  Ohio. 
Better  Teaching  or  a  New  Notation — Which  ? — H.  E.  Holt,  Massachusetts. 
Tonic-Sol-Fa  Notation  as  a  Factor  in  Musical  Education. — T.  F.  Seward,  New 

Jersey. 


Department]  TITLES  OF  PAPERS  AND   DISCUSSIONS 


1887  President's  Address — What  Has  Been  Done  in  the  Public  Schools  for  Music? — 

O.  S.  Westcott. 

Shall  the  State  Teach  Music  ? — Thos.  J.  Morgan,  Rhode  Island. 

Voice  Training  and  Singing. — Frederick  A.  Root,  Illinois. 

Educational  \'alue  of    the  Tonic-Sol-Fa  System. — D.\xikl  B.-^chelor,   Pennsyl- 
vania. 

Fervent  \'oice:    Its  Xature  and  Reflex  Influence. — \Vm.  L.  Tomi.ins,  Illinois. 

1888  President's  Address — Value  of  Training  in  \'ocal  Music. — N.  CoE  Ste\v.\rt. 
The  Tonic-Sol-I\i  System. — S.  McBurney,  California. 

Aids  in  Elementary  Music  Teaching. — W.  F.  He.\th,  Indiana. 
Some  Healthful  Things  Learned  by  Teaching  Music. — Mrs.  M.  E.  Br.vnd,  Wis- 
consin. 

1889  President's  .Address^ — Methods  in  Mu.sic  Instruction.- — N.  CoE  Stewart. 
The  Province  of  Music  in  Education. — Wm.  .\.  Mowry,  Massachusetts. 

The  Out.side  Musician's  Views  of  Music  in  the  Public  Schools. — Wm.  H.  Dana, 

Ohio. 
Special  Report  on  the  Condition  of  Music  Instruction  in  Our  Public  Sch(K)ls. — 

Edgar  O.  Silver,  Massachusetts. 
The   Relation  of  Mu.sic  Instruction  to  Our  Educational   Systems. — Rev.   .\.   V.. 

WiN'SHiP,    Massachusetts. 
Music  in  Public  Schools,  from  a  Music  Director's  Standpoint. — O.  E.  McFadon, 

Minnesota. 

1890  Music  as  a  Factor  in  Education. — Miss  Margaret  Morris,  Ohio. 

Mu.sic  as  a  Regular  and  Required  Branch  of  Grade  Work. — .'\aron  Gove,  Colorado. 
\'alue  of  the  Tonic-Sol-Fa  Notation. — Robert  H.  Begg.s,  California. 

1 89 1  Growth  of  Music  among  the  People. — Ivdgar  O.  Silver,  Massachusetts. 
Methods  in  Teaching  Music. — A.  T.  Cringan,  Canada. 

The  Study  of  Music  in  Its  Relation  to  Mental    Develof)ment. — S.  H.  Preston, 
Canada. 

1892  The  Value  of  Music  in  Public  Education  as  a  Means  of  Discipline  and  Culture. — 

George  C.  Young,  Kansas. 
Music  in  the  Public  Schools — What  It  Is,  and  What  It  Ought  to  Be. — A.  J.  Gant- 

voort,   Ohio. 
Music  in  Public  Education,  and  Some  Elements  Essential  to  Its  Success. — Piiii  ir 

C.  Hayden,  Illinois. 
Methods  and  Devices  in  Teaching  Public-School  Music. — B.  Jepson,  Connecticut. 

1894  President's  .Address — Certification  of  Music  Teachers. — N.  L.  Glover,  Ohio. 
Music  in  the  New  Education. — David  M.  Kei.sey,  New  York. 

Is  as  Much  Time  Devoted  to  Instruc  tion  in  \'ocal  Music  in  Our  Public  Schools 
as  Its  Importance  Demands. — Frederick  E.  Chapman,  Massachusetts. 

Pupils'  Defective  Hearing. — Ephraim  Cutter,  New  York. 

Some  Helpful  Things  concerning  Music  in  the  Public  .S(  hoojs. — N.  CoE  Stewart, 
Ohio. 

1895  The  Purpose  of  Music  Study  in  the  Public  Schools. — F.  Treudley,  Ohio. 
How  Pu[)ils  Learn  to  Know  and  Do  in  Mu.sic. — C.  H.  Congdon,  Minnesota. 
A  Course  of  Music  in  Public  St  hools. — A.  J.  Gantvoort,  Ohio. 

Music  in  Relation  to  Other  Studies. — Sarah  L.  Arnold,  Massachusetts. 
Chilflren's  Voices. — LiNN  Marie  Hawn,   Michigan. 
Songs  for  Children. — Fannie  Arnold,  Nebraska. 
Mind  and  Music. — TiiEO.  H.  Johnson,  Ohio. 

\V)ral  Harmony;    or,   .\  Plea  for  an  Oral   Language  wiili  Wliii  h  t<>   liximss  ( )ur 
Thoughts  in   Music. — H.   E.   Holt,   Ma.ssat  husetts. 

1896  .Natural  Methods  in  Teaching  Music  to  Children. — F.  E.  Howard,  Connrc  ii(  tit. 
How  Good  Music  Makes  Good  Citizens. — Frank  Damroscii,  New  York. 

Our  Ex[)(rienre  in  Introduting  Music  as  a  Study  in  Our  Public  Schools. — Joseph 

Mischka,  New  York. 
Music  in  Edutation. — Mrs.  Emma  A.  Thomas,  Michigan. 
'Ihinking  Sountls  Directly  or  Indirectly. — Samuel  W.  Cfii.E,  Miussat  husetts. 
The  Development  of  Music  Theory  thru  Practice. —  O.  E.  McFadon,  Minnesota. 

1897  The  Development  of  Rhythm.— S.  Lillian  Byington,  Illinois. 

Eye  and  Ear  Training  a.s  Related  to  Sight  Singing. — Frederic  Ai  lison  Lyman, 
New   York. 


632  NATIONAL  EDUCATIONAL  ASSOCIATION  [Music 

1897  The  Child  Voice. — F.  E.  Howard,   Connecticut. 

How  to  EstabHsh  Good  Musical  Standards  in  Public-School  Music. — Anna  Bir- 
CHARD,  Indiana. 

1898  What  Is  Music,  and  How  Can  We  Help  Children  to  Become  Musical? — Mari 

RuEF   HoFER,    Illinois. 
Individual  Singing. — C.  H.  Congdon,  Minnesota. 
School  Music  in  Character-Making. — A.  E.  Winship,  Massachusetts. 
The  Next  Step— What  Shall  It  Be  ?— Mrs.  Carrie  B.  Adams,  Indiana. 

1899  President's  Address — The   Ultimate   Object  of  Music   Studj'  in   the   Schools. — 

P.  C.  Hayden,  Illinois. 

Content  and  Extent  of  Music  in  Public  Schools. — Herbert  Griggs,  Colorado. 

What  Power  Does  the  Child  Gain  thru  Music-Study  ? — Thomas  Tapper,  Massa- 
chusetts. 

Methods  of  Teaching  Music. — W.  B.  Powell,  District  of  Columbia. 

The  Necessary  Education  of  the  Supervisor. — Mrs.  Constance  Barlow  Smith, 
Illinois. 

What  Should  Constitute  a  Course  of  Music  for  County  Institutes  ? — Kathryn 
E.  Stone,  California. 

1900  Common-Sense  as  an  Aid  to  the  School-Music  Supervisor. — Sterrie  A.  Weaver, 

Massachusetts. 
Should  Music  in  the  Public  Schools  Be  Taught  from  the  Song  to  the  Exercise  ? — 
C.  H.  Congdon,  Illinois. 

1901  President's  Address. — Arnold  J.  Gantvoort,  Ohio. 

Music  Teachers  in  Their  Relation  to  the  Schools. — Charles  Haupert,  Ohio. 
The  Supervisor  from  the  Standpoint  of    the  Regular  Grade  Teacher. — Nellie 

G.    Pettigrew,    Ohio. 
Supervisors  and  Supervision. — Walter  H.  Aiken,  Ohio. 
The  Rights  of  Boys  and  Girls  in  Music  Education. — N.  Coe  Stewart,  Ohio. 

1902  An  Anomalous  Situation,  with  Suggestions   for  Improvement. — Hollis  E.  Dann, 

New  York. 

The  Psychological  and  Ethical  Value  of  Music. — Elizabeth  K.  Fairweather, 
Ohio. 

High-School  Music. — Mrs.  Frances  Elliott  Clark,  Iowa. 

The  Future  Development  of  School  Music. — Thomas  Tapper,  Massachu- 
setts. 

Musical  Qualifications  Necessary  for  a  Teacher  of  Music  in  the  Public  Schools. — • 
Frank  L.  Nagel,   Iowa. 

1903  The  Training  in  Sight-Singing  and  Song  Interpretation  Which  Normal-School 

Students  Should  Receive. — C.  A.  Fullerton,  Iowa,  and  Others. 
The  Real  Purpose  of  Teaching  Music  in  the  Public  Schools. — Samuel  W.  Cole, 

Massachusetts,  and  Others. 
School  Music — Has  It  Made  Music  Readers  ? — George  W.  Wilmot,  New  Jersey, 

and  Others. 
Music  as  a  Subject  to  Be  Counted  for  Admission  to  College. — Eugene  D.  Russell, 

Massachusetts. 
Music  as  Part  of  Life. — Frank  Damrosch,  New  York. 

1904  Primary-Music  Methods. — Mrs.  Marie  Burt  Parr,  Ohio. 

Rote-Singing  and  Its  Proper  Place  in  the  Public  Schools — Practice  versus  Theory. — 
W.  A.  Hodgson,  Missouri. 

Music  in  the  Public  Schools  a  Means  of  Culture  in  the  Community. — Lucy  Robin- 
son,   West   Virginia. 

Methods  versus  Results. — W.  H.  Pommer,  Missouri. 

The  Public-School  Music  Supervisor  in  His  Relation  to  the  Professional  Musi- 
cians and  the  Professional  Educators. — Frank  Nagel,  Iowa. 

Conferences  on  a  High-School  Music  Course. — H.  C.  MacDougall,  chairman. 

1905  The  Mission  of  Music  in  the  Public  Schools. — A.  E.  Winship,  Massachusetts. 
Some  Questions  Involved  in  Making  Music  a  Major  Study. — W.  Scott,  Massachu- 
setts. 

Correlation  of  Music  with  Other  Branches  of  the  School  Curriculum. — Mrs.  Eliza- 
beth Casterton,  Michigan. 

Music  as  a  Factor  in  Culture. — Charles  Edward  Locke,  New  York. 

Relation  of  the  Grade  Teacher  to  Music  Instruction  in  the  Public  Schools. — C.  A. 
Fulmer,  Nebraska. 


Department] 


DEPARTM:^XT  OF  SECOND  ART  EDUCATION 


633 


1905    Some  Features  of  Music  Instruction  in  the  Schools  of  New  York  Citv. — Frank 
R.  Rix,  New  York. 
Some  Typc-Forms  That  Have  Been  Found  Useful  in  the  Teac  hiiig  of  Musii  in  the 

Schools. — \V.\LTER    H.    Aiken,    Ohio. 
Report  of  Committee  on  What  Results  Should  Be  Obtained  in  the  Study  of  Music 
in  the  Fight  Grades  of  the  Public  Schools. — Philip  C.  Havden,  Iowa,  chairman. 


DEPARTMKXT  OF  SECONDARY  KDUC.VnoN 


OIKICKR.S 


1887  CHICWGO  .ILL. 

Pros.,  Geo.  A.  Bacon.  SxTacusc.  N.  Y. 
\'.-Pres..  H.  L.  Boltwood.  Evanston.  111. 
Sec,  P.wh  H.  Hants.  West  Denver,  Colo. 

1888  SAX    FRANCISCO.   CAL. 

Pres.,   S.\MeEi,  Thurber.   Boston,  Mass. 
\".-Pres..  A.  F.  Nightingale,  Lake  View,  111, 
Sec,  Paul  H,  Hanus   Denver,  Colo. 

1889  NASHVILLE,  TENN, 

Pres..  A.  F.  Nichting.\le.  Lake  View,  111. 
V.-Pres..  Abram  Brown.  Columbus.  O. 
Sec,  L.  J.  Martin,  San  Francisco,  Cal. 

1890  ST.  PAUL,  MINN. 

Pres..  H.  E.  Chambers.  New  Orleans,  La. 
V.-Pres.  William  Jenkins.  Mcndota.  III. 
Sec.  Minnie  C.  Clarke.  Kansas  City,  Mo. 

1891  TORONTO.  ONT. 

Pres..  F.  E.  Plummer.  DesMoines,  la. 
\'.-Prcs.,  S.  W,  Laxdon.  Burlington.  Vt. 
Sec.  W.  T.  White.  Kno.wille.  Tcnn. 

1892  S.\RATOGA  SPRINGS.  N.  V. 

Pres.,  Frank  E.  Plummer,  Dcs  Moines.  la. 
V.-Pres..  J.  A.  Hornberger.  Norfolk,  Neb. 
Sec,  W.  T.  White.  Knoxxille,  Tenn. 

1893  No   meeting.     Sec    International    Congresses 

of  Education 

1894  ASBL'RV  PARK,  N.  J. 

Pres..  J.  S.  Crombie,  Brooklyn.  N.  V, 
V.-Pres.,  Amelia  E.  Trant,  Buffalo.  N.    V. 
Sec.  W.  H.  Bartholomew,  Louisville,  Ky. 

1895  DENVER,  COLO. 

Prc-s.,  W.  H.  Smiley,  Denver,  Colo. 
\'.-Prcs..  Mi.ss  H.  L.  Keeler.  Cleveland.  O. 
Sec.  C.  H.  Thurber,  Hamilton,  N.  V. 

1896  BUFFALO.  N.  Y. 

Pres.,  E.  L.  Harris,  Cleveland,  O. 
V.-Prcs.,  F.  L.  Bliss.  Detroit,  Mich. 
Sec,  C.  H.  Thurber.  Morgan  Park,  III. 

1897  MILWAUKEE.  WIS. 

I'res.,  C.  H.  Thurber,  Morgan  Park,  III, 
V.-Prcs.,  F.  L.  FosuicK,  Buffalo,  N.  Y. 
Sec.  Miss  Ida  B.  Haslup,  Pueblo,  Colo. 


1898 


1899 


1900 


190 1 


1902 


1905 


1906 
1907 


WASHINGTON.   I).   C. 

Pres.,  Geo.  B.  Aiton,  Minneapolis.  Minn. 

V.-Pres.,  Mrs.  M.  W.  Sewall,   Indianapolis. 

Ind. 
Sec,  E.  G.  Cooley.  La  Grange,  III. 
LOS  ANGELES,  CAL. 
Pres.,  Edward  F.  Hermanns,  Denver,  Colo. 
V.-Pres.,  W.  F.  Webster,  Mpls.,  Minn. 
Sec,   F.   H.   Clark.   San  Francisco,   Cal. 
CHARLESTON,  S.  C. 
Pres.,  E.  W.  Coy,  Cincinnati,  O, 
V.-Pres.,  G.  B.  Morrison.  Kansas  City,  Mo. 
Sec,  H.  L.  Boltwood,  Evanston,  111. 
DETROIT.  MICH. 
Pres.,  W,  J,  S.  Bryan,  St.  Louis,  Mo. 
V.-Prcs.,  Miss  N.  Fillmore,  Cincinnati,  t). 
Sec,  C.  A.  Graeser,  Charleston,  S.  C. 
MINNEAPOLIS.  MINN. 
Pres.,  J.  Remsen  Bishop,  Cincinnati.  O. 
V.-Pres.,     W.     F.     Webster.    Minneapolis. 

Minn. 
Sec,  Charles  A,  Smith,  Duluth,  Minn. 
BOSTON.  MASS. 

Pres.,  C.  F.  Wheelock,  Albany,  N.   Y. 
V.-Pres.,   Reuben   P.    Halleck,    Ix>uisvillc  , 

Ky. 
Sec,  Wilbur  F.  Gordy,  Hartford,  Conn. 
ST.  LOUIS.  MO. 

Pres.,  Reuben  P.  Halleck,  Louisville.    Ky. 
V.-Pres.,  Wilbur  F.  Gordy.  Hartford,  Conn. 
Sec.  William  Schuyler,  St.  Louis,  Mo. 
ASBURY    PARK   and    OCEAN   GROVE, 

N.  J. 
Pres.,  William  Schuyler,  St.  Louis,  .\Io. 
V.-Prcs.,    J.     H.     Van  Sickle,     Baltimore, 

Md. 
Sec,  Wilson  Farrand,  Newark,  N.  J. 
No  Meeting 

I.OS  ANGELES,  CAL. 
Pres.,  luiGENK  W.   Lyttle,  .\lbany,   N.   Y. 
V.-Pres.,  Wilson  Fakrand,  Newark,  \,  J 
Sec,  PiiiLo  .\I.  Buck,  St.  Louis,  Mo. 


TOPICS 

1887  The  Claims  of  the  Classics.-— A.  F.  Nu'.htinoai.e,  Illinois. 

The  .Ministration  of  Literature. — Minnie  C.  Clarke,  Ma.ssachusetts, 
The  Orricrand  Relation  of  Studies  in  the  IliKh  S<  hool  Course. — Samuel 'riiuKiiiK, 
.Massac  hu.s<-tls. 

1888  leaching  Knj^lish  in  Secondary  Schools. — J.  B.  McChesney,  California. 
Ilducaling  the  Whole  Boy. — J.  W.  MrDoNAi.n,  Massac  hu.setts. 

Relation  of  the  High  Sc  hcK)l  to  the  Training-Schonl. — Olive  A.  FvERS,  Minrusola. 

1889  President's  .Address  -  The  Ui\^h  School.— A.  F.  Niomtinoale,  Illinois. 

The  High  Schoiil  and  the  Citizen. — H.  C.  Messimer,  Penn.sylvania;  Miss  Lal'KA 

DoNNAN,    Indiana. 
Methofis  c.f  Study  in  Knulish.     M.  W.  Smith,  Ohio. 
Uniform  Course  of  Studies  for  High  SchcK)is.~-  F.  W.  Coy,  <  )lii'i. 


634  NATIONAL  EDUCATIONAL  ASSOCIATION  [Secondary 

1890  The  High  School  as  a  Fitting-School. — A.  F.  Bechdolt,  Minnesota. 

Effect  of  the  College  Preparatory  High  School  upon  Attendance  and  Scholarship 

in  the  Lower  Grades. — C.  W.  Bardeen,  New  York. 
The  Demands  of  the  High  School  for  Severance  from  the  College  and  University. — 

J.  W.  Johnson,  Mississippi. 
The  High  School  as  a  Finishing-School. — James  H.  Baker,  Colorado. 
Art  Instruction  in  the  High  School:    Its  Utility  and  Value. — Miss   Christine 

Sullivan,  Ohio. 
The  High  School  as  a  Factor  in  Mass  Education. — E.  A.  Steere,  Montana. 
The  Purpose  and  Scope  of  History  in  the  High  School. — W.  M.  West,  Minnesota. 

1 891  President's  Address — The  Future  High  School. — Frank  E.  Plummer,  Iowa. 
How  English  Is  Taught  in  One  High  School. — Ray  Greene  Huling,  Massachu- 
setts. 

A  Plea  for  State  and  National  Aid  in  Industrial  Education. — B.  F.  Hood,  South 

Dakota. 
Geometry  in  Our  Schools. — Miss  Matilda  T.  Karnes,  New  York. 
Aims  in  Teaching  Civil  Development. — Frank  A.  Hill,  Massachusetts. 
Necessity     and     Means     of     Developing     Individuality. — Samuel     B.    Todd, 

Kansas. 
Methods     of    Teaching     General     History. — Mrs.     Mary     Sheldon     Barnes, 

Indiana. 
The  Province  of  the  Western  High  School. — L.  H.  Austin,  Nebraska. 

1892  Discipline  in  High  School. — R.  E.  Denfeld,  Minnesota. 

The  Chief  Aim  in  the  Study  of  History. — Walter  A.  Edwards,  Illinois. 

What  Should  Secondary  Schools  Do  to  Promote  Their  Interests    at  the  World's 

Fair? — J.  L.  Halloway,   Arkansas. 
High-School  Extension  or  Supplementary  Work. — Frank  E.  Plummer,  Iowa. 
Usage  the  Authority  in  Language. — Brainard  Kellogg,  New  York. 
Physical  Education  in  Our  Schools. — R.  Anna  Morris,  Iowa. 

1894  Is  It  True  That  the  Most  Defective  Part  of  Education  in  This  Country  Is  in  the 

Secondary  Schools  ? — Charles  P.  Lynch,  Ohio. 
Shall  Latin  Be  a  Recjuired  Study  ? — W.  Wilberforce  Smith,  New  Jersey. 
How  May  a  Professional  Spirit  Be  Acquired  by  the  Secondary  Teachers  of  Ameri- 

ica. — Ida  B.   Hasltjp,    Colorado. 
Discipline  as  the  Result  of  Self-Government. — A.  V.  Storm,  Iowa. 
The  Relation  and  the  Possibilities  of  High-School  Training  in  Relation  to  Public 

Speaking. — Frank  Sheldon  Fosdick,  New  York. 
The  Training  of  the  High-School  Teacher. — Eoline  Clark,  Nebraska. 
The  Future  of  the  American  High  School.- — J.  Remsen  Bishop,  Ohio. 

1895  President's    Address — Ideals     for     Students    in    Secondary    Schools. — Wm.    H. 

Smiley,  Colorado. 

Should  Electives  in  the  High  Schools  Be  by  Courses  or  by  Subjects  ? — Oscar  D. 
Robinson,  New  York. 

The  Prospects  for  a  Federal  Educational  Union. — William  Carey  Jones,  Cali- 
fornia. 

Biology  in  the  First  Year  of  the  Secondary  Schools. — O.  S.  Westcott,  Illinois. 

Physical  Geography — Its  Possibilities  and  Difficulties.— Edward  L.  Harris, 
Ohio. 

Ethical  Instruction  thru  Sociology. — B.  C.  Mathews,  New  Jersey. 

Address  of  the  Committee  of  Twelve  of  the  American  Philological  Association. — 
William  W.    Goodwin,    chairman. 

1896  Round  Table — Ancient  Languages  and  English: 

Translation  from  the  Greek  and  Latin  Classics  as  a  Training  in  the  Use  of 
English.— I.    B.    Burgess,    Illinois;     William   C.    Collar,    Massachusetts; 
Frank  A.  Manny,  Illinois. 
Round  Table — Modern  Foreign  Languages: 

The  Recent  Changes  in  Methods  of  Teaching  Foreign  Languages. — Joseph 
Krug,  Ohio. 
Round  Table — History.— -Ray  Greene  Huling,  Massachusetts. 
Round  Table — Mathematics: 

Economy  in  Mathematical  Instruction. — James  L.  Patterson,  New  York. 
Principals'  Round  Table.- — F.  L.  Bliss,  Michigan. 
Congressional  Work  for  Youth. — W.  H.  Wickes,  New  York. 
What  Is  a  Secondary  School  ? — E.  W.  COY,  Ohio. 


Department]  TITLES  OF  PAPERS  AXD  DISCUSSIONS  635 

1897  Report  of  the  Chairman  of  the   Joint  Committee   on  College-Entrance   Require- 

ments.— A.  F.  Nightingale,  Illinois. 
Principals'  Round  Table: 
Round  Table  in  Latin  and  Greek. 

Round  Tabic  in  History. — C.  W.  Frkxch,  Illinois,  leader. 
Round  Table  in  English. — Harriet  L.  Keeler,  Ohio,  leader. 
Round  Tabic   on  the  High   School   as   a   Social  Factor. — Samuel   T.   Dutton, 

Massachusetts,  leader. 

1898  I-.nglish  the  Core  of  a  Secondary  Course. — John  Calvin  Hanna,  Ohio. 

Sonic  of  the  Main  Principles  of  Secondary  English  Teaching. — Samuel  Thurber, 

Massai  husetts. 
.\   Proposed   Four- Years'   Course  in  English  for  Secondary  Schools. — Charity 

UvE,  Indiana. 
Syllabus  of  a  Course  in  English,  with  a  Defense  of  the  Same. — W.  F.  Webster, 

Minnesota. 
The  English  Round  Table — Essay-Correcting — Can  It  Be  Made  a  Joy  Forever? — 

F.  N.  Scott,  Michigan. 
What  Proportion  of  Essay  Subjects  Shall  Be  Drawn  from  Literature  ? — F.  \'.  N. 

Painter,  Virginia. 
Subjects  for  Compositions:  Shall  We  Draw  Them  from  Literature  or  from  Life  ? — 

Edwin  L.  Miller,  IlHnois. 

1899  l)i)  Our  High  Schools  Prepare  for  College  and  for  Life,  in  Accordance  with  the 

Present  Requirements  of  Both? — Gilbert  B.  Morrison,  Missouri. 
Should  .\rithmelic,  English  Grammar,  Geography,  and  the  History  of  the  United 

States  Be  Reviewed  in  the  High  School  ? — J.  W.  Crabtree,  Nebraska. 
In  F"undamental  Civics,  What  Shall  We  Teach  as  the  American  Doctrine  of  Reli- 
gion and  the  State  ? — Sylvester  F.  Scovel,  Ohio. 
J(jint  Session  of  Secondary  and  Higher  Departments — Presentation  of  the  Report 
of  the  Committee  on  Collegc-P^ntrance   Requirements. — A.   F.   Nightingale, 
Illinois,  chairman. 
Report  of  the  Committee  of  Twelve  of  the  American  Philological  Association  on 

Courses  of  Study  in  Latin  and  Gteek  for  Secondary  Schools. — A.  F.  Night- 

ingal?:,  chairman. 
Report  of  the  Committee  of  Twelve  of  the  Modern  Language  Association  of 

.■\merica. — Calvin  Thom.^s,   New  York,  chairman. 
Report  of  the  Committee  of  Seven  of  the  American  Historical  Association. — 

Andrew  C.  McLaughlin,  Michigan,  chairman. 
Rep<irt  of  the  Committee  of  the  Chicago  Section  of  the  .\mcrican  Mathiinatical 

Society. — J.  W.  A.  Young,  Illinois,  chairman. 
Reix>rt   of  the    Committee   on    Physical  Geography.-  Wii.i.Lwi    North   Rice, 

acting  chairman. 
Special  Report  of  the  Committee  on  Chemistry. — Alexander  Smith,  lllinoi.s, 

chairman. 
Report  of  the  Committee  on  Botany. — Committee. 
Re|)ort  of  the  Committee  on  Zoology. — Conmiittee. 
Rejjort  of  Committee  on  Physics. — E.  H.  Hall,  Massachusetts,  chairman. 

1900  To  What  E.xlent  ShouUl  a  Pu|)il  in  the  High  ScIuhjI  be  Allowed  to  Choose  His 

Studies  ? — William  J.  S.  Bryan,  Mi.ssouri. 
How  Shall  We  Teach  Our  Pupils  the  Correct  Use  of  the  Engli.sh  Language? — 

Oliver  S.  Westcott,  Illinois. 
Di.scu.ssion  of  the  Re|K)rt  of  the  Committee  on  College  Entrance   K<(|uir(inints 

in  Joint  Session  of  Secondary  and  Higher  De])artments. 

1901  President's    Address — (Jrowth    of    Secondary    Schools. — William    J.    S.    Bryan, 

.Missouri. 
The  Func  lion  of  the  High  Sc  hool  of  Today. — J.  Re.msen  Bishop,  Ohio. 
kound-Tablc     Conferences.       The     English     Conference. — James     H.     Harrls, 

Mil  higan. 
kound-Table  Conference— I^ntin. — F.  P.  Moui.TON,  Coniui  tii  ul. 
Round    Table — Commercial    Conferences. — Thomas    II      II      KMcirr,     Ma.s.sa- 

f  husett.s. 
Round  Tabic-  Confc-renc  c     Botany  Conferc-nc  e.-  Li  wis  .Murhacii,    Michigan, 
ki.uiid  T.ihic-     Zoology  Conference-.     Franklin  W.  Barrows,  Nc-w  York. 
Round  'lablc-      Domestic  Science-  Confe-re-nc  c-.      .Aitiiv  L.  Mari.ATT,  Rhode-  Island. 
Round  Table-     .Mge-bra  Conference.     GKc)Re;E  W.  Evans,   Massac  hu.setls. 
Rc)unel  Table     (Ireek  Conference. — Isaac:  N.  Judson,  Mi.s.sc)uri. 


636  NATIONAL   EDUCATIONAL   ASSOCIATION  [Secondary 

1 901  Round  Table — German  Conference. — Joseph  Krug,  Ohio. 
Round  Table — Physics  Conference. — Carl  J.  Ingerson,  Missouri. 
Round  Table — Chemistry  Conference. — C.  E.  Linebarger,  Illinois. 
Round  Table — Geometry  Conference. — Alan  Sanders,  Ohio. 
Round  Table — History  Conference. — J.  J.  Sheppard,  New  York. 

Round  Table — Physiography  Conference. — W.  H.  Snyder,  Massachusetts. 
Round  Table — Physiology  Conference. — Peter  Cooper,  New  York. 

1902  President's  Address — Call  Out  the  Leaders. — J.  Remsen  Bishop,  Ohio. 
The  Social  Side  of  High-School  Life. — Reuben  Post  Halleck,  Kentucky. 

The  Three  Elements  in  the  Cost  of  Education. — Charles  D.  McIver,  North 

Carolina. 
Round-Table  Conferences — Ancient  Classics. — Laeayette  Bliss,  Minnesota. 
Round-Table  Conference — Biological  Conference. — J.  Remsen  Bishop,   Ohio. 
Round  Table — Physical-Science  Conference. — W.  A.   Fiske,  Indiana. 
Round  Table — History  Conference. — Charles  R.  Frazier,  Minnesota. 
Round  Table — English  Conference. — Thomas  C.  Trueblood,  Michigan. 
Round  Table — Principals'  Conference. — W.  J.  S.  Bryan,   Missouri. 
Round  Table — Mathematical  Conference. — Charles  W.  Newhall,    Minnesota. 

1903  Opening  Remarks — Problems  of  Secondary  Education. — Charles  F.  Wheelock, 

New  York. 

Tendencies  as  to  the  Enlargement  of  the  Seminary  Field. — Reuben  Post  Hal- 
leck, Kentucky. 

Co-education  in  the  High  School. — G.  Stanley  Hall,  Massachusetts. 

The  Teaching  of  Argumentative  Discourse  in  High  Schools. — George  P.  Baker, 
Massachusetts;    Charles  S.  Hartwell,  New  York. 

Round-Table  Conference — 

I.  Classical  Conference. — Henry  White  Callahan,   Colorado. 
Round-Table  Conference — 

II.  Principals'  Conference — The  Formation  of  a  Federation  of  Secondary  School 
Associations. — -William  J.  S.  Bryan,  Missouri. 

Round-Table  Conference — 

III.  Mathematical  Conference. — David  Eugene  Smith,  New  York. 
Round-Table  Conference — 

IV.  History  Conference. — James  Sullivan,  New  York. 

1904  What  May  the  Secondary  Schools  of  the  United  States  Learn  from  a  Study  of 

French  Secondary  Education  ? — E.  W.  Lyttle,  New  York. 

What  May  the  Secondary  Schools  of  the  United  States  Learn  from  a  Study  of 
German  Secondary  Education  ? — Frederick  E.  Bolton,  Iowa. 

Secret  Fraternities  in  High  Schools. — Gilbert  B.  Morrison,  Missouri. 

In  What  Respects  Should  the  High  School  Be  Modified  to  Meet  Twentieth- 
Century  Demands  ? — J.  Stanley  Brown,  Illinois. 

Round-Table  Conferences — English  Conference. — William  Schuyler,  Missouri. 

Round-Table  Conferences — Laboratory  Method  in  English  Composition.- — 
Philo  Melvyn  Buck,  Jr.,  Missouri. 

Round-Table  Conference — Mathematics. — JohnS.  French,  Maryland,  and  Others. 

Round-Table  Conference — Modern  Language. — George  Arthur  Smith,  New 
York,  and  Others. 

1905  President's  Address — The  Schoolmaster. — William  Schuyler,   Missouri. 
Should  the  Twelve-Year  Course  of   Study  Be  Equally  Divided  between  the  Ele- 
mentary School  and  the  Secondary  School  ? — E.  W.  Lyttle,  New  York. 

Why  Do  So  Many  First-Year  Pupils  Leave  the  High  School  ?  How  Can  They 
Be  Induced  to  Remain  ? — Reuben  Post  Halleck,  Kentucky. 

Report  of  the  Committee  on  Secret  Fraternities. — Gilbert  B.  Morrison,  Mis- 
souri, chairman. 

Round-Table  Conference — A.  Principals'  Conference. — Walter  B.  Gunnison, 
New  York. 

Round-Table  Conference — B.  English  Conference. — Philo  M.  Buck,   Missouri. 

Round-Table  Conference — C.  History  Conference. — James  Sullivan,  New  York, 
leader. 

Round-Table  Conference — D.  Conference  on  Mathematics. — Franklin  Turner, 
Jones,  Ohio. 

Round-Table  Conference — E.  Classics  Conference. — John  C.  Kirtland,  New 
Hampshire. 

Round-Table  Conference — F.  The  Modern -Languages  Conference. — Ernest 
Wolf,  Missouri. 


Department] 


DEPARTMENT  OF  Bl'SIXESS  EDUCATION 


637 


DEPARTMENT  OF  BUSINESS  EDUCATION 


OFFICERS 


1894  ASBL'RV  PARK.  X.  J. 

Pres..  R.  K.  Gallac.her.  Hamilton,  Ont. 
V.-Pres.,  F.  Goodman,  Nashville,  Tenn. 
Sec.  and  Treas.,  \V.  E.  McCord.  Peoria.  111. 

1895  DENVER.  COLO. 

Pres..  J.  M.  Mehan.  DcsMoines.  la. 
V.-Pres..  A.  S.  Osborn.  Rochester.  N.  V. 
Sec.  and  Treas.,  W.  E.  McCord.  New  York, 
N.  Y. 

1896  BLFFALO.  N.  Y. 

Pres.,   F.    Goodman.    NashWlle,   Tenn. 
V.-Pres..  D.  W.  Springer,  Ann  Arbor,  Mich. 
Sec.  and  Treas..  J.  \V.  Warr.  Moline,  111. 

1897  MILWAUKEE.  WIS. 

Pres..  A.  N.  Palmer.  Cedar  Rapids,  la. 
V.-Pres..  J.  E.  Ki.nc.  Rochester.  N.  Y. 
Sec.  Allan  Davis,  Washington.  D.  C. 

1898  WASHINGTON,  D.  C. 

Pres..  D.  W.  Springer,  Ann  Arbor,  Mich. 
V.-Pres.,  A.  N.  Palmer,  Cedar  Rapids.  la. 
Sec,  D.   M.   Willis,  Morgantown,  W.   Va. 

1899  LOS  ANGELES,  CAL. 

Pres.,  Allan  Davis,  Washington,  D.  C. 
V.-Pres.,  I.  O.  Crissy,  Albany.  N.  Y. 
Sec,  W.  C.  Stevenson,  Emporia,  Kans. 

1900  CHARLESTON,  S.   C. 

Pres.,  C.  C.  Marshall,  Battle  Creek,  Mich. 
V.-Pres.,  M.  B.  Wicks,  Philadelphia,  Pa. 
Sec,  I.  O.  Crissy,  Albany,  N.  Y. 


looi    DETROIT.  MICH. 

Pres..  William  E.  Doggett.  Brooklyn.  N.  Y. 
V.-Pres.,    W.    J.    Wheeler,     Birmingham. 

Ala. 
Sec.  Edward  W.  Stitt,  New  Y'ork.  .V.  Y. 

1902  MINNEAPOLIS.  MINN. 

Pres..  I.  O.  Crissy,  Albany,  N.  Y, 
V.-Pres.,    J.     H.     Francis,     Los    Angeles, 

Cal. 
Sec,     Templeton     P.     Twiggs,     Detroit. 

Mich. 

1903  BOSTON,  MASS. 

Pres.,  J.  H.   Francis,  Los  Angeles.  Cal. 
V.-Pres..  T.  P.  Twiggs,  Detroit,  Mich. 
Sec.  C.  E.  Stevens,  Cleveland,  O. 

1904  ST.  LOUIS,  MO. 

Pres.,  C.  A.  Herrick,  Philadelphia,  Pa. 
V.-Pres.,  H.  B.  Brown,  V'alparaiso,  Ind. 
Sec,  Thos.  H.  H.  Knight,  Boston.  Mass. 

1905  ASBURY   PARK  and    OCEAN   GROVE, 

N.J. 
Pres.,  W.  C.  Stevenson,  Decatur,  111. 
V.-Pres.,  H.  B.  Brown,  Valparaiso,  Ind. 
Sec,  John  Alfred  White,   Moline,  111. 

1906  No  Meeting 

1907  LOS  ANGELES,  CAL. 

Pres.,  H.  M.  RowE,  Baltimore,  Md. 
V.-Pres.,  J.  T.  Young,  Philadelphia,  Pa. 
Sec,  H.  G.  Healey,  Brooklyn,  N.  \'. 


TOPICS 

1894  T*rcsident's  Address — Work,  and  Usefulness  of  the  Business  College. — R.  E.  Cai.- 

i.AGHER,  Ontario. 
The  Religion  of  Morals  as  Applied  to  Business. — S.  S.  Packard,  New  York. 
.An  Ideal  Business  College. — W.m.  J.  Amos,  Connecticut. 
Hand  Writing  of  the  Future. — D.  T.  Amks. 
Bu.sine.ss  Training — tjood  and  Bad. — J.  M.  Mehan,  Iowa. 
The  Teaching  of  Writing. — J.  P.  Byrnk,  Pennsylvania. 
The  Disciplinary  Value  of  the  Business  Cour.se  >>f  Study.— A.  S.  Osborn,  New 

York. 

1895  President's  Address — The   Training  of  Teat  hers   for   Business   Courses. — J.    M. 

Mkhan,   Iowa. 
The  E.\(  hangeable  Value  (jf  the  Alliance  of  the  Business  Educators'  As.st)ciation 

with  the  National  Educational  Association. — Mrs.  Sara  A.  Si'ENCkr,  Dislrii  t  of 

Columbia, 
fiuaranteeing  Position.s,  or  Fraudulent  Advertising. — J.  W.  Warr,  Illinois. 
Shorthanil  and  Typewriting. — W.  A.  Woodwortii,  Colorado. 
Ethii  al  Side  of  Business  Training.— D.  W.  Si'RINc.kr,  Michigan. 

1896  Currelation  and  Co-ordination  of  Business  Brandies.- J.  M.  Mkha.V,  Iowa. 

.\  Cours<-  of  Study  for  Business  High  S(  hools.—  Ai.i.AN  Davis,  Distrii  t  of  Columbia. 

\alue  ill  a  Standard  of  Altainment.     W.  T.  Harris,  Dislrit  t  of  Columbia. 

Re]j<irt  of  Subcommittee  of  Committee  of  Nine  on   Bookkee])ing-  Theory  and 

Prat  life  of  Accounts  and  Intenommunit  ation.--S.  S.  Packarh,  New  NOrk. 
Pra(  tiial  Writing -A  Course  for  Colleges  and  Public  Schools  lo  Answer  ihc  Ncc-ds 

of  the  People.— A.  N.  PAI.MKR,   Iowa. 
High-drade  Business  Sc  h(H)ls  a  Public    Demand.     Mi'.i.vii.  Dewky,  New  York. 

1897  President's  Address-  Eflitiency  of  Training  in  Business  Schools. — A.  N.  Pai.MER, 

Iowa. 
English  in  Busine.ss  .Sc  hools. —  Mrs.  Sara  A.  Spencer,  Distric  t  of  Columbia. 
Shorthand.-  Isaac  S.   Dement. 
Ra|)ic|    Calculation,    Business    Practice-,    and    Higher    Accounting.-   Samuei.    H. 

(ioODVEAR. 


638  NATIONAL  EDUCATIONAL  ASSOCIATION  [Business 

1897  Is  the  Present  High-School  Course  a  Satisfactory  Preparation  for  Business  ?     If 

not,  how  Should  It  Be  Modified  ? — Charles  H.  Thurber,  Illinois. 
Laws  and  Ethics  of  Business,   Duties  of  Citizenship,  and  Science  of  Wealth. — 
H.    M.    RowE,    Maryland. 

1898  Business  Education. — Durand  W.  Springer,  Michigan. 

Reasonable  E.xpectations  concerning  Business  Education. — Lyman  J.  Gage,  Dis- 
trict of  Columbia. 

Business  Education  in  the  High  School. — Emory  R.  Johnson,  Pennsylvania. 

The  Administration  and  Bookkeeping  of  a  National  Bank. — George  M.  Coffin, 
District  of  Columbia. 

The  Bookkeeping  and  Accounting  of  the  Periodical  Publishing  Business. — A.  O. 
Kittredge,  New  York. 

Business  Education  in  the  State  of  New  York. — I.  O.  Crissy,  New  York. 

The  Duties  and  Qualifications  of  the  Congressional  Reporter. — David  Wolfe 
Brown,  District  of  Columbia. 

1899  The  Business-Course  Problem. — Allan  Davis,  District  of  Columbia. 
How  I  Conduct  a  Business-Community  School. — C.  E.  Howard,  California. 
The  Claims  of  Business  Education  to  a  Place  in  Our  Public  Schools. — J.  H.  Francis, 

California. 
The  Evolution  of  Business  Education. — I.  O.  Crissy,  New  York. 
The  Advent  of  the  Commercial  High  School.^W.  C.  Stevenson,  Kansas. 

1900  Content  and  Educational  Value  of  the  Curriculum  for  a  Secondary  School  of  Com- 

merce.— Cheesman  a.  Herrick,  Pennsylvania. 
Should  Our  Colleges  and  Universities  Educate  Men  Specially  for  Business  ? — 

Woodford  D.  Anderson,  South  Dakota. 
The  Commercial  High-School  Course. — William  E.  Doggett,  New  York. 
The   Advantages  and   Difficulties  of  Introducing  the   Commercial   Branches  in 

Grammar  and  High  Schools. — H.  M.  RowE,  Maryland. 
School  and  Business  Arithmetic — Limitations  and  Improvements. — Edward  W. 

Stitt,  New  York. 
Profitable  Publicity — A  Study  of  Advertising  as  Applied  to  Business  Colleges. — • 

WiLLARD  J.  Wheeler,  Alabama. 
Essentials  of  Modern  Business  Penmanship. — F.  L.  Haeberle,  Minnesota. 

1901  President's  Address — The  Policy  of  the  Department  of  Business  Education. — 

W.  E.  Doggett,  New  York. 
What  Constitutes  a  Business  Education  ? — I.  O.  Crissy,  New  York. 
The   Education   and   Training   of   Commercial   Teachers. — William   A.    Scott, 

Wisconsin. 
The  Duty  of    the  Public-School    System  with  Respect  to  Business  Training. — 

Myron  T.  Scudder,  New  York. 
Writing  in  the  Grades  below  the  High  School  When  the  Commercial  Branches  Are 

Taught  in  the  High  School. — J.  F.  Barnhart,  Ohio. 
The  Phonograph  as  an  Aid  in  Teaching  Shorthand. — Theodore  F.Lake,  New  York. 

1902  President's  Address — Concerning  Report  of  Committee  of  Nine  on  Business-Col- 

lege Courses. — I.  O.  Crissy,  New  York. 

Are  Business  Courses  in  Public  Schools  Inimical  to  Education  ? — A.  E.  Winship, 
Massachusetts. 

What  Shall  the  Public  School  Do  for  the  Commercial  Student  and  For  the  Busi- 
ness-Man Wanting  Help  in  His  Office  ? — H.  M.  Rowe,  Maryland. 

Length  and  Content  of  Commercial  Courses. — William  E.  Doggett,  New  York. 

The  Preparation  of  Commercial  Teachers  for  Work  in  the  Public  Schools. — B.  H. 
Meyer,  Wisconsin. 

Requirements  for  Actual  Business. — George  A.  Booth,  Connecticut. 

Business  Education. — J.  M.  Anderson,  Minnesota. 

A  Practical  Commercial  Course  for  a  Massachusetts  High  School. — E.  E.  Gay- 
lord,  Massachusetts. 

The  Education  of  the  Amanuensis.^ — Selby  A.  Moran,  Michigan. 

The  Education  of  a  Stenographer. — Mrs.  M.  L.  Veenfliet,  Michigan. 

1903  History  in  the  Curriculum  of  the  Commercial   High  School. — Cheesman  A.  Her- 

rick,  Pennsylvania. 

Mathematics  in   Commercial   Work. — E.   L.   Thurston,    District  of    Columbia. 

Commercial  Geography:    The  New  Science. — F.  O.  Carpenter,  Massachusetts. 

Science  in  Commercial  Work:  Its  Practical  Value,  Character,  and  Place  in  High- 
School  Work. — Frank  M.  Gilley,  Massachusetts. 


Department] 


DEPARTMENT  OF  CHILD-STUDY 


639 


1903  Disciplinary  \'alue  of  Bookkeeping  as  a  Study. — Enos  Spencer,  Kentucky. 

The   Disciplinary  \'alue  of  Stenography  and  Typewriting  as  Studies. — \V.   H. 

Wagnf.r,  California. 
Report  of  Round-Table  Conference. — D.  W.  Springer,  chairman. 

1904  President's  .\ddrcss — Old  Wine  in  New  Bottles. — Cheesman  A.  Herrick,  Penn- 

sylvania. 

The  Work  of  the  Private  Commercial  Schools,  as  Illustrated  in  the  Exhibits  at  the 
St.  Louis  E.xposition. — Carl  C.  Marshai.i,,  Iowa. 

The  Resources  of  the  United  States  as  Illustrated  by  the  Louisiana  Purchase  Expo- 
sition.— Minnie  Bronson,  Missouri. 

Report  of  the  Committee  of  Nine,  Considered  from  the  Standpoint  of  the  Inde- 
pendent School  of  Commerce. — James  J.  SHEPP-i^RD,  New  York. 

Report  of  the  Committee  of  Nine,  From  the  Standpoint  of  the  General  High  School. 
Bertrand  D.  Parker,  Illinois. 

The  Report  of  the  Committee  of  Nine. — J.  Remsen  Bishop,  Ohio. 

1905  Quahfications  of  Commercial  Teachers. — William  C.  Stevenson,  IlHnois. 
What  Should  Be  the  Education  of  a  Business  Man  ? — John  Brisben  Walker, 

New  York. 
The  Science  Work  of  a  Four- Year  Commercial  Course. — Allan  Davis,  District  of 

Columbia. 
The  Study  of  Local  Industry  and  Trade. — John  L.  Tildsley,  New  York. 
The  Essential  Elements  of  .Study  in  a  University  Course  in  Commerce. — Edward 

D.  Jones,  IMichigan,  and  Others. 
Results  of  the  Organization  of  Higher  Courses  in  Commerce. — Harlow  S.  Person, 

New   Haven,    and    Others. 


DEPARTMENT  OF  CHILD-STl'DY 


OFFICERS 


189s    DE.WER,    COLO. 

Pres..  \Vm.  L.  Bryan.  Bloomington.  Ind. 

V.-Prcs..  Thomas  P.  Bailey.  Berkeley.  Cal 

Sec.  Miss  Sara  E.  Wiltse.  Boston,  Mass. 
i8g6    BUFFALO.  N.  Y. 

Pres.,  Earl  Barnes.  Standford  Univ..  Cal. 

V.-Pres..  O.  T.  Bright.  Chicago.  111. 

Sec.  E.  R.  Shaw.  New  York,  N.  Y. 

1897  MILW.\UKEE.  WIS. 

Pres..  Francis  \V.  Parker.  Chicago.  III. 
v. -Pres..  H.  E.  Kratz,  Sioux  City,  la. 
Sec,  Margaret  Schallenberger.  Stanford 
Univ.,  Cal. 

1898  WASHINGTON.   D.    C. 

Pres.,  M.  V.  O'Shea.  Madison,  Wis. 
V.-Pres.,   Mi.ss  S.   A.  Stewart,  Milwaukee, 

Wis. 
Sec,  O.  W.  A.  Luckey,  Lincoln.  Neb. 

1899  LOS  ANGELES.  CAL. 

Pres.,  Will  S.   Monroe,  Wcsffield,  Ma.ss. 
V.-Prcs..  Reuben  P.  Halleck,  Louisville.  Ky. 
S«c..  .Mrs.  A.  W.  CooLEY,  Mpls.,  Minn. 

1900  rilAKLESTON.  S.  C. 

Pres..  F.  L.  Burk,  Santa  Barbara,  ("al. 
V.-Prcs..  T.   P.  Bailey.  Ir..  Berkeley.  Cal. 
Sec,  Miss  C.  S.  Pakrlsii,  Lynchburg,  Va. 


1901 


1903 


1904 


1 90s 


1906 
1007 


DETROIT.  MICH. 

Pres.,  T.  P.  Bailey,  Jr..  Chicago.  111. 

V.-Prcs..  Miss  M.  Brown,  New  Orleans.  La 

Sec,  Manfrkii  J.  Holmes,  Normal,  111. 

MINNEAPOLIS.   MINN. 

Pres..  H.  E.  Kratz.  Sioux  City.  la. 

V.-Pres..  Miss  J.  W.  Prentiss,  Cleveland.  O. 

Sec,  Miss  Kate  A.  Hopper,  Detroit,  Mich. 

BOSTON.  MASS. 

Pres..  G.  W.  A.  LrcKEY.  Lincoln.  Neb. 

V.-Pres..  Stuart  H.Rowe.  New  Haven,  Conn. 

Sec.  Miss  S.  F.  Chase,  Buffalo,  N.  Y. 

ST.  LOUIS.  MO. 

Pres.,  E.  A.  Kirkpatrick,  Fitchburg,  Mass. 

V.-Prcs..  Miss  J.  B.  Mkrrii.l.  New  York,  N.Y. 

Sec,  A.  H.  Voder.  .Seattle.  Wa.sh. 

ASBURY   PARK    and   OCEAN  GROVE, 

N.  J. 
Pres.,    IC.    G.    Lancastkr.    Olivet,    Mich. 
V.-Pres..   D.   P.   MacMii.i.an.  Chicago.  111. 
Sec.   Miss  T.    L.   Smith,  Wnnestcr,   Ma.ss. 
No  Meeting 

LOS  ANGELES,  CAL. 
Pres.,  EnwiN  G.  Dkxter,  I'rbana,  III. 
V.  Pres.   H.  H.  Godharh.  West  Chester,  Pa. 
Sec,   Charles   W.   Waddle,   Austin,  Tex. 


TOPICS 

1894  RejKirt  of  the  ("Dmmittcc  on  the  Study  of  t'hiUi  I  )cvrlo|)ment,  of  the  Assoc  iation  of 
Collegiate  .Mumnac— Mrs.  Annik  Howsk  Haki's,  chairman. 

Reports  from  Various  Sections  r)f  (he  .Vationai  A.sso(  iation  for  Child-Study. — 
Variou.s   Authors. 

The  Motor  Ability  of  Children  A  Preliminary  Study.  Joii.N  A.  HANCOCK,  Massa- 
rhu.setts. 

Children's  Love  of  Nature.  — W.  A.  HoYT,  Ma.ssachu5Ctts. 


640  NATIONAL  EDUCATIONAL  ASSOCIATION  [Child-Study 

1894    Children's  Expression  thru  Drawing. — M.  V.  O'Shea,  Minnesota. 

Report  on  Child-Study  in  Iowa. — H.  E.  Kratz,  Iowa. 

Report  of  the  Work  in  Child-Study  in  Minnesota. — M.  V.  O'Shea,  Minnesota. 

Report  of  the  Committee  for  New  York  State  on  Child-.Study. 

The  Study  of  Children  on  the  Pacific  Coast. — Earl  Barnes,  California. 

The  Study  of  Children  at  the  University  of  Cahfornia. — Elmer  E.  Brown,  Cali- 
fornia. 

Report  on  Work  in  Child-Study  in  Indiana. — Wm.  L.  Bryan,  Indiana. 

Is  Child-Study  Practicable  for  the  Teacher. — G.  T.  W.  Patrick,  Iowa. 

Punishment  as  Seen  by  Children. — Earl  Barnes,  California. 

Method  and  Scope  of  Child-Study  for  Teachers-in-Service. — M.  V.  O'Shea, 
Minnesota. 

Child-Study  with  the  Co-operation  of  the  Parents. — C.  C.  Van  Liew,  Illinois. 

Report  on  School  Hygiene. — Edward  M.  Hartwell, 

Report  on  the  Ventilation  and  Heating  of  Schools. — D.  F.  Lincoln, 

1896  Child-Study  Up  to  Date. — Sara  E.  Wiltse,  Massachusetts. 

Work  of  the  Illinois  Society  for  Child-Study. — Francis  W.  Parker,  Illinois. 
Minnesota  Child-Study  Association. — L.  H.  Galbreath,  Minnesota. 
Child-Study  in  the  Tompkins  Observation  School. — Elmer  E.  Brown,  Cahfornia; 

Thomas  P.  Bailey,  California. 
Scientific    and    Non-Scientific    Methods   of    Child-Study. — William   L.    Bryan, 

Indiana. 
Some  of  the  Methods  and  Results  of  Child-Study  Work  at  Clark  University. — 

G.   Stanley  Hall,   Massachusetts. 
Child-Study  a  Part  of  the  Teacher's  Art. — C.  C.  Van  Liew,  Illinois. 
Interests  in  Childhood. — M.  V.  O'Shea,  New  York. 
Relation  of  Child-Study  to  the  Work  of  a  City  Superintendent. — C.  B.  Gilbert, 

Minnesota. 
What  Children  Want  to  Do  When  They  Are  Men  and  Women. — Charles  H. 

Thurber,  Illinois. 
The  Result  of  Child-Study  in  Country  Schools. — Anna  K.  Eggleston,  New  York. 
Some  Musical  Phases  of  Child-Study. — Florence  Marsh,  Michigan. 

1897  Practical  Lines  of  Child-Study  for  the  Average  Teacher. — G.  W.  A.  Luckey, 

Nebraska. 

The  Bearings  of  the  Laws  of  Cerebral  Development  and  Modification  on  Child- 
Study. — Reuben  Post  Halleck,  Kentucky. 

The  Psychology  of  Puberty  and  Adolescence.- — Colin  A.  Scott,  Illinois. 

Mental' Differences  of  School  Children. — J.  A.  Hancock,  Colorado. 

Parents  as  Child  Students. — Mary  Codding  Bourland,  Illinois. 

Criticisms  Wise  and  Otherwise  on  Modern  Child-Study. — John  Dewey,  Illinois. 

A  National  Society  for  Child-Study. — C.  C.  Van  Liew,  Illinois. 

1898  President's  Address— The  Status  of  Child-Study.— M.  V.  O'Shea,  Wisconsin. 
Some  Cautions  to  Be  Observed  in  Child-Study. — Ossian  H.  Lang,  New  York. 

A  Year's  Study  of  the  Entering  Pupils  of  the  Springfield,  Massachusetts,  High 
School. — Fred  W.   Atkinson,    Massachusetts. 

Heredity  and  Environment — A  Study  in  Adolescence. — Edgar  James  Swift, 
Wisconsin. 

Child-Study  in  the  Training  of  Teachers. — John  G.  Thompson,  Massachusetts. 

Development  of  the  Social  Consciousness  of  Children. — Will  S.  Monroe,  Massa- 
chusetts. 

1899  Child-Study   in    Normal    and   Training   Schools. — Gertrude    Edmund,    Massa- 

chusetts. 
The  Adolescent  at  Home  and  in  School. — E.  G.  Lancaster,  Colorado. 
Children's  Interests  in  Literature. — Isabel  Law'RENCE,  Minnesota. 
A   Curriculum  of  Applied   Child-Study  for  the   Kindergarten  and  the  Primary 

School. — Frederic  Burk,   Cahfornia. 
Racial  Traits  in  the  Group  Activity  of  Children. — C.  C.  Van  Liew,  California. 

1900  Some  Difficulties  of  Child-Study.— Thomas  P.  Bailey,  California. 

Is  there  a  Nationality  Problem  in  Our  Schools  ? — Marian  Brown,  Iowa. 
A  Study  in  Musical  Interpretation. — H.  E.  Kratz,  Louisana. 

1902    New  Lines  of  Attack  in  Child-Study. — Frederick  E.  Bolton,  Iowa. 

The  Child-Study  Department  of  the  Chicago  Pubhc  Schools.— Angeline  Loesch, 
Illinois. 


Department!  DEPARTMENT  OF  PHYSICAL   TRAINING  64 1 

WTiat  Our  Schools  Owe  to  Cliild-Study. — Thko.  B.  Noss,  Pennsylvania. 
The  Physiology  of  Childhood  as  Applied  to  Education. — R.  O.  Be.akd,  Minnest)ta. 
How  Far  Docs  the  Modern  High  Sc  hc)ol  Fit  the  Nature  and  Needs  of  .Adolescents  ? — 
Reube.v  Post  Halleck,  Kentucky. 

1903  A  Study  Based  on  the  Children  of  a  State. — Fari,  Bar.nks,  Pennsylvania. 

The  Teacher's  Practical  .Application  of  the  Results  of  Child-Study. — F.  E.  Spaui.d- 
i.NC,  New  Jersey. 

Health  and  Growth  of  School  Children. — William  W.  Hastings,  Massachusetts. 

School  Hygiene  in  Its  Bearing  on  Child-Life. — Thomas  D.  Wood,  New  York. 

Se.\  DitTerentiation  in  Relation  to  Secondary  Education. — A.  H.  Yoder,  Wash- 
ington. 

The  Percentage  of  Boys  Who  Leave  the  High  School  and  the  Reasons  Therefor. — 
A.  C.vswELL  Ellis,  Te.xas. 

How  to  Increase  the  .Attendance  of  Boys  at  the  High  School. — J.  K.  Stableton, 
Illinois,  and  Others. 

Psychic  .Arrest  in  .Adolescence. — G.  Stanley  Hall,  Massachusetts. 

1904  The  Diagnosis  of  the  Capabilities  of  School  Children. — D.  P.  MacMillan,  Illinois- 
Soinc  Laboratory  Investigations  of  Subnormal  Children. — Mary  R.  CampbelL' 

Illinois. 

To  What  E.xtent  May  .Atypical  Children  Be  Successfully  FMucated  in  Our  Public 
Schools? — Maximillian  P.  E.  Groszmanx,  New  Jersey. 

Typical  Child-Study  Methods  at  the  St.  Louis  E.xhibit. — Will  S.  Monroe,  Massa- 
chusetts. 

Questionnaire  Methods  of  Child-Study. — Will  Grant  Chambers,  Minnesota. 

LaIx)ratory  Tests  as  a  Means  of  Child-Study.— Mabel  Clare  Williams,  Iowa. 

The  Contributions  of  Zoological  Psychoh^gy  to  Child-Study. — Linus  W.  Kline, 
Minnesota. 

Unsolved  Problems  of  Child-Study  and  the  Method  of  Their  Attack. — G.  Stanley 
Hall,   Massachusetts. 

Methods  of  Teaching  Child-Study  in  Normal  Schools. — .A.nna  Buckbee,  Pennsyl- 
vania. 

Round-Table  Conferences — Round-Table  Conference  on  Child-Study  in  Kinder- 
garten and  Primary  Grades. — Miss  Myra  H.  Winchester,    Texas,  chairman. 

Round-Table  Conference  on  Child-Study  in  Grammar  and  Secondary  Grades. — 
Charles  W.  Waddle,  Massachu.setts,  and  Others. 

1905  President's   Address — Review  of   Progress   in    Child-Study. — E.    G.    Lancaster 

Michigan. 

Chihl-Study  in  the  University  and  College. — G.  Stanley  Hall,  Ma.ssachu.setts. 

Child-Study  in  Normal  Schools. — Frank  Webster  Smith,  Nebraska. 

Chilfi-Study  in  Special  Clubs. — Harriet  A.  Marsh,  Michigan. 

.A  Problem  for  Women's  Clubs. — Isabel  Lawrence,  Minnesota. 

Education  from  the  (ienetic  Point  of  View. — William  H.  Burnham,  Ma.ssachusetls. 

Relation  of  the  Child's  Development  to  Control  f)f  Him. — .Amy  F.  Tanner,  Penn- 
sylvania. 

The  S(  hool  and  the  Child's  Physical  Develo|)ment. — Stuart  H.  Rowe,  New  ^■nrk. 

Notes  on  a  [-"ew  B<M)ks  in  .Cbild-Sludy. — Louis  N.  Wilson,  Mas,sachu.setts. 


DKI'AKIMF.N  r  (>F  IMINSICAI,    iK.MXIXG 

OFFICKRS 

i8q6    ni'FFALO.  N.  Y.  1809    LOS  ANGKI.KS.  C.\L. 

I'rcii..    .Miss    K.   A.    .Mohkis.   Clcvcl;inf|,   O.  I'rrs.,   Gko.    W.    I'"itz.   CambriclRc.    Mas.i. 

V,-I're»,,  Ko.   V.  IIkhmanv^,   Denver,  ('(jId.  V'.l'res..   W.   O.   Kroiiv.   Hnspiliil.   III. 

Scr..     MUs     .N.     I).     KiwiiKHi.iN.     Delrciil.  S<-c..  .\Iiss  R.  Stonkkoad.  Washinulon.  D.  C 

SUch.  ,Qoo    CFIARLKSTOV.  S.   C. 

i8q7    MII.WAITKKK.WIS.  I'res..   Oko.    W.    Kitz.   CamhridKe.    Mass. 

I'rcH.     .Miss    R.    A     .VfoKRis.   Clcvelaml,    O.  V.-I're»..  W.   O.   Kuoiin.   Ilospilal,   III. 

V.-I're»..J    v.  Wit.Kl.Nso.v,  Rmporia.  Kanx.  Ser.,  MiH.H  Mahki.  L.  I'kay.  'I'uledo,  < ). 

Scr..  M.  n    Hoick  Trenlon.  N.  J.  ,qoi     DIvTUOIC.   MICH 

1808    WASHINGTON'.  I),  r.  I'res..  W.  O.  Kmoiiv.  ChiraRo.  III. 

Prcs..  C.  K.   KiiiNfiKH.  \Vr<it  ("hcslcr.  I'a.  V.-I'rr*..  Mins  RKriKccA  Stonkhoah.  Wash- 

V.  I'res..  .Miss  R.  A.  Mohkis.  Clcvelaml,  ().  innton.    I).     ('. 

Sc<      H     H.    HfiK  K.    Trenirm.   N.   J.  Sec,    Miss  Mauki.  L.  Pray,.ToIc<Io.  O 


642  NATIONAL  EDUCATIONAL  ASSOCIATION  [Physical 

1902  MINNEAPOLIS.  MINN.  1905    ASBURY   PARK   and   OCEAN   GROVE, 
Pres.,  W.  O.  Krohn,  Chicago,  111.  N.  J. 

V.-Pres.,  Theodore  Toepel,  Atlanta,  Ga.  Pres.,  E.  H.  Arnold,  New  Haven,  Conn. 

Sec,  Miss  Mabel  L.  Pray,  Toledo,  O.  V.-Pres.,  Rebecca  Stoneroad,  Washington 

1903  BOSTON,  MASS.  ^-  ^■ 

Pres.,  W.  O.  Krohn,  Chicago,  111.  Sec,  G.  B.  Affleck,  Cedar  Falls,  la. 

V.-Pres.,  Baroness  Rose  Posse.  Boston, Mass.  1906     No  Meeting 

Sec,  Miss  Alta  Wiggins,  Buffalo,  N.  Y.  1907    LOS  ANGELES,    CAL. 

1904  ST.  LOUIS,  MO.  Pres.,    E.    Herman    Arnold,   New    Haven, 
Pres.,  E.  H.  Arnold,  New  Haven,  Conn  Conn. 

V.-Pres.,  Miss  Rebecca  Stoneroad,  Wash-  V.-Pres.,  Miss  Rebecca  Stoneroad,  Wash- 

ington, D.  C.  ington,  D.  C. 

Sec,  Baroness  Rose  Posse,  Boston,  Mass.  Sec,  Miss  May  G.  Long,  Mason  City,  la. 


TOPICS 


1895  The  Object  of  the  New  Department. — R.  Anna  Morris,  Ohio. 
Physical  Training  in  Public  Schools. — N.  D.  Kimberlin,  Michigan. 
The  New  Department. ^Francis  W.  Parker,  Illinois. 

Voice  and  Body. — Mrs.  Gaston  Boyd,  Canada. 

1896  President's  Address — The  Purpose  of  the  Department  and  the  Status  of  Physical 

Training. — R.  Anna  Morris,  Ohio. 
Physical   Deterioration    Resulting  from   School    Life;     Cause;     Remedy. — J.    H. 

Kellogg,   Michigan. 
Physical  Training  as  a  Factor  in  Character-Building. — James  L.  Hughes,  Toronto. 
Should  We  Have  Military  Training  in  the  Schools  ? — D.  A.  Sargent,  Massachusetts. 
The  Nervous  Force  of  the  Teacher. — Mara  L.  Pratt,  Massachusetts. 

1897  The    Appreciation    and    Development    of    the    Individual.^ — R.    Anna   Morris, 

Ohio. 
The   Development  of    the    Will  thru  Physical  Training. — William  O.  Krohn, 

Illinois. 
Delsarte  and  His  Contribution  to  Physical  Education. — Mrs.  Ann.\  P.  Tucker, 

Ohio. 
The  German  System  of  Gymnastics. — Carl  Kroh,  Illinois. 
Elementary  Principles  of  School  Hygiene. — Aaron  Gove,  Colorado. 
The  Normal  Method  of  Introducing  Physical  Training. — J.  M.  Green,  New  Jersey. 
Symposium  on   Physical  Training  in  the   Public  Schools. — N.   D.   Kimberlin, 

Michigan. 
Physical  Training  in  the  Colleges. — Fred  E.  Leonard,  Ohio. 

1898  The  Effect  of  Exercise  on  the  Vital  Organs. — Wm.  T.  Harris,  District  of  Columbia. 
Exercise  and  Vigor. — Henry  Ling  Taylor,  New  York. 

Influence  of  School  Life  on  Curvature  of  the  Spine. — R.  Tait  McKenzie,  McGill 

University. 
Play  in  Physical  Education. — George  E.  Johnson,  Massachusetts. 

1899  President's   Address — The  Condition  and  Needs  of    Physical  Education  of  To- 

day.— G.  W.  FiTZ,  Massachusetts. 
The  Influence  of  Exercise  upon  Growth. — Frederic  L.  Burk,  California. 
Anthropometric  Studies  in  Nebraska. — William  W.  Hastings,  Nebraska. 
Play  Interests  of  Children. — Will  S.  Monroe,  Massachusetts. 
How  May  Fatigue  in  the  Schoolroom  Be  Reduced  to  a  Minimum  ? — H.  E.  Kratz, 

Iowa. 

1900  How  Can  Advanced  Science  in  the  College  and  University  and  Nature  W^ork  in  the 

Graded  Schools  Be  Rendered  More  Mutually  Helpful  ? — Charles  B.  Wilson, 
Massachusetts. 
Nature-Study  for  the  Graded  Schools. — Katherine  E.  Dolbear,  Massachusetts. 

1901  President's  Address — Physical  Training  as  Corrective  of  Brain-Disorderliness.^ — • 

William  O.  Krohn,  Illinois. 
Physical  Education  Legislation — Its  Needs. — Mrs.  Frances  W.  Leiter,  Ohio. 
The   Ethical,    Physiological,    and   Psychological   Aspect  of   Physical   Training. — - 

Hans  Ballin,  Arkansas. 

1902  President's    Address — "Educative"    Physical   Education. — William    O.  Krohn, 

IlHnois. 
Requirements  for  Physical  Education  in  Our  Public  Schools. — Henry  Hartung 
Illinois. 


Training] 


DEPARTMEXT  OF  SCIENCE  INSTKUCTIOX 


643 


1903  Physical  Education  and  Brain-Building. — William  O.  Krohn,  Illinois. 

Place  of  Physical  Education  in  the  Curriculum — Should  It  Bt-  Fundamental  or 

Incidental  ? — E.  W.  Lyttle,  New  York. 
How  to  Improve  Public-School  Gymnastics. — Thommas  D.  Wood,  New  York. 
Tests  of  the  EtTu  iency  of  a   Normal   School  of  Gymnastics. — Baroness    Rose 

Posse,   Massachusetts. 
Physical  Training  for  the  Mass  of  Students. — William  G.  .\n'derson,  Connectic  ut. 

1904  The  Importance  of  Walking  as  a  School  E.xercise. — E.  Hermann  Arnold,  Connec- 

ticut. 
The  Objects  and  Methods  of  Physical  Training  in  Primary  and  Grammar  Schools — 

From  the  Standpoint  of  the  General  Teacher. — W.  W.  Chalmers,  Ohio. 
The  Objects  and  Methods  of  Physical  Training  in  Primary  and  Grammar  Schools— 

From  the  Standpoint  of  the  Physical  Training  Teacher. — William  A.  Stecher, 

Indiana. 
Objects  and  Methods  of  Physical  Training  in  Normal  .Schools. — G.  B.  Affleck, 

Iowa. 
Objects  and  Methods  of  Physical  Training  in  Colleges  and  Universities. — K.  H. 

Jesse,  Missouri. 
Objects  and  Methods  of  Physical  Training  in  High  Schools — From  the  Stand- 
point of  the  Specialist  — Mrs.  Mary  H.  Ludlum,  Missouri. 
Physical  Training  E.xhibits  in  the  Physical  Training  Department  of  the  Exjxjsition. 

— Elsa  Pohl,  AILssouri. 
Physical  Training  E.xhibits  in  the  Education  Building  of  the  Exposition. — Mary 

Ida  Majvjn,  Missouri. 

1905  President's  Address — The  Importance  of  the  School  Yard  for  the  Physical  Well- 

Being  of  School  Children. — E.  H.  .\rn()LD,  Connecticut. 
.Some  Simple  Methods  of  Recognizing  Physical  Fitness  and  I'nfitness  of  School 

Children  for  School  \\'ork. — E.  .•\.  Kirkpatkick,  Massachusetts. 
How  Far  Should  Physical  Training  Be  Educational  and  How  Far  Recreative  in 

Grammar  Schools  ? — Rebecca  Stonero.a.d,  District  of  Columbia. 
How  Far  Should  Physical  Training  Be  Educational  and  How  Far  Recreative  in 

High  Schools  ? — Clarence  F.  Carroll,  New  York. 
How  Far  Should  Physical  Training  Be  Educational  and  How  Far  Recreative  in 

Colleges   and   Universities  ?— Caroline     Crawford,    New     York;     R.    Tait 

McKenzie,   Pennsvlvania. 


DEPARTME.Vr  OF  SCIENCE  IXSTRrCTlON 


OFKICKR.S 


1806    HUKFALO,    N.    Y. 

Pres.,  Chas.  K.  Bessrv,  Lincoln.  NVb. 
V.-Pres..  \V.  S.  Jackman,  Knglcwoofl.  111. 
Sec,  CllAS.  S.  Palmfr,  Boulder,  ("olo. 

1897  MILWAUKKK.  WIS. 

Prcs..  CiiAki.KS  S.  Palmkr,  Boulder.  Colo. 
V.-Prcs..  A.  H.  TuTTi-E.  Ch.-irlottesvillc.  Va. 
Sec.  Tbwk.n  Leviston.  Omaha.  Neb. 

1898  WASMI.NOTON.  D.  C. 

Prcs.,  P.  C.  FkF.KR.  Ann  Arlmr.  Miih. 
V.-Pres.,  C.  N.  Cobb,  Albany,  N.  Y. 
Sec.  C.  J.  Ling,  Denver,  0)l(i. 

1899  LOS  a\(;i:li:s.  cal. 

Pres.,  CiiAKt.Ks  N.  CoBn.  Albany,  N.  Y. 

V.-Pres.,  A.  II.  TuTTLF.,  Cli.irlollesville,  Va 

Sec,   ClIAKI.KS  J.    Li.vo,   Denver,   Colo, 
looo    CIIARLKSTON.  S.  C. 

I'rrs..  (;.    M.    KiriiARDSON,  Stanford  Ifniv., 
Cal. 

V.-Pre«..  C.   W.   Dabnk.v,   Knoxville,  Tenn. 

Sec.    and    Treas.,    Ciiari.ks    H.     Wilson, 
W.Mfi.-ld    M.iiw. 
looi    UKTRCJir.  .MICH. 

Pres..  N.  A    Harvky    Clii.  iijo.  III. 

V.-Pres.,    (•     H     Wilson.    WrsKield.    Mus-i. 

Sec.  CiiARLFJi  .\.  Cobb,  Albany,  N.  V. 


1902  MINNEAPOLIS,    MINN. 

Prcs.,  W.  H.  Norton,  Mt.  Vernon,  la. 
V.-Prcs..  vacant 

Sec,     Edward     M.     Lkhnerts,    Winona . 
Minn. 

1903  BOSTON.  M.'VSS. 

Prcs.,  C.  W.  Hall.  Minneapolis.  Minn. 
V.-Prcs.,  W.  A.  EisKK,  Kichmond.  Ind. 
See,  Frank   M.  Gili.ky,  Chelsea,    Mass. 

1904  ST.   LOUIS,  MO. 

Pres.,  W.  A.  FisKK,  Richmond,  Ind. 
V.-Prcs.,     Frank     M.      CiIllky,      Cliolsra, 

Mass, 
5?cc,  A.  S,  Pkarsf.,  Omaha,  Neb. 

1905  ASBIJRY    PARK    and   OCEAN   (;Rc)VI;. 

N.J. 
Pres.,       Frank       M.       C.iilky,       Chelsea, 

Mass. 
V.-Pres.,  A.  (;.  Clkuknt,  Albany,  N.  Y. 
Sec.  11.  A.  Sf.ntf.u.  Omaha,  Neb. 

1906  No  meelinK 

1907  LOS  ANCKLES.CAL. 

Pres.,  H.  A.  Skntkr,  Omaha,  Neb. 
V.-Pres..      I.      0.      Palmkr,      Ncwtonvillc, 

Mass. 
Sec,  K.  R.  Whitney,  Dinghamlon,  N.  Y, 


644  NATIONAL  EDUCATIONAL  ASSOCIATION  [Science 

TOPICS 

1896  President's  Address — Science  and  Culture. — Charles  E.  Bessey,  Nebraska. 
The  Humanistic  Element  in  Science. — Henry  S.  Carhart,  Michigan. 

The  Teaching  of  Beginning  Chemistry. — Paul  C.  Freer,  Michigan. 
Zoology  as  a  Factor  in  Mental  Culture. — Simon  H.  Gage,  New  York. 

1897  President's   Address — The   Preparatory  Natural   Science   Curriculum. — Charles 

Skeele  Palmer,  Colorado. 

Physical  Geography  in  Secondary  Schools. — x\lbert  Perry  Brigham,  Colgate 
College. 

Laboratory  Work  in  Elementary  Physiography. — R.  H.  Cornish,  Illinois. 

The  Microscope  in  the  Public  Schools. — W.  H.  Skinner,  Nebraska. 

Physics  as  a  Requirement  for  Admission  to  College. — Edwin  H.  Hall,  Massa- 
chusetts. 

The  Value  of  Chemistry  as  Part  of  a  School  or  College  Course. — Alexander 
Smith,  Illinois. 

Zoology  in  the  High-School  Curriculum. — Henry  Baldwin  Ward,  Nebraska. 

1898  The  Teaching  of  Biology  in  the  High  School. — W.  P.  Hay,  District  of  Columbia. 
Memorandum  concerning  Report  of  Committee  of  Sixty. 

Report   of   Subcommittee   on    Outline    of   Elementary    Chemistry. — Alexander 

Smith,  Illinois. 
Report  of  the  Subcommittee  on  Botany  in  Secondary  Schools. — John  M.  Coulter, 

Illinois. 
The  Leaf  a  Light^Related  Organ. — B.  D.  Halsted,  New  Jersey. 
Preliminary  Report  of  the  Subcommittee  on  Physical  Geography. — Albert  Perry 

Brigham,  New  York. 

1899  President's    Address — Thirty    Years'    Progress    in    Science    Teaching. — Charles 

Newell  Cobb,  New  York. 
The  Relation  of  Physics  to  Other  Subjects  in  the  High-School  Curriculum. — S.  P. 

Meads,    CaHfornia. 
The  Pedagogical  Content  of  Zoology. — N.  A.  Harvey,  Wisconsin. 
Science  in  the  High  School. — George  Mann  Richardson,  California. 

1900  How  Can  Advanced  Science  in  the  College  and  University  and  Nature-Work  in 

the    Graded    Schools    Be    Rendered   More    Mutually    Helpful  ? — Charles    B. 
Wilson,  Massachusetts. 
Nature-Study  for  the  Graded  Schools. — Katherine  E.  Dolbear,  Massachusetts. 

1 90 1  President's  Address — A  Plea  for  the  Study  of  Educational  Philosophy  by  Teachers 

of  Science. — N.  A.  Harvey,  IlHnois. 

What  the  Teacher  of  Science  Can  Do  to  Make  the  Teaching  of  Science  in  Second- 
ary Schools  More  Popular. — W.  S.  Blatchley,  Indiana. 

Agriculture  as  a  Science  for  the  Elementary  Schools. — Joseph  Carter,  Illinois. 

The  Status  of  Science  Instruction  in  the  State  of  New  York. — S.  Dwight  Arms, 
New  York. 

The  Relation  of  Physical  Geography  to  Geology. — William  Harmon  Norton 
Iowa. 

1902  President's  .\ddress — The  Teaching  of  Science. — William  Harmon  Norton,  Iowa. 
The  Educational  Value  of  Museums. — Oliver  Cummings  Farrington,  Illinois. 
The  Projection  Microscope — Its  Possibilities  and  Value  in  Teaching  Biology. — 

Aaron  H.  Cole,  Illinois. 
High-School  Instruction  in  Physics. — F.  M.  Gilley,  Massachusetts. 
Physiography  in  the  Secondary  Schools. — J.  A.  Merrill,  Wisconsin. 

1903  Practical  Methods  of  Teaching  Geology. — N.  S.  Shaler,  Massachusetts. 

The  Proper  Scope  of  Geological  Teaching  in  the  High  School  and  Academy. — 
William  North  Rice,  Connecticut. 

Out-of-Door  Class  Work  in  Geography. — F.  P.  Gulliver,  Massachusetts. 

The  Teaching  of  Biology  in  High  Schools. — A.  S.  Pearse,  Nebraska. 

A  New  Method  of  Teaching  Physiology. — William  Townsend  Porter,  Massa- 
chusetts. 

Laboratory  Work  in  High-School  Physiology. — James  E.  Peabody,  New  York.    ■ 

College  Chemistry,  and  Its  Relation  to  Work  Preparatory  to  It. — Ira  Remsen, 
Maryland. 

High-School  Chemistry  in  Its  Relation  to  the  Work  of  a  College  Course. — Rufus 
Phillips  Williams,    Massachusetts. 

Discussions  of  High-School  Chemistry,  by  Various  Authors. 


Dcixirtment]         DEPARTMENT  OF  SCHOOL  ADMINISTRATION  645 

1903  Physics  for  the  Boys  and  Girls:    An  Introductory  Course. — John  C.  Packard, 

Slassachusctts. 

Physics  in  the  Secondary  School. — Irving  O.  Palmer,  Massachusetts. 

The  High-School  Phase  of  Physics  Teaching:  Aims  and  Methods. — George  R. 
Twiss,  Ohio. 

A  Course  on  Physics  for  Technical  High  Schools. — Charles  F.  Warner,  Massa- 
chusetts. 

1904  .\  Comparative  Study  of  the  Methods  of  Science  Instruction  of  the  Various  Countries 

as  Shown  by  Their  Exhibits. — W.  J.  S.  Bryax,  Missouri. 

The  Nature  and  Educatii)nal  \'aluc  of  the  Scientific  Exhibits  of  High  Schools  and 
Colleges  of  the  United  States. — George  Pl.\tt  Kxox,  Missouri. 

Applied  Geography,  Illustrated  from  the  Louisiana  Purchase. — Arthur  G.  Clem- 
ent, New  York. 

The  Microscope  in  the  Biological  Laboratory  of  the  High  School. — John  F.  Thomp- 
son, Indiana. 

The  Subject-Mattcr  of  High-School  Physics. — Arthur  L.  Foley,  Indiana. 

The  \'alue  of  Chemistry  in  Secondary  Education. — William  M.  Blanchard, 
Indiana. 

The  Teaching  of  the  Scientific  Method. — S.  A.  Forbes,  Illinois. 

Nature-Study  as  an  Aid  to  Advanced  Work  in  Science. — E.  R.  \\hitney,  New 
York. 

1905  President's  Address — Needs  in  Science  In.struction  in  Secondary  Schools. — Frank 

M.  GiLLEY,  Massachusetts. 
Correlation  of  Mathematics  and  Science. — Clarence  E.  Comstock,  IlHnois. 
Science  Teaching  in  I^lementary  Schools. — Hugo  Newman,  New  York. 
Some  of  the  Common  Insects,  and  How  the  Children  Can  Study  Them. — John  B. 

Smith,  New  Jersey. 
Teaching  Biology  from  Living  Plants  and  Animals  with  a  Projection  Microscope. — 

.\aron  Hodgman  Cole,  Illinois. 
Report   of   Department    Committee   on    Physics    Courses. — Frank   M.    Gilley, 

Massachusetts,   chairman. 


DEPARTMENT  OF  SCHOOL  ADMINISTRATION 

01  FICERS 

1896    HITKALO,  N.  Y.  igo2    MINNEAPOLIS.  MINN. 

Pros..  nKOROE  R.   Fowler.    Boston.   M.iss.  Pres..   Israki,   II.    Pkres,   Memphis.   Tcnn. 

v. -Pros.,   D.    R.   Cameron.   Chicago.   II!.  V.-Prcs..  Mrs.  Josephine  A.   Goss,   Grand 

Sec.  J.  B.  MoRETON.  Salt  Lake  City,  Utah.  Rapids,  Mich. 

1807    MIL\V.'\UKF,E.  WIS.  ^c,  William  G.  Bruce,  Milwaukee.  Wis. 

Prcs..   H.    L.   Getz,   Marshalltown,   la.  1903    BOSTON.   MASS. 

V.-Pres..  L.  A.  Sater.  Syracuse.  N.  Y.  Pros..  Harlan-   P.   French,  .Mb.iny,   N.   Y. 

Sec,   William  G.  Bruce,  Milwaukee,  Wis.  -             V.-Prcs.,  J.   F.   Force.  Minnc.-ipolis.   Minn. 

1898  WASHINGTON,  D.  C.  ^"c-  William  G.  Brcce,  Milwaukee.  Wis. 
Prcs..  John   F.   Brandecee,  Utica,   N.   Y.  1904    -ST.  LOUIS,  MO. 

V.-Prts..    K.   Chkkerino,   Oil   City,   Pa.  Prcs.,  B.   F.   Hunsicker,  Reading,   Pa. 

Stc.  Wh.iiam    G.  Brike,  Milwaukee,  Wis.  V.-Pres.,  G.  D.   Ccshinc,  Boston.   Ma.ss. 

1899  LOS  ANGF.LES.  C.AL.  Sec,  William  G.  Briu-k.  Milwaukee,  Wis, 
Pns..  E.  F.  BKAnT.  isphcmin({.  Mich.  •  1905  .\SBURY  PARK  and  OCEAN  GROVE, 
\'    Pros..  C.  B.  Hcbbell.  .New  York.  N.  Y.  N.  J. 

Sec,  Wn.LiAM  G.   BRUfE,  Milwaukee.  Wis.  Pres.,  B.  F.  Hcnskkkr.  Reading,  Pa. 

CH.ARLESTON.  S.   C.  V.-Pres..    G.    I).    Ci'shinc    Boston,    Mass. 

Pres.,  E.  E.   Bahthkll.  Nashville,  Tcnn.  Sec,  William  G.   Bruck,  Milwaukee,  Wis. 

V.-I'rcs..  T.  .M.  Gaknkv,  S)TaruKe,  N.  Y.  1906    No  meeting 

Sec.  William  G.  Britk.  Milwaukee,  Wis.  1907    LOS  ANGELES.  CAL. 

DKTROII".   MICH.  Pres..  B.  V.  HuNSIfKKR,  Reading,  Pa. 

I'rcs  .  W    S.   1:1.11s.  Anilerson.  Ind  V.-I'res..    G.    I).    Ct'siiisi;.    Boston.    Mass. 

V.  Pros.,  Israel  H.  Pkhe-s,  .Memphis,  Tcnn.  Sec.     William     G.      Bm  c  k       Milwaukir. 

Sec,  William  G.  Bruck,  Milwaukee,  Wii.  Wis. 


1900 


7V)/7C.S' 

1896    The  S(  honl  Hoard  Convrntion   Idea.     Wii  i.iam  Geurce  Bruck,  Wi.scon.sin. 
S(h(Mil    Hoards,    What   anri   Why?     K.   I.    Vkagek,    Mis.souri. 
The  Relation  of  a   Hoarrl  to  lis  SuiH-rintendjnl.      Wli  i  lAM  S.  M.\(  K,   Illinois. 
Shall  Teai  hers  He  Pen.sioned  ?     JoiiN  E.  Clakk,  Michigan. 


646  NATIONAL  EDUCATIONAL  ASSOCIATION  [School 

1897  Hints  on  School  Administration. — H.  L.  Getz,  Iowa. 
Reform  in  School  Administration. — J.  W.  Errant,  Illinois. 

Relation  of  the  School  Board  to  the  People. — Mrs.  Alice  Bradford  Wiles,  Illinois. 

The  True  Function  of  the  Public  School. — R.  E.  Sears,  Iowa. 

Selection  of  School  Boards — A   Comparison  of  Methods  in   Operation. — T.  H. 

Watkins,  Kentucky. 
Schoolhouse  Construction — The  Important  Ends  to  Be  Attained  in  the  Planning 

and  Building  of  Schoolhouses. — A.  H.  Kirchner,  Missouri. 

1898  What  Kind  of  Centralization,  if  Any,  Will  Strengthen  our  Local  School  System  ? — 

Harvey  H.  Hubbert,  Pennsylvania. 
Manual  Training — Its  Purpose  and  Value. — Job  Barnard,  District  of  Columbia. 
The  Tenure  of  Office  of  the  Teachers.— 'B.  W.  Wright,  Michigan. 
The  Professional  and  Non-Professional  Bodies  in  Our  School  System,  and  the 

Proper  Function  of  Each. — A.   Lawrence  Lowell,   Massachusetts. 

1899  Employment  and  Dismissal  of  Teachers. — Eric  Edward  Rosling,  Washington. 
Quo  Vadis,  School  Board  ? — William  George  Bruce,  Wisconsin. 

The  School  Board  and  the  Public  Press. — Ella  J.  Fifield,  Washington. 

1900  Schoolhouse  Architecture.— C.  H.  Parsons,   Iowa. 

School  Administration  Problems  in  the  South. — Israel  H.  Peres,  Tennessee. 
The  Relations  of  the  School  Board  and  the  Teachers. — W.  A.  Hunt,  Minnesota. 
School-Board   Organization. — W.   S.   Ellis,    Indiana. 

1901  The  CentraHzation  of  Rural  Schools.— Lewis  D.  Bonebrake,  Ohio. 
Schoolroom  Temperature  and  Humidity.- — William  George  Bruce,  Wisconsin. 
Relation  of  State  Legislation  to  Modern  School  Building.— C.  H.  Parsons,  Iowa. 
The  Value  of  Truant  Schools. — Mrs.  Josephine   Ahnefeldt   Goss,  Michigan. 
What  Constitutes  an  Efficient  Superintendent  ? — Israel  H.  Peres,  Tennessee. 

1902  President's  Address. — Israel  H.  Peres,  Tennessee. 

Progress  in  Consolidation  of  Rural  Schools. — J.  W.  Olson,  Minnesota. 

1903  School  Boards — Number  of  Members,  Terms  of  Service,  and  Mode  of  Selection. — 

Calvin  W.  Edwards,  New  York,  and  Others. 
School   Boards— Their  Functions:    Legislative,    Executive,   and  Judicial. — B.   F. 

Hunsicker,    Pennsylvania. 
New  Departures  in  School  Administration. — Charles  Holden,  Michigan. 
ConsoHdation  of  Rural  Schools.— William  K.  Fowler,  Nebraska,  and  Others. 

1904  Retrospective  and  Prospective  School  Administrations. — B.  F.  Hunsicker,  Penn- 

sylvania. 

The  School  Architecture  of  St.  Louis. — William  B.  Ittner,  Missouri. 

Lessons  in  School  Administration  to  Be  Gained  at  the  Fair. — Calvin  M.  Wood- 
ward, Missouri. 

1905  Recent   Progress  in   School  Administration. — Wm.    George   Bruce,    Wisconsin. 
Shall  the  State  Regulate  Teachers'  Salaries  ?— Frank  H.  Sommer,  New  Jersey. 
Recent  Progress  in  School  Architecture. — Seymour  Davis,  Pennsylvania. 
Needed  Legislation  in  School  Architecture. — C.  B.  J.  Snyder,  New  York. 


LIBRARY  DEPARTMENT 
OFFICERS 

1897  MILWAUKEE,  WIS.  iQoi    DETROIT,  MICH. 

Pres.,  Melvil  Dewky.  Albany.  N.  V.  Pres.,  Robert  C.   Metcalf,  Boston,  Mas;?. 

V.-Pres.,  J.  H.  Van  Sickle,  Denver,  Colo.  V.-Pre.s.,    J.     H.    Raymond,    Morgantown, 

Sec,    Mary  Eileen  Ahern,   Chicago,  111.  W.  Va. 

1898  WASHINGTON,  D.  C.  Sec,   Mary  Eileen  Ahern,    Chicago,   III. 
Pres.,   L.   D.    Harvey,    Milwaukee,   Wis.  1902    MINNEAPOLIS,    MINN. 

V.-Pres.,  J.   H.  Van  Sickle.  Denver,  Colo.  Pres.,  J.  H.   Canfield,   New  York.   N.   Y. 

Sec,    MYRTn,LA    Avery,    Albany,    N.    Y.  V.-Pres.,    R.    P.    Halleck,    Louisville,    Ky. 

1899  LOS  ANGELES,  CAL.  Sec,  Mary  Eileen  Ahern,   Chicago,   111. 
Pres.,   L.    D.    Harvey,    Milwaukee,   Wis.  1903    BOSTON,    MASS. 

V.-Pres.,  J.  H.  Van  Sickle.  Denver,  Colo.  Pres.,  J.   H.   Canfield,  New  York,   N.   Y. 

Sec,   Myrtilla  Avery,  Albany,  N.   Y.  V.-Pres.,    R.   P.    Halleck,   Louisville,   Ky. 

1900  CHARLESTON,   S.   C.  Sec,   Mary   Eileen  Ahern,   Chicago,   111. 
Pres.,  S.  Williams,  Glens  Falls.   N.   Y.  1904    ST.  LOUIS,  MO. 

V.-Pres.,   Mrs.  Harriet  Child  Wadleigh,  Pres.,    N.    C.    Schaeffer,    Harrisburg,    Pa. 

Los  Angeles.  Cal.  V.-Pres.,  R.  P.  Halleck,  Louisville,  Ky. 

Sec,  Mary   Eileen  Ahern,   Chicago,   111.  Sec,   Mary   Eileen  .\hern,   Chicago,   III. 


Administration]  LIBRARY   DEPARTMENT  647 

1905   ASBURY  PARK  A>ro  OCEAN GROVP:,  X.J.  1907   LOS    ANGELES,    CAL. 

Pres..  C.  P.  C.\RY,  Madison.  Wis.  Pres.,   J.    N.   Wilkinson,   Emporia,    Kans. 

V.-Prcs..  J.  N.  Wilkinson,  Emporia.  Kans.  V.-Pres.,     E.     W.    Gaill.^rd,    New     York, 

Sec,    M.\RY    En.EEN   Ahern,   Chicago,    Hi.  N.  Y. 

1006    N'.>  meeting  Sec,   Gr.ace   S.^lisbury.   Whitewater,   Wis 


TOPICS 


1897  Children  and  Literature. — J.  H.  Van  Sickle,  Colorado. 

The  Training  of  Teachers  so  That  They  May  Co-operate  with  Librarians. — M.\E 

E.  ScHREiBER,  Wisconsin. 
Some  Observations  on  Children's  Reading. — Royal  W.  Bullock,   Colorado. 
Room  Libraries. — Millicent  Kaltexb.vch,  Colorado. 
The  Moral  and  Literary  Responsibility  of    Librarians  in  Selecting  Books  for    a 

Public   Library. — Richard  Jones,   New  York. 
How    to    Make    Sure    of    Good    Books    in    Our   Libraries. — W.    R.    Eastman, 

New  York. 
The  Relation  of  the  Library  to  Art  Education  in  the  Schools. — Wm.  H.  Smiley, 

Colorado. 

1898  The  Use  of  the  School  Library. — Richard  Hardy,  Michigan. 

Connection  between  Libraries  and  Schools. — S.  S.  Greene,  Massachusetts. 
Choice  of  Reading  for  the  Early  Adolescent  Years. — Susan  F.  Chase,  New  York. 
Report  of  Committee  on  Lists  of  Books  for  Reading  and  Reference  in  the  Lower 

Grades  of  Public  Schools. — F.  A.  Hutchins,  chairman. 
Reading    Lists    for    Public    Schools — How    Prepared,    How    Used    Effectively. — 

Sherm.\n  Willi.\ms,  New  York. 

1899  The  Function  of  School  Superintendents  in  Procuring  Libraries  and  Their  Pnii)er 

Use  in  the  Public  Schools. — Alfred  Bayliss,  Illinois. 
.School  Reading  thru  the  Public  Library. — ^L\RY  L.  Jones,  California. 
How  to  .\ctjuire  a  Taste  for  (jood  Reading. — Elizabeth  Skinner,  Colorado. 
The  Use  of  the  Library. — C.  C.  Young,  California. 

1900  How  to  Direct  Children  in  Their  Reading. — Mae  E.  Schreiber,  Wisconsin. 
The   Greater  School;    or,   the  School  Plus  the  Library  Greater  than   Either. — 

H.  L.  Elmendorf,  New  York. 
The  Free  Traveling  Library:    An  Aid  to  Education  and  a  Factor  in  the  National 
Life. — Mrs.  Eugene  B.  Heard,  Georgia. 

1 90 1  President's   Address — The    Library   Movement — What   It    Means   and   What   It 

Should  Include. — R.  C.  Metcalf,  Massachusetts. 
Public  Libraries  and  the  Public  Schools. — James  H.  Canfield,  New  York. 
What  the  Normal  Schools  Can  Do  for  Teachers  on  the  Library  Side. — Irene 

Warren,  Illinois. 
The  A  B  C  of  Reference  Work. — W.  I.  Fletcher,  Massachusetts. 
How    Shall    Children    Be    Led    to    Imvq    Good    Books? — Isabel    Lawrence, 

Minnesota. 
The  Place  of  the  Library  in  Education. — Melvil  Dewey,  New  York. 
The  Library  and  the  .School  as  Co-ordinate  Forces  in   I'^ducation. — Livingstone 

McCartney,   Kentucky. 

1902  The  Library  as  an  Educator. — W.  A.  Millis,  Indiana. 

Libraries  and   Sihools:    A  Two-Faced   Prol)lem.^EMMA  J.   Fordyce,   Iowa, 
(ireeting  from  the  .Xmeric  an  Lil)rary  Association. — .\ni)ERSon  H.  Hopkins,  Illinois. 
What  the  School   May  Proiurly   Demand  of  the   Lil)rary. — J.   M.   Greenwood, 

Mi.ssouri. 
SchcK)l  Libraries  in  the  Rural  Dislric  t.s. — Agnes  Robertson,  Iowa. 

1903  Some  Cci-o|)eralivc  Suggestions. — Alfred  Bayliss,  Illinois. 

Public -Lil)rary   Work   for    Public    Schools.— Elkctka    Collins   Doren,    Ohio. 
The-  l'ul)iic    Library  anci  the  Public  School.— CllARl.ES  B.  (ill.HEKT,  Now  York, 
'i'hc  Mission  cif  the  Cla.ss  Library. — C.  G.  Leland,  New  ^'ork. 
Is  the  Public   Library  a  Promjituary  fcjr  the  Public  Schools?— N.   D.   C.   Hodges, 

Ohio. 
The  Library  as  an  Adjunct  to  the  Seccmclary  Sc  hool.-    E.  O.  Holland,  Kentucky. 
Some   Library  Ex|KTiments  in   Nel)raska. -Clara   B.   Mason.   Nebraska. 
Library   In.struction   in   the   Normal   School. —William    M.    Hkett,   Ohio,    and 

Others. 


648  NATIONAL  EDUCATIONAL  ASSOCIATION  [Special 

1904  Library  Work  in  Normal  Schools. — Theodore  N.  Noss,  Pennsylvania. 

The  Duty  of  the  Normal  Sc^iool  in  Relation  to  District  School  Libraries. — J.\sper 

N.  Wilkinson,  Kansas. 
The  Place  of  the  Library  in  School  Instruction. — Clarence  E.  Meleney,  New 

York. 

1905  Libraries   and   Library   Privileges   for   Villages   and    Rural    Communities. — C.    P. 

Cary,  Wisconsin. 
Methods  of  Instruction   in   the    Use   of   High-School   Libraries. — Florence   M. 

Hopkins,  Michigan. 
How  to  Make  the  Library  Useful  to  High-School  Pupils. — Robert  H.  Wright, 

Maryland. 
What  Children  Do  Read  and  What  They  Ought  to  Read.— G.  Stanley  Hall, 

Massachusetts. 
The  Value  and  Place  of  Fairy  Stories  in  the  Education  of  Children. — Percival 

Chubb,  New  York. 


THE  DEPARTMENT  OF  SPECIAL  EDUCATION 

This  department  was  organized  at  the  meeting  in  Milwaukee,  Wis.,  in  1897,  as  the 
Department  for  the  Education  of  the  Deaf,  Blind,  and  Feeble-minded.  This  title  was 
not  entirely  satisfactory  to  those  who  were  instrumental  in  organizing  the  department, 
since  the  petition  had  suggested  the  name,  Department  for  the  Education  of  Classes 
Recjuiring  Special  Methods  of  Instruction.  The  Department  was,  therefore,  more 
commonly  known  as  Department  Sixteen,  that  being  the  number  of  the  department  in 
the  order  of  organization. 

At  the  Minneapolis  meeting  in  1902,  on  the  application  of  the  department  thru  its 
president  Dr.  Alexander  Graham  Bell,  the  Board  of  Directors  voted  unanimously  to 
change  the  name  to  the  Department  of  Special  Education. 

OFFICERS 

1898    WASHINGTON,   D.    C.  1902    MINNEAPOLIS.  MINN. 

Pres..   J.    C.    Gordon,   Washington,   D.    C.  Pres..  A.  G.  Bell.  Washington,  D.  C. 

V.-Pres.,   Sarah   Fuller,  Boston,   Mass.  V.-Pres.,  Edward  E.  Allen,  Overbrook,  Pa. 

Sec.  and  Treas.,  Mary  McCowen,  Chicago,  Sec,  E.   A.   Gruver,   New  York,   N.   Y. 

111.  1903    BOSTON,  MASS. 
i8q9    LOS  ANGELES,  CAL.  (Special  Education) 

Pres.,    J.    C.    Gordon,    Jacksonville,    111.  Pres.,  Edward  E.   Allen,   Overbrook,  Pa. 

V.-Pres.,  Deaf,  Mrs.  Jennie  B.  HoLDEN,  San  V.-Pres.,    Mary    McCowen,    Chicago,    111. 

Francisco,   Cal.  Sec,  Sarah  Fuller,  Boston,  Mass. 

V-P.,  Blind,  F.  H.   Hall,  Jacksonville,  111.  1Q04    ST.  LOUIS,  MO. 
V.-P.,   Deaf,   A.    E.    Osborne,   Glen  Ellen,  (Special) 

Cal.  Pres.,  J.  W.  Jones,  Columbus,  O. 

Sec,  Mary  McCowen,  Chicago,  111.  V.-Pres.,   F.   W.   Booth,   Philadelphia,   Pa. 

1900  CHARLESTOWN,  S.  C.  Sec,  Elizabeth  VanAdestine, Detroit,  Mich. 
Pres.,  Warring  Wilkinson,  Berkeley,  Cal.  1905  ASBURY  PARK  and  OCEAN  GROVE, 
V.-P.,  Deaf,  Mary  McCowen,  Chicago,  111.  N.  J. 

V.-P.,  Blind,  E.  E.  Allen,  Overbrook.  Pa.  Pres.,  Miss  M.  Bancroft,  Haddonfield.  N.  J. 

V.-P..    Deaf,    Margaret    Bancroft,    Had-  V.-Pres.,  J.  H.  Freeman,  Jacksonville,  111. 

donfield.  N.  J.  Sec,  Anna  E.  Schaffer,  Madison,  Wis. 

Sec,  Edward  A.  Fay,  Washington.  D.   C.  1906    No  Meeting 

1901  DETROIT,  MICH.  1907    LOS  ANGELES,  CAL. 

Pres.,   Mary    McCowen.    Chicago,   111.  Pres.,  Anna  E.  Schaffer,  Madison,  Wis. 

V.-Pres.,  E.  R.  Johnstone,  Vineland,  N.  J.  V.-Pres.,   S.    M.   Green,   St.    Louis,    Mo. 

Sec,  E.  A.  Gruver,  New  York,  N.  Y.  Sec,  E.  R.  Johnstone,  Vineland,  N.  J. 


TOPICS 


1898    The  Duty  of  the  Hour  to  Young  Deaf  Children. — Mary  S.  Garrett,  Pennsylvania. 
Pedagogical  Lessons  from  a  Study  of  the  Blind. — Frank  H.  Hall,  IlHnois. 
The  Relation  of  the  Deaf  to  the  Hearing  World. — Isaac  Gardner,  Arkansas. 
The  Trend  in   the  Training  of  Backward  and   Mentally  Deficient  Children. — 

Margaret  Bancroft,  New  Jersey. 
The  Relation  of  Language  Teaching  to  Mental  Develoj)ment. — S.  G.  Davidson, 

Pennsylvania. 


Education]  DEPARTMENT  OF  SPECIAL  EDUCATION  649 

1898    The  How  and  the  Why,  of  the  Training  of  Feeble-minded    Children. — Martin 

W.   Barr,   Pennsylvania. 
Brain-Building  and   Mind-Building,  with  Special  Reference  to  Sense-training  of 

the  Eye  and  Ear,  and  Teaching  Mentally  Defective  Children. — Elmer  Gates, 

Maryland. 
The  Wisconsin  Public  Day  Schools  for  the  Deaf. — Robert  C.  Spencer,  Wisconsin. 
Progress  in  the  Training  of  Deaf  Children. — Alexander  Graham  Bell,  District 

of  Columbia. 
I  8q9    Time  .\llowed  for  the  Public  Schooling  of  Deaf  as  Compared  with  Hearing  Children, 

and  How  to  Make  the  Most  of  It. — Charles  S.  Perry,  California. 
The   Imix)rtance   of   Right    Beginning. — Helen   Taylor,    California. 
-■Ml  Along  the  Line. — Mrs.  K.\therine  T.  Bingham,  California. 
In  What  Respects  Should  the  Education  and  Training  of  the  Blind  Differ  from 

the    Education    and    Training    of    Normal    Pupils  ? — Warring     Wilkinson, 

California. 

1900  The  Growth  and  Development  of  Southern  Schools  for  tlie  Deaf. — J.  R.  Dobyns, 

Mississippi. 
The  State  of  the  Case. — Mary  S.  Garrett,  Pennsylvania. 
Changes  of  Method  in  the  Pennsylvania  Institution  for  the  Deaf  and  Dumb. — 

A.  L.  E.  Crouter,  Pennsylvania. 
Statistics  of  Speech-Teaching  in  Schools  for  the  Deaf  in  the  U.  S. — Frank  W^ 

Booth,  Pennsylvania. 
The  Higher  Edui  ation  of  the  Blind. — John  E.  Swearingen,  South  Carolina. 
The  Claims  of  the  Feeble-minded. — Margaret  Bancroft,  New  Jersey. 
On  the  Training  of  the  Feeble-minded. — E.  R.  Johnstone,  New  Jersey. 

1 90 1  The  Law  and  the  Day  School  for  the  Deaf. — S.  W^esselius,  Michigan. 

The  State  in  Its  Relation  to  the  Defective   Child. — Francis  Burke  Brandt, 

Penn.sylvania. 
Some  Results  of  Hearing  Tests  of  Chicago  School  Children. — D.  P.  MacMili.an, 

Illinois. 
The  Public  School  as  a  Social  Center. ^ — Cora  Stanton  Brown,  Indiana. 

1902  President's  Address — Education  of  Special  Classes. — Alexander  Graham  Bell, 

District  of  Columbia. 
Response  to  the  Address  of  Welcome  at  the  Opening  Sessicjn. — \\'.  T.  Harris, 

District  of  Columbia. 
Lessons  to  Ije  Learned  by  the  General  Teacher  from  Teaching  Language  to  the 

Deaf. — I'.  W.  Booth,  Pennsylvania. 
What  Is  Minnesota  Doing  for  Her  Deaf  Children? — J.  N.  Tate,  Minnesota. 
WTiat  Is  Minnesota  Doing  for  Her  Blind  Children  ? — B.  P.  Chapple,  Minnesota. 
Whas  Is  Minnesota  Doing  for  Her  Feeble-minded  and  Epileptics. — A.  C.  Rogers, 

Minnesota. 
Schools  for  the  Deaf  in  America  Compared  with  Tlmsc  in  Italy.-  G.  Fkkkkri, 

Italy. 
The  Organization  rjf  ,\.sso(  iationsof  Parents  of  Deaf  Children  as  an  Aiil  to  Schools. — 

Mrs.  IIelev  M.  Heffeka.v,  Illinois, 
Necc.s.sary  Evils. — James  J.  Dow,  Minnesota. 

1903  Influence  of  the  .Study  of  the  Unusual  Child  upon  the  Tea(  hing  of  the  Usual.- — 

Frank  H.  Hall,  Illinois,  and  Others. 
Should  the  S(oj>e  of  the  Public-School  .System  Be  Broadened  s<)  as  to  Take  in  .Ml 

Children  of  Capable  Education  ?— If  So,  IIcjw  Should  This  Be  Done? -Mary 

C.  Greene,  England. 
How  Can  the  Term  "C'haritable"  Be  Justly  .\pplied  to  the  Edu(  alion  of  Any 

f'hildren  ? —Edward    Allen    Fay,     District    of    Columbia. 
What  Tea<  hers  Need  to  Know  al)out  Sense  Defects  and  Im|Kilinunls.      Clakence 

John  Blake,  Ma.s.sa(  husetts,  and  Others. 

1904  Presidential  Address — The  E<Iu«  ation  <if  Spec  iai  Classes.     J.  W  .    [dM  s,  ( )liio. 
What  Teac  hers  May  Ix-arn  from  the  Mod«-l  School  for  the  Deaf  and  Hlind,  and 

Their  Exhibits.    -S.  M.  Green,  Missouri. 
.Sight  an«i  Hearing  in  Relation  to  Education. — O.scah  Chkisman,  Ohio. 
Repf»rt  of  the  Committee  on  Statistics  (»f  Defective  Sight  ancl  Hearing  of  Public 

School  Children.     F.  W.  Mooth,  chairman. 
The  Chicago  Hospital  Sc  hool  for  Nervous  antl  Delicate  Children-  Its  Educational 

ancl  Scientific  Methods.- -Mary  R.  Camimiiii,  Illinois. 


650  NATIONAL  EDUCATIONAL  ASSOCIATION  [Indian 

1905    President's    Address — Scientific    Methods    in    Education    of    Special    Classes.— 

Margaret  Bancroft,  New  Jersey. 
The  Physical  Betterment  of  the  Mentally  Deficient. — J.  H.  McKee,  Pennsylvania. 
Concerning  Our  Limitations  in  Educating  Mentally  Deficient  Children. — Mary 

E.  PoGUE,  Wisconsin. 
What  Has  Been  Done  with  One  Deaf  Child  in  His  Own  Home.- — Anna  C.  Rein- 

HARDT,  Pennsylvania. 
The  Schools  for  the  Feeble-minded. — E.  R.  Johnstone,  New  Jersey. 
Extracts  from  a  Recent  Investigation  in  Sociology. — MaryR.  Campbell,  Maryland. 
All  Crime  Is  Disease. — Arthur  B.  Linsley,  Pennsylvania. 


DEPARTMENT  OF  INDIAN  EDUCATION 

OFFICERS 

1900  CHARLESTON,  S.  C.  1904    ST.  LOUIS,  MO. 

Pres.,  Major  R.  H.  Pratt,  Carlisle,    Pa.  Pres.,  R.  A.  Cochran,  Talklai.  Ariz. 

V.-Pres.,  M.  E.  Gates,  Washington,   D.  C.  V.-Pres.,  H.  B.  Peairs,  Lawrence,  Kans . 

Sec,  Edgar  A.  Allen,  Albuquerque,  N.  M.  Sec,  Estelle  Reel,  Washington,  D.  C. 

1901  DETROIT,  MICH.  1905    ASBURY   PARK  and   OCEAN    GROVE, 
Pres.,  H.  B.  Frissell.  Hampton,  Va.  N.J. 

V.-Pres.,  Estelle  Reel,  Washington,  D.  C.  Pres.,  W.  A.  Mercer,  Carlisle,  Pa. 

Sec,  F.  F.  Avery,  Miles,  Wash.  V.-Pres.,  R.  A.  Cochran,  Talklai,  Ariz. 

1902  MINNEAPOLIS,  MINN.  Sec,  Estelle  Reel,  Washington,  D.  C. 
Pres.,  S.  M.  McCowan, Phoenix,  Ariz.  1906    No  Meeting 

V.-Pres.,  H.   B.  Frissell,  Hampton.  Va.  igoy    LOS  ANGELES,  CAL. 

Sec,    Estelle    Reel,     Washington,    D.    C.  Pres.,  Harwood  Hall,  Riverside,  Cal. 

1903  BOSTON,  MASS.  V.-Pres.,     R.    A.    Cochran,    Ml.   Pleasant, 
Pres.,  H.  B.  Peairs,  Lawrence,  Kans.  Mich. 

V.-Pres.,  S.  M.  McCowan,    Chilocco,  Okla.  Sec,    Estelle    Reel,    Washington,    D.    C. 
Sec,    Estelle    Reel,    Washington,    D.    C. 


TOPICS 


1900  The   Indian    Problem. — H.    B.    Frissell,    Virginia. 

The  Proper  Relation  between  Literary  and  Industrial  Education  in  Indian  Schools. 

^A.  J.  Standing,  Pennsylvania. 
The  Health  of  the  Indian. — C.  C.  W,\inwright,  California. 
The    Training   of   Teachers   for   Indian    Schools. — Charles    Bartlett    Dyke, 

Virginia. 
The  Teaching  of  Trades  to  the  Indian. — F.  K.  Rogers,  Virginia. 
The  Training  of  the  Indian  Girl  as  the    Uphfter   of   the  Home. — Josephine  E. 

Richards,   Virginia. 
Kindergarten  Work  among  the  Indians. — Blanche  Finley,  Virginia. 
Sanitary  Conditions  among  the  Indians. — J.  G.  Bulloch,  South  Dakota. 
Practical  Methods  in  Indian  Education. — ^John  Seger,  Oklahoma. 

1901  President's  Address — Learning  by  Doing  in  Indian  Education. — H.  B.  Frissell, 

Virginia. 
Civihzation  and  Higher  Education. — W.  T.  Harris,  District  of  Columbia. 
The  Reservation  Day  School  Should  Be  the  Prime  Factor  in  Indian  Education. — ■ 

C.  C.  Covey,  South  Dakota. 
The  Unification  of  Industrial  and  Academic  Features  of  the  Indian  Schools. — 

O.  H.  Bakeless,  Pennsylvania. 
What  Shall  Be  Taught  in  an  Indian  School  ? — Calvin  W.  Woodward,  Missouri. 
An  All-round  Mechanical  Training  for  Indians. — Frank  K.  Rogers,  Virginia. 
Character-Building  among  Indian  Children. — Cora  M.  Folsom,  Virginia. 
The   Indian  Day  School  the   Gradual   Uplifter  of  the   Tribe. — Sister  Macaria 

Murphy,  Wisconsin. 
Introspection:    A  Study  of  Indian  Schools. — E.  A.  Allen,   Indian  Territory. 
Discussion:    What  Should  Be  the  Percentage  of  Indian  Blood  to  Entitle  Pupils 

to  the  Rights  of  Government  Schools  ? — H.  B.  Peairs,  Kansas. 
Discussion:    How  Can  We  Secure  the  Systematic  Transfer  of  Pupils  from  Day  to 

Reservation   Schools,   and  from   Reservation   to    Non-Reservation   Schools  ? — 

J.  C.  Hart,  Wisconsin. 
Discussion:    Children  Should  at  Least  Be  Able  to  Speak,  Read,  and  Write  the 

English  Language,  before  Being  Placed  in   a  Non-Reservation  School. — C.  F. 

Pierce,  South  Dakota. 


Dcpartnicnil  TITLES  OF  PAPERS  AND  DISCUSSIOXS  651 

1901  Discussion:    The  Indian  Employee. — C.  J.  Crandall,  New  Mexico. 
Discussion:    The  Necessity  of  Teaching  the  Boy  to  Improve  the  Allotment  the 

Government  Has  Given  Him. — F.  F.  Avery,  Washington. 
Discussion:    Practical  Methods  in  Indian  Education. — S.  M.  McCowan,   New 

Mexico. 
Discussion:    The  Future  of  the  Pueblo  Indian. — Mary  Dissktte,  New  Mexico. 
Discussion:  The  Necessity  for  a  Large  Agricultural  School  in  the  Indian  Service. — 

C.  W.  GooDM.vx,  Oklahoma. 
Discussion:    Compulsory  Education. — H.  B.  Peairs,  Kansas. 

1902  The  Teaching  of  .Agriculture  with  Reference  to  Future  Employment. — L.  M.  CoMP- 

Tox,  Wisconsin. 
Drawlxicks  to  Civilization  and  Citizenship. — H.  G.  Wii.sON,  .Arizona. 
^  How  to  Teach   the   Indian  Boys  and  Girls  to   Become  Homcmakcrs,  especially 

from  an  Agricultural  Standpoint. — R.  D.  Shutt,  Washington. 
The  Value  of  the  Outing  System  for  Girls. — Laur.\  Jackson,  Pennsylvania. 
The  Need  of  Home  Societies  for  the  Encouragement  and  Protection  of  Indian 

Young  Men  and  Women. — Joseph  C.  Hart,  Wisconsin. 
Tuberculosis — How  Caused  and  How  Prevented. — James  S.  Perkins,  Arizona. 
Opportunity     and     Judicious     Direction     for     the     Indian. — C.     W.     Crouse, 

Arizona. 
The  Advantages  to  the  Pupil  of  Classroom  Work  as  Outlined  in  the  Course  of 

Study. — Mrs.  Lucy  P.  Hart,  Wisconsin. 
The  Education  of  the  Indian  Should  Be  Adapted  to  His  Needs. — Alice  Robertson, 

Indian  Territory. 
The  Value  of  a  Large  Agricultural  School  in  the  Indian  Service. — S.  M.  McCowan, 

Oklahoma. 
Correlation  of  the  Schoolroom  and  Farm  Work. — E.  C.  Nardin,  Michigan. 
What  Is  Our  .Aim  ? — E.  A.  Allen,  Pennsylvania. 
The  Advisability  of  Having  .Schools  of  Moderate  Size  in  Order  That  Pujnls  May 

Receive  More  Individual  Training. — H.  M.  Noble,  North  Dakota. 
Needed  Changes  in  Indian  Schools. — A.  C.  Wright,  District  of  Columbia. 
Best  Method  of  Effecting  Transfers  of  Pupils. — A.  J.  Standing,  Pennsylvania. 

To  What  Extent  Do  .Agents  and  Superintendents  Read  the  Rules  and  Regulations  ? — 

Thomas  W.  Potter,  Oregon. 
The  Value  of  Day  Schools. -^James- J.  Duncan,  South  Dakota. 
The  Necessity  for  Books,  Especially  Those  Adapted  to  Indian  Children. — Claude 

C.  Covey,  South  Dakota. 
Newspajjers  in  Indian  .Schools. — W.  T.  Harris,  District  of  Columbia. 

1903  Resume?  of  Progre.ss  in  Indian  Education. — Curtis  Guild,  Jr.,  Ma.ssachusetts. 
President's  .Afidress — Our  Work:   Its  Progre.ss  and  Needs. — H.  B.  Peairs,  Kansas. 
To  What  Degree  Has  the  Present  .System  of  Indian  Schools  Been  Sudessful  in 

Qualifying  for  Citizenship?  -H.  B.   Frissei.l,  \'irginia. 
Alaska's  Start  toward   Citizenship. — Sheldon    Jackson,    District   of    Columbia. 
The  White  Man's  Burden  versus  Indigenous  Development  for  the  Lower  Races. — 

G.  Stanley   Hali,    Nfassar  husctts. 
Heart  Culture  in  Inrlian  Education. — Charles  F.  Meserve,  North  Carolina. 
Tenure  in  the  Civil  Service. — John  T.  Doyle,   Di.strict  e)f  Columbia. 

IQ04     EfTu  iency  in  the  Indian  Service. — John  T.  Doyle,  Distrid  of  Columbia. 
In'lian  Music  and  Indian  Education. — Natalie  Curtis,  New  York. 

1905     R('-sum<^  of  Work  in  Indian  Schools. — John  J.  Fitzc.erm.d  and  Others. 
.Musii  of  the  .Amcri(  an  Inrlian.    -Natalie  Curtis,  New  York. 
Ethnolftgiral  Study  of  Our  Indians  in  the  Southwest.— Mauki, 11    Hk.cart,  New 

York. 
Tear  hing  Indian   Pu[)ils  to  SjK-ak   English. — Reuben  Perry,  Arizona. 
Indian    Charar  trristi(  s.      Mary    C.    Judd,    Minnesota. 
The  Work  of  the  Rurrau  of  Plant  Industry,  in  Its  R<-lation  to  Agrii  ullural  Inslrui  - 

lion  in   Indian  Srhr>ols.— .Susan   B.  Sipe,    District  of  Columbia. 
Indian  Education  and  Methods  of  Instruction. -Mrs.  Amelia  S.  Quinton,  New 

York. 
The  Advisability  of  Conducting  Normal  Schools  to  Traiti  'I'cai  hers  fur  Indian 

Schools.  —John   D.  Benedict,   Indian  Territory. 
The    Nrrcs-sily    for    More    and    Bettrr-Ef|uipiH*d    Day    Schools.     J.    J.    DuNCAN, 

.South  Dakota. 


652  NATIONAL  EDUCATIONAL  ASSOCIATION  (Special 

SPECIAL  TOPICS 

PAPERS  READ  BEFORE  THE  INTERNATIONAL  CONGRESSES  OF  EDUCATION  HELD 

UNDER   THE   AUSPICES    OF   THE   NATIONAL    EDUCATIONAL 

ASSOCIATION  AT  CHICAGO,  ILL.,  JULY,  1 8 93'' 


GENERAL  SESSION 

1893  The  Relation  between  Educational  Methods  and  Educational  Ends. — Rt.  Rev. 
John  J.  Keane,  District  of  Columbia. 

Legal  Education  in  the  United  States. — L.  Dimscha,  Russia. 

The  Present  Situation  of  Education  in  France. —  Gabriel   Compayre,   France. 

A  Perfect  Physical  Education  Is  Indispensable  in  Order  to  Produce  an  Ideal  Edu- 
cation.— L.  M.  ToRNGREN,  Sweden. 

Joseph  Peter  Varela  and  the  Progress  of  Education  in  Uruguay. — Alberto  Gomez 
Ruano,  Uruguay. 

Present  Condition  of  the  Public  Schools  of  Uruguay. — Alberto  Gomez  Ruano, 
Uruguay. 

Training  of  Teachers  in  High  Schools  in  Sweden. — Edward  Osterberg,  Sweden. 

CONGRESS  OF  SCHOOL  SUPERVISION 
How  to  Improve  the  Work  of   Inefficient  Teachers. — Frank  A.   Fitzpatrick, 

Nebraska. 
Who  Shall  Appoint  Teachers,   and  on  Whose  Nomination  ? — H.   S.   Tarbell, 

Rhode  Island. 
Grading  and  Classification  of  Pupils. — Mrs.  Ella  F.  Young,  Illinois. 

THE  CONGRESS   OF  HIGHER  EDUCATION 

Opening  Address — The  Organization  and  Functions  of  the  American  University. 

— Daniel  C.  Oilman,  Maryland. 
How  Far  Is  It  Desirable  that  Universities  Should  Be  of  One  Type  ? — Martin 

Kellogg,  California. 
The  Division  of  Labor  in  the  University. — Giuseppe  Allievo,  Italy. 
Should  an  Antecedent  Liberal  Education  Be  Required  of  Students  in  Law,  Medi- 
cine, and  Theology  ? — Woodrow  Wilson,  New  Jersey. 
Should  Greek  Be  Required  for  the  Degree  of  Bachelor  of  Arts? — W.  G.  Hale, 

Illinois. 
What  Signs  of  Improvement  Are  Visible  in  the  Undergraduate  Life  of  American 

Students  ? — Bradford  Paul  Raymond,  Connecticut. 
Relation  of  Professional  Schools  to  the  University. — Seth  Low,  New  York. 
The  Evolution  of  Liberal  Education. — Andrew  F.  West,  New  Jersey. 
On  What  Conditions  Should  the  Degree  of  Doctor  of  Philosophy  Be  Given  ? — 

William  O.  Sproull,  Ohio. 
The   Relation   of   Our   Colleges   and   Universities   to  the    Advancement  of    Our 

Civilization. — Rt.  Rev.  John  J.  Keane,  District  of  Columbia. 
The  Study  of  English  Literature  in  French  Universities. — Andre  L.  Chevrillon, 

France. 

THE  CONGRESS  OF  SECONDARY  EDUCATION 

Supervision  of  Private  Schools  by  the  State  or  Municipal  .A-uthoritics. — James  C. 

Mackenzie,  New  Jersey. 
The  Course  of  Study  in  Secondary  Schools. — G.  N.  Carman,  Illinois. 
Should  the  Amount  of  Time  Given  to  Languages  in  Our  Secondary  Schools  Be 

Diminished  in  Order  to  Make  Room  for  a  More  Extended  Course  in  Physics, 

Botany,  and  Chemistry  ? — Cecil  F.  P.  Bancroft,  Massachusetts. 
Should  Language  Studies  Be  Limited  in  Secondary  Schools  in  the  Interests  of  the 

Sciences  ? — D.  W.  Abercrombie,  Massachusetts. 
The  Secondary  Education  of  Girls  in  France,  — Mile.  Marie  Dugard,  France. 
The    Professional   Training   of   Teachers    for   Secondary    Schools. ^ — Miss    E.   P. 

Hughes,  England. 
High  School  for  Girls  in  England. — Mary  Gurney;   Rose  Kingsley,  England. 
Which  Should  Come  First,  Latin,  or  Some  Modern  Language  ? — -W.  Wilber- 

FORCE  Smith,  New  Jersey. 

'These  papers  were  all  printed  in  the  volume  of  Proceedings  for  1893,  and  are  indexed  in  the  General 
Index. 


Topics]  INTERXATIONAL  CONGRESSES  OF  EDUCATION  653 

THE  CONGRESS  OF  ELEMENTARY  EDUCATION 

1893    Opening   Address — The   Importance   of   Elementary  Education. — John  Eaton, 

District  of  Columbia. 
Essentials  in  a  Course  of  Study  for  Children. — Joseph  L.  Pickard,  Iowa. 
WTiat  Should  Be  the  Curriculum  in  Public  Schools  ? — Some  Aspects  of  the  Question 

in  France. — M.  B.  BuissoN,  France. 
What  Should  Be  Added  to  the  Essential  Branches  of  the  Elementary  Course  of 

Study  to  Meet  the  Industrial  Needs  of  the  Localities? — C.  M.  Woodward, 

Missouri. 
What  Should  Be  Added  to  the   Elementary   Branches  ? — Albert  P.   Marble, 

Massachusetts. 
What  Special  Work  Should  Be  Undertaken  in  the  Elementary  School  to  Prepare 

the  Pupils  for  the  Duties  of  Citizenship  ? — Wm.  A.  Mowry,  Massachusetts. 
The  Value  of  the  Elementary  School  for  the  Social  A'irtues  and  for  Training  for 

the  Right  E.xercise  of  the  Duties  of  Citizens. — Catharine  H.  Spence,  South 

.Australia. 
Methods  of  Teaching  History  to  Children. — Mrs.  Mary  H.  Peabody,  New  York. 
School  Savings  Banks  in  the  United  States. — J.  H.  Thiry,  New  York. 
School  Savings  Banks  in  France. — Gustave  Serrurier,  France. 
The  Public  Educational  System  of  Sweden. — N.  G.  W.  Lagerstedt,  Sweden. 
Religion  in  the  School. — Emerson  E.  White,  Ohio. 

Adaptation  of  Methods  of  Instruction  to  Special  Conditions  of  the  Child. — Alex- 
ander Grah.vm  Bell,  District  of  Columbia. 
Should  Rural  Schools  Introduce  Agriculture,  Chemistrj',  Agric  ullural  Botany  or 

Arboriculture  ? — Ergraff  de  Kovalevsky,  Russia. 
Confucius  and  His  Educational  Ideas. — Hidesaburo  Eudo,  Japan. 
The  Use  of  Magic  Lanterns  in  Schools. — Gustave  Serrurier,  France. 
Schools  for  Neglected  Children. — James  Stormont  Small,  New  Zealand. 

CONGRESS  OF  KINDERGARTEN  EDUCATION 

1893    Shall  Reading  and  Writing  Be  Taught  in  the  Kindergarten? — Mrs.  Alice  H. 

Putnam,  Illinois. 
Changes  in  Kindergarten  Plays  and  Games. — Sarah  A.  Stewart,  Pennsylvania. 
The  Song  in  the  Kindergarten — Its  Place,  Value,  and  the  Dramatic  Element. — 

Constance  Mackenzie,  Pennsylvania. 
The  Organic  Union  of  Kindergarten  and  Primary  School. — Mrs.  Sarah  B.  Cooper, 

California. 
Modification  in  the  Primary  School — Discussion. — B.  Pickman  Mann,  Distric  t  of 

Columbia. 
Preparation  of  the  Kindergarten. — Mrs.  Louisa  Parsons  Hopkins,  Massachusetts. 
Kindergarten  as  a  Ba.sis  for  Life. — Fr.'VU  Hen'rietta  Schrader,  Berlin. 
Stor)'-Telling  in  the  Kindergarten. — Mary  T.  Hotchkiss,  Wisconsin. 
To  What  Extent  Is  the  U.se  of  Symlxilism  Justifiable  in   the   Kindergarten  ? — 

Earl  Barnes,  California;    Mrs.  Eudora  L.  Hailmann,  Indiana. 
FrwlHl's  Educational  Principles  in  England. — Emily  A.  E.  Shirrekf,  London. 
The  Kindergarten  in  Austria.— Mrs.  Ottilia  Bondy,  Vienna. 
The  Real  Nature  of  Education. — Hermann  Poe.sche,  Berlin. 
Prevention  of  Criminal  Idleness. — Emma  Marwedel,  California. 

CONGRE.SS   OF    PROFESSIONAL  TRAINING    OF  TKACilKKS 

1893    OjK-ning  Addre.ss— Di.stin<tive  Characteristics  of  Training-Scho«ils. —  E.  A.  Siiii- 

IK)N,  New  York. 
The   Value  of  Practice   Work   in   Mofjel   and   Training-Schools. — Miss    I-'annik 

S.  GuPTii.L,  Minnisota. 
How   Should    Normal-School    Pupils  Acquire  Methods  of  Teaching? — Giacomo 

Oddo  RoMAKf;nK,  Italy. 
Methods  of  Training  Teachers  at  the  Westminster  Training  College,  England. — 

Joseph  H.  ("own am,  Englanri. 
ImiK)rtant  Necessities  in  Pnscnt  Normal  Schools. — Georck  A.  Walton,  Ma.s.sa- 

chu.sctt.s. 
Gradation  of  Normal  and  Training-Srhools. — Thomas  Kirkland,  Ontario. 
Historical    Development  of   Normal  anri  Training-Schohls  in   France. — Euorne 

Martin,  France. 
Normal  SchrK>ls  in  the  State  of  New  York. — Francis  J.  Chknky,  New  York. 


654  NATIONAL  EDUCATIONAL  ASSOCIATION  [Special 

1893     A  Sociological  Ideal  View  of  Normal  Schools.- — Daniel  Fulcomer,  Michigan. 
Should  the  Course  of  Study  in  Normal  School.s  Be  Wholly  Professional  ? — Francis 

B.  Palmer,  New  York. 
How  Normal-School  Work  Differs  from  the  Work  in  Secondary  and  in  Higher 

Education. — Malcom  MacVicar,  New  York. 
What  Should  Be  Required  of  and  upon  Whom  Is  to  Be  Conferred  the  Degree  of 

Doctor  of  Pedagogy  ? — Jerome  Allen,  New  York. 
What  Should  Be  Required  of  a  Candidate  for  the  Degree  of  Doctor  of  Pedagogy  ? 

— Edward  R.  Shaw,  New  York. 
Requirements  for  the  Degree  of  Doctor  of  Pedagogy. — Charles  A.  McMuRRY, 

Illinois. 
Higher  Academic  Degrees  in  Pedagogy. — S.  G.  Williams,  New  York. 
The  Candidate  for  the  Degree  of  Doctor  of  Pedagogy  Should  Be  Able  to  Make 

Original  Investigations  in  Experimental   Psychology.^ — Edgar  Dubs  Shimer, 

New  York. 
Should  Original  Investigation  Be  Required  in  Some  Branch  of  Child-Study  for 

the  Doctor  of  Pedagogy  Degree  ? — Earl  Barnes,  California. 
Child-Study  in  Connection  with  Professional  Training  of  Teachers. — Margaret 

K.  Smith,  New  York. 
The  Ideal  Normal  School. — Edward  Brooks,  Pennsylvania. 

CONGRESS  OF  ART  EDUCATION 

1893  Drawing  from  the  Flat  to  Learn  the  Technique  of  Representation. — Henry  T. 
Bailey,  Massachusetts. 

Importance  of  the  Aesthetic  Aim  in  Elementary  Instruction  in  Drawing. — L.  W. 
Miller,  Pennsylvania. 

Development  of  Art  Instinct. — J.  Ward  Stimson,  New  York. 

How  Pupils  Should  Study  and  Analyze  Works  from  the  Great  Masters. — Alered 
Emerson,  New  York. 

Methods  of  Art  Education  for  the  Cultivation  of  Artistic  Taste. — J.  M.  Hoppin, 
Massachusetts. 

Does  Art  Study  Concern  the  Public  Schools  ? — Mrs.  Mary  Dana  Hicks,  Massa- 
chusetts. 

With  What  Should  Drawing  Begin? — Josephine  C.  Locke,  lUinois;  Mrs.  Han- 
nah Johnson  Carter,  Pennsylvania. 

Painting  and  Sculpture — Discussion. — W.  M.  R.  French,  Illinois. 

The  Self-correcting  System  of  Drawing. — Annie  R.  Osborne  Moore,  England. 

Should  Pupils  Draw  from  the  Flat  ? — Helen  Bondy,  Austria. 

CONGRESS  OF  MUSIC  EDUCATION 

1893    Learning  to  Read  Musical  Notation. — Charles  H.  Greene,  Illinois. 

Physiology  and  Hygiene  of  the  Vocal  Organs. — John  Howard,  New  York. 
The  Functions  of  Teachers  of  Vocal  Music. — J.  E.  Lightner,  Pennsylvania. 

CONGRESS  OF  TECHNOLOGICAL  INSTRUCTION 

1893  Opening  Address — Organization  and  Aims  of  Technological  Instruction. — Fran- 
cis A.  Walker,  Massachusetts. 

Technological  Schools:  Their  Purpose  and  Its  Accomplishment. — Robert  H. 
Thurston,  New  York. 

Training  for  Scientific  Professions. — John  M.  Ordway,  Louisiana. 

Educational  Value  of  Exact  Measurement. — M.  Mayer,  New  Jersey. 

The  Educational  Value  of  Applied  Mathematics,  Including  Engineering.— F.  R. 
Hutton,  New  York. 

Shop-Work  and  Drawing  as  Means  of  Developing  Slow  Pupils. — R.  H.  Richards, 
Massachusetts. 

The  Educational  Process  of  Training  an  Engineer. — G.  Lanza,  Massachusetts. 

Educational  Value  of  Applied  Mathematics  and  Engineering. — Henry  T.  Eddy, 
Indiana. 

CONGRESS  OF  INDUSTRIAL  AND  MANUAL  INSTRUCTION 

1893  Introductory  Address — Modern  Demands  on  Education. — John  D.  Runkle, 
Massachusetts. 

New  Demands  upon  Schools  by  the  World's  Industries. — C.  M.  Woodward, 
Missouri. 


Topicsj  INTERN ATIOXAL  CONCRESSES  OF  EDUCATION  655 

1893    Sloyd  for  Elenientar)'  Schools  Contrasted  with  the  Russian  System  of  Manual 
Training. — Gvstaf  Larsson,  Massachusetts. 
Manual  Training  in  Russia. — E.  Kovalevsky,  Russia. 

Industrial  and  Manual  Training  in  the  School  Course. — W.  B.  Powell,  District 
of  Columbia. 

PHYSICAL  EDUCATION 

1893    Opening  Address — The  Physical  Education  Movement. — Edward  M.  Hartwell, 

Massachusetts. 
Some  Unsolved  Problems  in  Physical  Education. — T.  D.  WoOD,  California. 
Training  of  the  Human  Body. — Angelo  Mosso,  Italy. 
Psychological  Aspect   of   Exercises  with  and  without   Apparatus. — G.  W.  FiTZ, 

Massachusetts. 
Physical  Exercises  for  School  Purposes — How  Selected  and  Graded. — J.  Gardner 

Smith,  New  York. 
The  Regulation  of  Athletic  Sports  in  Colleges. — R.  Tait  McKenzie,  Montreal. 
English  Experience  in  Providing  the  Poor  of  Cities  with  Parks,  Gardens,  Gym- 
nasia, and  Playgrounds. — The  Earl  of  Meath,  London. 
Physical  Training  of  Criminals. — Hamilton  D.  Wey,  New  York. 
The   North    American   Turner-Bund — Its   History,    Aims,   and   Achievements. — 

Hugo  Muench,  Missouri. 
The  Royal  Central  Institute  of  Gymnastics  in  Stockholm. — L.  M.  Torngren, 

Sweden. 
History  of  Physical  Education  in  Denmark. — Joakim  Larson,  Copenhagen. 
Gymnastics  in  the  Kingdom  of  Saxony — A  Historical  Review. — MoRlTZ  Zettler, 

Sa.xony. 
Physical  Education  of  the  Deaf  and  Dumb. — Albert  Gutzman,  Prussia. 

CONGRESS  OF  RATIONAL  PSYCHOLOGY 

1893    Reality — What    Place    It    Should    Hold   in    Philosophy. — James  McCosh,  New 

Jersey. 
Can  Psychology  Be  Founded  upon  the  Study  of  Consciousness  Alone,  or  Is  Physi- 

olog)'  Needed  for  the  Purpose  ? — JosiAH  RoYCE,  Massachusetts. 
The  Soul  as  the  Basal  Concept  of  Rational  Psychology. — G.  T.  Ormond,  New 

Jersey. 
The  Theory  of  the  First  Principle  in  the  Eleventh  Book  of  Aristotle's  Metaphysics. 

— Augustine  F.  Hewit,  District  of  Columbia. 
Self-Activity  in  Education. — J.  G.  Schurman,  New  York. 
Wundt's  Psychology  of  the  Will. — E.  B.  Titchener,  New  York. 

CONGRESS  OF  EXPERIMENTAL  PSYCHOLOGY 

1893    Child-Study  as  a  Basis  for  Psychology  and  Psychological  Tiai  hing.— G.  Stanley 

Hall,  Massachusetts. 
Child-Study  as  the  Basis  of  Pedagog)-. — William  H.  Burniiam,  Massachusetts. 
The  Dominant  Seventh  in  Education. — Hattie  K.  Hunt,  Connecticut. 
Mental  Waste  and  I^onomy. — (i.  T.  W.  Patrick,  Iowa. 
Dreaming  and  Prxtic  Invention. — James  Sully,  England. 
The  Language  of  Children. — -F.  Tracy,  Massat  husetts. 
Application  of  the  Laws  of  Physical  Training  for  the   Prevmlion  ami   Cure-  of 

Stuttering. — Edward  Mussky  Hartwell,  Massachusetts. 
Oljservation  and  Study  of  Movement   and   Mental   Status. — Francis  Warner, 

England. 
.S<jme  A.ssoriation  Tracks  Involved  in   Reading  and  Sjxlling.— THOMAS  M.  Hai- 

liet,  M.-issac  hus<-tts. 
Con.stilutional  Bad  SinlUrs. — .Adelaide  E.  Wyckofk,  New  York. 
The  Theoldgital  Life  of  a  California  Child. — Karl  Barnes,  California. 
The  First  Two  Years  of  the  Child.     Mii.i.icent  W.  SiiiNN.'Ohio. 
A  Plea  for  S|k-<  iai  Chilrl-Sludy.     W.  L.  Bryan,  Indiana. 
Eye  and  Ear  Mindedmss.  — W.  L.  Bryan,  Indiana. 
The  New  Psychology  in  Normal  SchfKils. — LiLi.iE  A.  Wii  iiams,  New  Jersey. 

CONGRESS  OF  BUSINESS  EDUCATION 

1893    The  Evolution  of  Busines.s  Collegc-.s.— S.  S.  Packard. 

Practical  .Advantages of  a  Q)mmcrcial  College-  Training. — George  SoUL<f,  Louisi- 
ana. 


656  NATIONAL  EDUCATIONAL  ASSOCIATION  [Special 

1893  The  Relation  of  Business  Instruction  to  Industrial,  Commercial,  and  Financial 
Interests. — A.  D.  Wilt,  Ohio. 

The  Higher  Aspects  of  Business  Education. — R.  E.  Gallagher,  Ontario. 

Stenography  and  Typewriting  as  Branches  of  Business  Education. — Isaac  S. 
Dement,  Illinois. 

The  World's  Need  of  Business  Women. — Mrs.  Sara  A.  Spencer,  District  of 
Columbia. 

Reciprocal  Relations  and  Benefits  of  Business  and  Other  Departments  of  Educa- 
tion.— Ira  Mayhew,  Michigan. 

A  Business  Man's  Education — James  MacAlister,  Pennsylvania. 

CONGRESS  OF  EDUCATIONAL  JOURNALISM 

1893    Present  Ideals  in  Educational  Journalism. — C.  C.  Rounds,  New  Hampshire. 
Educational  Journahsm  in  New  England. — W.  A.  Mowry,  Massachusetts. 
Dr.  Barnard's  American  Journal  of  Education. — Will  S.  Monroe,  California. 
The  Purpose  and  Reward  of   Educational  Journals. — Amos  M.  Kellogg,  New 

York. 
Educational  Journals  in  New  York. — C.  W.  Bardeen,  New  York. 
Educational  Journalism  in  Ohio. — Samuel  Findley,  Ohio. 
Educational  Journalism  in  Indiana. — George  F.  Bass,  Indiana. 
School  Journahsm  in  Michigan. — Henry  A.  Ford,  Michigan. 
Educational  Journals  in  Illinois. — John  W.  Cook,  Illinois. 
Educational  Journalism  in  Iowa. — Henry  Sabin. 
The  Educational  Papers  in  Missouri. — H.  A.  Gass,  Missouri. 
Educational  Journalism  in   Utah,  Colorado,  and  Kansas. — John  MacDonald, 

Kansas. 
Educational  Journalism  in  France. — Gabriel  Compayr6,  France. 

APPENDIX 

1893    University  Education  for  Women  in  England. — Mrs.  Henry  Fawcett,  England 
A  Few  Words  of  Retrospect  and  Forecast. — Dorothea  Beale,  England. 
University  Association  of  Women  Teachers. — Constance  Elder,  England. 
Elementary  Education  in  England.— Rosamond  Davenport  Hill,  England. 
National  Education  in  Scotland. — Flora  C.  Stevenson,  Scotland. 
Women  Students  in  the  Scottish  Universities. — Louisa  Stevenson,  England. 
Convent  Education. — F.  M.  L.,  Principal  of  a  Training  College,  England. 
Women's  Education  in  New  Zealand. — Mrs.  Steadman  Aldis,  England. 
Educational  Work  for  Women  in  Australia,  Chiefly  New  South  Wales. — Louisa 

MacDonald,  Australia. 
Recent  Developments  of  Education  for  the  Women  and  Girls  of  India. — E.  A. 

Manning,  India. 
English  Orphanage  and  Training  School  in  Bosnia,  1869-1892. — Miss  A.  T.  Irby. 
Elementary  and  Secondary  Education  in  Cape  Colony,  Africa. — Miss  May  Ben- 

gough,  South  Africa. 
Public  Instruction  in  Italy. — Egisto  Rossi,  Rome. 
Needlework  in  the  Public  Schools  of  Stockholm.— Mrs.  Hulda  Lundin,  Sweden. 

REPORT  OF  COMMITTEE  OF  TEN  ON  SECONDARY  STUDIES' 

1893    Report  of  Committee  of  Ten  with  Membership  of  Committee  and  of  Nine  Con- 
ferences.— Chas.  W.  Eliot,  president. 

Report  of  Conference  on  Latin.— Wm.  Gardner  Hale,  Illinois,  chairman. 

Report  of  Conference  on  Greek.— Martin  L.  D'Ooge,  Michigan,  chairman. 

Report  of  Conference  on  English.— Samuel  Thurber,  Massachusetts,  chairman. 

Report  of  Conference  on  Other  Modern  Languages.— Chas.  Grandgent,  Massa- 
chusetts, chairman. 

Report  of  the  Conference  on  Mathematics.— Simon  Newcomb,  Maryland,  chair- 
man. 

Report  of   Conference   on   Physics,   Chemistry,  and   Astronomy. — Ira   Remson, 
Maryland,  chairman. 

Report  of  Conference  on  Natural  History.— W.  B.  Powell,  District  of  Columbia, 
chairman. 
•The  following  papers  and  reports  were  printed  only  in  pamphlet  form,  and  do  not  appear  in  any 
volume  of  Proceedings;  they  are  included  in  the  General  Index. 


Topics]  REPORT  ON  INDUSTRIAL  EDUCATION  657 

1893    Report  of  Conference  on  History,  Civil  Government,  and  Political  Economy. — 
Chas.  Kendall  Adams,  Wisconsin,  chairman. 
Report  of  Conference  on  Geography. — T.  C.  Chamberlin,  Illinois,  Chairman. 

REPORT  OF  COMMITTEE  ON  SAL.\RIES,  TENURE  OF  OFFICE  AND  PEN- 
SIONS OF  TEACHERSi 

1905    Report  of  Committee  on  Salaries,  Tenure  of  Office,  and  Pensions  of  Teachers. — 

C.VRROLL  D.  Wright,  chairman. 
Percentage  of  Families  Living  on  Farms  in  the  ITnitcd  States  in  1900  by  States. 
Salaries  of  Teachers  in  Cities  and  Towns  of  8,000  Population  or  Over. 
Table  A.  Number  and  Average  Yearly  Salaries  of  Principals  and  Teachers,  and 

of  Principals  and  Teachers  Combined,  in  High  and  Elementarj'  Schools,  by 

Groups  of  Cities. 
Table  B.  Number  of  High-School  Teachers  (not  Including  Principals)  in  Receipt 

of  Each  Classified  Salary,  by  Groups  of  Cities. 
Table  C.  Per  Cent,  of  High-School  Teachers  (not  Including  Principals)  in  Receipt 

of  Each  Classified  Salary. 
Table  D.  Number  of  Principals  of  Elementary  Schools  in  Receipt  of  Each  Classi- 
fied Salar)'. 
Table  E.  Per  cent,  of  Principals  of  Elementary  Schools  in  Receipt  of  Each  Classi- 
fied Salary. 
Table  F.  Number  of  Elementary-School  Teachers  (not  Including  Principals)  in 

Receipt  of  Each  Classified  Salary. 
Table  G.  Per  cent,  of  Elementary-School  Teachers  (not  Including  Principals)  in 

Receipt  of  Each  Classified  Salary. 
Summary  and  Analysis  of  Salary  Tables  of  Cities  Classified  by  Size. 
Salaries  Summarized  by  States,  with  Various  Tables. 
The  Sex  of  Teachers  in  High  and  Elementary  Schools. 
Salaries  of  Supervisors  and  Special  Teachers. 

Salary  Schedules  in  Cities  and  Towns  of  8,000  Population  or  Over. 
Salaries  of  Teachers  in  Typical  Towns  of  Less  than  8,000  Population 
Salaries  of  Teachers  in  Typical  Ungraded  Rural  Schools. 
Funds  for  Payment  of  Teachers'  Salaries. 
Minimum  Salary  Laws. 

Earnings  in  Teaching  and  in  Other  Occupations  Compared. 
Purchasing  Power  of  Salaries  in  Diflferent  Localities. 
Tenure  of  Office  of  Teachers. 
Pensions  of  Teachers. 
General  Tables  of  Salaries  of  Teachers  in  Cities  and  Towns  of  8,000  Population 

or  Over. 
Table  I.  Number  and   Minimum,   Maximum,   and   Average   Yearly   Salaries   of 

Principal  and  Teachers  in  High  and  Elementary  Schools  and  Kindergartens. 
Table  II.  Classified   Yearly  Salaries  of  Teachers   (not   Including  Principals)   in 

High  Schools. 
Table  III.  Classified  Yearly  Salaries  of  Principals  of  l-.lementary  Schools. 
Classified  Yearly  Salaries  f)f  Tca<  hers  (not  Including  Principals)  in  Elementary 

Schools. 

REPORT   OF   COMMITTEE  ON  INDUSTRIAL   EDUCATION    IN   SCHOOLS 
FOR  RURAL  COMMUNI'l'lES' 

1905    R([x)rt  of  Committee  of   Industrial    Education   in    Rural   Communities. — L.   D. 
Harvky,  Wis<r)nsin,  chairman. 
Arguments  for  Inrlustrial  Education  in  S(  hiK)ls  for  Rural  Communities. 
What  Inrluslrial  Edu(  ation  Should  He  Un<l<-rtakin  in  Rural  .Schools. 
Industrial  Edu(  ation  in  the  One-RtK)m  Rural  School;   Courses  of  Slu<ly  in  Zoology 

and  Botany. 
Agrirulture  in  Srhfxjl  Years  d  to  8. 
Industrial  Education  in  the  Cf)nsoliflated  School. 
.Seconflary  ScIukjIs  of  Agrii  ulture  and  Domestic  Economy  in  Rur.il  Communities. 

•  The  following  lopicji  o(  this  rrpnrt  arc  mil  included  in  any  volume  of  Proctrdinns,  hut  were  pulilishcd 
in  a  separate  pamphlet.     They  arc  inrlude<l  in  the  fjencral  Index. 

•The  following  pnprm  and  repnrlii  are  not  lnchidr»l  in  any  volume  of  Procrtdings,  l)Ut  wero  pulilishcd 
in  a  separate  pamphlet.     They  are  in'luded  in  the  (lenrrnl  Index. 


658  NATIONAL  EDUCATIONAL  ASSOCIATION  [Special 

1905    Preparation  of  Teachers  for  Domestic  Instruction  in  Rural  Schools. 

Agencies   Available  for  Co-operation  with  the   Schools  in   the   Development  of 

Industrial  Education. 
Dunn  County  School  of  Agriculture  and  Domestic  Economy. — Appendix  A. 
The  Minnesota  Agricultural  High  School. — Appendix  B. 
Industrial  Courses  in  the  Consolidated  Rural  School. 
The  Agricultural  High  School  and  the  Agricultural  College  Articulated. — Willet 

M.  Hays,  Minnesota. 

REPORT  OF  COMMITTEE  ON  TAXATION  AS  RELATED  TO  PUBLIC 

EDUCATION! 

1905    Report  of  Committee  of  Taxation  as  Related  to  Public  Education. — James  M. 

Greenwood,  Missouri,  chairman. 
Table  I.     School  Expenditures  Classified. 

Table  II.     Cost  of  Instruction  as  Compared  with  Other  Expenditures. 
Table  III.     Relation  of  Maintenance  of  Schools  to  Total  City  Operating  Expenses. 
Table  IV.     Classification  of  School  Expenses  in  Cities  by  Groups. 
Methods  of  School  Taxation  in  New  York  City. — Wm.  H.  Maxwell,  New  York. 
Taxation  for  School  Purposes. — Nathan  C.  Schaeffer,  Pennsylvania. 
Twenty-five  Years'  Progress  of  Public  Education  in  North  Carolina,  with  Various 

Tables. — Charles  D.  McIver,  North  Carolina;    Charles  L.  Coon,  North 

Carolina. 
Taxation  for  School  Purposes  in  Pennsylvania. — N.  C.  Schaeffer,  Pennsylvania. 
Method  of  Taxation  for  School  Purposes  in  Indiana. — John  W.  Carr,  Indiana. 
Table  V.     Cost  of  Maintenance  of  Schools  Compared  with  Each  of  the  Other 

Municipal  Departments  in  the  137  Cities  of  Largest  Population. — Arranged  by 

W.  T.  Harris,  District  of  Columbia. 
Table  VI.     Value  of  Property,  Comparative  Cost  of  Schools,  and  Wages  Earned 

in  the  137  Cities  of  Largest  Population. 

SPELLING-REFORM  ASSOCIATION 

1879    The  Present  State  of  the  Spelling  Reform  in  America. — F.  A.  March. 
Spelling  Reform  in  England. — E.  Jones. 

The  Etymologic  Objection  to  Spelling  Reform. — S.  S.  Haldemann. 
Spelling  Reform  in  Journalism. — S.  N.  D.  North. 
The  Potency  of  Caprice  (Abstract). — W.  T.  Harris. 
Remarks.— J.  M.  Gregory. 

The  Duty  of  Our  Colleges  Toward  the  Spelling  Reform. — W.  G.  Ballantine. 
Opening  Remarks. — F.  A.  March. 
Remarks  by  Tobias  Witmer. 

'  The  following  papers  and  reports  are  not  included  in  any  volume  of  Proceedings,  but  were  published 
in  a  separate  pamphlet.    They  are  included  in  the  General  Index. 


BlBLlOGKAl'llY  OF  TOPICS  FROM  1857  TO  1907 


CLASSIFICATION 

1.  AGRICULTLRAL  KDUCATION. 

2.  AMERICAN  PUBLIC  EDUCATION. 
3-     ARCHITECTURE. 

ARITHMETIC,  see  Matlu-malics  as  a  Subjint  of  Study. 

4.  ART  EDUCATION. 
ATHLETICS,  see  Physical  Education. 

5.  BIOGRAPHY. 

6.  BIOLOGICAL  SCIENCES,  see  also  Science  Teaching. 

7.  BLIND,  EDUCATION  OF  THE. 
BUILDINGS,  see  Architecture. 

BUSINESS  EDUCATION,  see  Commercial  Education. 

CHILD-STUDY. 

CITY-SCHOOL  SYSTEMS. 

CL.\.SSICAL  EDUCATION. 

COEDUCATION. 

COLLEGE  ENTRANCE  REQUIREMENTS,  see  also  Examinations. 

COLLEGES,  see  Higher  Education. 

13.  COMMERCIAL  EDUCATION. 

14.  COMPULSORY  EDUCATION. 

CORPORAL  PUNISHMENT,  see  Government  and  Discipline  of  Schools. 
COUNTRY  SCHOOLS,  see  Rural  Schools. 

15.  CURRICULUM,  see  also  Elective  Studies;   Names  of  Separate  Studies. 

16.  DEFECTIVES  AND  DELINQUENTS  (other  than  blind),  EDUCATION  OF. 
DRAWING,  see  Art  Education. 

17.  EDUCATIONAL  LITER.ATURE. 

18.  EDUCATION;    THEORY,  PHILOSOPHY,  NATURE,  AND  MKANIN(^.,  see 

also  Psychology  and  Eduiation. 
ig.     ELECTIVE  STUDIES. 

20.  ELEMENTARY  EDUCATION,  see  also  Kindergarten. 

21.  ENGLISH  LANGUAGE  AND  LITER.ATURE  AS  SUBJECTS  OF  ST^I)^■, 

see  also  Spelling. 

22.  EXAMIN.ATIONS,  see  also  College  Entrance  R(quirenunts. 

23.  E.XHIBITIONS  AND  MUSEUM.S. 

24.  FIN.ANCES  AND  TA.XATION,    see    also    Pensions    for    Teaihers;     Salaries    of 

Teachers;    SujHTvision,  Organization,  and  .A<lnuniNlratiiin. 
2v     GEOGRAPHY  AS  A  SUBJECT  OF  STUDY. 

26.  GOVERN.MENT  AND  DISCIPLINE  OF  SCHOOLS. 
GR.ADING,  see  Su|K-rvision,  Organi/ation,  and  .Administration. 
GRAM.M.AR,  see  English  Languagi-  and  Literature. 
(iRI'EK,  see  Cla.ssical  Education. 

(;^^L^■ASTIC:S,  see  Physical  Eduiation. 

HIGH   SCHOOLS,  jrc  City-Sihool  Systems;    Se<  ondary  I-'.dii.  alion. 

27.  HI(;HER   EDUCATIO.N  COLLECJES  and  ININKKSn  IKS,  '.er  also  Cwll.gr 

lOntrani  e   Rifiuiremcnls. 

28.  HISTORY  OF  EDICATION. 
2i,.     HISTORY    rEACIIIN(;. 

HYGIE.NE,  see  Si  hc»ol  Hygiene. 

30.  INDIAN   EDUCATION;   AND  OTHER  MINOR  ALIEN  RACES. 

31.  INDUSTRIAL  EDUCATKJN,  see  aho  .Agri<  ultural   Eiluiation-;    Munujil  Train- 

ing;   Te(  hni<  al  Edu<  ation. 


66o  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

32.     KINDERGARTEN. 

LATIN,  see  Classical  Education. 

LAWS,  see  School  Laws. 
^T,.     LIBRARY  AND  SCHOOL. 

34.  MANUAL  TRAINING,  see  also  Industrial  Education. 

35.  MATHEMATICS  AS  A  SUBJECT  OF  STUDY,  see  also  Science  Teaching. 
MODERN  LANGUAGES,  see  Curriculum. 

MORAL  EDUCATION,  see  Religious  and  moral  Education. 

36.  MUSIC  IN  SCHOOLS. 

37.  NATURE-STUDY,  see  also  Science  Teaching. 
NECROLOGY,  see  Biography. 

38.  NEGRO  EDUCATION. 

39.  NORMAL  SCHOOLS  AND  TRAINING  OF  TEACHERS. 
PEDAGOGY,    see    Child-Study;     Education— Theory,    Philosophy,    Nature,    and 

Meaning;  Psychology  and  Education;  Teaching — Principles  and  Methods. 

40.  PENSIONS  FOR  TEACHERS. 

41.  PHYSICAL  EDUCATION. 

42.  PHYSICAL     SCIENCES,    see    also    Science    Teaching. 
PRIMARY  EDUCATION,  see  Elementary  Education. 
PROMOTIONS,  see  Supervision,  Organization  and  Administration. 

43.  PSYCHOLOGY  AND  EDUCATION,  see  also  Child-Study;   Education— Theor>', 

Philosophy,  Nature,  and  Meaning. 
PUBLIC  SCHOOLS,    see    American    Public    Education;     City-School    Systems; 

Rural  Schools;    Secondary  Education — High  Schools. 
PUNISHMENT,  see  Government  and  Discipline  of  Schools. 
RACE  EDUCATION,  see  Indian  Education;    Negro  Education. 
READING,  see  Enghsh  Language  and  Literature. 

44.  RELIGIOUS  AND  MORAL  EDUCATION. 

45.  RURAL  SCHOOLS. 

46.  SALARIES  OF  TEACHERS,  see  also  Pensions  for  Teachers. 
SCHOOL  GARDENS,  see  Agricultural  Education. 
SCHOOL  HOUSES,  see  Architecture. 

47.  SCHOOL  HYGIENE. 

48.  SCHOOL  LAWS. 

49.  SCIENCE  TEACHING,  5eea/^o  Biological  Sciences;   Mathematics;  Nature-Study! 

Physical  Sciences. 

50.  SECONDARY  EDUCATION— HIGH  SCHOOLS,  see  also  City-School  Systems. 

51.  SPELLING. 

52.  STATE  AND  EDUCATION. 
STATISTICS,  see  Supervision. 

SUNDAY  SCHOOLS,  see  Religious  and  Moral  Education. 

SUPERINTENDENT,  see  City-School  Systems;    Supervision,  Organization  and 
Administration. 

53.  SUPERVISION,  ORGANIZATION  AND  ADMINISTRATION,  see  also  City- 

School  Systems;    Finances  and  Taxation;    Rural  Schools. 

54.  TEACHERS,  see  also  Normal  Schools  and  Training  of  Teachers;    Pensions  for 

Teachers;    Salaries  of  Teachers. 

55.  TEACHING— PRINCIPLES  AND  METHODS,    see    also    Education— Theory, 

Philosophy,  and  Nature;  Psychology  and  Education;  and  names  of  separate 
studies. 

56.  TECHNICAL  EDUCATION,  see  also  Industrial  Education;    Manual  Training. 

57.  TEXTBOOKS. 

TRADE  SCHOOLS,  see  Technical  Education. 
TRAINING  OF  TEACHERS,  see  Normal  Schools. 
TRUANCY,  see  Compulsory  Education. 
UNIVERSITIES,  see  Higher  Education. 

58.  WOMAN'S  EDUCATION  AND  WORK,  see  also  Coeducation. 

59.  WRITING. 


ofTopicsl  AM  ERIC  AX  PUBLIC  EDUCATION  66l 

CLASSIFIED  LISTS  OF  SUBJECTS 


I.  AGRICULTURAL  EDUCATION 

1876    What  are  the  Legitimate  Duties  of  an  Agricultural  Professor  ? — E.  M.  Pendleton, 

Georgia. 
1884    Arbor  Day  in  the  Public  Schools. — B.  G.  Northrop,  Connecticut. 

Arbor  Day  in  the  Public  Schools. — J.  B.  Peasi.ee,  Ohio. 
1886    Forestry  in  Education. — Warren  Higley,  Ohio. 
1890    The  Place  and  Function  of  the  Agricultural  College. — Lewis  McLouth,  South 

Dakota. 
The  Place  and  Function  of  the  Agricultural  College. — D.  L.  Kiehle,  Minnesota. 
1893    Should  Rural  Schools  Introduce  Agriculture,  Chemistry,  Agricultural  Botany,  or 

Arboriculture  ? — Ergraff  De  Kovalevsky,  Russia. 

1 90 1  .Agriculture  as  a  Science  for  the  Elementary  Schools. — Joseph  Carter,  Illinois. 

1902  The  Value  of  a  Large  Agricultural  School  in  the  Indian  Service. — S.  M.  McCowan, 

Oklahoma. 
Correlation  of  the  Schoolroom  and  Farm  Work. — E.  C.  Nardin,  Michigan. 
The  Education  of  the  American  Farmer. — James  Wilson,  District  of  Columbia. 
The   Practical  Value  of  Teaching  Agriculture  in   the   Public   Schools. — Joseph 

Carter,  Illinois. 
The  Teaching  of  Agriculture  with  Reference   to   Future   Employment. — L.   M. 

CoMPTON,  W'isconsin. 

1903  School  Gardens,  City-School  Yards,  and  the  Surroundings  of  Rural  Schools. — 

Orville  T.  Bright,  Illinois. 
School  Gardens. — Henry  Lincoln  Clapp,  Massachusetts. 

1905  Report  of  Committee  of  Industrial   Education  in    Rural   Communities. — -L.   D. 

Harvey,  Wisconsin,  Chairman. 
Arguments  for  Industrial  Education  in  Schools  for  Rural  Communities. 
WTiat  Industrial  Education  Should  Be  Undertaken  in  Rural  Sc  hools. 
Industrial  Education  in  the  One-Room  Rural  School;   Courses  of  Study  in  Zoology 

and  Botany. 
Agriculture  in  School  Years  6  to  8. 
Industrial  Education  in  the  Consolidated  School. 

Secondary  Schools  of  Agriculture  and  Domestic  Economy  in  Rural  Communities. 
Preparation  of  Teachers  for  Domestic  Instruction  in  Rural  Schools. 
Agencies   Available   for  Co-operation  with   the  Schools  in   the   Develojjment   of 

Industrial  Education. 
Dunn  County  School  of  Agriculture  and  Domestic  Economy.     ,\p|Knclix  A. 
The  Minnesota  Agricultural  High  School.     Appendi.x  B. 
Industrial  Courses  in  the  Consolidated  Rural  St  hool. 
The  Agricultural  High  School  and  the  .Agricultural  College  Articulated. — Wii.let 

M.  Hays,  Minnesota. 

1906  Agricultural  Instruction  in  the  Kingdom  of  Hungary. — BfiLA  De  Tormav,   Hun- 

gary. 
What  Form  of  Industrial  Training  is  M)st  Pra  tical  and  Best  Suited  to  the  Coun- 
try Child  ?— O.  J.  Kern,  Illinois. 

2.    AMERICAN  PUBLIC  EDUCATION 

1859    Suggestions  on  Popular  Education. — H.  L.  Stuart,  New  York. 

1863  The  Bearings  of  Popular  Education  on  Civilization. — T.  I).  Adams,  Massachusetts. 

1864  Educational  Arlvancement    -President's  Address. 
Lilxral  Education. — S.  P.  Bates,  Pennsylvania. 

1866    The  Contlition  of  the  South  as  Rcspec  is  Education. — W.M.  WiNES,  Tennessee. 

American    Education    for   the    American  People  -  President's   .Address. 
1869    The  Criterion  of  School  Education. —  E.  ]•'..  White,  Ohio. 
1870'  Theory  of  American  Education. — W.  T.  Harris,  Missouri. 

1873    How  Much  Culture  Shall  Be  Imparted  in  Our  Free  ScHchjIs.— Richard  I'.dwards, 
Illinois. 
Western  University  Education.— W.  (1.  Eliot,  Missouri. 

What  Should  Be  the  Leading  Object  of  American  Free  Schools? — H.  ]•.  IIakking- 
ToN,  M.'LSSai  hus<tLs. 
1876    iJimancIs  of  the-   Coming  Century  on   the   American   Coninion   Sc  hoed.     A.    D. 
Mavo,  Massac  hus<lts. 


662  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1876    What  Is  a  School,  etc. — J.  H.  HOOSE,  New  York. 

1879  The  New  Teacher  in  New  America. — A.  D.  Mayo,  Massachusetts. 

1880  The  Importance  of  Harmonizing  the  Primary,  Secondary,  and  Collegiate  Systems 

of  Education. — James  McCosh,  New  Jersey. 
The  Unattainable  in  Public-School  Education. — A.  P.  Marble,  Massachusetts. 

1 881  Lines  of  Advance. — C.  C.  Rounds,  New  Hampshire. 

Some  Essentials  in  the  Development  of  a  School  System. — D.  F.  De  Wolf,  Ohio. 
The  Leading  Characteristics  of  American  Systems  of  Pubhc  Education. — J.  P. 
WiCKERSHAM,  Pennsylvania. 

1882  The  University — Its  Place  and  Work  in  the  American  System  of  Education. — Eli 

T.  Tappan,  Ohio. 

1883  The  Educational  Lessons  of  the  Census. — Wm.  T.  Harris,  Massachusetts. 

1884  How  a  State  Superintendent  Can  Best  Advance  Popular  Education. — E.  E.  HiG- 

BEE,  Pennsylvania. 
Needs  in  American  Education. — Mrs.  EvA  D.  Kellogg,  Massachusetts. 

1886  Necessary  External  Conditions. — Vinna  Warr,  Iowa. 

What  Shall  Education  Do  for  the  Future  of  the  Country  ? — President's  Address. — 
N.  A.  Calkins,  New  York. 

1887  Educational  Influences  and  Results  of  the  Ordinance  of  1887.     Its  Adoption. 
Opening  Address  by  the  President. — rW.  E.  Sheldon,  Massachusetts. 
History  of  the  Ordinance. — Israel  W.  Andrews,  Ohio. 

Lessons  Taught  by  the  Ordinance  in  Regard  to  the  Future  Educational  Policy  of 

Our  Government. — J.  L.  Pickard,  Iowa. 
The  Educational  Influence  and  Results. — B.  A.  Hinsdale,  Ohio. 
The  Influence  of  Its  Operations. — Thos.  A.  Banning,  Illinois. 
Evening  Schools. — A.  P.  Marble,  Massachusetts. 
Report  on  The  Function  of  the  Public  School. — W.  H.  Payne,  Michigan ;    W.  T. 

Harris,  Massachusetts;    F.  Louis  Sold  an,  Missouri. 

1888  The  Schools  Fail  to  Give  a  Reasonable  Mastery  of  the  Subjects  Studied. — Lillie 

J.  Martin,  Indiana. 
The  Schools  Fail  to  Give  a  Proper  Preparation  for  Active  Life. — John  P.  Irish, 

California. 
The  True  American  Idea  of  Labor. — W.  N.  Ackley,  Rhode  Island. 
What  the  Public  Schools  Should  Teach  the  American  Laborer. — Geo.  H.  Howi- 

SON,  California. 
Where  Should  General  Education  End  and  Special  Education  Begin  ? — J.   M. 

Greenwood,  Missouri. 

1889  The  Legal  Status  of  the  Public  Schools. — A.  S.  Draper,  New  York. 
The  Problem  of  the  Hour  for  Schools. — Alex.  Hogg,  Texas. 

1890  Supplementary  Report  on  School  Systems. — B.  A.  Hinsdale,  Michigan. 

The  General  Government  and  Public  Education  Throughout  the  Country. — W.  T. 
Harris,  District  of  Columbia. 

1 89 1  Historical  Sketch  of  the  National  Educational  Association. — Z.  Richards,  District 

of  Columbia. 
National    Educational    Association:    Its    Organization  and  Functions. — Wm.  T. 
Harris. 

1892  Americanism  in  the  Public  Schools. — Francis  Bellamy,  Massachusetts. 
The  Organization  of  American  Education. — William  DeWitt  Hyde,  Maine. 
Undesirable  and  Desirable  Uniformity  in  Schools. — Charles  W.  Eliot,  Massa- 
chusetts. 

1894  The  Future  of  the  American  High  School. — J.  Remsen  Bishop,  Ohio. 

1895  The  Prospects  for  a  Federal  Educational  Union. — Wm.  Carey  Jones,  California. 

1 896  Presidential  Address — Do  Our  Public  Schools  Meet  Reasonable  Expectations  ? 

— Newton  C.  Dougherty,  Ilhnois. 
The  American  Public  School. — Stewart  L.  Woodford,  New  York. 
The  Children  of  Our  Cities. — Mary  E.  McDowell,  Illinois. 

1897  Presidential  Address — The  Best  Education  for  the  Masses. — Charles  R.  Skinner, 

New  York. 
Some  Tendencies  of  Modern  Education. — James  A.  Foshay,  California. 
Has  the  Heart  of  This  People   Changed  Towards  Its   Schools  ? — Carroll   G. 

Pearse,  Nebraska. 
Educational  Extremes. — O.  T.  Corson,  Ohio. 
What  Not  to  Do. — Estelle  Reel,  Wyoming. 

The  Educational  Outlook. — William  B.  Powell,  District  of  Columbia. 
The  Democracy  of  Learning. — Lyman  Abbott,  New  York. 
The  True  Function  of  the  Pubhc  School. — R.  E.  Sears,  Iowa. 


ofTopiw]  ARCHITECTURE  663 

1898  President's  Address — Our  Educational  \'itality:   Some  Suggested  Applications. — 

J.  M.  Greenwood,  Missouri. 
The  Proper  Education  of  an  .\nicrican  Citizen. — G.  N.  Grisham,  Missouri. 
\'acation  Schools. — Rich.\rd  W.aterman,  Illinois. 

.\mcrican  Universities  and  the  National  Life. — .\xdre\v  S.  Dr.\per,  Illinois. 
Lessons  from  American  Educational  Histor)-. — A.  D.  Mayo,  Massachusetts. 

1899  President's    Address — Some    Unsolved    Problems    in    Elementar)'    Education. — 

Eliphalet  Oram  L\te,  Pennsylvania. 
Quo  Vadium  ? — Mrs.  Helen  L.  Grenfell,  Colorado. 

Some  Neglected  Factors  and  Forgotten  Facts. — T.  C.  Mendenhall,  Massachusetts. 
The  Differentiation  of  the  American  Secondan,'  School. — Ch.vrles  H.   Keyes, 

Massachusetts. 
The  Outlook  in  Education. — Nicholas  Murray  Butler,  New  York. 
The  Progress  in  Public  Education.— F.  Louis  Soldan,  Missouri. 
I'surpation  of  Home  by  School. — .\aron  Gove,  Colorado. 

1900  Is  There  a  Nationality  Problem  in  Our  Schools? — Marion  Brown,  Louisiana. 
President's    .•\ddress — Responsibilities    of    Educational    Leadership. — Oscar    T. 

Corson,  Ohio. 
What  Manner  of  Child  Shall  This  Be  ?— G.  R.  Glenn,  Georgia. 

1 90 1  President's  .\ddress — The  Duty  of  the  National  Educational  A.'^sociation  in  Shaping 

Public  Educational  Opinion. — James  M.  Green,  New  Jersey. 
The  Public  School  as  a  Social  Center. — Cora  Stanton  Brown,  Indiana. 

1902  How  the  School  Strengthens  the   Individuality  of  the   Pupils. — W.   T.   Harris, 

District  of  Columbia. 
Some  Pressing  Problems. — NicHOLAS  Murray  Butler,  New  York. 
The  Common-School  Community. — OssiAN  H.  Lang,  New  York. 
President's   Address — The    Intrinsic   Value   of    Education. — Israel   H.    Peres, 

Tennessee. 

1903  The  Beginning  and  .Mms  of  the  General  Education  Board. — Wallace  Buttrick, 

New  York. 

1904  The  Relation  of  the  Church  to  Higher  Education  in  the  United  Slates. — Edmund 

J.  James,  Illinois. 

\'acation  Schools,  Playgrounds,  and  Recreation  Centers. — Exangeline  E.  Whit- 
ney, New  York. 

The  Organization  of  a  System  of  Evening  Schools. — Thomas  M.  Balliet,  Massa- 
chusetts. 

.•\rlult  Education. — Henry  M.  Leipziger,  New  York. 

1905  Address  by  President  Theodore  Roosevelt  and  Responses. 
The  Immigrant  Child. — Julia  Richman,  New  York. 

The  Nation's  Educational  Purpose. — Andrew  S.  Draper,  New  York. 

1906  Fifty  Years  of  American  Education. — Elmer  Ellsworth  Brown. 

3.    ARCHITECTURE 

1869    School  Architecture. — Wm.  F.  Phelps,  Minnesota. 

1873    Schoolhousc  Plans. — A.  J.  Rickoff,  Ohio. 

1882    The   Chemical   E.xamination  of  Air  as   Ay)[>lied   to   Questions  of  Wntilation. — 

Charles  Smart,  U.  S.  A. 
Dctcnnining  the  Merits  of  the  Heating  and  Ventilation  of  a  Scho<il  Building. — 

John  S.  Billings,  U.  S.  A. 
1892    'J'he  Health  of  SchfHjl  Children  as  Affected  by  School   Buildings. — G.  Stanlf.y 

Ham,,  Massat  husctts. 
1895    Rcixjrt  on  the  Ventilation  and  Heating  of  Schools. — D.  F.  Lincoln. 

1897  The  Proper  Use  of  .St  hf)ol houses. — Aaron  Gove,  Colorado. 
Round  Table  of  State  Su|M-rinlendents. 

SrhfK)l  Architecture. — Jason  E.  Hammond,  Michigan. 
Sc  hfX)lhous<-  Construction.— A.  H.  Kikchnkk,  Missouri. 

1898  The  Lighting  and  Seating  of  S(  hoolrooms.   -W.  A.  Mowry,  Massachusetts. 
N'entilatifin  of  Schrxjlrrxims.     A.  P.  Mariu.k,  New  York. 

1900  S<  hfK)lhous<"  Arfhitcciure.     ('.  H.  Parsons,  Iowa. 

1901  Relation  of  State  legislation  to  .Vlfxlern  School-Building.-    C.  H.  Parsons,  Iowa. 

1903  SrhfK)l  Surroundings.    -W.  W.  Stetson,  Maine. 

1904  The  S(h(K>l  .Architecture  of  St.  Ix)uis.  -William  B.  Ittnek,  Mi.ssouri. 

1905  Kcccnl  I'rogrc-ss  in  School  Architecture.     SEVMf)UR  Davis,  Pc*nnsylvania. 
Needed  legislation  in  Sc  hcx.l  An  hitec  ture.  -  C.  B.  J.  Snydkr,  New  York. 

1906  Rural  .S<  hcK>l  An  hileclurc^— J.  W.  f)l.scn,  Minnesota. 


664  NATIONAL  EDUCATIONAL  ASSOCIATION  [BibUography 

4.    ART  EDUCATION 

1869    Drawing  as  a  Branch  of  Elementary  Education. — Woodman,  New  Hampshire. 

1 871  Learning  to  Draw. — Henry  C.  Harden,  Massachusetts. 

1872  Drawing  in   Graded  Public   Schools — ^What,   and  How  to   Teach  It. — Walter 

Smith,  Massachusetts. 

1875  The  Relation  of  Art  to  Education. — Grace  C.  Bibb,  Missouri. 
Industrial  Drawing  in  Public  Schools. — Walter  Smith,  Massachusetts. 

1876  Drawing  as  an  Element  in  Advanced  Industrial  Education. — C.  B.  Stetson,  Massa- 

chusetts. 
Required  Adjustments  in  Scientific  Education. — S.  Edward  Warren^  New  York. 

1877  Some  Reasons  Why  Drawing  Should  Be  Taught  in  Our  Public  Schools. — L.  S. 

Thompson,  Indiana. 
1879    Art  and  Drawing  in  Education. — Walter  Smith,  Massachusetts. 

1883  The  Teaching  of  Drawing  in  Grammar  Schools. — Walter  S.  Perry. 

1884  Technical  and  Art  Education  in  Public  Schools  as  Elements  of  Culture. — Felix 

Adler,  New  York. 
Education  of  the  Normal  Color  Sense. — B.  Joy  Jeffries,  Massachusetts. 

1885  Industrial  Drawing  for  Primary  Schools. — Chas.  M.  Carter. 
Evening  Industrial  Drawing  Schools. — Otto  Fuchs,  Maryland. 
Art  Education.- — Otto  Fuchs,  Maryland. 

Drawing  in  Primary  and  Grammar  Schools. — Mrs.  E.  F.  Dimmock,  Illinois. 
Drawing  in  High  Schools. — Walter  S.  Perry. 

1886  President's   Address — Industrial   Drawing. — W.  S.   Goodnough,  Massachusetts. 
Relations  of  Drawing  to  Other  Studies. — Mrs.  Mary  D.  Hicks,  Massachusetts; 

W.  S.  Perry,  Anson  R.  Cross. 

1887  President's  Address — Drawing  as  a  Mode  of  Expression. — Walter  S.  Perry, 

Massachusetts. 
Drawing  in  Primary  and  Grammar  Schools. — Elizabeth  F.  Dimmock,  Illinois. 
Drawing  in  Country  and  Village  Schools. — Walter  S.  Goodnough,  Ohio. 
Drawing  in  High  Schools. — W.  S.  Perry,  Massachusetts. 
Drawing  in  the  Normal  Schools. — M.  Louise  Field,  Massachusetts. 
Drawing  in  Normal  Schools. — Harriet  Cecil  Magee,  Wisconsin. 
Drawing  in  Ungraded  or  Village  Schools. — Miss  E.  A.  Hills,  Minnesota. 
Drawing  in  Normal  Schools.— Report  of  Miss  J.  C.  Locke,  Missouri. 
Drawing,  Making,  and  Color,  in  Connection  with  Other   Studies. — Mrs.  Mary 

Dana  Hicks,  Massachusetts;    Walter  S.  Perry,  Massachusetts. 

1888  Educational  Value  of  Object  Work.— L.  S.  Thompson,  Indiana. 

Historic  Ornament  and  Design  in  Grammar  and  High  Schools. — Henry  T.Bailey, 

Massachusetts. 
Free  Industrial  Evening  Drawing-Schools. — G.  H.  Bartlett,  Massachusetts. 
Importance  of  High  Aim  in  Art  Education. — Albert  H.  Munsell,  Massachusetts. 

1889  Evolutions  of  Systems  of  Drawing  in  the  United  States. — L.  S.  Thompson,  New 

Jersey. 
Art  Education  the  True  Industrial  Education. — Wm.  T.  Harris,  Massachusetts. 
Form-Study,  and  Its  Applications  in  the  Grades. — Jesse  H.  Brown,  Indiana. 

1890  Art  Instruction  in  the  High  School:   Its  Utility  and  Value. — Christine  Sullivan, 

Ohio. 
High-School  Work  in  Drawing. — Rhoda  E.  Selleck,  Indiana. 
Normal-School  Work  in  Drawing. — Mrs.  Hannah  J.  Carter,  New  York. 
The  Mission  of  Color.^ — Josephine  C.  Locke,  Illinois. 
The  Moral  Value  of  Art  Education. — Ada  M.  McLaughlin,  Minnesota. 
Drawing — a  New  Method. — Frank  Aborn,  Ohio. 

1891  Art  Education  in  the  Public  Schools. — James  MacAlister,  Pennsylvania. 
The  Highest  Office  of  Drawing. — Frank  Aborn,  Ohio. 

Address  of  the  President  of  the  Art  Department. — Mrs.  Hannah  Johnson  Carter, 
New  York. 

Supervision  of  Form-Study  and  Drawing  in  Public  Schools. — Walter  S.  Good- 
nough, New  York.     (Discussion.) 

Color  in  Nature  in  Relation  to  Color  in  the  Schoolroom.- — W.  A.  Sherwood, 
Ontario. 

Should  Instruction  in  Form  Be  Based  upon  Type  Solids  ? — Mrs.  Mary  Dana 
Hicks,  Massachusetts. 

The  Conditions  Underlying  Art  Education  in  Europe  and  America. — Walter  S. 
Perry,  New  York. 


of  Topics]  ART  EDUCATION  665 

1892  Art  Instruction  in  Normal  Schools. — Elizabeth  Perry,  Massachusetts. 
President's  .\ddrcss — General  Training  Derived  from  .\rt  Education. — Frank  H. 

Collins,  New  York. 
The  Aim  of  .-Irt  Instruction. — Christine  Sullivan,  Ohio. 
The  Study  of  Drawing  as  Common-School  Work. — .\aron  Gove,  Colorado. 

1893  Divelopment  of  Art  Instinct. — J.  Ward  Stimson,  New  York. 

Drawing  from  the  Flat  to  Learn  the  Technique  of  Representation. — Henry  T. 
B.AJLEV,  Massachusetts. 

Does  Art-Study  Concern  the  Public  Schools  ? — Mrs.  Mary  Dana  Hicks,  Massa- 
chusetts. 

With  What  Should  Drawing  Begin  ? — Josephine  C.  Locke,  Illinois. 

Painting  and  Sculpture — Discussion. — ^W.  M.  R.  French,  Illinois. 

The  Self-correcting  Sy.stem  of  Drawing. — .\nnie  R.  Osborne  Moore,  England. 

Should  Pupils  Draw  from  the  Flat  ? — Helen  Bondy,  Austria. 

How  Pupils  Should  Analyze  Works  from  the  Great  Masters. — Alfred  Emerson, 
New  York. 

Importance  of  the  Aesthetic  Aim  in  Elementary  Art  Instruction. — L.  W.  Miller, 
Pennsylvania. 

The  Cultivation  of  Artistic  Taste. — J.  M.  Hoppin,  Massachusetts. 

1894  Art  Education — Its  Influence:   Industrial,  Educational,  Ethical. — Christine  Sul- 

livan, Ohio. 
Art  Education  and  Manual  Training. — J.  Liberty  Tadd,  Pennsylvania. 
Color  in  Public  Schools. — Mrs.  Mary  Dana  Hicks,  Ma.ssachusetts. 
Modeling  in  Public-School  \\'ork. — Mrs.  E.  M.  Kent,  Minnesota. 
Drawing — Its  Relation  to  Manual  Training  and  the  Industrial  Arts.^ — John  C. 

Miller,  Illinois. 

1895  President's  Address — E.xtension  of  Art  Education. — Charles  M.  Carter,  Colo- 

rado. 

.Art  in  Magazines. — J.  C.  Dana,  Colorado. 

Pictorial  Drawing  in  Primary  and  Grammar  Grades. — Wilhklmina  Seegmiller, 
Pennsylvania. 

The  Place  of  Art  Education  in  General  Education. — John  S.  Clark,  Massa- 
chusetts. 

Methods  of  Teaching  Drawing. — Round-Table  Discussion — Mrs.  Matilda  E. 
Riley,   Missouri. 

1896  President's  Address — The  Training  of  .\rt  Teachers. — Walter  S.  Goodnouoh, 

New  '^'ork. 
Art  for  the  Eye. — Ross  Turner,  Massachusetts. 
Art  in  the  Schoolroom. — Langdon  S.  Thompson,  New  Jersey;  Stella  Skinner, 

Connecticut. 
Art    Education    in    Relation    to    Public    Education.— Walter    S.    Pekry,    New 

York. 
Art  Not  the  Servant  of  Science  but  Its  Complement. — Wilhelmina  Seegmiller, 

Indiana. 
Shall  Art  Be  the  Servant  of  Science  or  Its  Complement  ?—M.  \'.  O'Shea,  New 

York. 

1 897  I'roVjkms  in  Drawing  in  Normal  Schools. — Harriet  Cecil  Mac.ee,  Wisconsin. 
The  Expression  of  I.incs.-   I).  R.  Augsburg,  Utah. 

What  Do  the  People  Want  in  Drawing  in  the  I'ublic  Schools?— Lii.i.ie  M.  Hod- 
den, Illinois. 

Why  Art  and  Literature  Ought  to  Be  Studied  in  Our  Sch(K>ls.  W.  T.  IIaukis, 
District  of  Columbia. 

Art-Teaching  in  Srhools.- William  II.  Maxwell,  N<'w  York. 
1988    I'nsifient's  Address  — Nationality  in  Art.     Harriet  Cecii.  Magee,  Wisconsin. 

The  SufK-rvisor  of  Drawing  in  Public  Schf)ols.     Fred  H.  Daniels,  New  York. 

Some  Educational  Principles  for  the  Tca<  hing  of  Drawing. — M.  \'.  O'Sin  a,  Wis- 
consin. 

RcyxirX  of  the  Committee  on  the  Relation  of  the  Library  to  Art  Education.—  W.  M. 
R.  P'rench. 

The  Function  of  Art  in  the  Education  of  the  AnuHi  an  Cili/cn.     Wii  1  i.\m  Ordwav 
Partridge,  Ma.s.sachu.s<-tts. 
1899    Art  in  F,<lu<  alion. — Ei.mek  K.  Brown,  (California. 

I'rcsifirnl's  Address  M(lh«»d.s  of  Pr<Ke(lure  in  the  Teai  liing  of  Art.  Wii  i.iam  A. 
Maso.s,  Prnnsylvania. 

Problems  in  ,\rtisli(    Rendering.     Katiieri.ve  M.  Bam.,  California. 

Drawing  in  the  Early  Years. — Herman  T.  Lukens,  Pennsylvania. 


666  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1899  Art  Education  in  High  Schools  and  Normal  Schools. — Miss  Josephine  A.  Greene, 

New  York. 
Art  Instruction  in  the  University. — Henry  T.  Ardley,  California. 
Preliminary  Report  of  the  Committee  of  Ten  on  Elementary  Art  Education. — 

Langdon  S.  Thompson,  New  Jersey,  Chairman. 

1900  Presidential  Address — Frances  E.  Ransom,  New  York. 
Art  in  Everything. — Francis  W.  Parker,  Illinois. 

Picture-Study — Its  Relation  to  Culture  and  General  Education. — Fred  J.  Orr, 

Georgia. 
The  Relative  Value  of  Brush  and  Pencil  as  Mediums  in  Expression. — Bonnie 

Snow,  Minnesota. 
The  Relation  of  Nature-Study  to  Drawing  in  the  Public  Schools. — James  M. 

Stone,  Massachusetts. 

1 901  The  Economic  Basis  of  Art. — Charles  DeGarmo,  New  York. 
President's  Address. — Bonnie  E.  Snow,  Minnesota. 

The  Economic  Value  of  Art  Education. — Frederick  W.  Coburn,  New  York. 
Rhythm  as  an  Art  Principle. — Harriette  Rice,  Rhode  Island. 
The  Study  of  Fine  Art  in  American  Colleges  and  Universities.     Frank  Forest 
Frederick,  IlUnois. 

1902  Education  in  the  Appreciation  of  Art. — William  Bayard  Craig,  Iowa. 
Possibilities  of  Art  Education  in  Relation  to  Manual  Training. — Ernest  F.  Fenol- 

LOSA,  Alabama. 

Practical  Co-operation  between  Art  and  Manual  Training. — Harold  Peyser, 
New  York. 

Art  as  an  Educational  Factor. — James  L.  Hughes,  Canada. 

Elementary  Preparation  in  Drawing  for  Secondary  Schools. — Clarence  Valen- 
tine KiRBY,  Colorado. 

Report  of  the  Committee  of  Ten  on  Elementary  Art  Education. — Langdon  S. 
Thompson,  New  Jersey,  chairman. 

1903  The  Teaching  of  Art. — Denman  Waldo  Ross,  Massachusetts. 
Consideration  for  a  Practical  Study  of  Drawing  in  Public  Schools. — Bonnie  E. 

Snow,  Minnesota. 

1904  Art  Education  for  the  American  People. — Anna  Vandalaine  Henkel,  Missouri. 
The  Influence  of  the  Art  School  and  Art  Museum  on  Civic  Life. — Edmund  H. 

Wuerpel,  Missouri. 

The  RepubUc  of  France — A  Nation  of  Art. — Jean  Marduel,  France. 

Art  Education  for  the  People  in  Germany. — Leopold  Bahlsen,  Germany. 

Art  Education  for  the  People. — Mrs.  Matilda  Evans  Riley,  Missouri. 

Organization  for  Art  Education  in  England. — Percy  Atkin,  British  representa- 
tive. 

1905  The  Educational  Value  of  Drawing. — F.  Louis  Soldan,  Missouri. 

Lessons  from  the  International  Drawing  Teachers'  Congress  at  Berne. — Charles 

M.  Carter,  Colorado. 
Round-Table  Conferences. — -Various  papers  by  Various  Authors. 

1906  Art  as  Related  to  Manual  Training. — James  Edwin  Addicott,   Louisiana. 

5.    BIOGRAPHY 

1892  In  Memoriam — Thomas  W.  Harvey. — W.  L.  Day,  Ohio. 

In  Memoriam — John  Hancock. — W.  E.  Sheldon,  Massachusetts. 
John  Amos  Comenius — 

1.  His  Private  Life  and  Personal  Characteristics. — John  Max  Hark,  Pennsyl- 
vania. 

2.  The  Textbooks  of  Comenius. — William  H.  Maxwell,  New  York. 

3.  The  Place  of  Comenius  in  the  History  of  Education. — Nicholas  Murray 
Butler,  New  York. 

In  Memoriam — Dr.  John  Wickersham. — Edward  Brooks,  Pennsylvania. 

1893  Confucius  and  His  Educational  Ideas. — Hidesaburo  Eudo,  Japan. 

Joseph  Peter  Varela  and  the  Progress  of  Education  in  Uruguay. — Alberto  Gomez 

Ruano,  Uruguay. 
Memorial  Address — Elizabeth  Palmer  Peabody. — Wm.  E.  Sheldon,  Massachusetts. 
Memorial  Address — M.  Alexander  Newell. — Sarah  E.  Richmond,  Maryland. 
Memorial  Address — Lcland  Stanford. — Will  S.  Monroe,  California. 
Memorial  Address — Emily  Marwedel. — Elizabeth  Harrison,  Illinois. 
Memorial  Address — John  S.  Crombie. — John  E.  Bradley,  Massachusetts;    Ray 

Greene  Huling,  Massachusetts. 


of  Topics!  BIOLOGICAL  SCIENCES  667 

1893    Mimorial  Addn-ss — George  Howland. — Albert  G.  Lane,  Illinois;  J.  L.  Pickard, 
California;   John  W.  Cook,  Illinois. 
Mtmorial  Addriss — Rolx-rt  Allyn. — Edwin  C.  Hewett,  Illinois. 
Memorial  .\ddress — Robert  Wallace  Stevenson. — E.  E.  \\hite,  Ohio. 

1895  Report  of  the  Committee  on  Necrology. — C.  W.  B.\rdeen,  chairman. 

1896  Horace  Mann. — Wm.  T.  Harris,  District  of  Columbia. 
Horace  Mann  at  .\ntioch  College. — W.  A.  Bell,  Indiana. 

Memorial  Addresses — Constituting  the  Report  of  the  Committee  on  Necrology 

for  1S96 — 
Norman  .\.  Calkins. — Horace  H.  T.\rbell,  Rhode  Island;  Edwin  C.  Hewett, 

Illinois. 
Daniel  B.  Hagar. — William  E.  Sheldon,  Massachusetts. 
John  Kraus. — HoR.\CE  S.  Tarbell,  Rhode  Island. 

1897  Thomas   .\rnold   (1795-1842).     Rural   Schools.     Appendi.x   Q. — W.    S.    SuTTON, 

Te.xas. 

1898  Life  and  Character  of  Edward  Austin  Sheldon. — Charles  R.  Skinner,  New  York. 
.Memorial  .\ddresses  (Constituting  the  Report  of  the  Committee  on  Necrology 

for  1898). — Henry  Sabin,  chairman. 
Dr.  Edward  .-K.  Sheldon. — W.  E.  Sheldon,  Massachusetts. 
Rev.  Birdsey  Grant  Northrop. — E.  E.  White,  Ohio. 
Mrs.  Rebecca  D.  RickotL — Bettie  A.  DunoN,  Ohio. 
Samuel  M.  Inglis. — Edwin  C.  Hewett,  Illinois. 
J.  C.  Gilchrist. — Henry  Sabin,  Iowa. 
Mrs.  Susan  G.  Patterson. — W.  H.  Bowers,  Indiana. 
C.  P.  Rogers. — Hjznry  Sabin,  Iowa. 

1899  Report  of  the  Committee  on  Necrology. — Edwin  C.  Hewett,  Illinois,  chairman. 

1900  Kejjijrt  of  the  Committee  on  Necrology. 

1 90 1  Report  of  the  Committee  on  Necrology. 

In  Memoriam — Burke  Aaron  Hinsdale. — -J.^mes  B.  Angell,  Michigan. 

/;/  Memoriam — Henry  Barnard. — Eliphalet  Oram  Lyte,  Pennsylvania;  New- 
ton C.  Dougherty,  Illinois;  Charles  H.  Keyes,  Connecticut;  Francis  W. 
Parker,  Illinois;   W.  T.  Harris,  District  of  Columbia. 

1902  Memorial  .\ddress — Dr.  Charles  Collins  Rounds. — Henry  Sabin,  Iowa. 

In  Memoriam — Col.  Francis  Wayland  Parker. — Wilbur  S.  Jackman,  Illinois. 

1903  -Memorial  Address — J.  L.  M.  Curry. — Edwi.v  .\.  Alder.man,  Virginia. 
.Memorial  Address — William  Miller  Beard.shear. — H.  H.  Seerley,  Iowa. 
Memorial  Address — Emerson  E.  White. — E.  W.  Coy,  Ohio. 
Memorial  Address — E<lward  R.  Shaw. — J.  F.  Reigart,  Ohio. 

1904  Memorial  .Address — William  Bramwell  Powell. — John  W.  Cook,  Illinois. 
Memorial  .Address — PVank  .Mpine  Hill. — ^William  Edwin  Hatch,  Ma.ssachusetts. 
Memorial  .\ddress — Reulxn  S.  Bingham. — Frank  B.  Cooper,  Washington. 
Herfxrt  SiR-ncer  and  His  Influence  on  Education. — W.  T.   Harris,   District  of 

Columbia. 
Herlxrt  SiK-ncer's  Four  Famous  Essays. — John  W.  Cook,  Illinois. 
H<rlj<rt  Sf)encer's  Individuality  as  Manifested  in  His  Educational  Thinking. — 

W.  S.  Sutton,  Texas. 
Herlxrt  Sjxncer  as  an  Educational  Force. — A.  E.  Winship,  Ma.ssachusetts. 
HerlxTt  Sfx-ncer  a-s  a  Philo.sopher. — W.  RosE,  Tennessee. 
Memorial  .Address — Clara  Conway. — W.  T.  Harris,  District  of  Columbia. 

1905  Memorial  Address —Edwin  C.  Hewett. — JoH.v  W.  Cook,  Illinois. 
.Memorial  Addres.s — Newton  Bateman. — Newton  C  Dougherty,  Illinois. 
.Memorial  Address — Ira  G.  Hoitt. — Charles  C.  Van  Liew,  California. 
.Memorial  Adtlress— Hora< e  Sumner  Tarlxll. — Walter  Bali.ou  Jaouis,  Rhode 

Island. 

(>.     lUol.OGICAL  SCIKXCKS 

{See  also  .S<  icn<  e  Teai  hing) 

1870  'I  he  Human  Uody,  a  Subject  of  Study  for  the  Tea<  her.     j.  I,.  I'ickawd,  Illinois. 

1886  ElTecLs  of  Ahohoi  on  the  Human  System. — A.  C.  Boydkn,  Massa<  huseUs. 

1895  Uiology  in  the   First  Year  of  the  Seconclary  Sclvxtls. — O.  S.  Westcott,   Illinoi.s. 

1896  //Hilogy  iLs  a  Factor  in  Mental  (Culture.    -Simon  H.  Gaoe,  New  York. 

1897  The  Mi(rr)s<«)|x-  in  thi-  Public  S(  h<x)ls,     W.  H.  Skinner,  Nebraska. 
/>><j|ogy  in  the  High-Sc  ho<<l  f.'urrii  ulum.  -Henry  Baldwin  Ward,  Nebr    ki\. 

1898  ke|»ort  of  the  Sulx  ommitlee  on  Botany  in  Seconclary  Sc  hcx)ls. — John  M.  Coulter, 

Illinois. 


668  NATIONAL  EDUCATIONAL  ASSOCIATION  [BibHography 

1898  The  Leaf  a  Light-Related  Organ. — B.  D.  Halsted,  New  Jersey. 

The  Teaching  of  Biology  in  the  High  School. — W.  P.  Hay,  District  of  Columbia. 

1899  The  Pedagogical  Content  of  Zoology. — N.  A.  Harvey,  Wisconsin. 
College-Entrance  Requirements:    Report   of   the   Committee  on  Botany. — By  a 

Committee. 
College-Entrance  Requirements:    Report  of  the   Committee  on  Zoology. — By  a 
Committee. 

1900  Alcohol  Physiology  and  Superintendence. — W.  O.  Atwater,  Connecticut. 

1901  Round-Table  Conference — Botany  Conference. — Lewis  Murbach,  Michigan. 
Round  Table — Physiology  Conference. — Peter  Cooper,  New  York. 

Round  Table — Zoology  Conference. — Franklin  W.  Barrows,  New  York. 

1902  Round  Table — Biological  Conference. — J.  Remsen  Bishop,  Ohio. 

The  Projection  Microscope — Its  Possibilities  and  Value  in  Teaching  Biology. — 
Aaron  H.  Cole,  Illinois. 

1903  The  Teaching  of  Biology  in  High  Schools. — A.  S.  Pearse,  Nebraska. 

A  New  Method  of  Teaching  Physiology. — William  Townsend  Porter,  Massa- 
chusetts. 
Laboratory  Work  in  High-School  Physiology. — James  E.  Peabody,  New  York. 

1904  The   Microscope  in  the   Biological   Laboratory  of  the   High   School. — John   F. 

Thompson,  Indiana. 

1905  Teaching  Biology  from  Living  Plants  and  Animals. — Aaron  Hodgman  Cole, 

Illinois. 

7.    EDUCATION  OF  THE  BLIND 

1898  Pedagogical  Lessons  from  a  Study  of  the  Blind.- — Frank  H.  Hall,  Illinois. 

1899  In  What  Respects  Should  the  Education  and  Training  of  the  Blind  Differ  from 

That  of  Normal  Pupils  ? — Warring  Wilkinson,  California. 

1900  The  Higher  Education  of  the  Blind. — John  E.  Swearingen,  South  CaroHna. 
1902    What  is  Minnesota  Doing  for  Her  Blind  Children  ? — B.  P.  Chapple,  Minnesota. 

Necessary  Evils. — Tames   T.  Dow,  Minnesota. 

1906  The  Examination  of  the  Eyes  of  School  Children. — John  C.  Eberhardt,  Ohio. 

8.     CHILD-STUDY 

1884    What  Children  Know. — J.  M.  Greenwood,  Missouri. 

1 891    The  Study  of  Children. — G.  Stanley  Hall,  Massachusetts. 

1893  Child-Study  as  a  Basis  for  Psychology  and  Psychological  Teaching. — G.  Stanley 

Hall,  Massachusetts. 

Child-Study  as  the  Basis  of  Pedagogy. — ^William  H.  Burnham,  Massachusetts. 

Dreaming  and  Poetic  Invention. — James  Sully,  England. 

The  Language  of  Children. — F.  Tracy,  Massachusetts. 

The  Theological  Life  of  a  California  Child. — Earl  Barnes,  California. 

The  First  Two  Years  of  the  Child. — Millicent  W.  Shinn,  Ohio. 

A  Plea  for  Special  Child-Study. — W.  L.  Bryan,  Indiana. 

Child-Study  in  Connection  with  the  Professional  Training  of  Teachers. — Mar- 
garet K.  Smith,  New  York. 

1894  Report  of  Committee  on  Psychological  Inquiry — The  Psychology  of  the  Imitative 

Functions  in  Childhood  as  Related  to  the  Process  of  Learning. — W.  T.  Harris, 

District  of  Columbia,  chairman. 
Report  of  the  Committee  on  the  Study  of  Child  Development,  of  the  Association 

of  Collegiate  Alumnae. — Mrs.  Annie  Howse  Barus,  chairman. 
Reports  from  Various  Sections  of  the  National  Association  for  Child-Study. — 

Various  Authors. 
The  Motor  Ability  of  Children — A  Preliminary  Study. — John  A.  Hancock,  Mass. 
Children's  Love  of  Nature. — W.  A.  Hoyt,  Massachusetts. 
Children's  E.xpression  thru  Drawing. — -M.  V.  O'Shea,  Minnesota. 
Child-Study. — G.  Stanley  Hall,  Massachusetts. 

1895  Child-Study — Systematic  and  Unsystematic. — Wm.  L.  Bryan,  Indiana. 
Application  of  Child-Study  in  the  School. — Francis  W.  Parker,  Illinois. 
Report  on  Child-Study  in  Iowa. — H.  E.  Kratz,  Iowa. 

Report  of  the  Work  in  Child-Study  in  Minnesota. — M.  V.  O'Shea,  Minnesota. 
Report  of  the  Committee  for  New  York  State  on  Child-Study. — By  the  Committee. 
The  Study  of  Children  on  the  Pacific  Coast. — Earl  Barnes,  California. 
The  Study  of  Children  at  the  University  of  California.— Elmer  E.  Brown,  Cali- 
fornia. 


ol  Topics]  CHILD-STUDY  669 

1895  Riport  on  Work  in  Child-Study  in  Indiana. — Wm.  L.  Bryan,  Indiana. 
Is  Child-Stutly  rracticable  for' the  Teacher? — G.  T.  W.  Patrick,  Iowa. 
Method   and    Scope   of   Child-Study   for   Teachers-in-Service. — M.    V.    O'Suea, 

Minnesota. 
Child-Study  with  the  Co-operation  of  the  Parents. — C.  C.  Van  Liew,  Illinois. 

1 896  Some  Practical  Results  of  Child-Study. — A.  S.  Whitney,  Michigan. 
The  Pupil  as  a  Social  Factor.— Earl  Barnes,  California. 
Child-Study  for  Fathers  and  Mothers. — M.  V.  O'Suea,  New  York. 
Child-Study  Up  to  Date. — Sara  E.  Wiltse,  Massachusetts. 

Work  of  the  Illinois  Society  for  Child-Study. — Francis  W.  Parker,  Illinois. 
Minnesota  Child-Study  Association. — L.  H.  G.a.lbreatu,  Minnesota. 
Child-Study  in  the  Tompkins  Observation  School. — Elmer  E.  Brown,  California; 

Thomas  P.  Bailey,  California. 
Scientific    and   Non-Scientific   Methods   of   Child-Study. — William   L.    Bryan, 

Indiana. 
Child-Study  Work  at  Clark  University. — G.  Stanley  Hall,  Massachusetts. 
Some  Musical  Phases  of  Child-Study. — Florence  Marsh,  Michigan. 
Child-Study  a  Part  of  the  Teacher's  Art. — C.  C.  Van  Liew,  Illinois. 
Interests  in  Childhood. — M.  V.  O'Shea,  New  York. 
Relation  of  Child-Study  to  the  Work  of  a  City  Superintendent. — C.  B.  Gilbert, 

Minnesota. 
What  Children  Want  to  Do  When  They  Are  Men  and  Women. — Charles  II. 

Thurber,  Illinois. 
The  Result  of  Child-Study  in  Country  Schools. — Anna  K.  Eggleston,  New  York. 

1897  Has  Child-Study  Any  Help  for  the  Kindergarten? — Bertha  Payne,  Illinois. 
Froebel's  Use  of  Child-Study. — C.  G.  O'Grady,  Pennsylvania. 

Methods  of  Child-Study  in  the  Kindergarten. — Jenny  B.  Merrill,  New  York. 
Round  Table  on  Child-Study — 

Hygiene  of  Motor  Development. — Wm.  L.  Bryan,  Indiana. 

Fatigue  and  Sense  Defects. — H.  E.  Kratz,  Iowa. 
Practical   Results  Obtained  thru  the  Study  of   Children's   Interests. — G.  W.  A. 

LucKEY,  Nebraska. 
How  May  the  Results  of  Child-Study  Be  Best  Embodied  in  Methods  of  Teaching 

in  Elementary  Schools  ? — J.'VMES  L.  Hughes,  Ontario. 
The  Still  Hunt. — Sarah  C.  Brooks,  Minnesota. 
Child-Study  in  Class  Work. — L.  H.  Galbreath,  Illinois. 
Child-Study  with  the  Co-operation  of  Parents. — C.  C.  Van  Liew,  Illinois. 
Should  Teachers  in  Preparation  Have  Instruction  in  Theoretical   and  Practical 

Child-Study  ? — Mary  E.  Laing,  New  York. 
Practical  Lines  of  Child-Study  for  the  Average  Teacher. — G.  W.  A.  Luckey, 

Nebraska. 
The  Bearings  of  the  Laws  of  Cerebral  Development  and  Modification  on  Child- 
Study. — Reuben  Post  Halleck,  Kentucky. 
The  P.sychology  of  Puberty  and  Adolescence. — Colin  A.  Scott,  Illinois. 
Mental  Differences  of  School  Children. — J.  A.  Hancock,  Colorado. 
Parents  as  Child  Students. — Mary  Codding  Bourland,  Illinois. 
Criticisms  Wise  and  Otherwise  on  Modern  Child-Study. — John  Dewky,  Illinois. 
\  National  Society  for  Child-Study. — C.  C.  Van  Liew,  Illinois. 

1898  President's  Address.— M.  V.  O'Shea,  Wisconsin. 

Some  Cautions  to  Be  Observed  in  Child-Study. — OssiAN  H.  Lang,  New  York. 
A  Year's  Study  of  the  Entering  Pupils  of  the  SpringfieUI,  Mass.,  High  School. — 

FkEii  W.  Atkinson,  Massachu.setts. 
Heredity   and    Environment — A   Study   in    Adolescence. — EuGAR   Jamk.s   Swiit, 

Wis<«nsin. 
Child-Study  in  the  Training  <jf  Teai  hers.   -John  G.  "^riioMPSoN,  Ma.ssachusells. 
I^cvclopmenl  of  the  So<  ial  Consciousness  of  Children. — Wll.L  S.  MoNROE,  Massa- 

(  husctts. 
What  Can  Child-Study  {'onlributr  to  the  Siieiue  of  l-'.tluc  alion  ?     J.   1'.  Ciokdv, 

Ohio. 
.Some  Contributions  of  Child-Study  to  tiie  Science  of  Edm  aiion.— Reuben  Post 

Ham.i.<k,    Kentucky. 
Minor  .Mental  .Mmormaliticu  Occa.sionc-(l  liy  (Certain  Erroneous  School  Miihods. — 

\\.  O.  KkoiiN,  Illinois. 

1899  V'iccs  of  Childhood  and  Youth.-    J.  W.   Dinsmokk,  Nebraska. 
.Vaughty  Chilclren.  — Elmkk  ELLSWORTH  Brown,  California. 
Relation  of  Imitation  to  Originality. — Mahy  I*".  Lkdvakk,  California. 


670  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1899  Child-Study  in  Normal  and  Training  Schools. — Gertrude  Edmund,  Massachusetts. 
The  Adolescent  at  Home  and  in  School. — E.   G.  Lancaster,   Colorado.- 
Children's  Interests  in  Literature. — Isabel  Lawrence,  Minnesota. 

Applied  Child-Study  for  the  Kindergarten  and  the  Primary  School. — -Frederic 

BuRK,   California. 
Racial  Traits  in  the  Group  Activity  of  Children. — C.  C.  Van  Liew,  California. 
Play  Interests  of  Children. — Will  S.  Monroe,  Massachusetts. 

1900  A  Study  in  Musical  Interpretation. — H.  E.  Kratz,  Iowa. 

Some   DiflBculties  of  Child-Study. — Thomas  P.   Bailey,   California. 

1901  The  Ideal  School  as  Based  on  Child-Study. — G.  Stanley  Hall,  Massachusetts. 

1902  New  Lines  of  Attack  in  Child-Study. — Frederick  E.  Bolton,  Iowa. 

The  Child-Study  Department  of  the  Chicago  Pubhc  Schools. — Angeline  Loesch, 

Illinois. 
What  Our  Schools  Owe  to  Child-Study. — Theo.  B.  Noss,  Pennsylvania. 
The  Physiology  of  Childhood  as  Applied  to  Education. — R.  O.  Beard,  Minnesota. 
The  Psychology  and  Ethics  of  Fun. — Walter  B.  Hill,  Georgia. 

1903  A  Study  Based  on  the  Children  of  a  State. — Earl  Barnes,  Pennsylvania. 

The  Teacher's  Practical  AppHcation  of  the  Results  of  Child-Study. — F.  E.  Spauld- 

ING,  New  Jersey. 
Sex  Differentiation  in  Relation  to  Secondary  Education. — A.  H.  Yoder,  Washing- 
ton. 
Psychic  Arrest  in  Adolescence. — G.  Stanley  Hall,  Massachusetts. 
Influence  of  the  Study  of  the  Unusual  Child  upon  the  Teaching  of  the  Usual. — • 

Frank  H.  Hall,  Illinois,  and  Others. 

1904  In  How  Far  May  Child  Psychology  Take  the  Place  of  Adult  Psychology  in  the 

Training  of  Teachers  ? — G.  Stanley  Hall,  Massachusetts. 

The  Educational  Influence  of  Public  Outdoor  Art. — George  E.  Gay,  Missouri. 

Education  for  Artistic  Handicraft  in  Sweden. — Carl  Lidman,  Swedish  Commission. 

Round-Table  Conference  on  Child-Study  in  Grammar  and  Secondary  Grades. — 
Charles  W.  Waddle,  Massachusetts,  and  Others. 

The  Diagnosis  of  the  Capabihties  of  School  Children. — D.  P.  MacMillan, 
Illinois. 

Some  Laboratory  Investigations  of  Subnormal  Children. — Mary  R.  Campbell, 
Illinois. 

To  What  Extent  May  Atypical  Children  Be  Successfully  Educated  in  Our  Public 
Schools  ? — Maximillian    P.    E.    Groszmann,    New    Jersey. 

Typical  Child-Study  Methods  at  the  St.  Louis  E.xhibit. — Will  S.  Monroe,  Massa- 
chusetts. 

Questionnaire  Methods  of  Child-Study. — Will  Grant  Chambers,   Minnesota. 

Laboratory  Tests  as  a  Means  of  Child-Study. — Mabel  Clare  Williams,  Iowa. 

The  Contributions  of  Zoological  Psychology  to  Child-Study. — Linus  W.  Kline, 
Minnesota. 

Unsolved  Problems  of  Child-Study. — G.  Stanley  Hall,  Massachusetts. 

Methods  of  Teaching  Child-Study  in  Normal  Schools. — Anna  Buckbee,  Penn- 
sylvania. 

Round-Table  Conference  on  Child-Study  in  Kindergarten  and  Primary  Grades. — 
Myra  H.  Winchester,  Texas,  chairman,  and  Others. 

1905  The  Group  Morality  of  Children. — George  E.  Vincent,  Illinois. 
President's  Address. — E.  G.  Lancaster,  Michigan. 

Child-Study  in  the  University  and  College. — G.  Stanley  Hall,  Massachusetts. 

Child-Study  in  Normal  Schools. — Frank  Webster  Smith,  Nebraska. 

Child-Study  in  Special  Clubs. — Harriet  A.  Marsh,  Michigan. 

A  Problem  for  Women's  Clubs. — Isabel  Lawrence,  Minnesota. 

Education  from  the  Genetic  Point  of  View. — William  H.  Burnham,  Massachu- 
setts. 

Relation  of  the  Child's  Development  to  Control  of  Him. — Amy  E.  Tanner,  Penn- 
sylvania. 

The  School  and  the  Child's  Physical  Development. — Stuart  H.  Rowe,  New 
York. 

Notes  on  a  Few  Books  in  Child-Study. — Louis  N.  Wilson,  Massachusetts. 

1906  Recent  International  Congress  at  Liege. — Will  S.  Monroe,  Massachusetts. 

9.     CITY-SCHOOL  SYSTEM 

1874    Several  Problems  in  Graded  School  Management. — E.  E.  White,  Ohio. 
1883    The  City  Systems  of  Management  in  Public  Schools?^— J.  L.  Pickard,  Iowa. 


of  Topics]  CLASSICAL  EDUCATION  671 

1886  City-School    Systems — Pupils,    Classification,    Examination,    and    Promotion. — 

Report  of  a  Coxjncil  Committee  ox  City  Schools. 

1889  The  School  Principal. — George  Ho\vl.\nd,  Illinois. 

The  Work  of  the  City  Superintendent. — T.  M.  Balliet,  Massachusetts. 

1890  City-School  Systems.— W.  H.  Maxwell,  New  York. 
School  Superintendence  in  Cities. — E.  E.  White,  Ohio. 

1 89 1  Qualitications  and  Supply  of  Teachers  for  City  Public  Schools. — \Vm.  E.  Ander- 

son, Wisconsin. 

1892  Report  of  Round-Table  Discussion  on  "Promotions  in   City  Schools." — N.   C. 

Dougherty,  111. 

1894  Supervision  of  City  Schools. — W.  H.  Maxwell,  New  York. 

Sources  of  Supply  of  Teachers  in  City  Schools. — Aaron  Gove,  Colorado. 
Improvement  of  City-School  Systems. — Henry  P.  Emerson,  New  York. 
Plans  of  Organization  for  School  Purposes  in  Large  Cities. — .\ndrew  S.  Dr.\per, 
Ohio. 

1895  Report  of  the  Subcommittee  on  the  Organization  of  City-School  Systems. — Andrew 

S.  Draper,  Chairman. 

1896  Report  of  the   Committee   on   City-School   Systems. — Aaron   Gone,    Colorado, 

chairman. 
1899   The  Homes  of  Our  Down-Town  Children. — Lucia  Stickney,  Ohio. 
Round  Table  of  City  Superintendents. — J.  P.  Sharkey,  Ohio. 
Promotions  and  Grading. — W.  W.  Chalmers,  Ohio. 
Paper  by  Paul  A.  Cowgill,  Michigan. 
Paper  by  H.  E.  Kr.vtz,  Iowa. 

Course  of  Study  for  Pupils  Who  Cannot  Complete  High-School  Work. — J. 
M.  Berkey,  Pennsylvania;  J.  W.  Carr,  Indiana. 
1 90 1     Round  Tables — Round  Table  of  Superintendents  of  Large  Cities. — Leader,   F. 
Louis  Soldan,  Missouri. 
Round  Tables  of  Superintendents  of  Small  Cities — 
Section  A.     Leader,  L.  E.  Wolfe,  Kansas. 
Section  B.     Leader,  William  J.  Shearer,  New  Jersey. 
Section  C.     Leader,  T.  A.  Mott,  Indiana. 
Section  D.     Leader,  Augustus  S.  Downing,  New  York. 
1905    Charter  Provisions  as  Related  to  the  Organization  of  School  Systems. — William 
H.  Maxwell,  New  York. 
Charter  Provisions  as  Related  to  the  Reorganization  of  .School  Systems. — F.  Louis 
SOLDAN,  Missouri. 

10.     CLASSICAL  EDUCATION 

1865  The  Best  Method  of  Teaching  the  Classics. — Albert  Harkness,  Rhode  Island. 

1866  Is  There  Too  Much  Time  Spent  in  the  Study  of  the  Classics  at  Our  Colleges? — 

W.  P.  Atkinson,  Massachusetts,  and  many  others. 
Classical  Studies  in  American  Education. — I.  W.  Andrews,  Ohio. 
The  Place  of  Classical  Studies  in  an  American  System  of  Education.- — \\'.  P.  .\rKiN- 
SON,  Ma.ssachusetts. 
1 87 1     Pronunciation  of  Latin  and  Greek. — H.  M.  Tyler,  Illinois. 

Cia.ssical  Study,  and  the  Means  of  Securing  It  in  the  We.st. — H.  K.  EusoN,  Iowa. 

1873  Classical  Studies. — Edward  S.  Joynes,  Virginia. 

1874  The  Defense  of  Classical  Studies. — J.  D.  Butler,  Wisconsin. 

1887  The  Claims  of  the  Classics. — A.  F.  Nightingale,  Illinois. 

1893  RejKjrt  of  Conference  on  Latin. — Wm.  Gardner  Hale,  Illinois,  chairman. 
RejKjrt  of  Conference  on  Greek. — Martin  L.  D'Ooge,  Michigan,  chairman. 
Should  Greek  Be  Required  for  the  Degree  of  Bachelor  of  Arts? — W.  G.  Hai.e, 

Illinois. 
Which    Should    Come    First,  Latin  or  Some  Modern  Language? — W.   Wii.ber- 
FORCE  Smith,  New  Jersey. 

1894  f)isru.ssion  of  Reports  of  Committee  of  Ten — 

Latin. — John  T.  Buchanan,  Mi.ssouri. 
Shall  Latin  Be  a  Rcfiuired  Study? — W.  Wm.hkrforce  Smith,  New  Jers<'y. 

1895  .Address  f)f  the  Commitlee  of  Twelve  of  the  Annrii  an  I'hilologic  al  Association.— 

William  W.  Goodwin,  Mas.sa<  hus<lts,  ch.iirman. 

1897  Rf)und  T.ihli-  in  Latin  and  Greek. 

1899    The  S[)irit  of  the  Cla.ssits. — Mrs.  Josephine  Hkkrmans,  Missouri. 

Repf)rt  of  the  Committee  of  Twelve  of  the  American  PhiloWigical  Association  on 
f>)urs<s  of  Stufly  in  Latin  and  Greek  for  Secondary  Schools. — A.  F.  Nightin- 
gale, Illinois,  choimian. 


672  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1 901  Round-Table  Conference — Latin. — F.  P.  Moulton,  Connecticut. 

1902  Round-Table  Conferences — 

Ancient  Classics. — Lafayette  Bliss,  Minnesota. 
The  Future  of  Greek  Studies. — J.  Irving  Manatt,  Rhode  Island. 
Round  Table- — Greek  Conference. — Isaac  N.  Judson,  Missouri. 

1903  Round-Table  Conferences — 

Classical  Conference. — Henry  White  Callahan,  Colorado. 

1905  Round-Table  Conference — E.     Classics  Conference. — John  C.  Kirtland,  New 

Hampshire. 

II.     COEDUCATION 

1874    Coeducation  of  the  Sexes  in  Universities. — J.  K.  Hosmer,  Missouri. 
1890    Coeducation  of  the  Sexes. — John  Hancock,  Ohio. 

1903  Coeducation  in  the  High  School. — G.  Stanley  Hall,  Massachusetts. 
Coeducation  at  the  University  of  Chicago. — Albion  W.  Small,  lUinois. 
Coeducation  in  High  Schools. — Aaron  Gove,  Colorado. 

1904  Coeducation. — G.  Stanley  Hall,  Massachusetts. 

Coeducation  as  It  Has  Been  Tested  in  State  Universities. — R.  H.  Jesse,  Missouri. 
The   Advantage  of    Co-ordinate    (Annex)    Method   in    Education. — Charles   F. 

Thwing,  Ohio. 
Coeducation  in  Relation  to  Other  Types  of  College  Education  for  Women. — 

James  B.  Angell,  Michigan. 

1906  What  Kind  of  Education  is  Best  Suited  to  Boys  ? — Reuben  Post  Halleck,  Ken- 

tucky. 
What  Kind  of  Education  is  Best  Suited  for  Girls? — Anna  J.  Hamilton,  Ken- 
tucky. 

12.     COLLEGE-ENTRANCE  REQUIREMENTS 

{See  also  Examinations) 

1890  Uniform  Requirements  for  Admission. — H.  A.  Fischer,  Illinois. 

1891  Uniformity  in  Requirements  for  Admission  to  College.     (Discussion.) — Report  of 

Committee  of  National  Council. 

1896  Entrance  Requirements — The  Chicago  System. — William  R.   Harper,  Illinois. 
Entrance  Requirements  of  Yale  College. — Thomas  Day  Seymour,  Connecticut. 

1897  Report  of  the  Chairman  of  the  Joint  Committee  on  College-Entrance  Require- 

ments.— A.  F.  Nightingale,  Illinois. 
Round  Table  on  College-Entrance  Requirements. — A.  F.  Nightingale,  Illinois. 

1899  Growth  of  Confidence  between  High  Schools  and  Colleges. — R.  B.  Fulton,  Mis- 

sissippi. 

Presentation  of  the  Report  of  the  Committee  on  College-Entrance  Requirements. 
— A.  F.  Nightingale,  Illinois,  chairman. 

Report  of  the  Committee  of  Twelve  of  the  American  Philological  Association  on 
Courses  of  Study  in  Latin  and  Greek  for  Secondary  Schools. — A.  F.  Nightin- 
gale, Illinois,  chairman. 

Report  of  the  Committee  of  Twelve  of  the  Modern  Language  Association  of  Amer- 
ica.—Calvin  Thomas,  New  York,  chairman. 

Report  of  the  Committee  of  Seven  of  the  American  Historical  Association. — 
Andrevvt  C.  McLaughlin,  Michigan,  chairman. 

Report  of  the  Committee  of  the  Chicago  Section  of  the  American  Mathematical 
Society. — J.  W.  A.  Young,  Illinois,  chairman. 

Report  of  the  Committee  on  Physical  Geography. — William  North  Rice,  Con- 
necticut, acting  chairman. 

Special  Report  of  the  Committee  on  Chemistry.^ — Alexander  Smith,  Illinois, 
chairman. 

Report  of  the  Committee  on  Botany. — By  a  Committee. 

Report  of  the  Committee  on  Zoology. — By  a  Committee. 

Report  of  Committee  on  Physics. — E.  H.  Hall,  Massachusetts,  chairman. 

1900  Discussion  of  the  Report  of  the  Committee  on  College-Entrance  Requirements. 
1902    Report  of  the  Commission  on  Accredited  Schools. — George  N.  Carman,  Illinois. 

Should  Entrance  to  College  Be  thru  the  Examination  of  the  School  or  of  the 
Pupil  ? — Edwin  Grant  Dexter,  Illinois. 

1905  Certificates  vs.  Examinations  in  Admitting  Students  to  Colleges  and  Universities. — 

George  E.  MacLean.  Iowa. 


of  Topics]  COMMERCIAL  EDUCATION  673 

13.    COMMERCIAL  EDUCATION 

1892  Business  Education:  Its  Place  in  the  American  Curriculum. — S.  S.  Packard,  New 

York. 

1893  The  Evolution  of  Business  Colleges. — S.  S.  Packard,  New  York. 

Practical  Advantages  of  a  Commercial  College  Training. — George  Soul£,  Loui- 
siana. 

The  Relation  of  Business  Instruction  to  Industrial,  Commercial,  and  Financial 
Interests. — A.  D.  Wilt,  Ohio. 

The  Higher  Aspects  of  Business  Education. — R.  E.  Gallagher,  Ontario. 

Stenography  and  Typewriting  as  Branches  of  Business  Education. — Isaac  S. 
Dement,  Illinois. 

The  World's  Need  of  Business  Women. — Mrs.  Sara  A.  Spencer,  District  of 
Columbia. 

Reciprocal  Relations  and  Benefits  of  Business  and  Other  Departments  of  Educa- 
tion.— Ir.\  Mayhew,  Michigan. 

1894  The  DiscipHnar)-  Value  of  the  Business  Course  of  Study. — A.  S.  Osborn,  New 

York. 
An  Ideal  Business  College. — W.\r.  J.  Amos,  Connecticut. 
Business  Training — Good  and  Bad. — J.  M.  Meh.an,  Iowa. 
President's  Address. — R.  E.  GALL.^kGHER,  Ontario. 

1895  Guaranteeing  Positions,  or  Fraudulent  .Advertising. — J.  W.  Warr,  Illinois. 
Shorthand  and  Typewriting. — W.  A.  Woodworth,  Colorado. 

Ethical  Side  of  Business  Training. — D.  W.  SPRINGER,  Michigan. 
President's  Address. — J.  M.  Mehan,  Iowa. 

The  Alhance  of  the  Business  Educators'  Association  with  the  National  Educational 
Association. — Mrs.  S.^R.\  A.  Spencer,  District  of  Columbia. 

1896  High-Grade  Business  Schools  a  Public  Demand. — Melvil  Dewey,  New  York. 
Correlation  and  Co-ordination  of  Business  Branches — J.  M.  Mehan,  Iowa. 

.\  Course  of  Study  for  Business  High  Schools. — Allan  Davis,  District  of  Columbia. 
\'alue  of  a  Standard  of  Attainment. — W.  T.  Harris,  District  of  Columbia. 
Report  of  Subcommittee  of  Committee  of  Nine  on  Bookkeeping,  etc. — S.  S.  Pack- 
ard, New  York. 

1897  Shorthand. — IsA.vc  S.  Dement,  Illinois. 

Rapid    Calculation,    Business    Practice,    and    Higher    Accounting. — Samuel    H. 

Goodyear. 
President's  Address. — A.  N.  Palmp:r,  Iowa. 
Laws  and  Ethics  of  Business,  Duties  of  Citi7.en.ship,  and  Si  ience  of  Wealth. — H. 

M.  RowK,  Maryland. 

1898  The  Bookkeeping  and  Accounting  of  the  Periodical  Publishing  Business. — A.  O. 

Kittredge,  New  York. 

Business  Education  in  the  State  of  New  York. — I.  O.  Crissy,  New  York. 

The  Duties  and  Qualifications  of  the  Congressional  Reporter. — D.wio  Wolfe 
Brown,  District  of  Columbia. 

Business  Education. — Duuand  W.  Springer,  Michigan. 

Rea.sonable  Expectations  Concerning  Business  l".du(  ation.  —  Lyman  J.  Gage, 
District  of  Columbia. 

Business  Education  in  the  High  School. — Emory  R.  Johnson,  Pennsylvania. 

.Administration  and  Bo(jkkceping  of  a  National  Bank. — George  M.  Cokkin,  Dis- 
trict of  Columbia. 

1899  '  'h-  Business-Course  Problem. — Allan  Davis,  District  of  Columbia. 

IIr)w  I  Condu<  t  a  Business-Community  Sch(X)l. — C.  E.  Howard,  California. 
The  Claims  of   Business  Education    to   a    Place  in  Our  Public  Schools.-  J.   H. 

Francis,  California. 
The  Evolution  of  Business  Education. — I.  O.  Crissy,  New  York. 
The  Advent  of  the  Commen  ial  High  S(h<H)l.— W.  C.  Stevenson,  Kansas. 

1900  Content  and   E<lucational  Value  of  the  (!urri(  ulum   for  a  Secondary  S(ho<il  of 

("ommercc— CnKES.MAN  A.  Hkhrkk,  Pennsylvania. 
Should  Our  Cr)lleges  and   Tniversilies  Educate   Men  Specially  for  Business? — 

W'ouityoHU  D.  Anderson,  South  Dakota. 
The  Commen  ial  High-S(  h(K)l  Course-.— William  E.  Doggett,  New  York. 
The  Advanlagis  and  DifTn  ullies  of  Introducing  the  Commercial  Branches  in  ( iiani- 

mar  and  High  Schools.    -H.  M.  KowE,  Maryland. 
School  ancl  Business  Arithmetic.  -  EnWAKD  W.  Stitt,  New  York. 
Profitable    Publicity   as   Applied   tc»    Bu.siness   Colleges.  -  Wii.I.AKD   J.    WniiLlK, 

Alabama. 


674  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1 90 1  Round  Table — Commercial-Studies  Conference. — Thomas  H.  H.  Knight,  Massa- 

chusetts. 
The  Phonograph  as  an  Aid  in  Teaching  Shorthand. — Theodore  F.  Lake,  New 

York. 
President's  Address. — W.  E.  Doggett,  New  York. 
What  Constitutes  a  Business  Education  ? — I.  O.  Ceissy,  New  York. 
The   Education   and   Training  of   Commercial  Teachers. — William  A.   Scott, 

Wisconsin. 
The  Duty  of  the  Public-School   System   with  Respect  to  Business  Training. — 

Myron  T.  Scudder,  New  York. 

1902  President's  Address. — I.  O.  Crissy,  New  York. 

Are  Business  Courses  in  PubHc  Schools  Inimical  to  Education  ? — A.  E.  Winship, 
Massachusetts. 

What  Shall  the  Public  School  Do  for  the  Commercial  Student  and  for  the  Busi- 
ness-Man.— H.  M.  RowE,  Maryland. 

Length  and  Content  of  Commercial  Courses. — William  E.  Doggett,  New  York. 

The  Preparation  of  Commercial  Teachers  for  Work  in  the  Public  Schools. — B.  H. 
Meyer,  Wisconsin. 

Requirements  for  Actual  Business. — George  A.  Booth,  Connecticut. 

Business  Education. — J.  M.  Anderson,  Minnesota. 

A  Practical  Commercial  Course  for  a  Massachusetts  High  School. — E.  E.  Gaylord, 
Massachusetts. 

The  Education  of  the  Amanuensis. — Selby  A.  Moran,  Michigan. 

The  Education  of  a  Stenographer. — Mrs.  M.  L.  Veenfliet,  Michigan. 

1903  Disciplinary  Value  of  Bookkeeping  as  a  Study. — Enos  Spencer,  Kentucky. 
The   Disciplinary  Value  of  Stenography  and  Typewriting  as   Studies. — W.   H. 

Wagner,  Cahfornia. 
Report  of  Round  Table  Conference. — D.  W.  Springer,  Michigan,  chairman. 

1904  Report  of  the  Committee  of  Nine,  from  the  Standpoint  of  the  General  High  School. 

— Bertrand  D.  Parker,  Illinois. 

The  Report  of  the  Committee  of  Nine. — J.  Remsen  Bishop,  Ohio. 

President's  Address — Old  Wine  in  New  Bottles. — Cheesman  A.  Her  rick, 
Pennsylvania. 

The  Work  of  the  Private  Commercial  Schools. — Carl  C.  Marshall,  Iowa. 

The  Resources  of  the  United  States  as  Illustrated  by  the  Louisiana  Purchase 
Exposition. — Minnie  Bronson,  Missouri. 

Report  of  the  Committee  of  Nine,  Considered  from  the  Standpoint  of  the  Inde- 
pendent School  of  Commerce. — James  J.  Sheppard,  New  York. 

1905  Qualifications  of  Commercial  Teachers.— William  C.  Stevenson,  Illinois. 
What  Should  Be  the  Education  of  a  Business  Man  ? — John  Brisben  Walker, 

New  York. 
The  Science  Work  of  a  Four- Year  Commercial  Course. — Allan  Davis,  District  of 

Columbia. 
The  Study  of  Local  Industry  and  Trade. — John  L.  Tildsley,  New  York. 
The  Essential  Elements  in  a  University  Course  in  Commerce. — Edward  D.  Jones, 

Michigan,  and  Others. 
Results  of  the  Organization  of  Higher  Courses  in  Commerce. — Harlow  S.  Person, 

New  Hampshire,  and  Others.  * 

14.     COMPULSORY  EDUCATION 

1 871  A  National  System  of  Compulsory  Education. — J.  P.  Wickersham,  Pennsylvania. 

1872  Compulsory  Education. — Newton  Bateman,  Illinois. 

1875    The  Legal  Prevention  of  Illiteracy. — B.  G.  Northrop,  Connecticut. 
1888    What  Is  the  Purpose  of  County  Institutes,  and  How  Is  It  Best  Secured? — Jesse 
B.  Thayer,  Wisconsin. 

1890  Compulsory  Laws  and  Their  Enforcement. — Oscar  H.  Cooper,  Texas. 
Our  Brother  in  Stripes,  in  the  Schoolroom. — Julia  S.  Tutwiler,  Alabama. 

1 891  Compulsory  Education.     (Discussion.) — Report  of  Committee  of  National  Council. 
Recent  Legislation  upon  Compulsory  Education  in  Illinois  and  Wisconsin. — N.  C. 

Dougherty,  Illinois. 
Compulsory  Education  in  Massachusetts. — Geo.  H.  Martin.     (Discussion.) 

1893  A     Business     Man's     Education — Concluding     Address. — James     MacAlister, 

Pennsylvania. 

1894  The  Care  of  Truants  and  Incorrigibles. — Edwin  P.  Seaver,  Massachusetts. 
1901    The  Value  of  Truant  Schools. — Mrs.  Josephine  Ahnefeldt  Goss,  Michigan. 


of  Topics]  CURRICULUM  675 

1904  The  Factory  Child. — Lavvton  B.  Evans,  Georgia. 

1905  Child  Labor. — J.\NE  Addams,  Illinois. 

Child    Labor    and    Compulsor>-    Education — The    School    Aspect. — George    IL 

Martin,  Massachusetts. 
The   Social   and   Legal   Aspect  of   Comiiulsorv   Education   and   Child   Labor. — 

Franklin  H.  Giddings,  New  York. 

15.    CURRICULUM 

(5fe  also  Elective  Studies;  Names  of  Separate  Studies.) 

1876  Position  of  Modern  Languages  in  Higher  Education. — Edw.  S.  Joynes,  Tennessee. 

1877  The  Study  of  Social  Economy  in  PubHc  Schools. — Maurice  Kirby.  Kentucky. 

1879  .\  Readjustment  of  Common-School  Studies  Ncccssar}'. — And.  J.  Rickoff,  Ohio. 

1880  What  Constitutes  a  Practical  Course  of  Study. — Edgar  A.  Singer,  Pennsylvania. 

1881  The  Study  of  Political  Science  in  Colleges. — I.  W.  Andrews,  Ohio. 
Revision  of  the  Common-School  Curriculum. — M.  A.  Newell,  Marj-land. 
C<immon-School  Studies. — Andrew  J.  Rickoff,  New  York. 

1882  Some   Fundamental   Inquiries    Concerning   Common-School   Studies. — John    M. 

Gregory,  Illinois. 

1885  Educational  \'alue  of  Each  of  the  Common-School  Studies. — James  H.  Hoose, 

New  York. 

1886  Course  of  Study:   Proper  Limits  and  Divisions. — -H.  M.  James,  Nebraska. 
Course  of  Study:   Order  of  Subjects. — Mary  B.  Phillips,  Illinois. 

The  College  Curriculum. — \\'m.  .'\.  Mowry,  Massachusetts. 

Educational  \'alue  of  Common-School  Studies. — J.  H.  HoosE,  New  York;  W.  11. 
Payne,  Michigan;    Edw.vrd  Brooks,  Pennsylvania. 

1887  The  Order  and  Relation  of  Studies  in  the  High  School  Course. — Samuel  Thurber, 

Massachusetts. 
What  Shall  Be  Taught  the  Children? — Mrs   Mary  H.  Hunt,  Massachusetts. 

1888  Can  School  Programs  Be  Shortened  and  Enriched? — Charles  W.  Eliot,  Massa- 
chusetts. 

Philosophy  in  Colleges  and  Universities. — W.  T.  Harris,  District  of  Columbia. 

1889  Uniform  Course  of  Study  for  High  Schools. — E.  W.  Coy,  Ohio;   Henry  C.  King, 

Ohio. 

1890  The  Correlation  of  .Subjects  in  Elementary  Programs. — J.  W.  Stearns,  Wisconsin. 

1892  Shortening  and  Enriching  the  Grammar-School   Course. — Charles  W.   Eliot, 

Massachusetts. 

1893  What  Should   Be   Added  to    the   Elementary  Branches? — Albert   P.    Marble, 

Ma.ssachusetts. 

^\^^at  Should  Vjc  the  Curri(  ulum  in  Public  Schools  ? — Some  Aspects  of  the  Question 
in  France. — B.  BuissoN,  France. 

Report  of  Committee  of  Ten  on  Secondary  Education  with  Membership  of  Com- 
mittee and  of  Nine  Conferences. — Chas.  W.  Eliot,  Massachusetts,  president. 

Report  of  Conference  on  Latin. — Wm.  Gardner  Hai.k,  Illinois,  chairman. 

Rtport  of  Cf)nference  on  Greek.- — Martin  L.  D'Ooge,  Mi(  higan,  i  hairman. 

Rrport  of  Conference  on  Engli.sh.— Samuel  Thurher,  Ma.s.sachu.setts,  chairman. 

Re|K)rt  of  Conferinie  on  Other  Modern  Languages. — CiiAS.  Grandgent,  Massa- 
chu.setts,  chairman. 

Report  of  the  Conference  on  Malhimatic  s. — Simon  Nkwcomh,  Maryland,  (  hair- 
man. 

R<-|K)rt  of  Conference  on  Physics,  Chemistry,  and  .Nstronomy  -  Ira  Rkmson, 
Slarylanrl,  chairman. 

RciKirt  of  Conference  on  Natural  History.  W.  H.  Powii  i.,  Dislric  I  of  Columl>ia, 
<  hairman. 

RefK)rt  of  Conference  on  History,  Civil  Government,  ancl  Polilii  at  lOtonomv. 
Chas.  Kendall  Adams,  Wiscon.sin,  chairman. 

Rejxirt  of  Conf<rence  on  Geography.-  T.  C.  Chamberlin,  Illinois,  (hairman. 

Es.scntials  in  a  Cours«-  of  Study  for  Children. — Joseph  L.  Pickakd,  Iowa. 

What  Should  Be  A<lded  to  the  Elementary  Course  to  Mid  llu'  Industrial  Needs 
of  th<-   Iy<><  alities  ?— C.   M.   Woodward,   Missouri. 

Till-  Course  (A  Sturly  in  Secondary  Srh(M)ls.—  (1.  N.  Carman,   Illinois. 

1894  'he  Curriculum  for  Setondary  Schools.-   W.  T.   Harris,   District  of  Columbia. 
Enrirhing  the  (Niurs*-  in  the  Elementary  .S(h«x)ls     I'irst  to  Fourth  (irades.— Ellen 

G.   Reveley,   f)hif). 
A  Few  Changes  in  Elementary  School  Instruction. — Edward  G.  Ward,  New  York. 


676  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1894  The  Ideal  Primary-School  Curriculum. — Emma  C.  Davis,  Ohio. 

Review  of  the  Report  of  the  Committee  of  Ten. — James  H.  Baker,  Colorado. 
The  Reconstruction,  of  the  Grammar-School  Curriculum. — Chas.   B.   Gilbert, 

Minnesota. 
The  Cambridge  Experiment. — Francis  Cogswell,  Massachusetts. 
The  Report  of  the  Committee  of  Ten — Its  Use  for  the  Improvement  of  Teachers 

Now  at  Work  in  the  Schools. — Francis  W.  Parker,  Illinois. 
The  Feasibility  of  Modifying  the  Programs  of  the  Elementary  and  Secondary 

Schools  to  Meet  the  Suggestions  in  the  Report  of  the  Committee  of  Ten. — 

James  C.  Mackenzie,  New  Jersey. 

1895  Report  of  the  Subcommittee  on  the  Correlation  of  Studies  in  Elementary  Educa- 

tion.— Wm.  T.  Harris,  chairman. 
The  Modification  of  Secondary-School  Courses  Most  Demanded  by  the  Conditions 

of  Today,  and  Most  Ignored  by  the  Committee  of  Ten. — Charles  H.  Keyes, 

California. 
The  Principles  upon  Which  the  Co-ordination  Studies  Should  Proceed. — Charles 

DeGarmo,   Pennsylvania. 
Round-Table  Report  to  the  National  Council  of  the  Influence  of  Herbart's  Doctrine 

on  the  Course  of  Study  in  the  Common  Schools. — Charles  A.  McMurry, 

Illinois. 

1896  Some  Applications  of  Corrclation.^FRANK  M.  McMurry,  New  York. 

The  Necessity  for  Five  Co-ordinate  Groups  of  Studies  in  the  Schools. — Wm.  T. 
Harris,  District  of  Columbia. 

Round   Table — Modern   Foreign   Languages — 

The  Recent  Changes  in  Methods  of  Teaching  Foreign  Languages. — Joseph 
Krug,  Ohio. 

What  Correlations  of  Studies  Seem  Advisable  and  Possible  at  Present. — C.   B. 
Gilbert,  Minnesota. 

Concentration  of  Studies  as  a  Means  of  Developing  Character. — Charles  De- 
Garmo, Pennsylvania. 

Isolation  and  Unification  as  Bases  of  Study.^ — E.  E.  White,  Ohio. 

Organic  Relations  of  Studies  in  Human  Development. — W.  N.  Hailmann,  Dis- 
trict of  Columbia. 

1897  Election  in  General  Education. — E.  E.  White,  Ohio. 

Is  the  Present  High-School  Course  a  Satisfactory  Preparation  for  Business  ? — 

Charles  H.  Thurber,  Illinois. 
Rural  Schools.     Appendix  G.     Enrichment  of  Rural  School  Courses. 

1898  The  Child's  Course  of  Study  or  the  Teacher's  — Which? — Sarah  J.  Walter, 

Connecticut. 
A  Proposed  Four- Years'    Course  in   English  for  Secondary  Schools. — Charity 

Dye,   Indiana. 
Successive  Differentiation  of  Subjects  in  the  Elementary  Schools. — Z.  X.  Snyder, 

Colorado. 
Are  There  Studies  That  Should  Be  Pursued  in  Every  Course  in  the  Secondary 

Schools,  and  in  the  Freshman  and  Sophomore  Years  of  the  College  ? — James 

M.  Green,  New  Jersey. 
Preliminary  Report  of  Committee  in  the  Formulation  of  a  Course  of  Study.     The 

New  England  State  Normal  Schools. — A.  G.  Boyden,  Massachusetts. 

1899  The  Average  Scholarship  of  the  Average  Pupil. — Frank  Rigler,  Oregon. 
Should  Arithmetic,   English  Grammar,   Geography,   and   United  States  History 

Be  Reviewed  in  the  High  School  ? — J.  W.  Crabtree,  Nebraska. 

1 90 1  The  Situation  as  Regards  the  Course  of  Study. — John  Dewey,  Illinois. 
Is  the  Curriculum  Overcrowded  ? — James  H.  Van  Sickle,  Maryland. 
Round  Table — German  Conference. — Joseph  Krug,  Ohio. 

A  Standard  Course  of  Study  for  Elementary  Schools  in  Cities. — R.  G.  Boone, 

Ohio. 
Social  Science  and  the  Curriculum. — George  E.  Vincent,  Illinois. 
Economics  in  the  Public  Schools. — George  Gunton,  New  York. 
Ideals  and  Methods  of  Economic  Teaching. — Frederic  W.  Speirs,  Pennsylvania. 

1902  Round  Table — 

B.     Round  Table   of   City   Superintendents. 

Topic  II.     Modernizing  the  Course  of  Study. — W.  A.  Hester,  Indiana. 
Topic  III.     How  to  Meet  the  People. — Louis  P.  Nash,  Massachusetts. 
How  the  School  Strengthens  the  Individuality  of  the  Pupils. — Wm.  T.  Harris, 

District  of  Columbia. 
Obstacles  to  Educational  Progress. — Paul  H.  Hanus,  Massachusetts. 


of  Topics]     EDUCATION   OF  DEFECTIVES  AND  DELINQUENTS  677 

1903  The   Child's   Favorite   Study  in   the   Elementary   Curriculum. — Earl  Barnes, 

Pennsylvania. 
Seven-Year  Course  of  Study  for  Ward-School  Pupils. — James  M.  Greenwood, 

Missouri. 
.\  Readjustment  of  the  High-School  Curriculum. — E.  \V.  Coy,  Ohio. 
The   Saving  of  Time  in   Elementary   and   Secondarj'   Education. — Thomas  M. 

Balliet,  Massachusetts;    Ella  Fl.\gg  Young,  Illinois. 

1904  Round-Table   Conference — Modern  Language. — George  Arthur  Smith,   New 

York,  and  Others. 

Round  Table  of  State  and  County  Superintendents — Improvements  in  Course 
of  Study  and  System  of  Grading. — Delos  Fall,  Michigan. 

The  Superintendent's  Influence  on  the  Course  of  Study  in  Elementary  and  Second- 
ary Schools. — W.  H.  Elson,  Michigan. 

The  Course  of  Study  in  Elementary  and  Secondary  Schools — ^What  (Amissions  arc 
.Advisable. — Frank  M.  McMurry,  New  York. 

1905  Round-Table    Conference — F.     The    Modern    Languages    Conference. — Ernest 

Wolf,  Missouri. 

President's  Address — The  Excessive  E.xpansion  of  the  Course  of  Study. — Wil- 
liam L.   Bryan,    Indiana. 

The  Modern  High-School  Curriculum  as  Pre])aration  for  a  Two- Year  Normal 
Course. — David  Felmlev,  Illinois. 

Should  the  Twelve-Year  Course  Be  Equally  Divided  Between  the  Elementary 
and  the  Secondary  School  ? — E.  W.  Lyttle,  New  York. 

1906  The  Teaching  of  Modern  Languages  in  England. — Cloudsev  S.  H.  Brereton, 

England. 
Means  of  Improving  the  Efficiency  of  the  Grammar  School — Eliminations   and 
Modifications  in  the  Course  of  Study. — Martin  G.  Brumbaugh,  Pennsylvania. 

16.     DEFECTIVES   AND  DELINQUENTS   (OTHER  THAN 
BLIND),   EDUCATION   OF 
1879    Destitute  Children. — John  Hitz,  Di.strict  of  Columbia. 
1893    .Schools  for  Neglected  Children. — James  Stormont  Small,  New  Zealand. 
Physical  Education  of  the  Deaf  and  Dumb. — Albert  Gutzmann,  Pru.ssia. 

1897  Education  of  the  Deaf. — Alexander  Graham  Bell,  District  of  Columbia. 

1898  The  Deaf  and  Their  Possibilities. — E.  M.  Gallaudet,  District  of  Columbia. 
President's  Address. — Joseph  C.   Gordon,  Illinois. 

The  Duty  of  the  Hour  to  Young  Deaf  Children. — Mary  S.  Garrett,  Pennsylvania. 

The  Relation  of  the  Deaf  to  the  Hearing  World. — ISA.\c  Gardner,  .Arkan.sas. 

The  Trend  in  the  Training  of  Backward  and  Mentally  Deficient  Children. — 
Margaret  Bancroft,  New  Jersey. 

The  Relation  of  Language  Teaching  to  Mental  Development. — S.  G.  I)a\  idson, 
Penn.sylvania. 

The  How,  the  Why,  and  the  Wherefore  of  the  Training  of  Feeble-minded  Chil- 
dren.— Maktin   W.    Bakr,   IVnn.sylvania. 

Brain  Building  and  Mind  Building,  with  Special  Reference  to  Sense-training  of 
the  Eye  and  Ear. — Elmer  G.\tes,  Maryland. 

The  Wisconsin  Public  Day  Schools  for  the  Deaf. — Robert  C.  Spencer,  Wis- 
consin. 

Closing  Address. — Alexander  Ghamam  Bell,  District  of  Columbia. 

1899  Time  Allowed  for  the  Public  Schooling  of  Deaf  as  Compared  with  Hearing  Chil- 

fircn.  -  Charles  S.  Perry,  California. 
The  Importance  of  Right  Beginning.  -  Helkn  Taylor,  Californi.i. 
.Ml    .Along  the   Line.     .Mrs.    Katherine  T.    Hingham,   California. 

1900  'I'he    Claims   of   the    Feeble-minded. —MARGARET    Bancroft.    New    Jersey. 
On  the  Training  f>f  the  Feeble-mindeil.     Iv  R.  Johnstone,  New  Jersey. 

The  Growth  and  Development  of  Southern  ScIukjIs  for  the  Diaf. — J.  R.  Dohyns, 

Mississippi. 
The  State  of  the  Ca.so. — Mary  S.  Garrett,  Pennsylvania. 
Changes  of  Metln)d  in  the  Pennsylvania  Institution  for  the  Deaf  and  Dumb. — 

A.  I>.  E.  Crouter,  Pennsylvania. 
Statistics  of  Sfx-ech-Teac  hing  in  Schmils  for  the  Deaf  in  the  II.  S.  —  Fr,\nk  W. 

Bof)TH,   Pennsylvania. 

1901  The  I-iw  and  the  Day  School  for  the  Denf. — S.  Wk-Ssklius,  Michigan. 

The  State  in  Its  Relation  to  the  Defective  Child. — Francis  Burke  Brandt, 
Prnn.sylvania. 


678  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1901  Some  Results  of  Hearing  Tests  of  Chicago  School  Children.— D.  P.  MacMillan, 

Illinois. 

1902  What  Is  Minnesota  Doing  for  Her  Feeble-minded  and  Epileptics  ? — A.  C.  Rogers, 

Minnesota. 
Victorious  America! — G.  Ferreri,  Italy. 
The  Organization  of  Associations  of  Parents  of  Deaf  Children  as  an  Aid  to  Schools. — 

Mrs.  Helen  M.  Hefferan,  Illinois. 
President's  Address. — Alexander  Graham  Bell,  District  of  Columbia. 
Response  to  the  Address  of  Welcome  at  the  Opening  Session. — Wm.  T.  Harris, 

District  of  Columbia. 
Lessons  to  Be  Learned  by  the  General  Teacher  from  Teaching  Languages  to  the 

Deaf. — F.  W.  Booth,  Pennsylvania. 
What  Is  Minnesota  Doing  for  Her  Deaf  Children  ?— J.  N.  Tate,  Minnesota. 

1903  Should  the  Scope  of  the  Public-School  System  Be  Broadened  so  as  to  Take  in  All 

Children  Capable  of  Education  ? — Mary  C.  Greene,  England. 
How  Can  the  Term  "Charitable"  Be  Justly  Applied  to  the  Education  of  Any 
Children  ?— Edward  Allen  Fay,  District  of  Columbia. 

1904  Presidential  Address. — J.  W.  Jones,  Ohio. 

What  Teachers  May  Learn  from  the  Model  School  for  the  Deaf  and  Blind,  and 
Their  Exhibits. — S.  M.  Green,  Missouri. 

Sight  and  Hearing  in  Relation  to  Education. — Oscar  Chrisman,  Ohio. 

Report  of  the  Committee  on  Statistics  of  Defective  Sight  and  Hearing  of  Public- 
School  Children. — F.  W.  Booth,  chairman. 

The  Chicago  Hospital  School  for  Nervous  and  Delicate  Children. — Mary  R. 
Campbell,  Illinois. 

1905  President's  Address. — Margaret  Bancroft,  New  Jersey. 

The  Physical  Betterment  of  the  Mentally  Deficient.— J.  H.  McKee,  Pennsyl- 
vania. 

Concerning  Our  Limitations  in  Educating  Mentally  Deficient  Children. — Mary 
E.  PoGUE,  Wisconsin. 

What  Has  Been  Done  with  One  Deaf  Child  in  His  Own  Home.— Anna  C.  Rein- 
HARDT,  Pennsylvania. 

The  Schools  for  the  Feeble-Minded. — E.  R.  Johnstone,  New  Jersey. 

Extracts  From  a  Recent  Investigation  in  Sociology. — Mary  R.  Campbell,  Mary- 
land. 

1906  The  Incorrigible  Child. — Julia  Richman,  New  York. 

17.    EDUCATIONAL  LITERATURE 

1871    Pedagogical   Bibliography. — Thomas  Davidson,  Missouri. 

1893  Educational  Journalism  in  France. — Gabriel  Compayre,  France. 

Present  Ideals  in  Educational  Journalism. — C.  C.  Rounds,  New  Hampshire. 
Educational  Journalism  in  New  England. — W.  A.  Mowry,  Massachusetts. 
Dr.  Barnard's  American  Journal  of  Education. — Will  S.  Monroe,  California. 
The  Purpose  and  Reward  of  Educational  Journals. — Amos  M.  Kellogg,  New 

York. 
Educational  Journals  in  New  York. — C.  W.   Bardeen,  New  York. 
Educational  Journalism  in  Ohio. — Samuel  Findley,  Ohio. 
Educational  Journalism  in  Indiana. — George  F.  Bass,  Indiana. 
School  Journalism  in  Michigan. — Henry  A.  Ford,  Michigan. 
Educational  Journals  in  Illinois. — John  W.  Cook,  Illinois. 
Educational  Journalism  in  Iowa. — Henry  Sabin, 
The  Educational  Papers  in  Missouri.— H.  A.  Gass,  Missouri. 
Educational   Journalism   in   Utah,   Colorado  and   Kansas. — John   MacDonald, 

Kansas. 

1894  Professional  Training  of  Teachers  by  Educational  Publications. — John  A.  Mac- 

Donald,   Kansas. 
1897    Rural   Schools. — Appendix  L.— -New   York   State    School   Library. 
1899    Educational  Journalism. — Its  Tribulations  and  Triumphs. — John  MacDonald, 
Kansas. 
The  Function  of  the  Educational  Press. — George  P.  Brown,  Illinois. 
Are    Educational     Journals     Educational? — William    George     Bruce,     Wis- 
consin. 
Ideal    and    Practical    Considerations    in    Educational    Journalism. — OssiAN    H. 
Lang,  New  York. 


of  Topics]  EDUCATION:  THEORY,  PHILOSOPHY,  NATURE,  MEANING  e-jg 

i8.     EDUCATION:    THEORY,  PHILOSOPHY,  NATURE, 
MEANING 

(See  also  Psychology  and  Education.) 

1859    Errors  in  the  Agencies  in  the  Pursuit  of  Knowledge. — J.  N.  McJiLTON,  Maryland. 
1863    The  Powers  to  Be  Educated. — Thom.\s  Hill,  Massachusetts. 

Philosophy  and  Methods  in  Education. — J.  M.  Gregory,  Michigan. 
1873    Liberal  Education  of  the  Nineteenth  Century. — W.  P.  Atkinson,  Massachusetts. 

1875  Families — Past  and  Present. — Lewis  Felmeri,  Hungary. 

1876  .Aesthetics  of  Education. — Minnie  Swayze. 

1877  The  Silent  Forces  of  Education. — J.  F.  Bl.'XCKInton,  Massachusetts. 
The  Limit  of  Education. — W.  R.  G.vrrett,  Tennessee. 

1880  On  the  Complexity  of  Causes. — Eli  T.  T.vppan,  Ohio. 

1 881  Education  of  the  Sensibilities. — J.  W.  Uowd,  Ohio. 

1882  Self-Consciousness  in  Education. — E.  T.  Jeffers. 

What,  How,  and  How  Better. — Carrie  B.  Sharp,  Indiana. 

Chairs  of  Pedagogy  in  Our  Higher  Institutions  of  Learning. — G.  Stanley  Hall, 

Maryland. 
Man  the  Machine,  or  Man  the  Inventor;    Which  ? — John  W.  Glenn,  Georgia. 
1884    The  Relation  of  the  Art  to  the  Science  of  Education. — Wm.  T.  Harris,  District 

of  Columbia. 
The  Educational  Status  and  Needs  of  the  New  South. — Robert  Bingham,  North 

Carolina. 

1887  The  Problems  of  Today. — Richard  Edwards,  Illinois. 

How  to  Spread  Information  Concerning  the  True  Purposes  and  Methods  of  School 

Education. — Henry  Sabin,  Iowa. 
The  Means  and  Ends  of  Culture  to  Be  Provided  for  the  American  Public  Beyond 

the  Ordinary  School  Period. — J.  H.  Vincent,  New  York. 
OutUne  of  a  Philosophy  of  Education. — V.  L.  Soldan,  Missouri. 

1888  Greek  Philos(jphy  and  Modern  Education. — Leroy  D.  Brown,  Nevada. 
Educating  the  Whole  Boy. — J.  W.  MacDonald,  Massachusitts. 

1889  Pedagogical   Chairs  in   Universities  and   Colleges. — B.   A.   Hinsdale,  Michigan. 

1890  Pedagogical  Training  in  Colleges  Where  There  Is  no  Chair  of  Pedagogy. — Levi 

Seeley,   Illinois. 
A  Chair  of  Pedagogy. — R.  G.  Boone,  Indiana. 

1 89 1  The  Importance  of  Pedagogical  Training  for  the  College  Professors. — H.  F.  FiSK, 

Illinois. 
Necessity  and  Means  of  Developing  Individuality.-  Sam  B.  Todd,  Kansas. 

1892  Educational  I-^iuipoise. — Mrs.  Frances  W.  Leiter,  Ohio. 

The  I'>cononiic  Causes  of  Modern  Progress. — Simon  N.   Patten,  Penn.sylvania. 

1893  'Ihe  Relation  Between  Educational  Methods  and    Educational    Ends. — John  J. 

Keane,  Washington,  District  of  Columbia. 
The  Ev<jlution  of  Liberal  ICducation.— .\ndrew  F.  West,  New  Jersey. 
The  Real  Nature  of  Education.— Hermann  Poesche,  Berlin. 

1894  Recent   Educational  Theory.— Frank   M.   McMurry,  New  York. 
SchfKjl  Statistics  and  Morals.—W'M.  T.   Harris,  District  of  Colunibia. 
Kemark.s  on  Practic  al  Educ  ation. — C.  K.  /\i)AMS,  Wiscon.sin. 

1895  Iclcals  of  Educational  Work.  -  Wm.  R.  Harper,  Illinois. 
Educational   Pride  and   I'rc  judic  c— A.   E.   WiNSiilP.   Massachusetts. 
Individualism  in  Mass  Education.  -P.  W.  Search,  Califoriii.i. 

The  ElTcct  of  the  Thecjry  of  Evoluticjn  on  Education.  Jcisi.Pii  Le  Conte,  Cali- 
fornia. 

Science  and  Education. — Wm.  L.  Bryan,  Indiana. 

P2<lurational  Values.   -James  H.  Hakkr,  Colorado. 

Education  According  to  Nature.  -William  II.  Payne,  Tenne.ssee. 

The  Education  c)f  Public   Opinion.     Charles  K.  Skinner.  New  York. 

New  Standards  of   Patricttic    Citiwnship.     Gec)Rc;e   II.    Martin,    Massachusetts. 

Presidential  Address  What  Knowledge  Is  of  Most  Wc»rlh  ?  Nicholas  MURRAY 
Butler,  New  York. 

1896  'J'he  Teacher  ancj  the-  SchcHfl.     John  Lancaster,  Illinois. 
S(h<H)l  Out  of  SchcK)l.     John  H.  Vincent,  New  York. 

1897  The-  TwcntiethCcnIury  Sclxxil.     James  L.  IIuc;iies,  Ontario. 
Lines  of  Growth  in  Maturing.      Uic  iiarh  G.  Boone,  Michigan. 


68o  NATIONAL  EDUCATION A-L  ASSOCIATION  [Bibliography 

1897  The  Correlation  of  Educational  Forces  in  the  Community. — S.  T.  Button,  Massa- 

chusetts. 
Relations  of  Citizens  and  Teachers. — Ida  C.  Bender,  New  York. 
The  Aesthetic  Element  in  Education. — John  Dewey,  Illinois;    Wm.  T.  Harris, 

District  of  Columbia;   Mary  E.  Nicholson,  Indiana. 

1898  The   Latest  Practical   Discoveries  in   Biological   Science   and  Their   Bearing  on 

Education. — N.  A.  Harvey,  Wisconsin. 
The  Educational  Outlook. — W.  W.  Stetson,  Maine. 
The  Social  Basis  of  Conscience. — Josiah  Royce,  Massachusetts. 
Democrary  and  Education. — Edwin  P.  Seaver,  Massachusetts. 
Sociology's  Demand  upon  the  Schools. — J.  F.  Millspaugh,  Utah. 
Realizing  Our  Final  Aim  in  Education. — Sylvester  F.  Scovel,  Ohio. 

1899  The  Implications  and  Applications  of  the  Principle  of  Self- Activity  in  Education.— 

Arnold  Tompkins,  Illinois. 

The  School  in  Its  Relation  to  the  Higher  Life. — Nathan  C.  Schaeffer,  Penn- 
sylvania. 

The  Unseen  Force  in  Character-Making. — George  H.  Martin,  Massachusetts. 

The  Culture-Epoch  Theory  in  Education. — Louise  Morris  Hannum,  Colorado. 

The  Place  and  Development  of  Purpose  in  Education. — W.  N.  Hailmann,  Ohio. 

1 90 1  Progress  in  Education. — J.  Lancaster  Spalding,  Illinois. 
Education  and  Crime. — Amos  W.  Butler,  Indiana. 

President's  Address — A  Plea  for  the  Study  of  Educational  Philosophy  by  Teachers 

of  Science. — N.  A.  Harvey,  Illinois. 
Isolation  in  the  School — How  It  Hinders  and  How  It  Helps. — Wm.  T.  Harris, 

District  of  Columbia. 
The  Gospel  of  Work. — Edwin  G.  Cooley,  Illinois. 

1902  The  Function  of  Knowledge  in  Education. — Charles  B.  Gilbert,  New  York. 
The  Three  Elements  in  the  Cost  of  Education. — Charles  D.  McIver,  North 

Carolina. 
Altruism  as  a  Law  of  Education. — Arnold  Tompkins,  Illinois. 
The  School  as  Social  Center. — John  Dewey,  Illinois. 
The  Danger  of  Using  Biological  Analogies  in  Reasoning  on  Educational  Subjects. — 

Wm.  T.  Harris,  District  of  Columbia. 
The  English  Ideal  of  Education  and  Its  Debt  to  America. — Michael  Ernest 

Sadler,   England. 
Presidential  Address— The  Three  H's  in  Education. — W.  M.  Beardshear,  Iowa. 
The  Practical  Application  of  All  Learning  to   Better  Living. — D.   L.   Kiehle, 

Minnesota. 
Influences  that  Make  for  Good  Citizenship. — Henry  P.  Emerson,  New  York. 

1903  Presidential  Address — The  New  Definition  of  the   Cultivated  Man. — Charles 

W.  Eliot,  Massachusetts. 

1904  Our  Educational  Creed. — Z.  X.  Snyder.  Colorado. 

The  Need  of  a  New  Individualism. — John  W.  Cook,  Illinois. 

1905  Education  for  Efficiency. — -William  H.   Maxwell,   New  York. 

1906  The  Rehabilitation  of  Philosophy  in  Germany. — Hermann  Schwartz,  Germany. 
What   Kind  of  Education   is   Best   Suited  to  Boys? — Reuben  Post  Halleck, 

Kentucky 
What  Kind  of  Education  is  Best  Suited  for  Girls? — Anna  J.  Hamilton,  Kentucky 

19.     ELECTIVE  STUDIES 

1874    The   Elective   System  in   Colleges. — A.   P.   Peabody,   Massachusetts. 
1877    The  Class  System. — Noah  Porter,  Connecticut. 

The  Elective  System. — Wm.  Leroy  Broun,  Tennessee. 
1880    Equivalents  in  a  Liberal  Course  of  Study. — Wm.  T.  Harris,  District  of  Columbia. 
1895    Should  Electives  in  the  High  Schools  Be  by  Courses  or  by  Subjects? — Oscar  D. 
Robinson,  New  York. 

A  Conservative  View  of  College  Electives.     (Discussion.) 

1897  Election  in   General   Education. — E.   E.   White,   Ohio. 

1898  Should  the  Undergraduate  Curriculum  of  Four  Years  in  Colleges  and  Universities 

Be  Shortened  by  Allowing  Such  Freedom  of  Electives  in  the  Junior  and  Senior 
Years  That  a  Bachelor  Degree  and  a  Professional  Degree  May  Be  Obtained 
in  Six  Years  ? — Nicholas  Murray  Butler,  New  York. 

1899  To  What  Extent  Should  the  High-School  Pupil  Be  Permitted  to  Elect  His  Work  ?— 

W.  L.  Steele,  Illinois. 


of  Topics)  ELEMENTARY  EDUCATION  68 1 

1900    To  What  Extent  Should  a  Pupil  in  the  High  Sehool  Be  Allowed  to  Choose  his 

Studies  ? — William  J.  S.  Bryan,  Missouri. 
1905    Does  Wide  Election  and  Do  Minute    Courses  Weaken    Undergraduate   Courses 

in  Universities  ?     Are  Colleges  More  Fortunate  in  These  Things  ? — James  H. 

Canfield,  New  York. 

20.     ELEMENTARY  EDUCATION 

{See  also  Kindergarten.) 

1863  Object  Teaclung. — E.  A.  Sheldon,  New  York. 

1864  Object  Teaching. — H.  B.  Wilbur,  New  Y'ork. 

1865  Object  Teaching — Report  of  a  Committee. — S.  S.  Greene,  Rhode  Island. 

1869  Elementary    Schools:     Radical    Faults    and    Radical    Remedies. — Z.    Richards, 

District  of  Columbia. 

1870  What  is  the  Proper  Work  of  a  Primary  School. — E.  A.  Sheldon,  New  York. 
Object  Lessons — Their  Value  and  Place. — Delia  A.  Lathrop,  Ohio. 

1 87 1  Superior  Education  as  Related  to  Universal  Education. — John  Eaton,  District 

of  Columbia. 

1872  Objective  Teaching — Its  Value  and  the  Extent  of  Its  Adaptation  to  School  Instruc- 

tion.— N.  A.  Calkins,  New  York. 
1874    What  Shall  We  Attempt  in  Elementary  Schools  ? — Mrs.  A.  C.  Martin,  New  "^'ork. 
1879    The  First  School  Days.— Mrs.  R.  D.  Rickoff,  New  York. 

Culture  in  Elementary  Schools. — Geo.  P.  Brown,  Indiana. 

1882  Obstacles  in  the  Way  of  Better  Primary  Education. — II.  S.  Jones,  Pennsylvania. 

1883  Primary  Education — What  and  How  ? — Henry  A.  Raab,  Illinois. 

1884  Form,  Color  and  Design. — Fannie  S.  Comings,  New  York. 

1 885  .-\ venues  to  the  Mind. — Wm.  M.  Giffin,  New  Jersey. 

The  Child's  Environment. — Clara  Conway,  Tennessee. 

True  Object  of  Early  School  Training. — C.  E.  Meleney,  New  Jersey. 
1887    The  Natural  or  Developing  Elements  in  Modern  Methotis  of    Elementary  Cul- 
ture.— W.  N.  H.\ILMAN.N,   Indiana. 

Meaning  of  the  Maxim,  "We  Learn  to  Do  by  Doing,"  in  Elementary  Education. — 
N.   C.  Schaeffer,  Pennsylvania. 

1890  Essentials  in  Elementary  Education. — N.  A.  Calkins,  New  York. 

The  Correlation  of  Subjects  in  Elementary  Programs. — J.  W.  Ste.\rns,  Wisconsin. 
The  Teacher  and  the  Parent. — Mrs.  Jennie  S.  M'Laugulan,  Illinois. 

1 89 1  Kindergarten  and  the  Primary  School. — Wm.  T.  Harris,  District  of  Columbia. 
Kindergarten  Methods  in  Intellectual  Training. — Mrs.  J.  L.  HuouES,  Ontario. 
The  Organic  Connection  between  the  Kindergarten  and  tlic  I'rimary  School. — 

Miss  N.  Cropsey,  Indiana. 
The  Educational  Burdens  upon  the  Lower  Clrades.- -  .AniiiK  Low,  Pennsylvania. 

1893  Klcmentary   Education  in   England. — Rosamond   Davenport-Hill,   England. 
Modification  in  the  Primary  School — Discussion. — B.   IMckman  Mann,   District 

of  Columbia. 
Opening  Address. — John  Eaton,  District  of  Columbia. 

1894  Enriching  the  C<jursc  in  the  Elementary  Schools. — Ellen  G.  Reveley,  Ohio. 
Lalxjratory   Methods  in    Elementary  Schools. — Charles    B.   Scott,    Minnesota. 
The  Ideal  Primary  School  Curriculum. — Em.ma  C.  Davis,  Ohio. 

1895  I'rogress  in  Primary  Education. — Mrs.  Eva  D.   KELi.onn,  Massachusetts. 
ke[K>rt  of  the   Committee   on    Elementary    Erlu(  alion — Economy   in    Elementary 

Education.     Bkttie  A.    Dutton,   Ohio,   chairman. 

Kejxirt  of  the  SuUommiltee  on  the  Correlation  of  Studies  in  I'.lemenlary  Educa- 
tion.-   W.M.   T.   Harris,    District  c»f  Columbia,  c  hairnian. 

Recent  Improvements  in  Primary-School  Work.-  Sarah  L.  Arnold,  Minnesota. 

1896  Opening  Remark.s. — S.  T.  Duttcjn,  Massachusetts. 

What  Shouici  the  Elementary  Schcx)!  I)o  for  the  Child  ?  -Mi.ss  N.  Cropsey,  Indiana. 

1897  <^)pcning  Acidres.s. — Sara  C.   Brooks,   Minnesota. 

Foreign-lxirn   Children  in  the   Primary  (Jrades.      Tank  -Addams,    Illinois. 
Rc|>ort  on  Plans  to  Collect  Data  Concerning  Methods  and  Courses  of  Work  in 

Elementary   Se  hrxils.     W.    N.    IIailma.sn,    District  of  Ceilumbia,  c  hairniati. 
I'apcr  on  the-  Ke-port  of  the  Committee.     N.  C.  S(  haekfkh,  Pennsylvania. 

1898  Successive  DifTcTcntiation  of  Subjee  t.s  in  the  Elementary  Sc  hcK)ls. — /,.  ,X.  Snvuer, 

Coloradcj. 
President's  Addres.s. -  William  N.  IIailmann,  Ohio. 


682  NATIONAL  EDUCATIONAL  ASSOCIATION  [BibUogiaphy 

1898  Report  of  the  Committee  on  a  Detailed  Plan  for  a  Report  on  Elementary  Educa- 

tion.— John  Dewey,  Illinois. 
The  Mission  of  the  Elementary  School. — Martin  G.  Brumbaugh,  Pennsylvania. 

1899  Naughty  Children. — Elmer  Ellsworth  Brown,  California. 

1900  The  Elimination  of  the  Grammar  School. — Otis  Ashmore,  Georgia. 

1901  A  Standard  Course  of  Study  for  Elementary  Schools  in  Cities. — R.  G.  Boone, 

Ohio. 

1902  College  Graduates  in  Elementary  Schools. — Thomas  M.  Balliet,  Massachusetts. 

1904  The  Kindergarten  and  the  Elementary  School  as  Illustrated  in  Their  Exhibits. 

From  the  Kindergarten  Standpoint. — Patty  S.  Hill,  Kentucky. 

The  Kindergarten  and  the  Elementary  School  as  Illustrated  in  Their  Exhibits- 
From  the  Standpoint  of  the  School. — C.  B.  Gilbert,  New  York. 

The  Natural  Activities  of  Children  as  Determining  the  Industries  in  Early  Educa- 
tion.-— Katharine  E.  Dopp,  Illinois,  and  Other  Authors. 

1905  Review  of  the  Educational  Progress  of  the  Year  and  a  Discussion  of  Some  Phases 

of  the  Curriculum  of  the  Elementary  School. — Miss  N.  Cropsey,  Indiana,  and 
M.  a.  Bailey,  New  York. 

1906  On  the  Developments  and  Changes  in  Primary  Teaching  in  France  during  the 

Third  Republic — Pierre  Emile  Levasseur,  France. 
The  Educational  Awakening  in  England. — Michael  Ernest  Saddler,  England. 

21.     ENGLISH  LANGUAGE  AND  LITERATURE  AS  SUBJECTS  OF 

STUDY 

{See  also  Spelling.) 

1869  Natural  Reading. — Mrs.  Randall,  New  York. 

1870  Claims  of  Enghsh  Grammar  in  Common  Schools. — J.  H.  Blodgett,  Illinois. 

1871  First  Steps  in  Teaching  Reading. — E.  E.  White,  Ohio. 

1872  Methods  of  Teaching  English  in  the  High  School. — F.  A.  March,  Pennsylvania. 
English  Literature — Its  Place  in  Popular  Education. — F.  H.  Underwood,  Massa- 
chusetts. 

English  Grammar  in  Elementary  Schools. — M.  A.  Newell,  Maryland. 

1873  Leigh's  Method  of  Teaching  Reading. — Wm.  M.  Bryant,  Iowa. 
Elementary  Reading — the  Phonetic  Method,  with  Pronouncing  Orthography,  in 

Its  Relation  to  Other  Methods. — Edwin  Leigh,  New  York. 
Primary   Reading — The   Thought  and  Sentence   Method. — Geo.    L.    Farnham, 
New  York. 

1874  Language  Lessons  in  Elementary  Schools. — Miss  H.  A.  Keeler,  Ohio. 

1875  Comparative    Orthoepy. — W.    C.    Sawyer,    Wisconsin. 

Language  Teaching — Its  Importance  and  Methods. — Henry  F.  Harrington, 
Massachusetts. 

1876  Report  on  Orthoepy. — W.  C.  Sawyer,  Ohio. 

The  Study  of  Anglo-Saxon  Language  and  Literature. — J.  M.  Garnett,  Maryland. 

1877  The  English  Language  in  Elementary  Schools. — Zalmon  Richards,  District  of 

Columbia. 
The  Place  of  Enghsh  in  the  Higher  Education. — A.  B.  Stark,  Kentucky. 
The  Study  of  English  as  Introductory  to  Latin  and  Greek. — Thos.  R.  Price, 

Virginia. 

1879  Orthography  in  High  Schools,  etc. — F.  A.  March,  Pennsylvania. 

The  Historical  Method  in  the  Teaching  of  English. — James  M.  Garnett,  Mary- 
land. 

1880  What  We  Should  Seek  to  Accomplish  in  Reading  Exercises. — E.  O.  Vaile,  Illinois. 

1884  English  Instruction  for  Children. — O.  T.  Bright,  Illinois. 

The  Part  Which  the  Study  of  Language  Plays  in  a  Liberal  Education. — John 
Bascom,  Wisconsin. 

1885  English  in  American  Schools. — E.  S.   Cox,   Ohio. 

Language  as  an  Educator. — Z.  Richards,  District  of  Columbia. 

1886  Language  Work. — N.  C.  Dougherty,  Illinois. 
Reading-Circles  for  Teachers. — Jerome  Allen,  New  York. 

Growth  and  Benefits  of  Reading  Circles. — Hubert  M.  Skinner,  Indiana. 

1887  The  Place  of  Literature  in  the  College  Course. — Homer  B.  Sprague,  California. 
The  Ministration  of  Literature. — Minnie  C.  Clarke,  Missouri. 

1888  Teaching  English. — J.   B.   McChesney,   California. 

Elocution:    Its  Place  in  Education. — Martha  Fleming,  Tennessee. 


of  Topics]  ENGLISH  LANGUAGE  AND  LITERATURE  683 

i8S3  The  Place  of  Literature  in  Common-School  Education.— Horace  E.  Scudder, 
Massachusetts. 

Practical  Value  in  Life  of  a  Taste  for  Good  Literature. — M.\rv  L.  Beecher, 
Tennessee. 

Practical  Methods  of  Using  Literature  in  Teaching  Children  to  Read. — Leroy 
Halsey,  Michigan. 

Ought  Young  Girls  to  Read  the  Daily  Newspapers? — Wm.  T.  Harris,  Massa- 
chusetts. 

1889  Literature  for  High  Schools. — ^^INXIE  C.  Clark,  Missouri. 
Literature  for  Children  to  the  Front. — ^L\RY  E.  Burt,  Illinois. 
Methods  of  Study  in  English. — ^^  W.  Smith,  Ohio. 

1890  Definition  of  Educational  Literature. — W.  H.  Payne,  Tennessee. 

\'alue  of  Educational  Literature  to  Teacher  and  Student. — F.   Louis  Soldan, 

Missouri. 
The  \'alue  of  Educational  Literature  to  the  Student  and  to  the  Professional  Teacher. 

— W.  E.  Sheldon,  Massachusetts. 
The  Value  of  Educational  Literature,  and  Its  Direct  and  Indirect  Influence  upon 

.\merican  Systems  of  Education. — W.  R.  Garrett,  Tennessee. 
The  Teachers'  Reading-Circle  in  Education. — Mrs.  D.  L.\throp  Williams,  Ohio. 
Educational   Ideas  in   Dickens'   Novels. — F.   Louis  Soldan,   Missouri. 

1891  \()ice  Culture  in  Primary  and  Elementary  Schools. — Z.  Richards,  District  of 

Columbia. 

How  English  Is  Taught  in  One  High  School.— Ray  Greene  Huling,  Massa- 
chusetts. 

The  .Synthetic  Sound  System  of  Teaching  Reading. — F.  B.  Gault,  Washington. 

1892  Usage  the  .\uthority  in  Language. — Brainerd  Kellogg,  New  York. 
Literature  for  Children. — George  E.  Hardy,  New  York. 

Report  of  the  Committee  on  Elementary  Education  (The  Uses  of  Literature  in 
Elcmentar}^  Education). — L.  H.  Jones,  Indiana,  chairman. 

Histon,-  and  Literature  in  Grammar  Grades. — J.  H.  Phillips,  Alabama. 

Report  of  Round-Table  Discu.ssion  on  "The  Uses  of  Literature  in  Elementary 
Eflucation." — L.  H.  Jones,  Indiana. 

1893  The    Study   of    English   Literature    in    French    Universities. — Andre    L.  Chev- 

RILLON    France. 
Report  of  Conference  on  Engli.sh. — Samuel  Thurber,  Massachusetts,  chairman. 
Shall   Reading  and  Writing  Be  Taught  in  the    Kindergarten  ?— Mrs.   Alice  H. 

Putnam,  Illinois. 

1894  The  Ethical  Element  in  Literature,  and  How  to  Make  the  Most  of  It  in  Teach- 

ing.— J.  A.  McLellan,  Ontario. 
The  Stufiv  of  English  in  the  Public  Schools.— .\.  P.  Marble,  Mas.sachusetts. 
German  Slethods  of  Using  the  Mother  Tongue.-    Ricmard  Jones,  Pennsylvania. 
The  Studv  of  Literature.-  Richakd  G.    Mollton,   Illinois. 
Discu.ssion  of  Repcjrts  of  Committee  of  Ten :  English.-  A.  F.  Nightingale,  Illinois. 

1895  What  Has  Been  .\cc<jmplished  in  Co-ordination  in  the  Fii  Id  of  History  and  Litera- 

ture.— Charles  A.  McMurry,  Illinois. 

1896  The  Tea(  hing  of  English  Literature,  with  Special  Referent  e  to  Secondary  Schools. — 

W.  P.  Tre.nt,  Tennessee. 
Literature  in  Elementary  Schools.— Mrs.  Ella  F.  Young,  Illinois. 
Round    Table--.\ncient    I«inguages    and    English — 

Translation   from   the  Gnck  and    Latin   Classics  as  a  Training  in   the   Use  of 
English.    -I.    B.    Burgess,    Illinois;     William    C.    Collar,    .Massai  hus.tts; 
Frank  A.   Manny,   Illinois. 
American  Literature.     Brander  Matthews,  New  N'ork. 

1897  Round  Table  in  English.     Harriet  L.   Keeler,  Ohio,  leader. 

Why  .Art  anci  Literature  Ought  to  Be  Studied  in  Our  .S(  h(H)ls.     Wm.  T.  Harris. 

Dislrif  t  of  Columbia. 
English  in   Business  Schools.— Mrs.  Saba  A.  Spencer,  Di.Htricl  of  Columbia. 

1898  The  Ivluratif)nal  Value  of  the  Tragic  as  Comi>ared  with  the  Comic  in  Literature 

and  .\rt.  — Wm.  T.  Harris,  District  of  Columbia. 
Subje(  Is  for  Comi^jsitions:  Shall  We  Draw  Them  from  Literature  or  from  I.ifi-  ?  — 

F,i»wis  L.  Miller,  Illinois. 
English  the  Core  of  a  Secondary  Course.— JoHN  Calvin  Hanna.  ( )hio. 
Some  of  the  Main  Principles  of  Secondary  English  Teaching.-  Samuel  Thi  uiier, 

Ma.s.sachusi'tts. 
A    ProiK»s<-d    Four- Years'    Course   in    English   for  Se(  onflary  Sih<K)Is.- Charitv 

Dye,  Inrliana. 


684  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1898   Syllabus  of  a  Course  in  English,  with  a  Defense  of  the  Same. — W.  F.  Webster, 

Minnesota. 
The  English  Round  Table — Essay  Correcting:   Can  It  Be  Made  a  Joy  Forever  ? — 

F.  N.  Scott,  Michigan. 
The  Essentials  of  English  Composition   for  Elementary  Schools. — Edward  R. 

Shaw,  New  York. 
The  Essentials  of  English  Composition  to  Be  Taught  in  Secondary  Schools. — 

C.  C.  Thach,  Alabama. 
What  Proportion  of  Essay  Subjects  Shall  Be  Drawn  from  Literature  ? — F.  V.  N. 

Painter,  Virginia. 

1900  English  in  the  Grades. — A.  A.  Reed,  Nebraska. 

How  Shall  We  Teach  Our  Pupils  the  Correct  Use  of  the  English  Language  ? — 

Oliver  S.  Westcott,  lUinois. 
The  Influence  of  Poetry  in  Education. — William  M.  Beardshear,  Iowa. 
The  Value  of  English  Literature  in  Ethical  Training. — Reuben  Post  Halleck, 

Kentucky. 
Educational  Principles  Applied  to  the  Teaching  of  Literature. — Martin   G. 

Brumbaugh,  Pennsylvania. 

1901  Round-Table  Conferences — The  English  Conference. — James  H.  Harris,  Mich- 

igan. 

1902  Educational  Value  of  Training  in  Public  Speaking. — Thomas  C.  Trueblood, 

Michigan. 
Round  Table — English  Conference. — Thomas  C.  Trueblood,  Michigan. 

1903  The  Teaching  of  Argumentative  Discourse  in  High  Schools.— George  P.  Baker, 

Massachusetts;    Charles  S.  Hartwell,  New  York. 
Literature  in  the  Grades  and  How  to  Use  It. — Mrs.  Alice  W.  Cooley,  North 
Dakota. 

1904  Avenues  of  Lanugage:    Expression  in  the  Elementary  School. — Percival  Chubb, 

New  York,  and  Others. 
Round-Table  Conference — English  Conference. — William  Schuyler,  Missouri. 
Round-Table  Conference — Laboratory  Method  in  English  Composition.- — Philo 

Melvyn  Buck,   Jr.,   Missouri. 

1905  Teaching  Our  Language  to  Non-English-Speaking  Pupils. — Gustave  Strauben- 

muller.  New  York. 
Round-Table  Conference — B.     English  Conference. — Philo  M.  Buck,  Missouri. 
Round-Table  Conference — C.     Reading  in  the  First  School  Year. — Mrs.  Alice 

Cooley,  North  Dakota. 
The    Psychology    of    Reading    and     Writing. — Robert    MacDougall,     New 

York. 
The  Study  of  English  Composition  as  a  Means  of  Acquiring  Power. — Georgia 

Alexander,    Indiana. 

1906  What  Kind  of  Language  Study  Aids  in  the  Mastery  of  Natural  Science? — W.  T. 

Harris,  District  of  Columbia. 

22.     EXAMINATIONS 

{See  also  College-Entrance  Requirements.) 

1863  Competitive   Examination   for   Admission    to    West   Point. — H.   Barnard,    Con- 

necticut. 

1864  Competitive  Examination  for  Public  Service. — H.  Barnard,  Connecticut. 

1887    Examinations  as  Tests  for  Promotion  in  Public  Schools. — H.  S.  Tarbell,  Rhode 

Island. 
Method  of  Conducting  Examinations  in   Ordinary   School   Work  by   the   Class 

Teacher. — Aaron  Gove,   Colorado. 
School  E.xaminations. — George  A.  Littlefield,  Rhode  Island. 
School  E.xaminations. — C.  C.  Rounds,  New  Hampshire. 

1889  Teachers'  Examinations. — M.  A.  Newell,  Maryland. 
E.xaminations  for  Promotion. — William  M.  Giffin,  New  Jersey. 
Examination  for  Promotion  in  the  Public  Schools. — William  DeWitt  Hyde, 

Maine. 

1890  Examinations  as  Tests  for  Promotion. — Wm.  H.  Maxwell,  New  York. 

1901  The  Use  and  Control  of  Examinations. — Arthur  T.  Hadley,  Connecticut. 

1902  The  Value  of  Examinations  as  Determining  a  Teacher's  Fitness  for  Work. — 

EdwiN  G.  Cooley,  Illinois. 
President's  Address — Call  Out  the  Leaders. — J.  Remsen  Bishop,  Ohio. 


of  Topics]  EXHIBITIONS  AND  MUSEUMS  685 

23.     EXHIBITIONS  AND  MUSEUMS 

1875    American  Education  at  the  Centennial  Exposition.- — J.  P.  Wickersham,  Pennsyl- 
vania. 

1884  Educational   Exjx)sition   at   Madison,  Wis.     General  Report  of   Committees  on 

the  Exhibition  of:    I.  Industrial  and  Manual  Training;    II.  Art;    III.   Kinder- 
garten;   IV.  Special  Exhibits;    V.  State  E.xhibits. — Wm.  T.  Harris,  District 
of  Columbia. 
Report  of  Special  Committees:    On  the  Kindergarten  E.xhibil;   on  State  E.xhibits; 
on  .\rt  and  Industrial  Education;  on  Special  E.xhibits. 

1885  Reports  on  Education  at  the  World's  Cotton  Exposition,  New  Orleans,  1884-5. 
Reports  on  Educational  E.xhibits  at  the  World's  Cotton  Centennial  Exposition, 

in  New  Orleans:  U.  S.  Bureau  of  Education;  Industrial  Education;  Schools 
of  Christian  Brothers;  Colored  People;  Foreign  Educational  Exhibit;  Kinder- 
garten E.xhibit;   Educational. 

1886  Report  of  the  Art  E.xhibition. 

1887  Educational  E.xposition,  Chicago. — George  P.  Brown,  Illinois. 

1889  Report  of  Committee  on  Exhibits  at  the  Meeting  in  Nashville,  Tennessee. 

1890  The  American  Educational  E.xhibit  at  the  International  Exposition  of   1893. — 

John  E.\ton,  District  of  Columbia,  and  Others. 
Report  of  the  Committee  on  Exhibits  at  the  Meeting  in  St.  Paul,  Minn.:    School 
Exhibits;    Manual  Training;     Fomi  and  Color;     Drawing;    Kindergarten. 

1891  Reports  of  Committee  on  E.xhibits  at  Toronto,  Can.;    Kindergarten;    Catalogue 

of  Exhibits;    Drawing;    Color. 

1892  The  World's  Congresses  of  1893. — C.  C.  BoNNEY,  Illinois. 

What  Should  Secondary  Schools  Do  to  Promote  Their  Interests  at  the  World's 
Fair  ? — J.    L.    Holloway,    Arkansas. 

The  World's  Educational  Congress. — W^^.  T.  Harris,  District  of  Columbia. 

Report  on  the  World's  Educational  Congress. — Wm.  T.  Harris,  District  of  Colum- 
bia, chairman. 

The  Educational  E.xhibit  of  the  World's  Columbian  Exposition. — Selim  H. 
Peabody,  Illinois. 

Representation  of  Educational  Systems  at  the  World's  Exposition. — Albert 
G.  Lane,  Illinois. 

1893  The  Use  of  Magic  Lanterns  in  S(  hools. — Gustave  Serrurikr,  Fran(  e. 

1894  The  E.xhibit  of  Education  at  the  Columbian  Expa-^ition. — John  Eaton,  District 

of  Columbia. 
The   Educational   E.xhibit  at  the   Columbian   Exposition. — Selim   H.   Peabody, 
New    \'ork. 

1898  Our  Educational  Exhibit  at  the  International  Exjjosition  in  Paris  in  1900. — Wm.  T. 

Harris,  Di.strict  of  Columbia. 

1899  The  United  States  Exhibit  at  Paris. — Howard  J.  Rogers,  New  York. 

1901  Education  at  the  Paris  Ex[)osition.— Howard  J.  Rogers,  New  York. 
Educational  Lessons  of  the  Paris  Exposition. — Anna  Tolman  Smith,   Distriit 

of  Columbia. 
I.x?ssons  of  the  Educational  Exhibits  at  Paris  in  1900. — Howard  J.  Rogers,  New 
York. 

1902  The  Educational  Value  of  Museums. — Oliver  Cummings  Farrington,   Illinois. 
1904    The   Lessons  of  th<-   Exjiosition. — Howard  J.   Rogers,   Missouri. 

Progress  of  thir  South,  as  Shown  by  Exhil>its.  -  HuowN  Ayres,  L)uisiaiia. 

Re|K)rls  on  Work  as  Shown  by  Exhibits.-  Various  Authors. 

President's  Address— The  Influence  of  a  (ireal  Ex|^).sition  as  an  Art  I'.dui  alor. — 

James  Frederick  Hoi-kins,  Ma.ssachu.se(ls. 
Edufation  at  the  ('nivcrsai  F.x|K)sition,  190.J:    From  the  View-Point  of  liie  Chief 

of  the  Department.-  Howard  J.  Ro(;krs,  Missouri. 
F'lucation  at  the  Universal  ExiK)sition,  1004:   Ivxhibil  of  tlu"  United  Slates  Bureau 

of  Education. — Wm.  T.  Harris,  District  of  Columbia. 
Erlu(  ation  at  ihi-  Universal  Ex|K)silion,  1004:   Some  City  I'.xhibit.s:   Their  Purpose 

anrj  Plan.     A.     St.  I/)uis.  -  F.  Loi;is  S<»i.dan,  Missouri. 

H.     The  City  of  New  York.-  Andrew  W.  Edson,  New  York. 
The  Swedish  Educational  I'lxhibit  and  Il.s  Relation  to  the  SchooLs  of  Sweden. — 

N.  G.   W.   Lagkrstedt,  Sweden. 
The  Japan<.H4'  Ivxhibil  and  lis  Relation  to  F.du(  alion  in  Japan.  -  MosUKE  Mat- 

sumura,  Sec  relary  of  the  Japanes*-  Commission  to  lh<"  ExjMtsition. 
The  Philif)pine  Teacher  and  the  Philip|)ine  Fvhn  alional  Exhibit.     Ai.iikrt  Hammi 

HAr;KB,   Pliilipjiine  Ex|)osition   Board. 


686  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1904  The  Kindergarten  and  the  Elementary  School  as  Illustrated  in  Their  Exhibits: 

From  the  Kindergarten  Standpoint. — Patty  S.  Hill,  Kentucky. 
The  Kindergarten  and  the  Elementary  School  as   Illustrated  in   Their  Exhibits: 
From  the  Standpoint  of  the  School. — C.  B.  Gilbert,  New  York. 

1905  Review  of  the  Educational  Features  of  the  Universal  Exposition  at  St.  Louis. — ■ 

Various   Authors. 
The  Uses  of  Educational  Museums. — Frederick  J.  V.  Skiff,  Illinois. 

24.     FINANCES  AND  TAXATION 

(5eefl/50  Pensions  for  Teachers;  Salaries  of  Teachers;  Supervision,  Organization, 
and  Administration.) 

1866    Cost  per  Capita  of  Education  in  Different  States. — J.  W.  Bulkley,  New  York. 

School   Funds:     How   Best   Raised,    and   How   Best   Disbursed. — John   Eaton, 
Tennessee. 
1884    The  New  Bill  for  National  Aid  to  Public  Schools. — B.  G.  Northrop,  Connecticut. 
National  Aid  for  the  Support  of  Public  Schools. — J.  W.  Dickinson,  Massachusetts. 
1886    National  Aid  to  Education. — J.  A.  B.  Lovett,  Alabama. 
1888    Federal  Aid. — J.  A.  B.  Lovett,  Alabama;   Alexander  Hogg,  Tennessee. 
1897    Rural  Schools.     Appendix  B. — Permanent  School  Funds. 
1899    Report  of  Committee  on  Uniform  Financial  Reports. — C.  G.  Pearse,  Nebraska, 

chairman. 
1902    Taxation  for  School  Purposes. — Nathan  C.  Schaeffer,  Pennsylvania. 

Taxation  and  Teachers'  Salaries. — A.  G.  Lane,  Illinois. 
1905    Some  of  the  Conditions  Which  Cause  Variation  in  the  Rate  of  School  Expendi- 
tures in  Different  LocaHtics. — Wm.  T.  Harris,  District  of  Columbia. 
1 905 1  Report  of  Committee  of  Taxation  as  Related  to  Public  Education. — James  M. 
Greenwood,    Missouri,    chairman. 
Table  I:   School  Expenditures  Classified. 

Table  II:    Cost  of  Instruction  as  Compared  with  Other  Expenditures. 
Table   III:    Relation    of    Maintenance    of    Schools    to    Total    City    Operating 

Expenses. 
Table  IV:  Classification  of  School  Expenses  in  Cities,  by  Groups. 
Methods  of   School  Taxation  in   New  York   City. — Wm.    H.    Maxwell,    New 

York. 
Taxation  for  School  Purposes. — Nathan  C.  Schaeffer,  Pennsylvania. 
Twenty-five  Years  Progress  of  Public  Education  in  North  Carolina,  with  Various 
Tables. — Charles  D.  McIver,  North  Carolina;    Charles  L.   Coon,  North 
Carolina. 
Taxation  for  School  Purposes  in  Pennsylvania. — Nathan  C.  Schaeffer,  Penn- 
sylvania. 
Method  of  Taxation  for  School  Purposes  in  Indiana. — John  W.  Carr,  Indiana. 
Table  V:    Cost  of  Maintenance  of  Schools  Compared  with  Each  of  the  Other 
Municipal   Departments  in   the    137   Cities  of  Largest   Population. — Wm.   T. 
Harris,   District  of  Columbia. 
Table  VI:    Value  of  Property,  Comparative  Cost  of  Schools,  and  Wages  Earned 
in  the  137  Cities  of  Largest  Population. 

25.     GEOGRAPHY  AS  A  SUBJECT  OF  STUDY 

1 871    How  to  Teach  Geography. — Mary  Howe  Smith,  New  York. 
1 881    An  Evening  in  Wonderland. — Wm.  I.  Marshall,  Massachusetts. 
1888    Scientific  Methods  in  Teaching  Geography. — C.  F.-  Palmer,  Ohio. 
1893    Report  of  Conference  on  Geography. — T.   C.   Chamberlin,  Illinois,  chairman. 
1895    Physical    Geography — Its   Possibilities    and    DitTicultics. — Edward    L.    Harris, 
Ohio. 
The   Relation  of  Geography  to  History. — Edward   Channing,   Massachusetts. 

1897  Physical  Geography   in   Secondary   Schools. — Albert    Perry    Brigham,    New 

York. 
Laboratory  Work  in  Elementary  Physiography. — R.  H.  Cornish,  Illinois. 

1898  Influence  of  Environment  on  the  Development  of  United  States  History. — Jacques 

W.  Redway,  New  York. 

■  The  Reports  and  Papers  from  this  point  to  the  end  of  the  section  were  not  printed  in  any  volume -of 
Proceedings,  but  were  published  in  a  separate  pamphlet. 


of  Topics]  HIGHER  EDUCATION—COLLEGES  AND  UNIVERSITIES       687 

1898  The  Gcospheres. — \V.  J.  McGee,  District  of  Columbia. 

Prtliniinary    Report    of    the    Subcommittee    on    Physical    Geography. — Albert 
Perry  Brigham,  New  York. 

1899  Report  of  the  Committee  on  Physical  Geography.— William  North  Rice,  Con- 

necticut, acting  chairman. 

1901  The  Relation  of  Physical  Geography  to  Geology.— WiLLiAM  Harmon  Norton, 

Iowa. 
Round  Table — Physiography  Conference. — W.  H.  Snyder,  Massachusetts. 

1902  Physiography  in  the  Secondary  Schools. — J.  A.  Merrill,  Wisconsin. 

1903  The  Human  Side  of  Geography. — Lloyd  E.  Wolfe,  Texas. 

Commercial  Geography:   The  New  Science. — Frank  O.  Carpenter,  Massachu- 
setts. 
Out-Of-Door  Class  Work  in  Geography. — F.  P.  Gulliver,  Massachusetts. 

1904  Out-Of-Door  Work  in  Geography. — Mark  S.  W.  Jefferson,  Michigan. 
Applied    Geography,    Illustrated    from    the    Louisiana    Purchase. — .\rthur    G. 

Clement,  New  York. 

1905  Right  Methods  of  Studying  History  and  Geography  by  Children.     Round-Table 

Conference — B. — Frank  M.  McMurry.  New  York. 

26.     GOVERNMENT  AND  DISCIPLINE  OF  SCHOOLS 

1863  School  Gymnastics. — S.  W.  Mason,  Massachusetts. 

1870  Motives  and  Means  Which  Should  Be  Made   Prominent  in  School  Discipline. 

(Discussion.) 

1889  Discipline  in  Elementary  Schools. — Bettie  A.  Dutton,  Ohio. 
An  Educational  Experiment. — S.  H.  Peabody,  Illinois. 

1890  Co-operative   Government. — M.   C.   Fernald,   Maine. 

Forms  of  Discipline  and  Discipline  of  I-'orms. — R.  L.  Wiggins,  Tennessee. 
1892    Discipline  in  High  School. — R.  E.  Denfeld,  Minnesota. 

1894  Discipline  as  the  Result  of  Self-Government. — A.  V.  Storm,  Iowa. 
The  Dogma  of  Formal  Discipline. — B.  A.  Hinsdale,  Michigan. 

1895  Punishment  as  Seen  by  Children. — Earl  Barnes,  California. 

1896  Congressional  Work  for  Youth. — W.  K.  Wickes,  New  York. 

1900  The    Problem    of    the     Grades — Discipline. — Gertude     Edmund,     Massachu- 

setts. 

27.     HIGHER  EDUCATION— COLLEGES  AND  UNIVERSITIES 

1864  Should  a  Professor  of  Didactics   Be   Employed  in   Every  Principal   College? — 

Thomas  Hill.     Read  by  J.   D.   I'iiilukuk,   Massachusetts. 
1866    Normal  Instruction  in  Colleges. — EinvARU  .N'outh,  New  York. 
The  True  Idea  of  a  College. — P.  A.  tJiAUUUKNE,  Wiscon.sin. 

The  Duties  of  an  American  State  in  Respect  to  Higher  Eduiation.-  W.  V.  I'm  1. PS, 
Minnesota. 
1869    Progress  of  University  Education.     J.  W.  IloVT,  Wi.sconsin. 

The   State   in   Its   Relation   to    Higher   Education.— J.    P.    Wickersuam,    Penn- 
sylvania. 

1871  Superior  Education  as  Related  to  Universal  Education. — John  Eaton,  Di^triet 

<jf  Columbia. 

1873  Western  University  Education. — W.  G.  El.loT,  Missouri. 
UiiiHT  .S(  h<K)ls. — James  Mc(,'osh,  New  Jersiy. 

1874  A  National   University. — J.  W.  HovT,  Wisconsin.     (Review  of  a  pai)er  read  at 

Eimira,  N.  Y.,  by  Charles  W.  Eliot.) 
Four  Years  in  V!i.s.sar  College.— James  Orton,  New  YmV.. 
A  PajH-r  on  a  National  University.  -Wm.  T.  Harris,  Missouri. 
A  National  University. — Andrew  D.  White,  New  York. 
The  Plan  of  the  University  of  Virginia.— C.  S.  N'enahle,  Virginia. 

1875  Military  Science  and  Tactics  in  Our  Universities  und  Colleges.     A.  D.  ScHENK, 

Iowa. 

1876  A   Notice  of  the   Hislciry  of  the  .South  Carolina  College.— W.  J.  Rivers,  Mary- 

land. 

1877  The  Relation  of  the-  Preparatory  and  Granunar  Sc  IicmiIs  to  College  and  University. — 

W.    R.   Wehh,   Tenness<-c-. 
The  Class  System.     Noah  Porter,  Ccjnnrc  tic  nt. 
1879    College   Dormitories.   -Charles   Kendall,   .Michigan. 


688  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1880  Scholarships. — ^J.  L.  Pickard,  Iowa. 

1881  The  Advancement  of  Higher  Education. — H.  H.  Tucker,  Georgia. 

1882  The  Place  of  Original  Research  in  College  Education. — John  H.  Wright,  New 

Hampshire. 
Chairs  of  Pedagogy  in  Our  Higher  Institutions  of  Learning. — G.  Stanley  Hall, 

Maryland. 
Is  the  Prize  System,  on  the  Whole,  the  Best  for  Colleges  ? — J.  H.  Carlisle,  South 

Carolina. 
The  University — Its  Place  and  Work  in  the  American  System  of  Education. — Eli 

T.  Tappan,  Ohio. 

1883  The  University — How  and  What  (abstract)  ? — William  W.  Folwell,  Minnesota. 

1885  The  Relation  of  Secondary  Education  to  the  American  University  Problem. — 

Andrew  F.  West,  New  Jersey. 
The  Practical  Value  of  a  College  Education. — S.  N.  Fellows,  Iowa. 

1886  Colleges  North  and  South. — J.  D.  Dreher,  Virginia. 

The  College  Curriculum. — Wm.  A.  Mowry,  Massachusetts. 

1887  Relation  of  University,  College,  and  Higher  Schools  to  the  Public  System  of  Instruc- 

tion.— T.  H.  McBride,  Iowa. 
The  Relation  of  the  Christian  College. — James  W.  Strong,  Minnesota. 
Relations  of  the  University  to  PubHc  Education. — James  B.  Angell,  Michigan. 
Higher  Instruction  on  the  Pacific  Coast. — C.  C.  Stratton,  California. 
The  State  University  and  Public  High  Schools. — A.  L.  CooK,  California. 
Higher  Education. — Horatio  Stebbins,  California. 
Historical  Sketch  of  Higher  Education  on  the  Pacific  Coast. — Wm.  Carey  Jones, 

California. 

1889  A  National  University. — William  A.  Mowry,  Massachusetts. 
The  State  and  Higher  Education. — H.  B.  Adams,  Maryland. 
A  National  University. — Wm.  A.  Mowry,  Massachusetts. 

The  State  and  Higher  Education. — Fred  M.  Campbell,  California. 

Honorary  Degrees  as  Conferred  by  American  Colleges. — Charles  F.  Smith, 
Tennessee. 

The  Opportunities  of  the  Rural  Population  for  Higher  Education. — J.  H.  Can- 
field,  Kansas. 

An  Educational  Experiment. — S.  H.  Peabody,  Illinois. 

Pedagogical  Chairs  in  Universities  and  Colleges. — B.  A.  Hinsdale,  Michigan. 

1890  University  and  School  Extension. — Wm.  T.  Harris,  District  of  Columbia. 
College  Education  and  Professional  Life.- — J.  C.  Hutchinson,  Illinois. 

The  Relation  of  the  College  to  the  Morals  of  the  Student. — M.  D.  Hornbeck, 

Illinois. 
What  Have  the  People  a  Right  to  Ask  from  the  Colleges  ? — Charles  A.  Blanchard, 

Illinois. 
A  Chair  of  Pedagogy. — R.  G.  Boone,  Indiana. 
Defects  in  College  Discipline. — Rufus  C.  Burleson,  Texas. 
Shorter  College  Courses  to  Meet  a  Popular  Demand. — H.  L.  Stetson,  Iowa. 
College  Fraternities:  Their  Influence  and  Control. — J.  T.  McFarland,  Iowa. 

1891  Military  Education  in  the  United  States. — Allen  Allensworth,  New  Mexico. 
Should  the  College  Course  Be  Shortened? — John  M.  Coulter,  Indiana. 

The  Organization  of  Higher  Education. — Nicholas  Murray  Butler,  New  York. 
Universities  and  Schools. — Oscar  H.  Cooper,  Texas.     (Discussion.) 

1892  Ethical  Culture  in  the  College  and  University. ^James  H.  Canfield,  Nebraska. 
Relation  of  Undergraduate  to  Post-graduate  Curricula. — William  Pepper,  Penn- 
sylvania. 

University  Education. — Richard  H.  Jesse,  Missouri. 

The  University  in  Its  Relation  to  the  People. — Elmer  E.  Brown,  Michigan. 
Rhetoric  and  Public  Speaking  in  the  American  College. — Henry  Allyn  Frink, 
Massachusetts. 

1893  The  Relation  of  Our  Colleges  and  Universities  to  the  Advancement  of  Our  Civiliza- 

tion.— John  J.  Keane,  District  of  Columbia. 
The  Relation  of  Professional  Schools  to  the  University. — Seth  Low,  New  York. 
What  Signs  of  Improvement  Are  Visible  in  the  Undergraduate  Life  of  American 

Students  ? — Bradford  Paul  Raymond,  Connecticut. 
Should  Greek  Be  Required  for  the  Degree  of  Bachelor  of  Arts?— W.  G.  Hale, 

Illinois. 
On  What  Conditions  Should  the  Degree  of  Doctor  of  Philosophy  Be  Given  ? — 

William  O.   Sproull,   Ohio. 
The  Division  of  Labor  in  the  University. — Giuseppe  Allievo,  Italy. 


of  Topics]  HIGHER  EDUCATION— COLLEGES  AND   UNIVERSITIES       689 

1893  Legal  Education  in  the  United  States. — L.  Dimscha,  Russia. 
Opening  Address. — D.^NiEL  C.  Oilman,  Maryland. 

Should  an  .Antecedent  Liberal  Education  Be  Required  of  Students  in  Law,  Medicine 

and  Theology. — Woodrow  Wilson,  New  Jersey. 
How  Far  Is  It  Desirable  that  Universities  Should  Be  of  one  Type  ? — Martin 

Kellogg,  California. 

1894  The  Influence  of  the  Higher  Education  of  a  Country  upon  Its  Elementary  Schools. 

— W.\i.   T.   Harris,   District  of  Columbia. 

The  University  in  Its  Relation  to  the  Teaching  Profession. — Charles  DeOarmo, 
Pennsylvania. 

The  Future  of  the  Smaller  College. — John  F.  Crowell,  North  Carolina. 

Student  Co-operation  in  College  Oovernment. — Ethelbert  D.  Warfield,  Penn- 
sylvania. 

The  Oroup  System  of  College  Studies. — Adolphe  Cohn,  New  York. 

1895  Higher  Education  in  the  South. — Edwin  A.  Alderman,  North  Carolina. 

The  Relation  of  a  College  Course  to  the  Professional  Schools. — T.  R.   Bacon, 

California. 
The  Organization  of  the  University  of  Toronto. — W.  H.  Fraser,  Ontario. 
The  Future  Organization  of  the  Higher  Education  in  the  United  States. — Richard 

T.    Ely,   Wisconsin. 
Standard  of  Admission  to  Professional  Schools. — J.  N.  Hall,  Colorado. 

1896  The  University  and  the  State  in  the  South. — Edwin  A.  Alderman,  North  Carolina. 
What  Should  the  Colleges  and  the  University  Do  for  the  Graduate  of  the  High 

School  ? — James  H.  Baker,  Colorado. 
How  to  Secure  the  Interest  of  the  Colleges  and  Universities  in  the  Department. — 

James  H.  Baker,  Colorado. 
Report  of  the  Committee  on  Higher  Education — The  Higher  Life  of  the  College. — 

John  E.  Bradley,  Illinois. 

1897  Higher  Education  in  the  South. — George  T.  Winston,  Te.xas. 

State    Supervision    of    Degree-Conferring    Institutes. — Henry    Wade    Rogers, 

Illinois. 
University  Ideals  at  Princeton. — A.  T.  Ormond,  New  Jersey. 
The  State  University. — James  H.  Baker,  Colorado. 
University  Ideals  at  Stanford. — Joseph  Swain,  Indiana. 

1898  .\merican  Universities  and  National  Life. — .\ndrew  S.  Draper,  Illinois. 
The    Larger    University    Idea. — F'lmer  E.  Brown,  California. 

The  Formation  of  a  Federation  of  Colleges  and  Universities  in  the  United  States 
Similar  to  the  Association  of  American  Medical  Colleges. — B.  A.  Hinsdale, 
Michigan 

Should  the  Undergraduate  Curriculum  of  Four  Years  in  Colleges  and  Universities 
Be  Shortened  by  Allowing  Such  Freedom  of  Electives  in  the  Junior  and  Senior 
Years  that  a  Bachelor  Degree  and  a  Professional  Degree  May  Be  Obtained 
in  Six  Years  ? — Nicholas  Murray  Butler,  New  York. 

1899  Continuous   University  Sessions. — Jerome  H.  Raymond,   West  Virginia. 
The  Scholar  and  the'State.— R.  H.  Webster,  California. 

An  AjKjlogy  for  the  American  University. — David  Starr  Jordan,  California. 
Do  We  N<<tl  a  University  Trust? — L.  I).  Harvey,  Wisconsin. 

1900  The  Satisfactions  of  Biing  a  College  President.— CiiARLES  F.  TuwiNG,  Ohio. 
State  Aid  to  Higher  Education  in  Europe  and  America.— Joseph  Swain,  In<liana. 
An  Ethnic  View  of  Higher  Education. — I.  W.  Howerth,  Illinois. 

The  Small  CVillege.- William  Oxley  Thompson,  Ohio. 
The   Small   Collegf — Its   Prospects.— William  Rainey  Ha i-i-i  i<,  Illinois. 
The  State  University. — Joseph  Swain,  Indiana. 

The  P'unrtion  of  the  Land-Grant  College  in  American  l-'duralion.-  W.  M.  Hi  ard- 
SHEAR,    Iowa. 

1901  Thr  Functions  of  a  University  in  a  Pro.spcrous  Democracy. — Charles  F.  Tiiwing, 

Ohio. 
Federal  and  State  Interest  in  Higher  F.du(  alion.-  Rohkkt  B.  Fui.toN,  Mi.ssissippi. 
Repf)rt  of  the  Committee  on  a  National  University.— Wn.i.lAM  R.  Harper,  lllinoi.s, 

chairman. 
The  Function  of  the  State  University.— Richard  Henry  Jesse,  Mi.ssouri. 
1903    The  Present  Peril  to  Lilnral  Education. — Andrew  F.  West,  New  Jersey. 

The   I><ngth  of  the   Baccalaureate  Course-  and   Preparation  for  the  Professional 

SrhorAs. — Elmer  Ellsworth  Brown,  California,  ancl  \'arious  Other  Authors. 
Shall  the  University  Concern  Itself  More  Directly  with  the  Morals  and  Manners 

of  It.s  Student.s? — George   Harris,   Massachusetts,   and   Others. 


690  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1904  The  Relation  of  the  Church  to  Higher  Education  in  the  United  States.— Edmund 
s  J.  James,  Illinois. 

The  Place  of  the  Small  College. — George  A.  Gates,  California. 

1905  Should  Chairs  of  Pedagogy  Attached  to  College  Departments  of  Universities  Be 

Developed  into  Professional  Colleges  for  the  Training  of  Teachers  ? — Albert 

Ross  Hill,  Missouri. 
Does  Wide  Election  and  Do  Minute  Courses  Weaken  Undergraduate  Courses  in 

Univer.'^ities  ? — James  H.  Canfield,  New  York. 
Honor  in  Student  Life  in  Colleges  and  Universities. — Charles  Alphonso  Smith, 

North    Carolina. 

28.    HISTORY  OF  EDUCATION 

1858    The  Educational  Tendencies  and  Progress  for  the  Past  Thirty  Years. — Daniel 

Read,  Wisconsin. 
1866    Education  in  the  Argentine  Republic. — Senor  Sarmiento,  Minister  to  the  United 

States. 

1872  Necessities  for  PubHc  Instruction  in  the  Gulf  States. — Joseph  Hogdson,  Alabama. 

1873  Education  in  the  Southern  States. — J.  C.  Gibbs,  Florida. 

1874  System  of  Public  Instruction  in  Ontario. — J.  Geo.  Hodgins,  Ontario. 

1875  Public   Instruction  in  Minnesota. — W.   W.   Folwell,   Minnesota. 
Educational  Necessities  of  the  South. — Leon  Trousdale,  Tennessee. 

1876  Education  in  Argentine  Confederation. — Senor  Dorna,  Argentine  Confederacy. 
Education  in  Sweden. — Dr.  Mejenberg,  Sweden. 

Newspapers  in  Japan. — Fujimaro  Tanaka,  Japan. 
Education  in  Japan. — David  Murray,  Japan. 
Education  in  Brazil. — Dr.  Da  Motta,  Brazil. 

The  Lacks  and  Needs  of   the  South  Educationally — The  Development  of    Her 
Natural  Resources — The  Remedy. — Alexander  Hogg,  Texas. 

1877  Educational  Interests  of  Texas. — Rufus  C.  Burleson,  Texas. 

1 881  The  Lessons  of  the  International   Educational  Congress  at  Brussels. — Wm.  T. 

Harris,  Missouri. 
The  Century  and  the  School. — F.  Louis  Soldan,  Missouri. 

1882  Annual  Report  of  the  National  Educational  Association. — Thomas  W.  Bicknell, 

Massachusetts. 

Education  in  Alaska. — Sheldon  Jackson,  District  of  Columbia. 

Secularization  of  Education.^ — Wm.  W.  Folwell,  Minnesota. 
1884    Cast  Words  from  the  South. — A.  D.  Mayo,  Massachusetts. 

The  Educational  Outlook  in  the  South. — Booker  T.  Washington,  Alabama. 

The  Needs  of  Southern  Women. — Clara  Conway,  Tennessee. 

The  Supplementing  of  the  War. — Albert  Salisbury,  Wisconsin. 

The  New  South. — Robert  Bingham,  North  Carolina. 
1886    Education  in  Louisiana. — W.  P.  Johnston,  Louisiana. 

Colleges  North  and  South. — J.  D.  Dreher,  Virginia. 

1888  Historical  Sketch  of  Higher  Education  on  the  Pacific  Coast. — Wm.  Carey  Jones, 

California. 
Higher  Instruction  on  the  Pacific  Coast. — C.  C.  Stratton,  CaUfornia. 

1889  History  of  Education:    Its  Culture  Value. — B.  A.  Hinsdale,  Michigan. 
History  of  Education :  Its  Value  on  Educational  Legislation  and  Administration. — 

W.  H.  Payne,  Tennessee. 
History  of  Education:    Its  Value  to  Teachers. — G.  S.  Williams,  New  York. 
P^ducational  History  of  the  Ohio  Valley. — W.  H.  Venable,  Ohio. 
The  First  Schools  in  the  Ohio  Valley. — W.  H.  Venable,  Ohio. 
Educational  Progress  in  the  South  Since  1865. — W.  A.  Candler,  Georgia. 

1 89 1  The  Educational  System  of  Ontario. — Geo.  W.  Ross,  Minister  of  Education. 
A  Year  in  a  German  Model  School. — Julia  S.  Tutwiler,  Alabama. 

1892  Twenty  Year's  Progress  in  Education. — Wm.  T.  Harris,  District  of  Columbia. 

1893  National  Education  in  Scotland. — Flora  C.  Stevenson,  Scotland. 

Present    Condition    of    the     Public     Schools    of     Uruguay. — Alberto    Gomez 

Ruano,   Uruguay. 
The  Present  Situation  of  Education  in  France. — Gabriel  Compayre,   France. 
Joseph  Peter  Varcla  and  the  Progress  of  Education  in  Uruguay. — Alberto  Gomez 

Ruano,  Uruguay. 
The  Public  Educational  System  of  Sweden. — N.  G.  W.  Lagerstedt,  Sweden. 
Elementary  Education  in  England.- — Rosamond  Davenport-Hill,  England. 
The  Secondary  Education  of  Girls  in  France. — Mile.  Marie  Dugard,  France. 


of  Topics]  HISTORY  OF  EDUCATION  691 

1893  Training  oi  Teachi.TS  in  High  Schools  in  Sweden. — Edward  Osterberg,  Sweden. 
High  School  for  Girls  in  England. — M.\ry  Gurney  and  Rose  Kingsley,  England. 
Elementary  and  Secondary  Education  in  Cape  Colony,  .\frica. — May  Bengough, 

Africa. 
Public  Instruction  in  Italy. — Egisto  Rossi,  Rome. 

1894  The  South  and  Its  Problems. — Lawton  B.  Evans,  Georgia. 

Some  Phases  of  Present  Educational  Problems  in  Europe. — Nicholas  Murray 
Butler,  New  York. 

1895  Higher  Education  in  the  South. — Edwin  .'\.  .\lderman.  North  Carolina. 
The  .\dvanccment  of  the  South. — W.y.  E.  BoGGS,  Georgia. 

What  the  South  Is  Doing  for  Education  and  What  Education  Is  Doing    for  the 
South. — Wm.  T.   Harris,  District  of  Columbia. 

1897  Higher  Education  in  th^-  South. — George  T.  Winston,  Te.xas. 

1898  Better  Supervision  of  the  Public  Schools  in  the  South. — Charles  D.  McIver, 

North  Carolina. 
Education  and  Gold  in  Alaska. — John  Eaton,  District  of  Columbia. 
Lessons  from   .\merican   Educational  History. — A.   D.   Mayo,   Massachusetts. 

1899  .\n  Educational  Policy  for  Our  New  Possessions. — Wm.  T.  Harris,  District  of 

Columbia. 
The  Educational  Problem  in  Hawaii. — Henry  S.  Townsend,  Hawaii. 
The  Public  Lands  and  Public  Education. — E.  B.  Prettyman,  Marj-land. 
Educational  Progress  of  the  Year. — Nicholas  Murray  Butler,  New  York. 

1900  Status  of  Education  at  the  Close  of  the  Centur)'. — Nicholas  Murray  Butler, 

New  York. 
Obligations   and   Opportunities  of  Scholarship. — Edwin   A.   Alderman,   North 

Carolina. 
Education  in  the  Colonies. — .\aron  Gove,  Colorado. 
Educational  Progress  during   the  Year  1899-1900. — B.  A.  Hinsdale,  Michigan. 

1901  Educational  Progress  of  the  Year. — Elmer  E.  Brown,  California. 

The  Educational  Crisis  in  England. — Cloudesley  S.   H.   Brereton,  England. 
Educational  Pioneering  in  the  Southern  Mountains. — William  Goodell  Frost, 

Kentucky. 
The  Rise  of  National  Education  in  the  Si.\teenth  Century. — John  William  Perrin, 

Ohio. 

1902  Educational  Conditions  and  Progress  in  China. — C.  M.  L.\cey  Sites,  China. 
Education  in  the  Philippines. — Jacob  Gould  Schurman,  New  York. 

The  Educational  Progress  of  the  Year  1901-2. — William  R.  Harim.k,  Illinois. 
Organization  of  Education  in  Brazil. — Horace  M.  Lane,  South  America. 
The  Recent  Reaction  in  France  Against  Rous.seau's  Negation  of  Society  in  Educa- 
tion.— .V.NNA  ToLMAN  SMITH,  District  of  Columbia. 
Progress  of  Education  in  Porto  Rico. — M.  G.  Brumbaugh,  Pennsylvania. 

1903  The  Beginning  and  Aims  of  the  General  Education  Board. — Wallace  Butthick, 

New   York. 
The  Educational  Progress  of  the  Year  1902-3.-  \\ili.l\m  Diwiit  Hvdk,  Maine. 
(J.xford   University  and  the  Rhodes  Scholarships. — Wm.  T.   Harris,  Distrid  of 

Columbia. 
The  Sch<x)ls  of  the  Peoi)le. — ICdgar  Gardner  Murphy,  Alabama. 

1904  A   Filipino's  View  of  Education  in  the  Philippines. — Senora  Marl\   Di  l  Pilar 

Zamora,   Philippine   Islands. 
The  Japanese-  E.xhibit  and  Its  Relation  to  Education  in  Japan. -^Mosuke  Mat- 

SUMUKA,  Secretary  of  the  Japan  s     Commission  to  the  Exposition. 
The  Swcdi.sh  Educational  Exhiliit  and   lis  Kelalion  to  the  SchcM»ls  of  Sweden. — 

N.   G    W.   Lacierstedt,  Swrdcn. 
The    Phiilippine    Teacher    and    ih.-    I'hiiipi)ine    Educational    Exhibit.     Ajueht 

Ralph  Hagar,  Philipi>ine  FxiM».siiion  Hoard. 
The  Kinclcrgarten  in  Japan.     Annie  L.  Howe,  Illinois. 
The  French  and  German  ICIementary  .Schools.  -Frkhehick  Erni-.si  !•  arrinc.ton, 

(,'alifornia. 
What  May  the  Sc-ccmdary  SchcK)l.s  of  the  United  States  Learn  from  a  Suidy  of 

Gemian  S;  condary  Education  ?     Fkederick   E.   BoltoN,   Iowa. 
Edueaiiona!  l'rin(  ipUs  for  the  South.   -CHARLES  W.  Daunkv,  Tennes.sec;  Charles 

I).   MclvEK,  North  (larolina. 
The   French  and  German  Elementary  Schools.— Fr  11 -iRUK  Ernest  Farring- 

ton,  California. 
Education  in  the  Philippines.     E.   B.   Bryan,  Indiana. 
Educational  Needs  of  the  South.— J.  II.  Phillips,  Alabama. 


692  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1904  Popular  Education  in  England. — Percy  Atkin,  England. 
Education  in  Porto  Rico. — Samuel  McCune  Lindsay,  Porto  Rico. 

What  May  the  Secondary  Schools  of  the  United  States  Learn  from  a  Study  of 
French  Secondary  Education  ? — E.  W.  Lyttle,  New  York. 

1905  Report  on  the  Educational  Progress  of  the  Year. — Howard  J.   Rogers,  New 

York. 

1906  Fifty  Years  of  American  Education. — Elmer  Ellsworth  Brown,   District  of 

Columbia. 
The  Educational  Awakening  in  England. — Michael  Ernest  Saddler,  England. 
The  Past  and  Future  of  German  Education. — Friedrich  Paulsen,  Berlin. 
What  France  Owes  to  America  in  the  Matter  of  Education. — J.  J.  Gabriel  Com- 

PAYRE,   France. 
The  Carnegie  Foundation  for  the  Advancement  of  Teaching. — Henry  S.  Pritch- 

ETT,  New  York. 
State  Teachers'  Associations  Organized  before  1857. — Will  S.  Monroe,  Massa- 
chusetts. 
History  of  Educational  Journalism. — C.  W.  Bardeen,  New  York. 
The  National  Teachers'  Association  (1857-70, — Historical  Sketch. 
National  Organization  of  Teachers. — William  Russell,  Massachusetts. 
The  National  Educational  Association,  Historical  Sketches,  Extracts  from  D.  B. 

Hagar's  Presidential  Address  in  1870;    also  from  John  Hancock's  Presidential 

Address  in  1879. 
Organization  and   Functions  of  the  National    Educational   Association. — W.  T. 

Harris,  District  of  Columbia. 
Origin  of  Free  Schools  in  the  American  Colonies  — Barnard's  Journal. 
Home  and  School  Training  in  New  England  about  1776. — Thomas  Brainard, 

Connecticut. 
The  American  Institute  of  Instruction. — Albert  E.  Winship. 
Western  Literary  Institute  and  College  of  Professional  Teachers:  1831-45 — Will 

S.  Monroe,  Massachusetts. 
School   Teachers   and    Superintendents. — Opening   Address  of   the   President. — 

Horace  Mann. 
Closing  Address. — Horace  Mann. 
American  Association  for  the  Advancement  of  Education. — ^WiLL  S.  Monroe, 

Massachusetts. 
The  American  Association  for  the  Advancement  of  Science. — -L.  O.  Howard, 

District  of  Columbia. 
American  Library  Association. — Melvil  Dewey,  New  York. 
General  Education  Board. — -Wallace  Buttrick,  New  York. 
The  Southern  Education  Board. — Edgar  Gardner  Murphy,  Alabama. 
The  Southern  Educational  Association.— Richard  J.  Tighe,  North  Carolina. 

29.     HISTORY  TEACHING 

1889  The  Teaching  of  Patriotism  in  the  Public  Schools  and  Everywhere. — G.  W.  F. 

Price,  Tennessee. 
History  a  Patriotic  Force  in  Schools. — H.  B.  Carrington,  Massachusetts. 

1890  The  Purpose  and  Scope  of  History  in  the  High  School. — W.  M.  West,  Minnesota. 

1 89 1  Aims  in  Teaching  Civil  Government. — Frank  A.  Hill,  Massachusetts. 
Methods  of  Teaching  General  History. — Mrs.  Mary  Sheldon  Barnes,  Indiana. 

1892  History  and  Literature  in  Grammar  Grades.— J.  H.  Phillips,  Alabama. 
Teaching  Current  Events  in  School. — E.  O.  Vaile,  Illinois. 

History  in  Elementary  Education. — M.  A.  Newell,  Maryland. 

The  Chief  Aim  in  the  Study  of  History.— Walter  A.  Edwards,  Illinois. 

1893  Report  of  Conference  on  History,  Civil  Government,  and  Political  Economy. — 

Chas.  Kendall  Adams,  Wisconsin,  chairman. 

1894  Discussion  of  Reports  of  Committee  of  Ten — History. — Frank  M.  McMurry, 

Illinois. 
History  as  an  Aid  to  Moral  Culture. — Chas.  M.  Andrews,  Pennsylvania. 

1895  The   Relation  of  Geography  to   History. — Edward   Channing,   Massachusetts. 
What  Has  Been  Accomplished  in  Co-ordination  in  the  Field  of  History  and  Litera 

ture. — Charles  A.  McMurry,  Illinois. 
The  Teaching  of  Political  Economy  in  Secondary  Schools. — Charles  F.  Thwing, 

Ohio. 
History  Teaching  in  Schools.— B.  A.  Hinsdale,  Michigan. 


of  Topics]  INDIAN  EDUCATION  693 

1895  The  Study  of  Aim-rican  History  as  a  Training  for  Good  Citizenship. — J.  Baldwin, 

Texas. 
The  Ethical  Element  in  Patriotism. — A.  P.  M.\rbi.e,  Nebraska. 

1896  Round  Table — History. — R.\Y  Greene  Huling,   Massachusetts. 
Historv-  in  the  Secondary  Schools. — H.  Morse  Stephens,  New  York. 

The    Ethical   Value   of  'History    in    Elementary    Schools.— J.    F.    Millsp.\uoh, 
Utah. 

1897  Round  Table  in  History. — C.  W.  French,  Illinois,  leader. 

The    Study    of    History    in    Our- Public    Schools.— Newton    C.    Douc.hf.rty, 

Illinois. 
Shall  .\merican  History  Be  Taught  in  Cross-Sections  or  in  Parallels  ? — J.a.\ies  M. 

Greenwood,    Missouri. 

1898  Influence  of  Environment  on  the  Development  of  United  Slates  Histor}-.— Jacques 

W.  Redway,  New  York. 
The  Essentials  in  United  Slates  History  to  Be  Taught  in  Elementary  Schools. — 

Wilbur  F.   Gordy,   Connecticut. 
The  Essentials  in  United  Stales  History  to  Be  Taught  in  Secondary  Schools. — 

Homer  H.  Seerley,   Iowa. 

1899  College-Entrance  Requirements — Report  of  the  Committee  of  Seven  of  the  Ameri- 

can Historical  Association. — Andrew  C.  McLaughlin,  Michigan,  chairman. 

The  Economic  Interpretation  of  History. — E.  A.  Bryan,  Washington. 

In  Fundamental  Civics,  What  Shall  We  Teach  as  the  American  Doctrine  of  Reli- 
gion and  the  State  ? — Sylvester  F.  Scovel,  Ohio. 

1901  Round  Table — History  Conference. — J.  J.  Sheppard,  New  York. 

1902  Myth  and  History  in  the  Elementary  Schools.    The  I'se  and  Limits  of  Each. — 

May  H.  Prentice,  Ohio. 
Round  Table — History  Conference. — Charles  R.  Frazier,  Minnesota. 

1903  The  Teaching  of  Civics  and  Good  Citizenship  in  the  Public  Schools. —  R.  W.  G. 

Welling,  New  York. 
Round-Table    Conference — IV.     History    Conference.— Ja.mes    Sullivan,    New 

York. 
History  in  the  Curriculum  of  the  Commercial  High  School.— Cheesman  A.  Her- 

rick,  Pennsylvania. 
1905    Round-Table  Conference — V.     Right  Methods  of  Studying  History  and  Geography 

by  Children. — Frank  M.  McMurry,  New  York. 
Round-Table     Conference— C.     History     Conference.— James    Sullivan,    New 

York. 

30.     INDLVN  EDUCATION  AND  0T1IJ:R   MINOR  ALIKN    RACES 

1884    Indian  Education.— J.   M.   IIawuktu,   District  of  Columbia. 

Indian   Education. — R.   H.   Pratt,   Pennsylvania. 

The  Education  of  the  Indian. — S.  C.  Armstrong,  Virginia. 
1886    Education  of  the  Mexican. — W.   H.   Ashley,  New  Mexico. 

The  Education  of  the  Mongolian  or  Chinese. — S.  L.  Baldwin. 

The  Results  of  Education  in  the  Indian  Territory. —R.  L.  Owen,  Indian  Tirrit..iy. 
1888    Alaska.— N.  H.  R.  Dawson,   District  of  Columbia. 
1891     Indian    Education. — Oroniiyatekha,   Ontario. 

In  Search  of  an  Education. — Mo.molu  Massaquoy,   Prin(  e  of  the  \'«y  Nation, 
Africa. 
1895    Indu.strial  Training  ;is  Ajiplied  to  Indian  Sih(K)ls.— R.  H.  Pratt,  Pennsylvania. 

The  Next  Step  in  the  Education  of  the   Indian.     W.   N.   Hailmann,  Dislrii  t  of 
Columbia. 

1900  The  Indian  Problem. -H.   B.   Fkisskll,  N'irginia. 

The  ProfMT  Relation  Between  Literary  and  Industrial  Education  in  Imliaii  Si  liools. 

— A.  J.  Standing,  Peiuisylvania. 
The  Health  of  the  In<iian.  -('.  C.  WAiNWHuarr,  California. 
The   Training    of   T<a(  hers    for    Indian    Schools. CiiAKLKS    Baktlett    Dvki:, 

Virginia. 
The  Teaching  of  Trades  to  the  Indian.     F.  K.  Ri)i;kks,  Virginia. 
The  Training  of  the  Indian  Girl  as  the   Uplifler  of  the  Home.- JosKPUiNK  E. 

RiniAKDS,     Virginia. 
Kindergarten  Work  among  thr   I ndian.H.— Blanche  FiNLKV,  Virginia.. 
Sanitary  C!ondilions  among  tin-  Indians.  —J.  G.  BuLLfK'H,  South  Dakota. 
Practical    Methods   in    Indian    Education.— John   Segkk,    Oklahoma. 


694  NATIONAL  EDUCATIONAL  ASSOCIATION  [BibUography 

1901  Discussions:  A.  What  Should  Be  the  Percentage  of  Indian  Blood  to  Entitle  Pupils 

to  the  Rights  of  Government  Schools  ? — H.  B.  Peairs,  Kansas. 

B.  How  Can  We  Secure  the  Systematic  Transfer  of  Pupils  from  Day 
to  Reservation  Schools. — J.   C.  Hart,  Wisconsin. 

C.  Children  Should  at  Least  Be  Able  to  Speak,  Read,  and  Write 
the  English  Language,  Before  Being  Placed  in  a  Non-Reserva- 
tion School. — C.  F.  Pierce,  South  Dakota. 

D.  The  Indian  Employee. — C.  J.  Crandall,  New  Mexico. 

E.  The  Necessity  of  Teaching  the  Boy  to  Improve  the  Allotment 
the  Government  Has  Given  Him. — F.   F.  Avery,  Washington. 

F.  Practical  Methods  in  Indian  Education. — S.  M.  McCowAN, 
New  Mexico. 

G.  The  Future  of  the  Pueblo  Indian. — Mary  Dissette,  New  Mexico. 
H.  The  Necessity  for  a  Large   Agricultural  School  in  the  Indian 

Service. — C.  W.  Goodman,  Oklahoma. 
I.   Compulsory  Education. — H.  B.  Peairs,  Kansas. 
Introspection. — E.    A.    Allen,    Indian   Territory. 
The  Reservation  Day  School  Should  Be  the  Prime  Factor  in  Indian  Education. — 

C.  C.  Covey,  South  Dokota. 
The  Unification  of  Industrial  and  Academic  Features  of  the  Indian  Schools. — 

O.  H.  Bakeless,  Pennsylvania. 
What  Shall  Be  Taught  in  an  Indian  School? — Calvin  W.  Woodward,  Missouri. 
An  Ail-Round  Mechanical  Training  for  Indians. — Frank  K.  Rogers,  Virginia. 
Character  Building  among  Indian  Children. — Cora  M.  Folsom,  Virginia. 
The  Day  School  the  Gradual  Uphfter  of  the  Tribe. — Sister  Macaeia  Murphy, 

Wisconsin. 
President's  Address — Learning  by  Doing. — H.  B.  Frissell,  Virginia. 
Civilization  and  Higher  Education. — Wm.  T.  Harris,  District  of  Columbia. 

1902  Drawbacks  to  Civilization  and  Citizenship. — H.  G.  Wilson,  Arizona. 

How  to  Teach  the  Indian  Boys  and  Girls  to  Become  Homemakcrs,  Especially 
from  an  Agricultural  Standpoint. — R.  D.  Shutt,  Washington. 

The  Value  of  the  Outing  System  for  Girls. — Laura  Jackson,  Pennsylvania. 

The  Need  of  Home  Societies  for  the  Encouragement  and  Protection  of  Indian 
Young  Men  and  Women. — Joseph  C.  Hart,  Wisconsin. 

Tuberculosis — How  Caused  and  How  Prevented. — James  S.  Perkins,  Arizona. 

Opportunity  and  Judicious  Direction  for  the  Indian. — C.  W.  Crouse,  Arizona. 

The  Advantages  to  the  Pupil  of  Classroom  Work  as  Outlined  in  the  Course  of 
Study. — Mrs.  Lucy  P.  Hart,  Wisconsin. 

The  Education  of  the  Indian  Should  Be  Adapted  to  His  Needs. — Alice  Robert- 
son, Indian  Territory. 

The  Value  of  a  Large  Agricultural  School  in  the  Indian  Service. — S.  M.  McCowAN, 
Oklahoma. 

President's  Address. — S.  M.  McCowan_,  Oklahoma. 

What  Is  Our  Aim  ? — E.  A.  Allen,  Pennsylvania. 

The  Advisability  of  Having  Schools  of  Moderate  Size. — H.  M.  Noble,  North 
Dakota. 

Needed  Changes  in  Indian  Schools. — A.   O.  Wright,   District  of  Columbia. 

Best  Method  of  Affecting  Transfers  of  Pupils. — A.  J.  Standing,  Pennsylvania. 

To  What  Extent  Do  Agents  and  Superintendents  Read  the  Rules  and  Regulations  ? 
— Thomas  W.  Potter,  Oregon. 

The  Value  of  Day  Schools. — James  J.  Duncan,  South  Dakota. 

The  Necessity  for  Books,  Especially  Those  Adapted  to  Indian  Children. — Claude 
C.  Covey,  South  Dakota. 

Newspapers  in  Indian  Schools. — Wm.  T.  Harris,  District  of  Columbia. 

Abstracts  of  General   Addresses  — Various  Authors. 

Superintendents'  Conference  for  Indian  Schools. — Various  Papers  by  Various 
Authors. 

Teachers'  Conferences  for  Indian  Schools. — Various  papers  by  Various  Authors. 

Matrons'  Conference  for  Indian  Schools. — Various  Papers  by  Various  Authors. 

1903  President's  .Address — Our  Work:  Its  Progress  and  Needs. — H.  B.  Peairs,  Kansas. 
To  What  Degree  Has  the  Present  System  of  Indian  Schools  Been  Successful  in 

Qualifying  for  Citizenship  ? — H.  B.  Frissell,  Virginia. 
Alaska's    Start   toward   Citizenship. — Sheldon   Jackson,  District  of  ColumVjia. 
The  White  Man's  Burden  versus  Indigenous  Development  for  the  Lower  Races. — 

G.  Stanley  Hall,  Massachusetts. 
Heart  Culture  in  Indian  Education. — Charles  F.  Meserve,  North  Carolina. 


of  Topics]  LVDUSTRIAL  EDUCATION  695 

1904  EfFuicncy  in  the  Indian  Service. — John  T.  Doyle,  District  of  Columbia. 
Indian  Music  and  Indian  Education. — N.vtame  Curtis,  New  York. 
.Abstracts  of  Addresses  and  Dij^cussions  at  Round-Table  Conferences. 

1905  Greetings  and  Resume  of  Work  from  OlTicials  and  Friends. — John  J.  Fitzoer.m.d, 

and  Others. 

Music  of  the  American  Indian. — N.\t.\lie  Curtis,  New  York. 

Ethnological  Study  of  Our  Indians  in  the  Southwest. — Mabelle  Bu.gart,  New 
York. 

Teaching  Indian  Pupils  to  Speak  English. — Reuben  Perry,  Arizona. 

Indian   Characteristics. — Mary  C.  Judd,  Minnesota. 

The  Work  of  the  Bureau  of  Plant  Industry  in  Its  Relation  to  Agricultural  Instruc- 
tion in  Indian  Schcwls.— Susan  B.  Sipe,  District  of  Columbia. 

Indian  Education  and  Methods  of  Instruction. — Mrs.  Amelia  S.  Quinton,  New 
York. 

The  Advisability  of  Conducting  Normal  .Si  hools  to  Train  Teachers  for  Instruct- 
ing Indian  Children. — John  D.  Benedict,  Indian  Territory. 

The  Necessity  for  More  and  Better-Equipped  Day  Schools. — J.  J.  Duncan,  Soutii 
Dakota. 

31.    INDUSTRIAL  EDUCATION 

(5f<r  a^5«  .\gricultural  Education;    Manual  training;   Technical  Education.) 

1863    The  Union  of  Labor  and  Thought. — J.  L.  Pickard,  Wisconsin. 
1866    Industrial  Education. — J.  M.  Gregory,  Michigan. 

1875  Industrial  Drawing  in  Public  Schools. — Walter  Smith,  Massachusetts. 

Can  the  Elements  of  Industrial  Education  Be  Introduced  into  Our  Common 
SchcKils  ?— John  D.  Philbrick,  Ma.ssachusetts. 

1876  The  Industrial  Education  of  Women. — Ezra  S.  C.\rr,  California. 

1877  Relations  of  the  Common  School  to  Industrial  Education. — S.   R.   Thompson, 

Nebraska. 
Systematic  Manual  Lalxir  in  Industrial  Schools. — George  T.  Fairchiid,  Kansas. 

1879  Beginning  of  Industrial  Education. — M.  A.  Newell,  Maryland. 

Indu.strial  Education,  or  the  Equal  Cultivation  of  the  Head,  the  Heart,  and  the 
Hand. — .\lexanuer  Hogg,  Texas. 

1880  Normal  Training  for  the  Girls'  Industrial  Schools  of  the  Canton  of  Argau,  Switzer- 

land.— John  Hitz,  District  of  Columbia. 

1881  .Xnnual  ReiK)rt  of  the  Secretary  of  the  Industrial  Department. — S.  R.  Thompson. 
Industrial  Education.— E.  E.  White. 

1882  Annual  Ke[K)rt  of  the  Secretarj-  of  the  Industrial  Department.— S.  R.  Thompson. 
Dexterity  before  Skill. — Gf:o.  T.   Fairchild,  Kansas. 

The  National  Industrial  College — Its  History,  Worth,  and  Ethics. — E.  E.  WiiriK, 
Ohio. 

1884  Industrial   Education. — John  M.   Ordway,   I.x)ui.siana. 

Public  Instruction  in  Industrial  Pursuits. — A.  P.  Marble,  Ma.ssachu.setts. 

1885  The  ,\i)prenticeship  Question  and  Indu.strial  Schools. — Tuos.  Hampson,  Distrii  I 

of  Columbia- 

1888  Efiurational   Power  of  Industrial  Training. — T.  O.   Crawkorp,  California. 
Progress  of  Industrial  Training  during  the  Year. — L.  S.  Thompson,  Pennsylvania. 
The  Relation  of  Industrial  to  IntelKclual  and  Moral  Training  in  Public  Si  hools. 

Z.  Richards,  District  of  C!olumbia. 
.Some   Limitations  in   In<lustrial  Training.     Geo.   T.    I'AIRC  illi.i),    Kansas. 

1889  Mechanic  .\rts  High  Schools.--  Edwin  P.  Seavkr,  Ma.ssachusetts. 
1891     Industrial   Education.— Lewis  McLouth,  South   Dakota. 

/\  F'iea  for  State  ami  National  Aid  in  Inrlustrial  Education.      B.  F.  licicin,  Soulii 
Dakota. 
1893    New  Dcmand.s  Upon  School.s  by  the   World's  Imlu.stries.— C.   M.   Woodward, 

Mi.H.souri. 
189s    A  Plea  for  the  Systematic  Extension  of  Industrial  Training  from  the  Kindergarten 
to  Grammar  Srhf^Ws.     Mary  A.  Pinnkv,  Conm-c  li<  ul. 
Industrial  Education  a  Necessity  of  the  Times.    -Albert  R.  Robinson,  Illinois. 
Industrial  Training  as  .Nppliccl  t<»  Indian  Schools.     K.  H.  Pratt,  Pennsylvania. 

1897  President's  Address     The-  Ilead  and  the  Hancl.   Oscar  Ci.crK.  Florida. 

1898  Education   for  the    Inrlustrial    Cla.svs.     J.    L.   Snvdkr,    Michigan. 

Domestic  Science  as  a  Synthetic  Study  for  Girl.s.  Mrs.  Ellen  H.  Rk  iiahds, 
Ma.<uiachu9ctts. 


696  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

IQOI    The  Progress  and  Aims  of  Domestic  Science  in  the  Public  Schools  of  Chicago. — 
Henry  S.  Tibbits,  Illinois. 
Round  Table — Domestic  Science  Conference. — Abby  L.  Marlatt,  Rhode  Island. 
1903    Industrial  Training  in  Rural  Schools. — Alfred  Bayliss,  Illinois. 

1905  Industrial  Training  in  Public  Evening  Schools. — Charles  F.  Warner,  Massa- 

chusetts. 
Report  of  Committee  of  Industrial   Education  in   Rural   Communities. — L.   D. 

Harvey,  Wisconsin,  chairman. 
Arguments  for  Industrial  Education  in  Schools  for  Rural  Communities. 
What  Industrial  Education  Should  Be  Undertaken  in  Rural  Schools. 
Industrial  Education  in  the  One-Room  Rural  School;   Courses  of  Study  in  Zoology 

and  Botany. 
Agriculture  in  School  Years  6  to  8. 
Industrial  Education  in  the  Consolidated  School. 

Secondary  Schools  of  Agriculture  and  Domestic  Economy  in  Rural  Communities. 
Preparation  of  Teachers  for  Domestic  Instruction  in  Rural  Schools. 
Agencies   Available   for   Co-operation   with  the   Schools  in  the   Development  of 

Industrial  Education. 
Dunn  County  School  of  Agriculture  and  Domestic  Economy. — Appendix  A. 
The   Minnesota  Agricultural  High  School. — Appendix  B. 
Industrial  Courses  in  the  Consolidated  Rural  School. 
The  Agricultural  High  School  and  the  Agricultural  College  Articulated. — Willet 

M.  Hays,  Minnesota. 

1906  Forms  of  Industrial   Education  Best  Adapted  to  City  Children. — Charles  H, 

Keyes,  Connecticut. 
What  Form    of  Industrial  Training  is   Most   Practical  and   Best  Suited  to  the 
Country  Child  ?— O.  J.  Kern,  Illinois. 

32.     KINDERGARTEN 

1872  Adaption  of  Frocbel's  System  of  Education  to  American  Institutions. — W.   N. 

Hailmann,  Kentucky. 

1873  Froebel's  System  of  Education — What  Is  It — -How  It  Can  Be  Introduced  into 

Public  Schools. — J.  W.  Dickinson,  Massachusetts. 

1876  Characteristics  of  Froebel's  Methods. — Mme.  Kraus-Boelte,  New  York. 

1877  The  Kindergarten. — John  Kraus. 

The  Kindergarten  and  the  Mission  of  Women. — Mme.  Kraus-Boelte. 

1879  Relations  of  the  Kindergarten  to  the  School. — Wm.  T.  Harris,  Missouri. 

1880  From  Pestalozzi  to  Froebel. — W.  N.  Hailmann,  Michigan. 

Modeling  in  Public  Schools  and  in  the  Kindergarten. — Edward  A.  Spring,  New 
Jersey. 

1 881  Kindergarten. — Mrs.  Louisa  Pollock,  District  of  Columbia. 

1885  Kindergarten  in  the  Mother's  Work. — Mrs.  Elizabeth  P.  Bond,  Massachusetts. 
Relation  of  the   Kindergarten  to   the   Primary   School. — John  W.   Dickinson, 

Massachusetts. 
Some  Essentials  of  the  Kindergarten. — Mrs.   Eudora  Hailmann,  Indiana. 

1886  Application  of  Froebel's  Educational  Principles. — W.  N.  Hailmann,  Kentucky. 

1887  Value  of  Kindergarten  Training  in  Normal  Schools. — Clara  A.  Burr,  New  York. 
Application  of  Froebel's  Principles  to  the  Primary  Schools. — Kate  L.  Brown, 

New  York. 
Kindergarten  in  the  Education  of  the  Blind. — Eleanor  Beebe,  Kentucky. 

1888  Brief  Resume  of  Kindergarten  Growth. — Sarah  B.  Cooper,  Cahfornia. 
Educational  Value  of  the  Beautiful. — N.  C.  Schaeffer,  Pennsylvania. 

An   Ideal   Professional   Training  School    for    Kindergartners. — C.  H.  McGrew, 
California. 

1889  The  Kindergarten  Methods  Contrasted  with  the  Methods  of  the  American  Primary 

School. — VViLLiAM  T.  Harris,  Massachusetts. 
The   Relation  of  the   Kindergarten  to  Motherhood. — Mrs.    Sarah  B.    Cooper, 

California. 
Froebel's  Message  to  Parents. — Mrs.  Alice  H.  Putnam,  Englewood,  Illinois. 
Story-Telling  in  the  Kindergarten. — Nora  A.  Smith,  California. 

1890  The  Effects  of  Kindergarten  Training  on  the  Primary  School. — Irwin  Shepard, 

Minnesota. 
The  Kindergarten  Work  and  Mission,  from  the  Standpoint  of  an  Outside  Observer. 

— Helen  E.  Starrett,  Illinois. 
Schoolishness  in  the  Kindergarten. — W.  N.  Hailmann,  Indiana. 


of  Topics]  KINDERGARTEN  697 

1890  They  Have  Eyes  and  Ears. — Lucy  F.  Wheelock,  Massachusetts. 
The  Letter  Killeth. — .\>jna  E.  Bryan,  Kentucky. 

1891  Kindergarten  and  the  Primar>'  School. — \Vm.  T.  Harris,  District  of  Columbia. 
Kindergarten  Methods  in  Intellectual  Training. — Mrs.  J.  L.  Hughes,  Ontario. 
The  Organic  Connection  between  the  Kindergarten  and  the  Primary  School. — 

Miss  N.  Cropsey,  Indiana. 

Theory  Tested  by  E.xperience. — An.va  E.  Frederickson,  Indiana. 

Magicians  That  Make  a  Child's  Life  Happy  or  Miserable. — Mrs.  LouiSE  Pol- 
lock,   District    of    Columbia. 

.'^ome  Things  a  Kindergartner  Should  Know. — Wm.  E.  Sheldon,  Massachusetts. 

1892  The  .\rtistic  Simplicity  of  Child  Work. — .^malie  Hofer,  New  York. 

The  Duty  of  the  State  in  Relation  to  the  Kindergarten. — Andrew  S.  Draper, 
Ohio. 

Ethical  Culture  in  the  Kindergarten. — Irwin  Siiepard,  Minnesota. 

Influence  of  Expression  on  Thought. — Miss  Guddings,  Rhode  Island. 

Practical  Psychology'  in  the  Kindergarten. — Constance  Mackenzie,  Pennsyl- 
vania. 

President's  Address. — Mrs.  J.  L.  Hughes,  Ontario. 

The  Relation  of  the  Kindergarten  to  Manual  Training. — Caroline  T.  Haven, 
New  York. 

Songs,    Morning  Talks,   and   Stories. — Emilie   Poulsson,    Massachusetts. 

S%Tnbolic  Education  as  Illustrated  in  the  "Mutter  und  Kose  Licder." — Laura 
Fisher,  Missouri. 

1893  Froebel's  Educational  Principles  in  England. — Emily  A.  E.  Shirreff,  London. 
Kindergarten  as  a  Ba.sis  for  Life. — Frau  Henrietta  Schrader,  Berlin. 
Preparation  of  the  Kindergartner. — Mrs.  Parsons  Hopkins,  Ma.ssachuselts. 
Introductory  Address. — Mrs.  \v).\  M.  Hughes,  Ontario. 

Changes  in  Kindergarten  Plays  and  Games. — Sarah  A.  Stewart,  Pennsylvania. 

The  Kindergarten  in  Austria. — Mrs.  Ottilia  Bondy,  Vienna. 

The  Organic  Union  of  Kindergarten  and  Primary  School. — Mrs.  Sarah  B.  Cooper, 

California. 
Prevention  of  Criminal  Idleness. — Emma  Marwedel,  California. 
The  Song  in  the  Kindergarten — -Its  Place,  Value,  and  the  Dramatic  Element. — 

Constance  Mackenzie,  Pennsylvania. 
Story-Telling  in  the  Kindergarten. — Mary  T.  Hotchkiss,  Wisconsin. 
The  Use  of  .Symlx)lism  in  the  Kindergarten? — Earl  Barnes,  California;    Mrs. 

Eudora  L.   Hailmann,  Indiana. 

1894  Letter  of  Greeting  to  Kindergartners  Assembled  at  Asbury  Park. — Susan  E.  Blow, 

Missouri. 

President's  Address. — Miss  Constance  MacKenzie,  Penn.sylvania. 

The  Related  Development  of  Morality  and  Intelligence  in  the  Kindergart.ii  Idci. 
— Mrs.  Leontine  T.  Newcomb,  Ontario. 

What  Can  the  KinfKrgarten  Do  for  History  and  Literature  in  the  Higher  Grades  ? — 
Sara  E.  Wiltse,  Massachusetts. 

E.s.sential  Principles  of  the  Kindergarten  System.— Angeline  Brooks,  New  York. 

Ideal  Relation  of  Kindergarten  to  Primary  Schools.— Lucy  Wheelock,  Massa- 
chusetts. 

The  Relation  of  the  Kindergarten  to  the  Pul)lic-Scho<il  System.— James  L.  Hughes, 
Ontario.  . 

1895  <')fMning  Address. — Lucy  Wheelock,  Ma.ssachusetts. 

Mothers'  Meetings— How  to  Condu<  t  Them. — Mary  C.  McCui.i.och,  Missouri. 
Mothers'    Meetings — How   to   Conduct   Them    Among   ihi-    Poor.     Wii.mh.mina 

T.  Caldwell,  Colorado. 
Comparison  of  the   Educational   Theorien  <>f   FriM-lxl   and    llerbart.     James   L. 

HtroHES,  Canada. 
'I'he   Kindergarten  and  the  Home.— Mrs.  James  L.  Hi;f;iiES,  Cana<la. 
.A  Knowlcflge  of  the  Kindergarten  Inflisp<-nsable  in  Primary  Instruction.— Saiaii 

L.  AhsolI),  Massai  husjtts. 
The  Work  of  th<-  Pe^talozzi  FroelM-l  Haus.Mrs.  S.  H.  Hakriman,  Rlvwle  Island. 
The  S/^Kial   Settlement   anil  the    Kindergarten.      Amai.ik  Hokeh,   Illinois. 

1896  The  Allies  of  the  Kindergarten. —CAROLINE  T.  Haven,  Nc-w  York. 

The  Problem  of  the  City  Kin«lergarten.    -F.l.LlSE  Hkktma  Payne,  Illincjis. 
Psychology  of  Descriptive  Gesture.  — S.  H.  (,'lahk,  Illinois. 

The  PuriK)se  of  the  Story  in  the  Kinrlergnrlen.     Saha  K.  Wii.tsk,  Mn.ssnchusetts. 
The  Influence  of  the  Kindergarten  Sj>irit  on  Higher  F.<lii<  ation.     James  L.  Hughes, 
Canada. 


698  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1897  The  Kindergarten  and  Child-Study. — John  Dewey,  lUinois. 

The  Kindergarten  in  the  Public  Schools. — C.  B.  Gilbert,  New  Jersey. 
Kindergarten  Work  and  Principles  in  the  School. — Katherine  Beebe,  Illinois 

1898  The  Development  of  the  Inner  Life  of  the  Child. — ^Mrs.  Maria  Kraus-Boelte, 

New  York. 
A  Kindergarten  Message  to  Mothers. — Mrs.  Ada  Marean  Hughes,  Canada. 
The  Influence  of  the  Kindergarten  upon  the  Schools. — F.  Louis  Soldan,  Missouri. 
The  Value  of  the  Ideals  Set  Forth  in  the  "Mother-Play  Book." — Elizabeth 

Harrison,  Illinois. 
Children's  Gardens. — Jenny  B.  Merrill,  New  York. 
A  Child's  Song. — Mari  Ruef  Hofer,  Illinois. 

Ideal  Play  in  the  Kindergarten. — Susan  Plessner  Pollock,  District  of  Columbia. 
Play  as  a  Means  for  Idealizing  and  E.xtending  the  Child's  E.xperience. — Allie 

M.  Felker,  California. 

1899  President's  Address. — Mrs,  Marie  Kraus-Boelte,  New  York. 

Some  Criticisms  of  the  Kindergarten. — Nicholas  Murray  Butler,  New  York. 
Character-Study  in  the  Kindergarten. — Thomas  P.  Bailey,  Jr.,  California. 
Mental  and  Moral  Development  of  the  Kindergarten  Child. — C.  C.  Van  Liew, 

California. 
Music  in  the  Kindergarten. — Anna  M.  Stovall,  California. 
The  Kindergarten  Child  Physically. — Frederick  L.  Burk,  California. 

1900  President's  Address. — Mrs.  Maria  Kraus-Boelte,  New  York. 

A  Mother's  Advice  to  Kindergartners. — Mrs.  Clarence  E.  Meleney,  New 
York. 

Kindergarten  Work  Among  the  Indians.— Blanche  Finley,  Virginia. 

The  Need  of  Kindergartens  in  the  South. — Philander  P.  Claxton,  North  Caro- 
lina. 

The  Kindergarten  Gifts — A  Fragment. — Harriet  Neil,  District  of  Columbia. 

The  Kindergarten  and  the  Primary  School  in  Their  Relation  to  the  Child  and 
to  Each  Other. — -Emma  A.  Newman,  New  York. 

1901  Work  and  Play  in  the  Kindergarten. — Mrs.  Alice  H.  Putnam,  Illinois. 

Work  and  Play  in  the  Primary  and  Grammar  Grades. — Charlotte  M.  Powe, 
South  Carolina. 

Work  and  Play  in  Youth. — M.  V.  O'Shea,  Wisconsin. 

President's  Address — Kindergarten  Department. — Evelyn  Holmes,  South  Caro- 
lina. 

Necessary  Elements  in  Work  and  Play,  and  Some  Practical  Consequences. — C. 
Geraldine  O' Grady,  New  York. 

Rhythm  in  the  Kindergarten. — Ethel  Roe  Lindgren,  Illinois. 

1902  President's  Address. — C.  Geraldine  O'Grady,  New  York. 
Hindrances  to  the  Development  of  Language. — Cecelia  Adams,  Colorado. 
How  Froebel  Planned  to  Foster  the  Child's  Powers  in  Language. — Mrs.  Alice 

H.  Putnam,  Illinois. 
The  Need  for  English  Study  by  Kindergarten  Students. — Mary  C.  May,  Utah. 

1903  Kindergarten  Principles  in  Social  Work. — Joseph  Lee,  Massachusetts. 

The  Kindergarten:   An  Uplifting  Social  Influence  in  the  Home  and  the  District. — 

Richard  Watson  Gilder,  New  York. 
The  Power  of  the  Kindergarten  Training  School  in  the  Education  of  Young  Women. 

— Caroline  M.  C.  Hart,  Maryland. 
The  Scope  and  Results  of  Mothers'  Classes. — Mrs.  Elizabeth  Harrison,  Illinois. 
The  International  Kindergarten  Union. — Stella  L.  Wood,  Minnesota. 

1904  The  Individual  Child. — Bertha  Payne,  Illinois. 

What  Is  Kindergarten  Discipline  ? — Mary  Jean  Miller,  Iowa. 

Value  of  Animal  Pets  in  the  Kindergarten. — Anne  E.  Harvey,  New  York. 

The  Kindergarten  and  the  Elementary  School  as  Illustrated  in  Their  Exhibits. 

From  the  Kindergarten  Standpoint. — Pattty  S.  Hill,  Kentucky. 
The  Kindergarten  and  the  Elementary  School  as  Illustrated  in  Their  Exhibits. 

From  the  Standpoint  of  the  School. — C.  B.  Gilbert,  New  York. 
The  Kindergarten  in  Japan. — Annie  L.  Howe,  Illinois. 
The  Kindergartens  in  the  Southern  States  and  Countries. — Eveline  A.  Waldo, 

Louisiana. 

1905  President's  Address. — Mary  Jean  Miller,  New  York. 

The  Recognition  of  the  Physical  Development  of  the  Child  in  the  Training  of 

Kindergartners. — Nathan  Oppenheim,  New  York. 
How  Does  the  Routine  of  the  Kindergarten  Develop  the  Child  Physically  ? — Mrs. 

Ada  Marean  Hughes,  Canada. 


of  Topics]  LIBRARY  AND  SCHOOL  699 

1905    Methods  of  Supervision  of  Public-School  Kindergartens. — Harriette  Melissa 
Mills,  New  York. 
Current  Criticism  of  the  Kindergarten. — M.  V.  O'Shea,  Wisconsin. 

S3.    LIBRARY  AND  SCHOOL 

1880  Practical  Use  of  Reference  Books. — Mary  W.  Hi.nma.n,  Indiana. 

1887  The  School  and  the  Library. — Taos.  J.  Morgan,  Rhode  Island. 

1892  The  Relations  of  the  Public  Library  to  the  Public  Schools. — W.  H.  Brett,  Ohio. 

1896  The  N'ew  Library  Department  of  the  National  Educational  .Association. — Melvil 

Dewey. 

1897  The  Training  of  Teachers  so  That  They  May  Co-operate  with  Librarians. — Mae 

E.  Scureiber,  Wisconsin. 
Some  Observations  on  Children's  Reading. — Roy.vl  -W.   Bullock,  Colorado. 
Room  Libraries. — Millicent  Kaltenb.vcu,  Colorado. 
The  Moral  and  Literary  Responsibility  of  Librarians  in  .Selecting  Books  for  a 

Public  Library. — Richard  Jones,  New  York. 
How  to  Make  Sure  of  Good  Books  in  Our  Libraries. — W.  R.  Eastman,  New  York. 
The  Relation  of  the  Library  to  Art  Education  in  the  Schools. — Wm.  H.  S.miley, 

Colorado. 
Round  Table  on  Libraries. — J.  H.  Van  Sickle,  Colorado. 

1898  Report  of  Committee  on  Relations  of  Public  Libraries  to  Public  .Schools. — J.  C. 

Dan.v,  chairman. 
The  Use  of  the  School  Library. — Richard  Hardy,  Michigan. 
Connection  between  Libraries  and  Schools. — S.  S.  Green,  Massachusetts. 
Choice  of  Reading  for  the  Pearly  Adolescent  Years. — Susan  F.  Chase,  New  York. 
Report  of  Committee  on  Lists  of  Books  for  Reading  and  Reference  in  the  Lower 

Grades  of  Public  Schools. — V.  A.  Hutchins,  chairman. 
Reading-Lists    for    Public    Schools — How    Prepared,    How    Used    ElTectively. — 

Sherman  Williams,  New  York. 
Report  of  the  Committee  on  the  Relation  of  the  Library  to  Art   Ildui  ation. — 

W.  M.  R.  French. 

1899  The  Function  of  Sch(jol  Superintendents  in  Procuring  Libraries  for,  and  Tiiiir 

Proper  Use  in  the  Public  Schools. — .\lfred  Bayliss,  Illinois. 
Schrxjl  Reading  thru  the  Public  Library. — Mary  L.  Jones,  California. 
How  to  Acquire  a  Taste  for  Good   Reading. — Elizabeth  Skin.ner,   Colorado. 
The  Use  of  the  Library.— C.  C.  Young,  California. 

Relation  of  Public  Libraries  to  Public  Schools. — Sherman  Williams,  New  York. 
Aids  and  Guides  in  Library  Work. — F.  A.  Hutchins,  Wisconsin. 
The  Librarian's  Spirit  and  Methods  in  Working  with  the  Schools. — J.  C.  Dana, 

Massachusetts. 
Work  in  Certain  Typical  Libraries. — J.  C.  Dana. 
Schtjolnxjm   Libraries. — Clarissa  S.  Newcomb,  Colorado. 
Public  Liliraries  and  Public  .Schools. — Readi.ng  Lists. 
Su|j|)lementary   Reading. — Robert  C.   Metcale,   Massachusetts. 
The  Relation  of  the  .Sch(K)l  to  Libraries. — C.  A.  McMukrv,  Illinois. 
Re|>ort  of  the  Sulxommittee  on  Relation  of  Libraries  to  Normal  .Scli(»ols.     M. 

Louise  Jcjnes. 
Establishing  Libraries  in  Villages. — F.  A.  Hutchins. 
Securing  Libraries  f(jr  Rural  Sch(K>ls. — F.  A.  Hutchins. 
The  Pres<nt  Condition  of  School  Libraries  in  Rural  S(  hools  and  \illagis.      K.  .\. 

Hutchins. 
Impnjving    Po<irly    Managed    Public    Libraries    in    Small    Communities.     F.    A. 

Hutchins. 
By-Laws  Suggested  for  a   Hoard  of  Library  Trustees. —W.   R.   Eastman,   New 

York. 
Hints  for  Cataloging  Small  Libraries.— W.  R.  Eastman,  New  York. 
Re|)<)rt  of  ('ommittee  on  Relations  of  Public    l,il)iaries  to  Public  .S(  IkmjIs.     J.  ('. 

Dana. 
Public   Libraries  and   Public  Sthotil.s.     Prefatory  Note. — James  H.   VanSickle, 

(,'olora'io. 

1900  How  to  Direct  Childnn  in  Their  Reading.      .\Iae  E.  Sciireiher,  Wisconsin. 
The  School  Plus  the  Library  Greater  than  Either.  H.  L.  El.MENDokK,  New  York. 
The  Free  Traveling  Library:    An  Aid  to  Education  and  a  Factor  intlie  National 

Life. — Mrs.   EUGENK   B.   Hkaku,  Georgia. 


700  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

IQOI    President's  Address — The  Library  Movement. — R.  C.  Metcalf,  Massachusetts. 
Public  Libraries  and  the  PubUc  Schools. — James  H.  Canfield,  New  York. 
What  the  Normal  Schools  Can  do  for  Teachers  on  the  Library  Side. — Irene 

Warren,  Illinois. 
The  A  B  C  of  Reference  Work. — W.  I.  Fletcher,  Massachusetts. 
How  Shall  Children  Be  Led  to  Love  Good  Books  ? — Isabel  Lawrence,  Minnesota. 
The  Place  of  the  Library  in  Education. — -Melvil  Dewey,  New  York. 
The  Library  and  the  School  as  Co-ordinate  Forces  in  Education. — Livingstone 

McCartney,    Kentucky. 
The  School  and  the  Library — The  Value  of  Literature  in  Early  Education. — 

Frederick  M.   Crunden,  Missouri. 

1902  The  Library  as  an  Educator. — W.  A.  Millis,  Indiana. 

Libraries  and  Schools:    A  Two-Faced  Problem. — Emma  J.  Fordyce,  Iowa. 
Greeting   from    the    American    Library   Association. — Anderson    H.    Hopkins, 

Illinois. 
What  the  School  May  Properly  Demand  of  the  Library. — J.  M.   Greenwood, 

Missouri. 
School  Libraries  in  the  Rural  Districts. — Agnes  Robertson,  Iowa. 

1903  Some  Co-operative  Suggestions. — Alfred  Bayliss,  Illinois. 
Public-Library  Work  for  Public  Schools. — Electra  Collins  Doren,   Ohio. 
The  Public  Library  and  the  Public  School. — Charles  B.  Gilbert,  New  York. 
The  Mission  of  the  Class  Library. — C.  G.  Leland,  New  York. 

Is  the  Public  Library  a  Promptuary  for  the  Public  Schools  ? — N.  D.  C.  Hodges, 

Ohio. 
The  Library  as  an  Adjunct  to  the  Secondary  School. — E.  O.  Holland,  Kentucky. 
Some   Library  Experiments  in  Nebraska. — Clara  B.   Mason,   Nebraska. 
Library  Instruction  in  the  Normal  School. — William  M.  Brett,  Ohio,  and  Others. 

1904  Library  Work  in  Normal  Schools. — Theodore  B.  Noss,  Pennsylvania. 

The  Duty  of  the  Normal  School  in  Relation  to  District-School  Libraries. — Jasper 

N.  Wilkinson,  Kansas. 
The  Place  of  the  Library  in  School  Instruction. — Clarence  E.  Meleney,  New 

York. 

1905  Libraries  and  Library  Privileges  for  Villages  and  Rural  Communities. — C.  P.  Cary, 

Wisconsin. 

Methods  of  Instruction  in  the  Use  of  High-School  Libraries. — Florence  M.  Hop- 
kins, Michigan. 

How  to  Make  the  Library  Useful  to  High-School  Pupils. — Robert  H.  Wright, 
Maryland. 

What  Children  Do  Read  and  What  They  Ought  to  Read. — G.  Stanley  Hall, 
Massachusetts. 

The  Value  and  Place  of  Fairy  Stories  in  the  Education  of  Children.— Percival 
Chubb,  New  York. 

1906  The  Teacher  and  the  Librarian. — Nathan  C.  Shaeffer,  Pennsylvania. 
Report  of  the  Joint  Committee,  Representing  the  American  Library  Association 

and  the  National  Educational  Association,  on  Instruction  in  Library  Adminis- 
tration in  Normal  Schools. — James  H.  Canfield,  New  York,  chairman. 

34.    MANUAL  TRAINING 

(5ee  also  Industrial  Education.) 

1869  The  School  and  the  Work  Shop. — J.  D.  Philbrick,  Massachusetts. 

1877  The  Russian  System  of  Mechanical  Art  Education. — J.  D.  Runkle,  Massachusetts. 

1879  Educated  Labor. — L.  S.  Thompson,  Indiana. 

1882  The  Function  of  an  American  Manual-Training  School. — C.   M.   Woodward, 

Missouri. 

1883  Manual  Training. — C.  M.  Woodward,  Missouri. 

The   Moral  Influence  of  Manual  Training. — J.    R.    Buchanan,   Massachusetts. 

1884  Handwork  in  the  School. ^John  M.  Ordway,  Louisiana. 

A  Layman's  View  of  Manual  Training. — Augustus  Jacobson. 

1885  Educational  Value  of  Manual  Training. — ^Chas.   H.   Hamm,   Illinois. 

Outline  of  Technical   Work  for  a   Manual-Training  School. — William   F.    M. 
Goss,  Indiana. 
1887    Kinds  of  Schools  to  be  Introduced,  and  Practical  Methods  of  Instruction.     Dis- 
cussion.— Miss  L.  A.  Fay,  Massachusetts. 

Manual   Education  in   Urban  Communities.— F.   A.   Walker,  Massachusetts. 


ofTopies]  MANUAL  TRAINING  7CI 

1888  Relation  of  Manual  Training  to  Technical. — C.  M.  Woodward,  Missouri. 
How  and  to  What  Extent  Can  Manual  Training  Be  Ingrafted  on  Our  System  of 

Public  .Schools? — Charles  H.  Hamm,  Illinois. 

1889  Manual  Training.     The  Results  in  the  St.   Louis  School. — C.  M.  Woodward, 

Missouri. 

To  What  Extent  May  Manual  Training  Be  Introduced  at  This  Time  into  the 
Public  Schools  ? — Hexry  A.  Wise,  Maryland. 

Value  of  Tool- Work  as  Related  to  the  Active  Pursuits  in  Which  Pupils  May  Sub- 
sequently Engage. — S.  H.  Peabouy,  Illinois. 

Relation  of  Manual  Training  to  Body  and  Mind. — C.  M.  Woodward,  Missouri. 

The  Psychology'  of  Manual  Training. — Wm.  T.  Harris,  Massachusetts. 

Mechanic  Arts  High  Schools. — EuwiN  P.  Se.wer,  Massachusetts. 

To  What  E.xtent  and  How  Can  Manual  Training  Be  Introduced  into  Ungraded 
Schools? — Jero.\ie  Allen,  New  York. 

The  Intellectual  Value  of  Tool-Work. — Wm.  T.  Harris,  Massachusetts. 

Educational  Value  of  Manual  Training. — George  P.  Brown,  Illinois. 

The  Effect  of  Tool-Work  upon  the  Usefulness  of  the  Schools.— E.  E.  White,  Ohio. 

1890  Manual  Training  in  Primary  Classes. — N.  A.   Calkins,  New  York. 
Manual  Training  in  the  Elementary  School. — W.  N.  Hailmann,  Indiana. 
Manual  Training  in  Grammar  Schools. — John  E.  Bradley,  Minnesota. 
Influence  of  Manual  Training  in  Elementary  Schools. — H.  M.  James,  Nebraska. 
Report  upon  Classification,  Nomenclature,  and  Practical  Details  of  Manual  Train- 
ing.— C.  M.  Woodward,  Missouri. 

1 891  Manual  Training  and  Its  Place  in  the  Educational  System  of  Ontario. — N.  WoL- 

verton,  Ontario. 
The  Teacher  of  Tool-Work. — C.  M.  Woo:  ward,  Missouri. 

1892  Education  as  Affected  by  Manual  Training. — Henry  M.  Leipziger,    New  York. 
The  Influence  of  Manual  Training  on  Habits  of  Thought. — John  E.  Bradley, 

Minnesota. 

Manual  Training  Between  the  Employments  of  the  Kindergarten  and  Those  of 
the  Tool  Laboratories  of  the  Grammar  Schools. — W.  B.  Powell,  District  of 
Columbia. 

Manual  Training  from  the  Kindergarten  to  the  High  School. — Charles  A.  Ben- 
nett, New  York. 

Manual  Training  in  New  York  City  Schools. — Paul  Hoffman,  New  York. 

The  Relation  of  the  Kindergarten  to  Manual  Training. — Caroline  T.  Haven, 
New  York. 

Sloyd  as  an  Educational  Subject. — J.  H.  Trybom,  Massachusetts. 

1893  Industrial  and  Manual  Training  in  the  School  Course. — W.  B.  Powell,  District 

of  Columbia. 
Manual  Training  in  Ru.ssia. — E.  Kovalevsky,  Rus.sia. 

Needlework  in  the  Public  Schools  of  Stockholm.— Mrs.  Hulda  Lundin,  Sweden. 
Sloyd  for  Elementary  Schotjls  Contrasted  with  the  Russian   System    u{    Manual 

Training. — Gustaf  Larsso.n,  Massachusetts. 

1894  Art  Education  and  Manual  Training.  —J.  Liiikrty  Tadd,  Pennsylvania. 
Drawing — Its  Relation  to  Manual  Training  and  the  Industrial    Arts.— John  C. 

Miller,  Illinois. 
Manual-Training  Methods  in  Philadeljihia  Public  Schools.— J.   Lihektv   Tadd, 

Pennsylvania. 
Organizations    an<l    Plans    for    Manual  Training    Schools. — C.    M.    Woudwakd, 

Missouri. 
The  Progress  of  Manual  Training.— Hknry  M.  Leii'/ioer,  New  Vi.rk. 
WiKHl-Work  in  Grammar  Gnuies.  — V.  G.  Curtis,  Conntcticul. 

1895  President's  A«l<lnss  The  Philosophy  of  Manual-Training.  — E.  R.  Houtii,  Ohio. 
The  Effects  of  Manual  Training. —Charles  I).  Larkins,  New  York. 

1896  The  Nerd  of  Manual  'I'rairiing  for  (;irls.    Mrs.  NiLi.lE  S.  Kkdzik,  Kansas. 
Physical  Effc*  is  of  Sloyd.      Iloha  J.  WlUTK,  .Massachusetts. 

.Manual  Trainingln  the  Public  .Schools  of  the  Smaller  Cities.  — JuusoN  E.  Hoyt, 

\\'is<  onsin. 
.Manual  Training  and  the  Courst*  of  Study.  -  C.  V.  Carroll,  Ma.s-sachu.setls. 
The    Aesthetic    Princi|)li-   in    Manual   Training.     Cmahlks   A.    BKNNKrr,    New 

York. 

1897  Mental  Results    From  Manual  Training.  -Edward  O.  Sisson,  Illinois. 

.Some  Possible  Relations  tif  Nonnal  Scho<»ls  to  Manual  Training. — W.  D.  I'akkk.h, 
Wi.s<  onsin. 
iSgS    Manual  Training  in  Horti(ullur<-.     Wuiiam  K.  Lazkniiv,  Ohio. 


702  NATIONAL  EDUCATIONAL  ASSOCIATION  [BibUography 

1898  Report  of  Committee  on  Hindrances  and  Helps  to  Manual  Training  and  Industrial 
Education. — George  A.  Robbins,  Illinois,  chairman. 

Value  of  the  Hand  in  the  Acquisition  of  Knowledge  and  Expression  of  Thought. — 
Mary  F.  Hall,  Wisconsin. 

The  Function  of  Manual  Training  in  the  Elementary  School. — Richard  Water- 
man, Illinois. 

Manual  Training — Its  Purpose  and  Value. — Job  B.\rn.\rd,  District  of  Columbia. 
i8q9    The  Teacher  in  the  Manual-Training  School. — Walter  A.  Edwards,  California. 

The  Educational  Value  of  Metal-Working. — Vinton  S.  Paessler,  New  York. 

Constructive  Work  in  the  Elementary  Schools. — Gertrude  E.  English,  Illinois. 

Correlation  of  Manual  Training  With  Other  Branches  of  Study. — James  E.  Addi- 
COTT,  California. 

The  Manual-Training  System  of  Los  Angeles. — Annette  Johnson,  California. 

1900  Character,  Content,  and  Purpose  of  High-School  Courses  in  Manual  Training. — 

B.  A.  Lenfest,  Massachusetts. 
Manual  Training  for  the  Ordinary  High  School. — James  H.  VanSickle,  Maryland. 

1 901  Textile    Arts    as    Constructive    Work    in    Elementary    Schools. — Clara    Isabel 

Mitchell,  Illinois. 

Artistic  Handicraft  in  Primary  and  Intermediate  Grades. — Helen  M.  Maxwell, 
Minnesota. 

The  Relation  of  Manual  Training  to  Technical  Education. — V.  G.  Curtis,  Ohio. 

How  Early  May  Handwork  Be  Made  a  Part  of  School  Work  ? — Charles  R.  Rich- 
ards, New  York. 

A  Report  on  Manual  Training  in  the  Detroit  Elementary  Schools. — J.  H.  Trybom 
Michigan. 

Manual  Training  in  the  Menominee  Public  Schools.— JuDSON  E.  Hoyt,  Wisconsin. 

PossibiHties  of  Manual  Training  for  Moral  Ends. — R.  Charles  Bates,  Maryland. 

1902  From  the  Practical  to  the  Intellectual  in  the  Shop. — Arthur  W.  Richards,  New 

York. 
The  Field  of  Shop-Work  in  the  Elementary  School. — J.  E.  Painter,  Minnesota. 
Practical  Co-operation  Between  Art  and   Manual  Training. — Harold   Peyser, 

New  York. 

1903  Art  Instruction  as  Related  to  Manual  Work. — Alfred  Vance  Churchill,  New 

York. 

Indian  Basketry — Its  Poetry  and  Symbolism. — George  Wh.arton  James,  Cali- 
fornia. 

Manual  Training  in  the  Elementary  School. — Elizabeth  E.  Langley,  Illinois. 

The  Boy  and  His  Handicraft  at  Home. — George  H.  Bryant,  Rhode  Island. 

Hand-Work  for  High-School  Girls. — Abby  L.  Marlett,  Rhode  Island. 

Manual  Training  versus  the  Manual  Arts. — James  Parton  Haney,  New  York. 

Manual,  Trade,  and  Technical  Education. — Thomas  M.  Balliet,  Massachusetts. 

The  Part  of  the  Manual-Training  High  School  in  American  Education. — Henry 
S.  Pritchett,  Massachusetts. 

Round-Table  Papers  and  Discussions — • 

A.  Round  Table  of  State  and  County  Superintendents — To  What  Extent  and 
in  What  Form  Should  the  Manual-Training  Idea  Be  Embodied  in  Public- 
School  Work  ?— W.  O.  Thompson,  Ohio. 

Some  Practical  Problems  in  Manual  Training. — Charles  R.  Richards,  New 
York. 

1904  The  Constructive  Idea  in  Education. — Wilbur  S.  Jackm.\n,  Illinois. 
Manual  Training  in  Sweden. — Carl  Lidman,  of  the  Swedish  Commission. 
Reports  on  Work  as  Shown  by  Exhibits. — Various  Authors. 
Manual-Training  High  Schools  or  Manual  Training  in  High  Schools. — Charles 

B.  Gilbert,  New  York. 

What  May  Be  Done  for  Manual  Training  in  Country  Schools  ? — Alfred  Bay- 

Liss,  Illinois. 
Progress  of  the  South,  as  Shown  by  Exhibits. — Brown  .-^yres,  Louisiana. 

1905  President's  Address — The  Problems  That  Perplex. — Arthur  Henry  Chamber- 

lain,   California. 
How  Can  Class  Teachers  Be  Educated  to  the  Value  of  Manual  Training  ? — • 

F.  M.  McMuRRY,  New  York. 
The  Necessity  for  Special  Manual-Training  High  Schools. — Charles  H.  Keyes, 
6  Connecticut. 
Forms  and  Limitations  of  Handwork  for  Girls  in  the  High  School. — Katharine 

E.  Dopp,  Illinois. 
Manual  Training  in  the  Grades. — Lorenzo  D.  Harvey,  Wisconsin. 


of  Topics]  MUSIC  IN  SCHOOLS  703 

1905  The  Practical   Utility  of  Manual  and  Technical  Training. — William  Barclay 

Parsons,  New  York. 
Manual  Training  in  the  Elementary  School. — James  Parton  Haney,  New  York. 
Manual  Training  in  the  Secondar}'  Grades  and  in  Colleges. — Calvin  M.  Wood- 

w.vRD,  Missouri. 
Round-Table   Conference — A.     Hand-Work  in   Primarj-  Schools. — WlLHELMlNA 

Seegmiller,  Indiana,  leader. 

1906  .\rt  as  Related  to  Manual  Training. — James  Edwin  .\ddicott,  Louisiana. 

35.     MATHEMATICS  AS  A  SUBJECT  OF  STUDY 

(5cf  also  Science  Teaching.) 

1871     Modern  Mathematics  in  the  College  Course. — T.  II.  S.^fford,  Illinois. 

1876    Position  of  Modern  Mathematical  Theories  in  Our  Higher  Course  of  Mathematics. 
— Wm.  M.  Thornton,  \'irginia. 

1888    The  Application  of  Arithmetic  to  Physical  Science. — Walter  McNab  Miller, 
Nevada. 
A  Short  and  Rational  Method  of  Number- Work. — F.  B.  Ginn,  California. 

1 891    Geomctr)'  in  Our  Schools. — M.vtilda  T.  Karnes,  New  York. 

1893    Report  of  the  Conference  on  Mathematics. — Simon  Newcomb,  Mar\iand,  chair- 
man. 

1896  Round  Table — Mathematics:  Economy  in  Mathematical  Instruction. — James  L. 

Patterson,  New  York. 

1897  Imagination  in  Arithmetic. — Frank  H.  Hall,  Illinois. 
The  New  Arithmetic. — John  H.  Tear,  Illinois. 

Elementary  Mathematics  and  Education. — L.  W.  Colwell,  Illinois. 

1898  The  Culture  Value  of  Higher  Mathematics. — W.  B.  Smith,  Louisiana. 
The  Constants  in  Mathematics. — Edward  Brooks,  Pennsylvania. 

Is  the  Science  of  Mathematics  Qualitative  as  Well  as  Quantitative  ? — Frank  H. 

Hall,    Illinois. 
The  Educational  Value  of  Geometry. — Kelly  Miller,  District  of  Columbia. 

1899  College-Entrance  Requirements — 

Report  of  the  Committee  of  the  Chicago  Section  of  the  American  Mathematical 
Society. — J.  W.  A.  You.NG,  Illinois,  chairman. 

1900  School  and  Business  Arithmetic — ^Limitations  and  Improvements. — Edward  W. 

Stitt,  New  York. 

1901  Round  Table — Algebra  Conference. — George  W.  Evans,  Massachu.setts. 
Round  Tabic — Geometry  Conference. — Alan  Sanders.  Ohio. 

1902  Round-Table  Mathematical  Conference. — Charles  W.  Newhall,  Minnesota. 

1903  Mathematics  in   Commercial   Work. — Ernest   Lawton  Thurston,   Distrii  t  of 

Columbia. 

Round-Table     Conference — III.     Mathematii  al  Conference. — David     Eugene 
Smith,  New  York. 

1904  Round-Table    Conference — Mathematics. — John  S.    French,    Maryland,    and 

Others. 

1905  Round-Table  Conference — D.     Conference  on  Mathematics.     Franklin  Turner 

Jones,  Ohio. 
Review  of  the  Eflucational  Progress  of  the  Year  and  a  Discussion  of  Some  Pha.ses 
of  the   Curriculum   of  the   Elementary  School. — Miss   N.    Cropsev,    Indiana; 
M.  .\.  Bailey,  New  York. 

1906  The  Teaching  of  Arithmetic. — Simon  Newcomb,  Di.strict  of  Columbia. 

36.     MUSIC  IX  SCHOOLS 

1870    A  Plea  for  Vocal  Music  in  Public  Schools.  — Ehen  Tourjee,  Mas.sachuseHs. 
\'c)ral  Music   in  Normal  Schcxjls. — G.  B.  Loomis,  Indiana. 

1884  .\I«thocis  of  Teaching  Music.  -  H.  E.  Holt,  Massa<  husetls. 

1885  President's  Acldress. — David  B.  Hagak,  Massac  husills. 
Wxal  Music  in  the  Public  SchrKjl.s.— T.  H.  Brand,  Wisconsin. 
Tonic  .Sol-Fa  System.— Thko.  F.  Seward,  New  York. 
Elimentar)'  Vim  al  Musi(  in  Primary  Grad-  s.     B.  Jei'Son,  Connecticut. 
Methods  of  Teaching  Vocal  Mu.sic .  —  H.  E.  Holt,  Ma.ssachu.sc-tts. 

f^(  lative  Im[K)rtance  of  Song-Singing  and  the  Reading  of  Music. — O.  Bi.ackman, 
Illinois. 
1887    What  Has  Been  Done  in  Public  Schools  for  aiul  with  Vocal  Music?— O.  S.  Wkst- 
COTT,  Illinois. 


704  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1887  Shall  the  State  Teach  Music  ?— Thos.  J.  Morgan,  Rhode  Island. 
Voice  Training  and  Singing. — F.  W.  Root,  Illinois. 

Educational  Value  of  the  Tonic  Sol-Fa  Method. — D.  Bachelor,  Pennsylvania. 
Fervent  Voice — Its  Nature  and  Reflex  Influence. — Wm.  L.  Tomlins,  Illinois. 

1888  President's  Address. — N.  CoE  Stewart,  Ohio. 

The  Tonic  Sol-Fa  System. — S.  McBurney,  California. 

Aids  in  Elementary  Music  Teaching. — W.  F.  Heath,  Indiana. 

Some  Helpful  Things  I  Have  Learned  from  My  Experience  in  Teaching  Music. 

— Mrs.  M.  E.  Brand,  Wisconsin. 
The  Use  of  Accent  to  Young  People;   and  the  Use  of  Time-Language. — Herbert 

Griggs,  Colorado. 
Elementary  Music  in  Public  Schools. — J.  H.  Elwood,  California. 
What  Can  Superintendents  Do  to  Advance  Proper  Musical  Instruction. — L.  W. 

Day,  Ohio. 

1889  Department  of  Music.     Address  of  the  President. — N.  Coe  Stewart,  Ohio. 
The  Province  of  Music  in  Education. — Wm.  A.  Mowry,  Massachusetts. 

The  Relation  of  Music  Instruction  to  Our  Educational  System. — A.  E.  Winship, 

Massachusetts. 
Music  in  the  PubHc  Schools,  From  the  Music  Director's  Standpoint. — O.  E.  Mc- 

Fadon,  Minnesota. 

1890  Old  Methods  of  Teaching  Music. — Herbert  Griggs,  Colorado. 
Music  as  a  Factor  in  Education. — Margaret  Morris,  Ohio. 
Value  of  the  Tonic  Sol-Fa  Notation. — Robert  Beggs,  Colorado. 

1891  Department  of  Music. — Address  of  the  President. — Herbert  Griggs,  Colorado. 
The  Growth  of  Music  among  the  People. — Edgar  O.  Silver,  Massachusetts. 
Methods  of  Teaching  Music. — A.  T.  Cringan,  Ontario. 

The  Study  of  Music  in  Its  Relation  to  Mental  Development. — S.  H.  Preston, 
Ontario. 

1892  President's  Address. — Nathan  L.  Glover,  Ohio. 

Methods  and  Devices  in  Teaching  Public-School  Music. — B.  Jepson,  Connecticut. 
Music  in  Public  Education,  and  Some  Elements  Essential  to  Its  Success. — Philip 

C.  Hayden,  lUinois. 
Music  in  the  Public  Schools— What  It  Is,  and  What  It  Ought  to  Be.— A.  J.  Gant- 

VOORT,  Ohio. 
The  Value  of  Music  in  Public  Education  as  a  Means  of  Discipline  and  Culture. — 

George  C.  Young,  Kansas. 

1893  Learning  to  Read  Musical  Notation. — Charles  H.  Greene,  Illinois. 
Physiology  and  Hygiene  of  the  Vocal  Organs. — John  Howard,  New  York. 
The  Functions  of  Teachers  of  Vocal  Music. — J.  E.  Lightner,  Pennsylvania. 

1894  Some  Helpful  Things  Concerning  Music  in  the  Public  Schools. — N.  Coe  Stewart, 

Ohio. 
Is  as  Much  Time  Devoted  to  Vocal  Music  in  Our  Public  Schools  as  Its  Importance 

Demands  ? — Frederick  E.  Chapman,  Massachusetts. 
President's  Address. — N.  L.  Glover,  Ohio. 
Music  in  the  New  Education. — David  M.  Kelsey,  New  York. 

1895  President's  Address. — N.  Coe  Stewart,  Ohio. 

The  Purpose  of  Music  Study  in  the  Public  Schools. — F.  Treudley,  Ohio. 

How  Pupils  Learn  to  Know  and  Do  in  Music. — C.  H.  Congdon,  Minnesota. 

A  Course  of  Music  in  Public  Schools. — A.  J.  Gantvoort,  Ohio. 

Music  in  Relation  to  Other  Studies. — Sarah  L.  Arnold,  Massachusetts. 

Children's  Voices. — Linn  Marie  Hawn,  Michigan. 

Songs  for  Children. — Fannie  Arnold,  Nebraska. 

Mind  and  Music. — Theo.  H.  Johnston,  Ohio. 

Vocal  Harmony;    or,  A  Plea  for  an  Oral  Language  with  Which  to  Express  Our 

Thoughts  in  Music. — H.  E.  Holt,  Massachusetts. 
The  Faculty  and  Ministry  of  Song. — W.  L.  Tomlins,  Illinois. 

1896  Natural  Methods  in  Teaching  Music  to  Children. — F.  E.  Howard,  Connecticut. 
How  Good  Music  Makes  Good  Citizens. — Frank  Damrosch,  New  York. 

Our  Experience  in  Introducing  Music  as  a  Study  in  Our  Public  Schools.- — Joseph 

MisCHKA,  New  York. 
Music  in  Education. — Mrs.  Emma  A.  Thomas,  Michigan. 

Thinking  Sounds  Directly  or  Indirectly. — Samuel  W.  Cole,  Massachusetts. 
The  Development  of  Music  Theory  thru  Practice. — O.  E.  McFadon,  Minnesota. 

1897  The  Development  of  Rhythm. — S.  Lillian  Byington,  Illinois. 

Eye  and  Ear  Training  as  Related  to  Sight-Singing. — Frederic  Allison  Lyman, 
New  York. 


of  Topics]  MUSIC  IN  SCHOOLS  705 

1897  The  Child  Voice. — F.  E.  Howard,  Connecticut. 

How  to  Establish  Good  Musical  Standards  in  Public-School  Music. — Anna  Birch- 
.\RD,  Indiana. 

1898  The  Influence  of  Music  and    Music-Study  upon  Character. — A.  J.  Gantvoort, 

Ohio. 
What  Is  Music,  and  How  Can  We  Help  Children  to  Become  Musical  ? — Mari 

RuEF  HoFER,  Illinois. 
Individual  Singing. — C.  H.  CoNGDON,  Minnesota. 
School  Music  in  Character-Making. — A.  E.  Winship,  Massachusetts. 
The  Next  Step — What  Shall  It  Be  ?— Mrs.  C.\RRIE  B.  Adams,  Indiana. 

1899  President's  Address — The  Ultimate  Object  of  Music-Study  in  the  Schools. — P. 

C.  Hayden,  Illinois. 

Content  and  E.xtcnt  of  Music  in  Public  Schools. — Herbert  Griggs,  Colorado. 

WTiat  Power  Does  the  Child  Gain  thru  Music-Study  ? — Thomas  Tapper  Massa- 
chusetts. 

Methods  of  Teaching  Music. — W.  B.  Powell,  District  of  Columbia. 

The  Necessary  Education  of  the  Supervisor. — Mrs.  Constance  Barlow  Smith, 
Illinois. 

What  Should  Constitute  A  Course  of  Music  for  County  Institutes  ? — Kathryn 
E.  Stone,  CaHfornia. 

1900  Common-Sense  as  an  Aid  to  the  School-Music  Supervisor. — Sterrie  A.  Weaver, 

Massachusetts. 
The  Educational  Use  of  Music  for  Children  Under  the  .^ge  of  Seven  Years. — Mari 

RuEF  HoFER,  Illinois. 
The  Influence  of  Music  u{)on  National  Life. — Arnold  J.  Gantvoort,  Ohio. 
Should  Music  in  the  Public  Schools  Be  Taught  from  the  Song  to  the  E.xercise  ? — 

C.  H.  CoNGDON,  Illinois. 

1 901  President's  Address. — Arnold  J.  Gantvoort,  Ohio. 

Music  Teachers  in  Their  Relation  to  the  Schools. — Charles  Haupert,  Ohio. 
The  Supervisor  from  the  Standpoint  of  the  Regular  Grade  Teacher. — Nellie  G. 

Pettigrew,  Ohio. 
Supervisors  and  Supervision. — Walter  H.  Aiken,  Ohio. 

The  Rights  of  Boys  and  Girls  in  Music  Education. — N.  CoE  Stewart,  Ohio. 
The  Relation  of  Music  to  Life. — Thomas  Whitney  Surette,  New  York. 

1902  .An  Anomalous  Situation,  with  Suggestions  for  Improvement. — Hollis  E.  D.\nn, 

New  York. 
The  Psychological  and  Ethical  Value  of  Music. — Elizabeth  K.  Fairweather, 

Ohio. 
High-School  Music. — Mrs.  Frances  Elliott  Clark,  Iowa. 
The  Future  Development  of  School  Music. — Thomas  Tapper,  Massachusetts. 
Musical  Qualifications  Necessary  for  a  Teacher  of  Music  in  the  Public  Schools. — 

Frank  L.  Nagel,  Iowa. 

1903  The  Training  in  Sight-Singing  and  Song  Interpretation  in  Normal  Schools.— C.  A. 

Fullerton,  Iowa,  and  Others. 
The  Real  Purpose  of  Teaching  Music  in  the  Public  Schools.— Samuel  W.  Coi.k, 

Massachu.selts,  and  Others. 
School  Music— Has  It  Made  Music  Readers? — George  W.  Wilmot,  New  Jersey, 

and  Others. 
Music  as  a  Subject  to  Be  Counted  for  Admission  to  College.— Eugene  I).  Russell, 

Massachu.selts. 
Music  as  Part  of  Life. — Frank  Damrosch,  New  ^■ork. 

1904  President's  Address. — William  A.  Wktzkll,  Utah. 
I'rimary-Music  Methods. — Mrs.  Makie  Bukt  Parr,  Ohio. 

kotc-Singing  and  Its  ProfK-r  Place  in  the  Public  ScIukUs.— W.  A.  H()i)<;soN,  Miss- 
ouri. 

Music  in  the  Public  Schools  a  Means  of  Culture  in  th<'  Community. — Lucy  Robin- 
so.v,  West  Virginia. 

Methods  versus  Results. — W.  H.  PoMMER,  Mi.s.souri. 

The  Public  Schrxjl  Music  Su|>ervi.sor  in  His  Relation  to  the  I'rofessiunal  Musi(  ians 
and  Educators. — Frank  Nac.el,  Iowa. 

Conferences  on  a  nigh-Sch«K)l  Music  Course. — H.  C.  Macdougall,  ( hairman. 

1905  The  Mission  of  Music  in  the  Public  Schools. — A.  E.  WlNSiilP,  Massachusetts. 
.Some  Question.s  Involved  in  Making  Music  a  Major  Sturly. — W.  Scott,  Massa- 

chus<-tts.  , 

Correlation  of  Music  with  Other  Branches  of  the  S(  h(«il  Curriculum.— 'Mrs.  Eliza- 
beth Castekton,  Michigan. 


7o6  NATIONAL  EDUCATIONAL  ASSOCIATION  [BibUography 

1905    Music  as  a  Factor  in  Culture. — Charles  Edward  Locke,  New  York. 

Relation  of  the  Grade  Teacher  to  Music  Instruction  in  the  Public  Schools. — C.  A. 

Fuller,  Nebraska. 
Some  Features  of  Music  Instruction  in  the  Schools  of  New  York  City. — Frank 

R.  Rix,  New  York. 
Some  Type-Forms  That  Have  Been  Found  Useful  in  the  Teaching  of  Music  in  the 

Schools. — Walter  H.  Aiken,  Ohio. 
Report  of  Committee  on  What  Results  Should  Be  Obtained  in  the  Study  of  Music 

in  the  Eight  Grades  of  the  PubUc  Schools. — Philip  C.  Hayden,  Iowa,  chair- 
man. 

37.    NATURE-STUDY 

{See  also  Science  Teaching.) 

1858    The  Laws  of  Nature. — John  Young,  Indiana. 

1893  Report  of  Conference  on  Natural  History. — W.  B.  Powell,  District  of  Columbia, 

chairman. 

1894  The  Higher  Use  of  Nature-Studies. — Miss  N.  Cropsey,  Indiana. 

1895  Nature-Study  and  Literature. — Sarah  L.  Arnold,  Massachusetts. 

1896  Nature-Study  and  Moral  Culture. — David  Starr  Jordan,  California. 
Nature-Study. — O.  S.  Westcott,  Illinois. 

The  Function  of  Nature  in  Elementary  Education. — M.  G.  Brumbaugh,  Pennsyl- 
vania. 

The  Place  of  Nature-Study  in  Primary  Work. — Flora  J.  Cook,  Illinois. 
1900    Nature-Study  in  the  Public  Schools. — D.  Lange,  Minnesota. 

Nature-Study  in  the  Public  Schools — The  Geographical  Phase. — Jacques  W.  Red- 
way,  New  York. 

Nature-Study  for. the  Graded  Schools. — Katherine  E.  Dolbear,  Massachusetts. 

The  Relation  of  Nature-Study  to  Drawing  in  the  Public  Schools. — James  M.  Stone, 
Massachusetts. 

How  Can  Advanced  Science  and  Nature  Work  Be  Rendered  More  Mutually  Help- 
ful ? — Charles  B.  Wilson,  Massachusetts. 

1903  Justification  of  City  E.xpenditure  on  Parks  and  Parkways. — Nathan  Matthews, 

Massachusetts. 
The  Nature-Study  Movement. — L.  H.  Bailey,  New  York. 
Nature-Study  True  to  Life. — C.  F.  Hodge,  Massachusetts. 

1904  Nature-Study  as  an  Aid  to  Advanced  Work  in  Science. — E.  R.  Whitney,  New 

York. 

1905  Some  of  the  Common  Insects. — -John  B.  Smith,  New  Jersey. 

38.    NEGRO  EDUCATION 

1866    Education  Among  the  Freedmen. — O.  O.  Howard,  District  of  Columbia. 
1869    The  Work  of  Education  in  the  South. — O.  O.  Howard,  District  of  Columbia. 
1884    The  Educational  Status  and  Needs  of  the  New  South. — Robert  Bingham,  North 
Carolina. 

Negro  Education — Its  Helps  and  Hindrances. — W.  H.  Crogman,  Georgia. 
1886    The  Coeducation  of  the  Races. — Charles  S.  Young,  Nevada. 

Educational  Work  Among  the  Colored  Race. — W.  H.  Bartholomew,  Kentucky. 

1889  Educational  Progress  of  the  Colored  People  in  the  South. — John  H.   Burrus, 

Mississippi. 
The  Higher  Education  of  the  Colored  Race — What  Has  Been  Done — What  Can 

Be  Done. — A.  OwEN,  Tennessee;  W.  S.  Scarborough,  Ohio. 
Normal  School  Work  Among  the  Colored  People. — B.  T.  Washington,  Alabama. 

1890  The  General  Statement  of  the  Race  Problem. — A.  A.  Gunby,  Louisiana. 
Education  and  the  Race  Problem. — J.  C.  Price,  North  Carolina. 
The  Education  of  the  Negro  in  the  South. — J.  A.  B.  Lovett,  Alabama. 
The  Race  Problem  in  Civilization. — Henry  W.  Blair,  New  Hampshire. 

1894    Remarks  on  the  Education  of  Colored  People  in  the  South. — Richard  R.  Wright, 
Georgia. 

1896  The  Influence  of  the  Negroes'  Citizenship. — Booker  T.  Washington,  Alabama. 

1897  Rural  Schools.     Appendix  J.     Negro  Teachers  for  Negro  Schools. 

1898  What  the  Negro  Gets  from  the  Common  School  Education,  and  What  He  Gives 

to  It. — G.  R.  Glenn,  Georgia. 
1900    The  Problern  of  the  South. — Booker  T.  Washington,  Alabama. 

1903  The  Educational  Needs  of  the  Southern  Negro. — Charles  T.  Walker,  New  York. 

1904  The  Education  of  the  Southern  Negro. — Booker  T.  Washington,  Alabama. 


of  Topics]     NORMAL  SCHOOLS  AND  TRAINING  OF  TEACHERS  707 

39.    NORMAL  SCHOOLS  AND  TRAINING  OF  TEACHERS 

1864  Tt-acher's  Associations. — J.  \V.  Bulkley,  New  York. 

1865  Distinctive  Characteristics  of  Xormal  Schools. — Richard  Edwards,  Illiiidis. 

1866  Normal  Education  in  Kansas. — L.  M.  Kki.logg,  Kansas. 

Normal   Schools:    Th.ir   Organization   and    Course  of  Study. — W.    1".    I'uklps, 
Minnesota. 

1869  How  Shall  Pupils  Be  Taught  to  Teach?— John  Alden,  New  York. 
Education  as  a  Science. — John  Ogden,  Ohio. 

Course  of  Study  for  a  Normal  Schixil. — Fordyce  .\i.i,en',  Pennsylvania. 

1870  The  Means  of  Providing  the  Mass  of  Teachers  with  Professional  Instruction. — 

S.  H.  White,  Illinois. 
Report  on  a  Course  of  Study  for  Normal  Schools. — W.  F.  Phei.ps,  Minnesota. 

1871  The  Normal  School  Problem. — J.  \V.  Phii.brick,  Ma.s.sachusetts. 

Principles    and    Methods   in    a    Normal    Course. — John    W.    Armstrong,   New 

York. 
Model  Schools  in  Connection  with  Normal  Schools. — Richard  Edwards,  Illinois. 

1872  System  of  Normal  Training  Schools  Best  Adapted  to  the  Wants  of  Our  People. — 

W.  F.  Phelps,  Minnesota. 
The  Proper  Work  of  Normal  Schools. — J.  C.  Greenough,  Rhode  Island. 
Practice  Schools — Their   Uses  anrl   Tiiiir   Relation   to  Normal   Training. — Miss 

J.  H.  Stickney,  Massachusetts. 
The  .\mcrican  Normal  School. — Anna  C.  Brackett,  New  York. 
Professional  Instruction  in  Normal  Schools. — T.  W.  Harvey,  Ohio. 
Relation  Between  Matter  and  Method  in  Normal  Instruction. — Geo.  P.  Beard, 

Missouri. 
Normal  School  Work  Among  Freedmen. — S.  C.  Armstrong,  Virginia. 

1873  Training  Schools — Their   Place  in   Normal-School  Work. — Delia   A.  Lathrop, 

Ohio. 
Duties  and  Dangers  of  Normal  Schools. ^Richard  Edw.\rds,  Illinois. 

1874  Training  Schools  in  Connection  with  Normal  Schools. — J.  C.  Greenough,  Rhode 

Island. 
What  Constitutes  a  Consistent  Course  of  Study  for  Normal  Schools  ? — John  Ogden 

Ohio. 
Special  Work  of  Normal  Schools  to  Entitle  Them  to  Be  Called  Professional. — 

Larkin  Dunton,  Mas.sachusetts. 

1875  Professional  Training  of  Teachers. — Delia  A.  Lathrop,  Ohio. 

1876  Normal  Schools  in  the  United  States. — Richard  Edwards,  Illinois. 
Centennial  Thoughts  on  Normal  SchcKjls. — Edward  Brooks,  Pennsylvania. 
A  Professional  Course  of  Slufly  for  Normal  Sch(M)ls. — John  Ogden,  Ohio. 

1877  Range  anrl  Limits  of  Normal-.SchcKjl  Work. — ^E.  C.  Hewett,  Illinois. 
Common-SchcKjl  Studies  in  Normal  Schools. — J.  C.  Greenough,  Rhode  Island. 
Attacks  on  Normal  Schools. — C.  C.  Rounds,  New  Hampshire. 

Queries  Concerning  Details  of  Normal-.School  Work. — S.  H.White,  Illinois. 

1879  Professional  Degrees  for  Teachers. — J.  C.  GlLcniST,  Iowa. 

Professional  Instruction  in  Normal  Schools.— Lewis  McLouth,  Michigan. 

1880  Normal  Departments  in  State  Universities. — Grace  C.  Bibb,  Mi.s.souri. 
Instruction  in  Suhject-Matler  a  Ix-gitimate  Part  of  Normal-School  Work.—  (1.  L. 

fJSHf)RNE,  Mi.s.souri. 
Some  of  the  Obstructions,  Natural  and  Intirpos<-fl,  That  Resist  the  Formation  and 
Growth  of  the  Pedagogic    Profession.-  (1.  I*.  Bkown,  Indiana. 

1881  The  Necessity  of  a  Normal  Schcnil  in  a  Public    System  of  Instruction.     Ji  komk 

.\llkn,  Minnesota. 
What  Constitutes  a  Normal  Sc  hcwil  ?     J.  ('.  GiLCHlST,  Iowa. 
The  True-  Nomial  Training  for  Country  Teachers.    T.  C.  H.  Yanck,  Kentucky. 

1882  The-  Place  of  a  Normal  School  in  the-  Kdui  ational  System.     D.  L.  Kii-.hi.k,  Minnc- 

sf)ta. 

1883  The  Place  and  Function  of  the  Model  .SduKil.— Charles  DkC. ahmo,  Illinois, 
The  Normal  .SrhfK)!  Problem  ancl  the-  Problem  of  the-  Sc  hcM)ls      If.  II    Stkaigiii, 

New  York. 
The  Function  of  the  Normal  .Sc  h<H)l.     E.  C.  Hkwktt,  Illinois. 

1884  Normal  .Sc  hctols     Their  Necessity  and  (;rowth.    Thos.  Hunter,  New  York. 

1885  Prac  tice  .Sc  h<K>ls  in  Cc»nncc  lion  with  Normal  Sc  hcnils.  -  C.  C.  Rounds,  New  Hamp- 

shire. 

Function  of  thr    V.irm.l    S,  li.M.I    in    ()ilr    I'.dlK  .iliorial   Svslelll.       FdWABD   F..    SiIEID, 

Loui.siana. 


7o8  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1886  Distinctive  Principles  of  Normal-School  Work. — A.  G.  Boyden,  Massachusetts. 

y  Organization,  Courses  of  Study  and  Methods  of  Instruction. — A.   R.  Taylor, 

Kansas. 
Teacher's  Institutes. — D.  C.  Tillotson,  Kansas. 

1887  Method  of  Instruction  in  the  Normal  Schools  of  the  United  States — Thos.  F.  Gray, 

Minnesota. 
The  German  System  of  Normal  Schools. — Chas.  DeGarmo,  Illinois. 
Psychology  in  Normal  Schools. — G.  S.  Albee,  Wisconsin. 
Teachers'  Institutes.     Report  of  Committee  on  Normal  Schools. 

1888  Normal  Training  for  Teaching  of  Elementary  Schools. — Kate  N.  T.  Tupper, 

Oregon. 

Relation  of  the  High  School  to  the  Training  School. — Olive  A.  Evers,  Minnesota. 

The  Normal-School  Problem. — S.  S.  Parr,  Indiana. 

The  Distinctive  Work  of  the  Normal  School. — Joseph  Baldwin,  Texas. 

The  Subject-Matter  for  the  Normal  School. — Lucy  M.  Washburne,  California; 
Cyrus  W.  Hodgin,  Indiana. 

The  Training-School  as  an  Adjunct  of  the  Normal  School. — C.  H.  Allen,  California. 

The  Relation  of  the  Normal  School  to  the  Academic  Schools. — Thos.  H.  Kirke, 
Wisconsin. 

Are  the  Normal  Schools,  as  They  Exist  in  Our  Several  States,  Adequate  to  Accom- 
plish the  Work  for  Which  They  Were  Established  ? — ^James  P.  Wickersham, 
Pennsylvania. 

1889  The  Qualifications  of  Principals. — J.  M.  Greenwood,  Missouri. 
Psychology  in  Its  Relation  to  Pedagogy. — Nicholas  Murray  Butler,  New  York. 
City  Training-  and  Practice-Schools. — W.  S.  Jackman,  Pennsylvania. 

County  Institutes. — A.  G.  Lane,  IlHnois. 

Report  of  "Chicago  Committee"  on  Methods  of  Instruction  and  Courses  of  Study 
in  Normal  Schools. — T.  J.  Gray,  Minnesota. 

Normal-School  Work  among  the  Colored  People. — B.  T.  Washington,  Alabama; 
Albert  Salisbury,  Wisconsin. 

Academic  and  Professional  Training  in  Normal  Education. — D.  B.  Hagar,  Massa- 
chusetts. 

The  Training  of  the  Teacher  in  the  South. — A.  D.  Mayo,  Massachusetts. 

1890  Common-School    Branches   from   a   Professional    Point   of   View. — Miss    Isabel 

Lawrence,    Minnesota. 
The  Normal-School  Curriculum. — William  W.  Parsons,  Indiana. 
Criticism  in  Normal  Schools:    Its  Value   as   an  Element  in  Training  Teachers. — 

Thomas  J.  Gray,  Minnesota. 

1891  A  Year  in  a  German  Model  School. — Julia  S.  Tutwiler,  Alabama. 
The  Professional  Training  of  Teachers. ^D.  J.  Goggin,  Manitoba. 

City  Normal  Schools.     (Discussion.)     Report  of  Committee  of  National  Council. 
What  Present  Means  Are  Available  for  the  Preparation  of  Teachers  for  Their 

Work. — Henry  S.'VBIN,  Iowa.     (Discussion.) 
The    Teacher's    Academical    and    Professional    Preparation.— B.    A.    Hinsdale, 

Michigan. 
What  Constitutes  Professional  Work  in  a  Normal  School  ? — Charles  DeGarmo, 

Pennsylvania.     (Discussion.) 
The  Place  of  the  City  Training-School. — Ellen  G.  Reveley,  Ohio. 
The  Function  of  a  Teachers'  Training  College. — Walter  L.  Hervey,  New  York. 

1892  Art  Instruction  in  Normal  Schools. — Elizabeth  Perry,  Massachusetts. 
Co-ordination  of  the  Normal  School  and  the  University  in  the  Training  of  Teachers. 

— Charles  DeGarmo,   Pennsylvania. 
Professional  Training  of  Teachers. — Mrs.  Eudora  L.  Hailmann,  Indiana. 
Report  of  the  Committee  on  Normal  Education  (The  Relation  of  the  Normal 

School  to  Other  Institutions  of  Learning.) — C,  C.  Rounds,  New  Hampshire, 

chairman;    N.  C.  Schaeffer,  Pennsylvania. 
Value  of  Herbartian  Pedagogy  for  Norma!  Schools. — Frank  McMurry,  Illinois. 

1893  Child-Study  in  Connection  with  the  Professional  Training  of  Teachers. — Margaret 

K.  Smith,  New  York. 
How    Should   Normal-School  Pupils  Acquire   Methods  of  Teaching? — GiACOMO 

Oddo  Bomafede,  Italy. 
Historical   Development  of  Normal  and  Training-Schools    in    France. — Eugene 

Martin,  France. 
The  Ideal  Normal  School. — Edward  Brooks,  Pennsylvania. 
What  Should  Be  Required  of  and  upon  Whom  Is    to    Be  Conferred  the  Degree 

of  Doctor  of  Pedagogy  ? — Jerome  Allen,  New  York. 


of  Topics]     NORMAL  SCHOOLS  AND  TRAINING  OF  TEACHERS  709 

1893  Should  the  Course  of  Study  in  Nomial  Schools  Be  Wholly  Professional  ? — Francis 

B.  Palmer,  New  York. 
The  Professional  Training  of  Teachers  for  Secondary  Schools. — Miss  E.  P.  HuonES, 

England. 
The  Candidate  for  the  Degree  of  Doctor  of  Pedagogy  Should  Be  .\ble  to  Make 

Original  Investigations  in  E.xperimenlal   Psyt  hology. — Edgar  Dubs  Shimer, 

New  York. 
How  Normal-School  Work  Differs  from  the  Work  in  Secondary  and  in  Higher 

Education. — Malcom  MacVicar,  New  York. 
Requinments  for  the  Degree  of  Doctor  of  Pedagogy. — Chari.es  A.  McMuRRY, 

Illinois. 
What  Should  Be  Required  of  a  Candidate  for  the  Degree  of  Doctor  of  Pedagogy  ? — 

Edward  R.  Shaw,  New  York. 
Gradation  of  Normal  and  Training-Schools. — Thom.vs  KiRKLA>fD,  Ontario. 
Normal  Schools  in  the  State  of  New  York. — Francis  J.  Cheney,  New  York. 
Imp>ortant  Necessities  in  Present  Normal  Schools. — George  A.  Walton,  Massa- 
chusetts. 
Opening  .Address. — E.  A.  Sheldon,  New  York. 
Higher  .Vadc  mic  Degrees  in  Pedagogy. — S.  G.  Williams,  New  York. 
Should  Original  Investigation  Be  Required  in  .Some  Branch  of  Child-Study  for 

the  Doctor  of  Pedagogy  Degree  ? — Earl  Barnes,  California. 
The  Value  of  Practice-Work  in  Model  and  Training-Schools. — Fannie  S.  Guptill, 

Minnesota. 
Methods  of  Training  Teachers  at  the  Westminster  Training  College,  England. — 

Joseph  H.   Cowham,   England. 
A  Sociological,  Ideal  View  of  Normal  Schools. — Daniel  Fulcomer,  Michigan. 
Training  of  Teachers  in  High  Schools  in  Sweden.— Edward  Osterberg,  Sweden. 

1894  Scholarship  in  Normal  Schools. — Livingstone  C.  Lord,  Minnesota. 

The  Academic  Function  of  the  Normal  School. — James  M.  Green,  New  Jersey. 

The  Teacher  as  an  E.xpert. — R.  G.  Boone,  Michigan. 

Professional    Training   of    Teachers    in    Normal    Schools. — John    W.     Cook, 

Illinois. 
The  Training  of  the  High-School  Teacher. — EoLlNE  Clark,  Nebraska. 
Report  of  Committee  on  the  Relation  of  Normal  Schools  to  Universities. — Charles 

DeGarmo,  New  York. 
The  Duty  of  the  Normal  School  toward  the  Problem  of  School  Literature. — C.  C. 

Van  Liew,  Illinois. 
Professional  Training  of  Teachers  ui  Colleges. — S.  G.  Williams,  New  York. 
Professional  Training  of  Teachers  in  .Summer  Schools. — E.  E.  White,  Ohio. 

1895  Organization  of  Training-Schools  and  Practice  Teaching. — Kate  D.  Stout,  New 

York. 

The  Organization  of  Practice  Teaching  in  Normal  Schools. — J.  N.  Wii.ki.nson, 
Kan.sas.  ' 

The  Correlation  of  Studies  in  a  Normal  School. — N.  C.  Schaeffer,  Pennsylvania. 

Concentration  or  Co-ordination  of  Studies  in  the  Normal  School. — John  W.  Cook, 
Illinois. 
.  Re[K)rt  of  the  .Subcommittee  on  the  Training  of  Teachers. — H.  S.  Tarbei.l,  c  hair- 
man. 

K<fK)rt  of  Committee  on  Normal  Education — The  Kind  and  Amount  of  Practice- 
Work,  and  Its  Place  in  the  Normal-Sc  hool  Course. — John  W.  Cook,  Illinois. 

R(fH)rt  of  the-  Committee  of  Fifteen.    -William  H.  Maxwell,  chairman. 

Relation  of  .Normal  Sc  hcKils  to  i'ublic    .Schools. -E.  ORAM  Lytk,  Penn.sylvania. 

The  Training  of  Te.ithers.  —Francis  W.  Parker,  Illinois. 

The-  Instruction  and  Improvement  c)f  'IVac  hers,  --.\rvin  S.  Olin,  Kansas;    Earl 
Hahnk.s,  California;    L.  H.  Jonks,  Ohio. 

1896  Cours<s  of  Pedagogical  Stucly  as  Related  to  Professional   Impn)Vemcnt.      W.   S. 

St;TTON,  Texa.s. 
Professor  Rrin'.s  Practice  .School  at  Jena  and  It.s  I.,<'S<M)ns  for  American  Normal 

Schools. — John  W.  Hall,  New  York. 
The  Practice-  Sc  hool  as  a  Public  .Sc  hcK)l.  -E.  A.  Shklix)N,  New  York. 

1897  Rc|)ort  of  Nonnal-Sc  hool  Committc-c-.   -/,.  X.  Snyder,  Colorado,  thairmnn. 
How  May  the-  Normal  Sc  hcKil  Hc-st  Accomplish  Its  PuriH>s<-  ?     Richahd  G.  Boone, 

Mic  higan. 
Rural  Sc  hcM)ls.     A|)pendix  S.     Continuous  Sessions  in  Normal  Sc  h(K)ls. 
Some  Possible  Relations  of  Normal  Schools  to  Manual  'I'raining.     W.T).  Pakkek, 

Wiacon.sin. 


yio 


NATIONAL  EDUCATIONAL  ASSOCIATION  [BibUography 


1897  Round  Table  of  State  Superintendents.     What  Should  the  State  Superintendents 

Do  at  the  Summer  Institutes  ? — S.  M.  Inglis,  Illinois. 
Rural  Schools.     Appendix  K. — ^Teacher's  Training-School  Established  by  J.  W. 
Bradbury. 

1898  The  Southern  State  Normal  Schools. — Marion  Brown,  Lousiana. 

Normal  Schools  West  of  the  Mississippi  River  and  East  of  the  Rocky  Mountains. — • 
Homer  H.  Seerley,  Iowa. 

The  North-Central  State  Normal  Schools.— R.  G.  Boone,  Michigan. 

Report  of  Subcommittee  on  the  State  Normal  Schools  of  the  Pacific  Coast. — Ed- 
ward T.  Pierce,  California. 

The  Middle-State  Normal  Schools. — N.   C.   Schaeffer,   Pennsylvania. 

Minimum  Preparation  for  Teaching. — Price  Thomas,  Tennessee. 

Reciprocal  Recognition  of  State  and  Normal-School  Diplomas  by  the  States. — 
Z.  X.  Snyder,  Colorado. 

The  "Training  School"  in  the  United  States. — Z.  X.  Snyder,  Colorado. 

The  Training  of  the  High-School  Teacher. — M.  V.  O'Shea,  Wisconsin. 

What  Kind  of  Normal  Training  Does  the  Common-School  Teacher  of  the  South 
Need  ? — E.  C.  Branson,  Georgia. 

Continuous  Sessions,  with  Special  Application  to  Normal  Schools. — Irwin  Shepard, 
Minnesota. 

1899  The  Future  of  the  Normal  School. — Wm.  T.  Harris,  District  of  Columbia. 

The  Training  of  Teachers  for  Secondary  Schools. — James  E.  Russell,  New  York. 

Report  of  the  Committee  on  Normal  Schools:    Function  of  the  Normal  School. 

Report  of  the  Committee  on  Normal  Schools:   Training-Schools. — Theses. 

Report  of  the  Committee  on  Normal  Schools:  Geographical  and  Historical  Varia- 
tions That  Exist  in  Normal  Schools  in  the  United  States. 

Report  of  the  Committee  on  Normal  Schools:   The  Inner  Life  of  a  Normal  School. 

Report  of  the  Committee  on  Normal  Schools:    Normal-School  Administration. 

Report  of  the  Committee  on  Normal  School:    State  Normal  Schools. 

Report  of  the  Committee  on  Normal  Schools:  Appendix  A.  Professor  Rein's  Prac- 
tice School,  Jena,  Germany. — John  W.  Hall,  Colorado. 

Report  of  the  Committee  on  Normal  Schools:  Appendix  B.  General  View  of  the 
Work  of  the  Normal  School. — Albert  G.  Boyden,  Massachusetts. 

Report  of  the  Committee  on  Normal  Schools:  Appendix  C.  A  Typical  EngHsh 
Training  College. — George  Morris  Philips,  Pennsylvania. 

Report  of  the  Committee  on  Normal  Schools:  Appendix  D.  Continuous  Sessions 
in  Normal  Schools. — Irwin  Shepard,  Minnesota. 

The  Study  of  Education  in  the  University. — Elmer  Ellsworth  Brown,  California. 

1900  Training  of  Teachers  for  White  Schools. — Charles  D.  McIver,  North  Carolina. 
The  Training  of  Negro  Teachers. — H.  B.  Frissell,  Virginia. 

General' Culture  as  an  Element  in  Professional  Training. — Richard  G.  Boone, 
Ohio. 

1901  Round  Table  of  Training  Teachers. — Isabel  Lawrence,  Minnesota. 

The  Training  of  Teachers  for  Secondary  Schools. — James  E.  Russell,  New  York. 

1902  Round  Table — 

C.  Round  Table  of  Normal  Schools  and  Training  Teachers. 

Conference  A.     Normal  Schools.  • 

Topic  I.     What  Aspects  of  Psychology  and  Child-Study  are  Suitable  Subjects 

jects  for  Instruction  in  Normal  Schools.- — Daniel  Putnam,  Michigan. 
Topic  II.     Shall  the  Instruction  in  Psychology  Be  Oral,  or  Shall  a  Textboo  kBe 
Be  Used  ? — Grant  Karr,  New  York. 
Conference  B.     Training  Teachers. 
Topic:    Criticism — What  Shall  It  Be? — James  E.  Russell,  New  York. 
The  Ideal  Normal  School. — William  H.  Payne,  Michigan. 
The   Relations  of   the  Heads  of   Departments  to  the  Training-School. — David 

Felmley,  Illinois. 
Defects  in  the  Normal  Schools. — Homer  H.  Seerley,  Iowa. 

1903  Round  Table — 

B.  Round  Table  of  State  Normal  Schools  and  City  Training-Schools.— Wilbur 
H.  Bender,  Iowa. 

Conditions  of  Admission  to  Normal  Schools. — Walter  P.  Beckwith,  Massachu- 
setts, and  Others. 

The  Academic  Side  of  Normal-School  Work. — Henry  Johnson,  Illinois. 

To  What  Extent  and  in  What  Manner  Can  the  Normal  School  Increase  Its  Scholar- 
ship ? — James  M.  Green,  New  Jersey. 

The  City  Normal  School  of  the  Future. — Francis  Burke  Brandt,  Pennsylvania. 


of  Topics]  PHYSICAL  EDUCATION  711 

1904  Extension  of  Public -School  Privileges. — R.  H.  Halsky,  Wisconsin. 

The  Preparation  of  Teachers  in  Germany. — Leopold  Bahlsen,  Germany. 

1905  President's  Address — A  Statement  of  the  Issues  before  the  Department. — Charles 

C.  Van  Liew,  California. 
The  Modern  High-School  Curriculum  as  Preparation  for  a  Two-Year  Normal 

Course.- — ^D.A.viD  Felmley,  Illinois. 
How  Can  the  Normal  School  Best  Produce  Efficient  Tt'achers  of  the  Elemi'ntary 

Branches? — Grant  Karr,  New  York. 
The  Co-operation  of  Universities  and  Normal  Schools  in  the  Training  of  Klenienlary 

Teachers. — Frank  McMurry,  New  York;    Guy  E.  Maxwell,  Minnesota. 
The  Co-operation  of  Universities  and  Normal  Schools  in  the  Training  of  Secondary 

Teachers. — E.  N.  Henderson,  New  York;  Z.  X.  Snyder,  Colorado. 
Should  Chairs  of  Pedagog)'  Attached  to  College  Departments  of  Universities  Be 

Developed  into  Professional  Colleges  for  the  Training  of  Teachers  ? — Albert 

Ross  Hill,  Missouri. 

1906  The  Influence  of  City  Normal  School  or  Training  School. — Ella  Flagg  Young, 

Illinois. 
The    Local   Training-School   as    an  Agency  for  the  Preparation  of  Teachers. — 

Wilbur  F.  Gordy,  Illinois. 
The  Best  Means  and  Methods  of  Improving  Teachers  Already  in  the  Service. — 

William  McKendree  Vance,  Ohio. 

40.    PENSIONS  FOR  TEACHERS 

1896    shall  Teachers  Be  Pensioned  ? — John  E.  Clark,  Michigan. 

1904  Preliminary  Report  of  Committee  on  Salarii'S,  Tenure,  and  Pensions  of  Teachers. — 

Carroll  D.  Wright,  District  of  Columbia,  chairman. 

1905  Pensions  of  Teachers. — Howard  J.  Rogers,  New  York. 

41.     PHYSICAL  EDUCATION 

1869    Physiolog)-. — J  AS.   McClintock,   Pennsylvania. 

1882    Delsarte  Philosophy  of  E.xpression. — Moses  True  Brown,  Massachusetts. 
1884    Recess. — Wm.  T.  Harris,  Missouri. 
No  Recess. — S.  A.  Ellis,  New  York. 
1889    Relation  of  Manual  Training  to  Body  and  Mind. — C.  M.  Woodward,  Missouri. 

1 89 1  Physical  Education.     (Discussion.) — Report  of  Committee  of  National  Council. 

1892  Scientific  Value  of  Physi(  al  Culture. — .'\.  B.  Poland,  New  Jersey. 
Physical  Education  in  Our  Schools. — R.  Anna  Morris,  Iowa. 

1893  Opening  Address. — Edward  M.  Hartwell,  Massachusetts. 

Some  Unsolved  Problems  in  Physical  Education. — T.  D.  Wood,  California. 

Training  of  the  Human  Body. — Angelo  Mosso,  Italy. 

Psychological  Aspect   of    Exercises  with    and  without  .VjiiJaralus.     ().  W.   I'nz, 

Massachusetts. 
Physical  Exercises  for  School  Purposes — How  Sclei  led  and  Graded. — J.  Gardner 

S.MITH,  New  York. 
The  Regulation  of  Athletic  SjKjrts  in  Colleges. — R.  Tait  McKenzie,  Montreal. 
English  Experience  in  Providing  the  Poor  of  Cities  with  Parks,  Gardens,  Gymna.sia, 

and  Playgrounds. — The  Right  Honorable  TiiE  Earl  of  Meath,  LDndnn. 
Physical  Trainingof  Criminals.     Hamilton  D.  Wey,  New  York. 
Physical  Education  of  the  Deaf  and  Dumb.—  Albert  Gutzman,  Pru.ssia. 
A   Perfect   Physical    Edui  ation    Is   Indispensable   in   Order  to   Produic   an    Ideal 

Educati(jn. — L.  M.  Toknghe.v,  Sweden. 
Ai>pli(  ation  of  the  Laws  of  I'hysical  Training  ior  the   Prevention  and  Cure  of 

Stutl<ring. — Edward  Mussey  Hartwkll,  Ma.ssa<  husetts. 
'J"he  North  .'\meri(  an  Turmr-Buml^Its  History,  Aims,  and  Achievements.     I! ico 

MuKNCii,  Mi.s.s(juri. 
The  R(jyal  Central  Institute  of    Gymnastics    in    Stoi  khnlm.      L.   .\1.  Toknc.ken, 

Sweden. 
History  of  Physical  ICduc  ation  in  Denmark. —Joakim  IwXKSEN,  Copinhagen. 
Gymnastics  in  the  Kingdom  of  Saxony     A  Historical  Review.     Moritz  ZiTTi.i'.R, 

Saxony. 

1894  Faculty  and  Alumni  Control  of  College-  Athletic  s.—(;e()R(;i:  Wharton  Pepper, 

Pennsylvania. 

1895  Physical  Training.— Edward  V.  HERMANNS,  {Colorado. 
\oi(c  and  Body.  -Mrs.  Gaston  Hovu,  Kan.sas. 

Phy.sical  Training  in  Public   SrhfH)ls. — Miss  N.  D.  Kimiii  wr.iN,  Michigan. 


712 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 


1896  President's  Address — The  Purpose  of  the  Department  and  the  Status  of  Physical 

Training. — R.  Anna  Morris,  Ohio. 
Physical   Deterioration   Resulting   from   School    Life;     Cause;     Remedy. — J.    H. 

Kellogg,  Michigan. 
Physical  Training  as  a  Factor  in  Character  Building. — James  L.  Hughes,  Toronto. 
Should  We  Have  Military  Training  in  the  Schools  ? — D.  A.  Sargent,  Massachusetts. 
Report  of  the  Committee  on  School  Sanitation,  Hygiene,  and  Physical  Training. — 

William  A.  Mowry,  Massachusetts,  chairman. 

1897  The  Appreciation  and  Development  of  the  Individual. — R.  Anna  Morris,  Ohio. 
The  Development  of    the  Will    thru  Physical  Training. — William  O.   Krohn, 

Ilhnois. 
Delsarte  and  His  Contribution  to  Physical  Education. — Mrs.  Anna  P.  Tucker, 

Ohio. 
The  German  System  of  Gymnastics. — Carl  Kroh,  Illinois. 
The  Nonnal  Method   of   Introducing  Physical  Training. — J.  M.   Green,   New 

Jersey. 
Symposium  on  Physical  Training  in  the  Public  Schools. — -Miss  N.  D.  Kimberlin, 

Michigan. 
Physical  Training  in  the  Colleges. — Fred  E.  Leonard,  Ohio. 

1898  The  Effect  of  E.xercise  on  the  Vital  Organs. — Wm.  T.  Harris,  District  of  Columbia. 
E.xercise  and  Vigor. — Henry  Ling  Taylor,  New  York. 

Influence  of  School  Life  on  Curvature  of  the  Spine. — R.  Tait  McKenzie,  Pennsyl- 
vania. 
Play  in  Physical  Education.- — George  E.  Johnson,  Massachusetts. 

1899  President's  Address. — G.  W.  FiTZ,  Massachusetts. 

The  Influence  of  Exercise  upon  Growth. — Frederick  L.  Burk,  California. 
Anthropometric  Studies  in  Nebraska. — William  W.  Hastings,  Nebraska. 

1 901  President's  Address — Physical  Training  as  Corrective  of  Brain-Disorderliness. — 

W.  O.  Krohn,  Illinois. 
Physical-Education  Legislation — Its  Needs. — Mrs.  Frances  W.  Leiter,  Ohio. 
The  Ethical,  Physiological,  and  Psychological  Aspect  of  Physical  Training. — Hans 

Ballin,  Arkansas. 

1902  President's   Address — "Educative"    Physical   Education. — William   O.    Krohn, 

Illinois. 
Requirements  for  Physical  Education  in  Our  Public  Schools. — Henry  Hartung, 
Illinois. 

1903  Tests  of  the  Efiiciency  of  a  Normal  School  of  Gymnastics. — Baroness  Rose  Posse, 

Massachusetts. 
Physical  Training  for  the  Mass  of  Students. — William  G.  Anderson,  Connecticut, 

and  Others. 
Physical  Education  and  Brain-Building. — William  O.  Krohn,  Illinois. 
Place  of  Physical  Education  in  the  Curriculum. — E.  W.  Lyttle,  New  York. 
How  to  Improve  Public-School  Gymnastics. — Thomas  D.  Wood,  New  York. 

1904  Athletics  and  Collateral  Activities  in  Secondary  Schools. — F.  D.  Boynton,  New 

York. 
The  General  Tendency  of  College  Athletics. — E.  Benjamin  Andrews,  Nebraska. 
Character  in  Athletics. — William  H.  P.  Faunce,  Rhode  Island. 
The    Effects    of   Athletics   on    the    Morale    of    the    College. — Frank    Strong, 

Kansas. 
The  Importance  of  Walking  as  a  School  Exercise. — E.  Herhann  Arnold,  Con- 
necticut. 
The  Objects  and  Methods  of  Physical  Training  in  Primary  and  Grammar  Schools 

—From  the  Standpoint  of  the  General  Teacher. — W.  W.  Chalmers,  Ohio. 
The  Objects  and  Methods  of  Physical  Training  in  Primary  and  Grammar  Schools 

— From  the  Standpoint  of  the  Physical-Training  Teacher. — William  A.  Stecher, 

Indiana. 
Object  and  Methods  of  Physical  Training  in  Normal  Schools. — G.  B.  Affleck, 

Iowa. 
Objects  and  Methods  of  Physical  Training  in  Colleges  and  Universities. — R.  H. 

Jesse,  Missouri. 
Objects  and  Methods  of  Physical  Training  in  High  Schools — From  the  Standpoint 

of  the  Specialist. — Mrs.  Mary  H.  Ludlum,  Missouri. 
Physical  Training  Exhibits  in  the  Physical  Training  Department  of  the  Exposition. 

— Elsa  Pohl,  Missouri. 
Physical  Training  Exhibits  in  the  Education  Building  of  the  Exposition. — Mary 

Ida  Mann,  Missouri. 


of  Topics]  PSYCHOLOGY  AND  EDUCATION  713 

1905    President's  Address — The  Importance  of  the  School-Yard  for  the  Physical  Wcll- 

Being  of  School  Children. — E.  H.  Arnold,  Connecticut. 
Sonic  Simple  Methods  of  Recognizing  Physical  Fitne.ss  and  Unfitness  of  School 

Children  for  School-Work. — E.  A.  Kirkp.\trick,  Ma.ssachusetts. 
How  Far  Should  Physical  Training  Be  Educational  and  How  Far  Recreative  in 

Grammar  School  ? — Rebecca.  Stonero.vd,  District  of  Columbia. 
How  Far  Should  Physical  Training  be  Educational  and  How  Far  Recreative  in 

High  Schools  ? — Cl.arence  F.  Carroll,  New  York. 
How  Far  Should  Physical  Training  Be  Educational  and  How  Far  Recreative  in 

Colleges  and  Universities? — Caroline  Crawford,  New  York;     R.  Tait  Mc- 

Kenzie,  Pennsylvania. 
All   Crime   Is   Disease. — Arthur   B.    Linsley,   Pennsylvania. 

42.    PHYSICAL  SCIENCES 

(See  also  Science  Teaching.) 

1 872    The  Scope  and  Method  of  Physical  Science  in  Common  Schools. — C.  O.  Thompson, 

Massachusetts. 
1885    Physics  in  Common  Schools. — Charles  K.  Wead,  Michigan. 
1888    The  Application  of  Arithmetic  to  Physical  Science. — Walter  McNab  Miller, 

Nevada. 
1893    Report  of  Conference  on   Physics,    Chemistry,   and   Astronomy. — Ira   Remsen, 

Marj'land,  chairman. 

1896  The  Teaching  of  Beginning  Chemistry. — Paul  C.  Freer,  Michigan. 

1897  Physics  as  a  Requirement  for  Admission  to  College. — Edwin  H.  Hall,  Massa- 

chusetts. 
The  Value  of  Chemistry  as  Part  of  a  School  or  College  Course. — Alexander 
Smith,  Illinois. 

1898  Report   of   Subcommittee    on    Outline   of    Elementary    Chemistry. — Alex.ander 

Smith,  Illinois. 

1899  The  Relation  of  Physics  to  Other  Subjects  in  the  High-School  Curriculum. — S.  P. 

Meads,   California. 
College-Entrance  Requirements:  Special  Report  of  the  Committee  on  Chemistr)'. — 

Alexander  S.mith,  Illinois,  chairman. 
College-Entrance  Requirements:    Report  of  Committee  on  Physics. — E.  H.  Hall, 

Massachusetts,  chairman. 

1 901  Round  Table — Physics  Conference. — Carl  J.  Ingerson,  Missouri. 
Round  Table — Chemistry  Conference. — C.  E.  Linebarger,  Illinois. 

1902  High-School  Instruction  in  Physics. — F.  M.  Gilley,  Massachusetts. 
Round  Table:    Physical-Science  Conference. — W.  A.  Fiske,  Indiana. 

1903  College  Chemistry,  and  Its  Relation  to  Work  Preparatory  to  It.— Ira  Remsex, 

Mar\'land. 
High  S'chool  Chemistry  in  Its  Relation  to  the  Work  of  a  College  Course. — Rukus 

Phillips  Williams,  Massac  hu.setts. 
Dis(  u.ssions  of  High-Scho<jl  Chemistry. — Various  Authors. 
Physics  for  the  Boys  and  Girls:    An  Introductory  Course. — John  C.  Packard, 

Massachusetts. 
Phy.sics  in  the  Secondary  School. — Irving  O.  Palmer,  Ma.ssachusetts. 
The  High-Sch(Kjl  Phase  of  Physics  Teaching:    Aims  and  Methods.— Geo kck.  R. 

Twiss,   Ohio. 
A  Course  in  Physics  for  T((  hiii<  al  High  Schools. —Charles  F.  Waknkk,  Massa- 

chu.selts. 

1904  The  Subjecl-Malter  <jf  High-School  Physics.— Arthur  L.  Foley,  Indiana. 

The   Value  of  Chemistry   in  Secondary   Education.— Wm.i.iam    M.    HlaN(  hakd, 
Indiana. 

1905  Report   of   Department    Cornniitlee   011    I'hysics    Courses. —Fkank    M     C.iiiiy, 

Ma.s.sachusetLs,  chairman. 

43.     PSYCIKJLOCiV  \\l)  lJ)UCAri()\ 

fS.e  also  Child-Study;    E<iucation:    Th.-ory,  Philosoi>liy,  Nature,  Meaning.) 
1874     The  Building  of  a  Brain.   -Edward  H.  Ci.akkk,  M.D. 

1884      The  New  Order  of  Mercy;    or.  Crime  and  Its  Prevention. --Gkokc.K  T.  Anc.ELL, 
Ma.ssa<  husetts. 
.Some  Applications  of  Psychology  to  111.- ,\rt  of  r.a.liing.     \V.  II.  Pavnk,  Michigan. 


714  NATIONAL  EDUCATIONAL  ASSOCIATION  [BibUography 

1885  Psychological  Inquiry. — W.  T.  Harris,  Missouri. 

Principles  and  Methods — How  to  Learn.- — A.  D.  Mayo,  Massachusetts. 

1886  Growth  and  Benefits  of  Reading-Circles. — Hubert  M.  Skinner,  Indiana. 
The  Co-education  of  the  Races. — Charles  S.  Young,  Nevada. 

The  Educational  and  Religious  Interests  of  the  Colored  People  in  the  South. — S.  M. 
Finger,  North  Carolina. 

1888  Practical  Education — the  Psychological  View.^ — James  H.  Baker,  Colorado. 

1889  The  Psychology  of  Manual  Training. — W.  T.  Harris,  Massachusetts. 
Psychology  in  Its  Relation  to  Pedagogy. — Nicholas  Murray  Butler,  New  York. 
Observation  and  Experiment  Essential  in  Pedagogical  Inquiry. — E.  H.  Russell, 
.    Massachusetts. 

1890  A  Specific  Inquiry  on  the  Relation  of  Instruction  to  Will-Training. — Ch.\rles 

DeGarmo,  Illinois. 
Pedagogical  and  Psychological  Observations.     Report  of  Special  Committee. — 
Geo.  p.  Brown,  Indiana;   Wm.  T.  Harris,  Massachusetts. 

1 89 1  The  Education  of  the  Will. — Report  of  Committee  of  National  Council. 
Educational  Psychology. — Walter  L.  Hervey,  New  York. 

1892  Cosmic  Suicide. — Professor  Sterrett,  District  of  Columbia. 

The  Freedom  of  the  Will — Does  It  Concern  Spontaneity  or  Choice  ? — Wm.  M. 
Bryant,  Missouri. 

The  Harmony  between  Control  and  Spontaneity. — James  L.  Hughes,  Ontario. 

How  Do  Concepts  Arise  from  Percepts  ? — George  S.  Fullerton  and  G.  H. 
HowisoN,  California. 

Practical  Psychology  in  the  Kindergarten. — Constance  MacKenzie,  Pennsyl- 
vania. 

Report  of  Committee  on  Psychological  Inquiry  (The  Relation  of  Mnemonic  Systems 
to  the  Cultivation  of  the  Power  of  Thought). — Wm.  T.  Harris,  District  of 
Columbia. 

Report  of  Round-Table  Discussion  on  "Apperception." — Charles  DeGarmo, 
Pennsylvania. 

Value  of  Herbartian  Pedagogy  for  Normal  Schools. — Frank  M.  McMurry,  Illinois. 

1893  The  Dominant  Seventh  in  Education. — Hattie  E.  Hunt,  Connecticut. 
Eye-and-Ear  Mindedness. — W.  L.  Bryan,  Indiana. 

The  New  Psychologj'  in  Normal  Schools. — Lillie  A.  Williams,  New  Jersey. 
Mental  Waste  and  Economy. — G.  T.  W.  Patrick,  Iowa. 

ReaHty — What  Place  It  Should  Hold  in  Philosophy. — James  McCosh,  New  Jersey. 
Can  Psychology  Be  Founded  upon  the  Study  of  Consciousness  Alone. — Josiah 

Royce,  Massachusetts. 
The  Soul  as  the  Basal  Concept  of  Rational  Psychology. — G.  T.  Ormond,  New 

Jersey. 
The  Theory  of  the  First  Principle  in  the  Eleventh  Book  of  Aristotle's  Metaphysics. — 

Augustine  F.  Hewit,  District  of  Columbia. 
Self-Activity  in  Education. — J.  G.  Schurman,  New  York. 
Wundt's  Psychology  of  the  Will. — E.  B.  Titchener,  New  York. 
Observation   and  Study  of  Movement  and   Mental   Status. — Francis  Warner, 

England. 
Some  Association  Tracks  Involved  in  Reading  and  Spelling. — Thomas  M.  Balliet, 

Massachusetts. 

1894  Remarks  on  Rhythm  in  Education. — G.  Stanley  H.\ll,  Massachusetts. 

1895  Psychology  in  Normal  Schools. — Z.  X.  Snyder,  Colorado. 
Psychology  for  Normal  Schools. — M.  V.  O'Shea,  Minnesota. 

Report  of  the  Committee  on  Pedagogics — The  Laws  of  Mental  Congruence  and 
Energy  Applied  to  Some  Pedagogical  Problems. — B.  A.  Hinsdale,  chairman. 

Round-Table  Report  to  the  National  Council  of  the  Influence  of  Herbart's  Doctrine 
on  the  Course  of  Study  in  the  Common  Schools. — Charles  A.  McMurry,  lUinois. 

1896  How  the  Will  Combines  with  the  Intellect  in  the  Higher  Orders  of  Knowing. — Wm. 

T.  Harris,  District  of  Columbia. 

1898  The  New  Psycholog}^  and  the  Consulting  Psychologist. — Josiah  Royce,  Massachu- 

setts. 
Rational  Psychology  for  Teachers. — Wm.  T.  H.a.rris,  District  of  Columbia. 

1899  Psychology  for  the  Teacher. — E.  C.  Hewett,  Illinois. 

1902  The  Difference  between  Efficient  and  Final  Causes  in  Controlling  Human  Free- 

dom.— Wm.  T.  Harris,  District  of  Columbia. 

1903  The  Voluntary  Element  in  Education. — Charles  DeGarmo,  Illinois. 

1904  What  Is  the  Net  Gain  to  Education   of   Recent  Investigations  in  Physiological 

P.sychology  ? — Charles  C.  Van  Liew,  California. 


of  Topics]  RELIGIOUS  AND  MORAL  EDUCATIOX  715 

44-     RELIGIOUS  AND  MORAL  EDUCATION 

1859    The  Place  Christianity  Should  Occupy  in  American  Education. — Elbridc.e  Smith, 

Connecticut. 
1865    On  the  Power  of  the  Teacher. — ^^^  N.  Barringer,  Now  Jersey. 
1869    Obligations  of  Christianity  to  Learning. — R.  S.  Fielo,  New  Jersey. 

Christianity  in  the  Public  Schools. — Joseph  Wihte,  Massachusetts. 

The  Spiritual  Element  of  Education. — Edw.vrd  Brooks,  Penn.sylvania. 

1871  What  Moral  I'ses  May  a  Recitation  Be  Made  to  Subserve? — .\.  Kirk,  Illinnis. 

1872  Methods  of  Moral  Instruction  in  Common  Schools. — A.  D.  Mayo,  Ohio. 

1875  Full-Orbed  Education. — J.  R.  Buch.^x.vn,  Kentucky. 
What  Shall  We  Do  with  the  Boys?— J.  L.  Pickard,  Illinois, 

The  Relation  of  the  Teacher  to  the  Reforms  of  the  Day. — Fr.\nces  E.  Wii.lard. 

1876  Moral  Elements  in  Primary  Education. — W.  H.  Ruffner,  Virginia. 

1877  Moral  Training. — R.  H.  Rivers,  Tennessee. 

1880  Object  Lessons  in  Moral  Instruction  in  the  Common  School. — A.  D.  Mayo,  Massa- 

chusetts. 
How  Can  Character  Be  Symmetrically  Developed  ? — Ellen  Hy'DE,  Massachusetts. 

1 881  Moral  and  Literary  Training  in  the  Public  Schools. — John  B.  Peaslee,  Ohio. 

1883  Education  of  the  Heart. — Henry  H.  Fick,  Ohio. 

1884  The  New  Order  of  Mercy;    or,  Crime  and  Its  Prevention. — Georoe  T.  Angell, 

Ma.ssachusetts. 

1 885  The  Public  Schools  and  Morality. — J.  W'.  Stearns,  Wisconsin. 

1 886  Scientific  Temperance  Instruction. — Mrs.  J.  Ellen  Foster,  Iowa. 
Educational  Cure  of  Mormonism. — .\.  E.  Winship,  Massachusetts. 
Moral  Training  in  the  Public  Schools. — E.  E.  White,  Ohio. 

The  Educational  and  Religious  Interests  of  the  Colored  People  in  the  Soutii. — 
S.  M.  Finger,  North  Carolina. 

1887  Religious  Motives  and  Sanctions  in  Moral  Training. — Robert  Allyn,  Illinois. 

1888  -Moral  Training  to  Be  Combined  with  Industrial  and  Intellectual. — Z.  Richards, 

District  of  Columbia. 
Moral  Education  in  the  Common  Schools. — ^William  T.  Harris,  Ma.ssachusetts. 
The  Schools  Fail  to  Teach  Morality  or  to  Cultivate  the  Religious  Sentiment. — 

John  W.  Cook,  Illinois. 

1889  Has  the  Denominational  School  a  Proper  Place  in  America? — Edwin  D.  Mead, 

Massachu.setts;   John  Jay,  New  York. 
Should  Americans  Educate  Their  Children  in  Denominational   Schools? — Cau- 
di.val  Gibbons,  Man,'Iand;   John  J.  Keane,  District  of  Columbia. 

1890  The  State  School  and  the  Parish  School — Is  Union  lietween  Them  Impo.ssible  ? — 

John  Irpxand,  Minnesota. 
The  White  Cross  Movement  in  Education. — Frances  E.  Wu.lakd,  Illinois. 
'Ihe  Spiritual  Element  in  Education. — E.  F.  Bartholomew,  Illinois. 

1 89 1  \  Basis  for  Ethical  Training  in  Elementary  Schools. — Charles  DeGarmo,  Penn- 

sylvania. 

1892  Ethical  Culture  in  the  College  and  University. — James  H.  Canfield,  Nebra.ska. 
Ethical  Culture  in  Elementary  and  Secondary  Schools. — Mrs.  Delia  Lathrop 

Williams,  Ohio. 
Ethical  Culture  in  the  Kindergarten. — Irwin  Shepard,  Minnesota. 
.Moral  Training  in  Elementary  Schools. — Z.  Richards,  District  of  Columbia. 
R({K)rt  of  the  Committee  on  Moral  Education  (Practiial  Culture  of  (he   Mni,il 

X'irtues). — Joseph   Baldwin,  Texas,  chairman. 

1893  Religion  in  the  SchfK»l. — E.  E.  White,  f)hio. 

1894  .Moral    Training  thru    the    Common    Branche.s. — Charles    Di-.Gakmo,   Pennsyl 

vania. 
The  Religion  of  Morals  as  .A|)plii(l  to  Business. — S.  S.  Packard,  New  York. 
The  Value  of  Literature  in  .\loral  Training. — CilAULKS  DeGarmo,  Pennsylvania. 

1895  Moral  Instruction  in  the  Elc-menlary  Schools. — James  H.  Baker,  Ohio. 
Ethic  al  Instruction  thru  Soc  iology.- — B.  C  Mathews,  New  Jersey. 

1896  R<j)ort  of  the  Committee  on  Moral  Ecjucation — Moral  Instruction  in  I'.lemenlarv 

■Sc  hcKils.  -E.  E.  White.  Ohio. 
The  Incidcnl.il  Mc-thocl  of  Moral  I  list  rue  lion.     LtrciA  Sticknev,  Ohio. 

1897  Rural  .Schools.      .Ap[Mn<lix  R.      Intcljec  lual  and  Moral  F.cluc  alion. 

1898  The  .Social  Basis  cif  Con.scicnc  e.—JosiAH  RciVCK,   Massachusetts. 

1899  The  Religious  Element  in  the  Fonnation  of  Charnrter. — George  Montgomery, 

California. 
The-  Development  of  Mf)ral  Character. — G.  W.  A.  Luckey,  Nebraska. 


7i6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1900  Contributions  of  Religious  Organizations  to  the  Cause  of  Education — By  the  Baptist 

Church. — Oscar  H.  Cooper,  Texas. 
Contributions  of    Religious  Organizations  to    the   Cause  of    Education — By  the 
Catholic  Church.- — Conde  B.  Fallen,  Missouri. 

1 90 1  The  Church  and  the  Public  School. — T.  A.  Mott,  Indiana. 

The  Moral  Factor  in  Education. — Wm.  H.  P.  Faunce,  Rhode  Island. 

1903  Contributions  of  Modern  Education  to  Religion. — George  A.  CoE,  Illinois. 

The  Influence  of  Religious  Education  on  the  Motives  of  Conduct. — Edward  A. 

Pace,  District  of  Columbia. 
The  Separation  of  the  Church  from  the  School  Supported  by  Public  Taxes. — -Wm. 

T.  Harris,  District  of  Columbia. 

1904  The  Ethical  Element  in  Education. — Walter  B.  Hill,  Georgia. 

1906    The  Means  Afforded  by  the  Public  Schools  for  Moral  and  Religious  Training. — 
Thomas  A.  Mott,  Indiana. 
The  Effect  of  Moral  Education  in  the  Public  Schools  upon  the  Civic  Life  of  the 
Community. — W.  O.  Thompson,  Ohio. 

45.    RURAL  SCHOOLS 

1875  The  Country-School  Problem. — W.  F.  Phelps,  Minnesota. 

1876  The  Country-School  Problem. — Edward  Olney,  Michigan. 

1879    A  Graduating  System  of  Country  Schools. — A.  L.  Wade,  West  Virginia. 
1882    Country  Schools. — James  P.  Slade,  Illinois. 

1886    Country  Schools — Suggestions    for    Their    Improvement. — J.   C.    MacPherson 
Indiana. 
Country  Schools — Special  Conditions. — G.  F.  Felts,  Indiana. 

1 89 1  The  Independent  District  System.— John  A.  McDonald,  Kansas. 

1892  The  Rural-School  Problem. — Henry  Raab,  Illinois. 

Report  of  Committee  on  State  Normal  Systems  (Grading  in  Country  Schools). 
— George  A.  Walton,  Massachusetts. 

1894  The  Country -School  Problems. — E.  E.  White,  Ohio. 
Grading  the  Country  School. — Henry  Sabin,  Iowa. 

The  Graded  System  of  the  Rural  Schools  of  New  Jersey. — Addison  B.  Poland, 

New  Jersey. 
Supervision  of  Country  Schools. — D.  J.  Waller,  Pennsylvania. 
Horace  Mann's  Country  School. — Henry  Sabin,  Iowa. 
The  Improvement  of  Rural  Teachers. — S.  S.  Parr,  Minnesota. 

1895  Rural  Schools. — Charles  R.  Skinner,  New  York. 

Report  of  the  Committee  on  State-School  Systems — Ungraded  Schools. — Henry 
Sabin,  Iowa,  chairman. 

1896  Country  Schools  and  Country  Roads. — Roy  Stone  (United  States  engineer). 
Some  Sociological  Factors  in  Rural  Education  in  the  United  States. — B.  A.  Hins- 
dale, Michigan. 

1897  Report  of  the  Subcommittee  on  Supply  of  Teachers. — C.  C.  Rounds,  New  Hamp- 

shire, chairman. 

Report  of  the  Subcommittee  on  Instruction  and  Discipline. — Wm.  T.  Harris, 
District  of  Columbia,  chairman. 

Appendix  A.  Some  Sociological  Factors  in  Rural  Education. — B.  A.  Hinsdale, 
Michigan. 

Appendix  B.     Permanent  School  Funds. 

Appendix  C.     The  California  Systems  of  School  Maintenance. 

Appendix  D.    The  County  as  the  Unit  of  School  Organization. 

Appendix  E.     Comparative  Cost  of  the  Township  and  District  Systems. 

Appendix  F.     Transportation  of  Pupils. 

Appendix  G.    Enrichment  of  Rural-School  Courses. 

Appendix  H.    The  Farm  as  the  Center  of  Interest. 

Appendix  I.      The  Country-School  Problem. 

Appendix  N.     School  Systems. 

Appendix  O.     Extension  Work  in  Rural  Schools. — L.  H.  Bailey,  New  York. 

Appendix  P.     Institutes  in  Pennsylvania. — D.  J.  Waller,  Pennsylvania. 

Intellectual  Needs  of  Rural  Schools. — D.  L.  Kiehle,  Minnesota. 

Teachers'  Seminary  at  Plymouth,  New  Hampshire. 

Report  of  the  Committee  of  Twelve  on  Rural  Schools. — Henry  Sabin,  Iowa,  chair- 
man. 

Report  of  the  Subcommittee  on  School  Maintenance. — B.  A.  Hinsdale,  Michigan, 
chairman. 


of  Topics]  SALARIES  OF  TEACHERS  717 

1897  Report  of  the  Subcommittee  on  Supervision. — Lawton  B.  Evans,  Georgia,  chair- 

man. 
The  Need  of  Enhanced  Material  Support  for  the  Rural  Schools. — B.  A.  Hinsdale, 

Michigan. 
Classification  and  Instruction  in  Rural  Schools. — \Vm.   T.   Harris,   District  of 

Columbia. 

1898  The  Township  High  School. — C.  J.  Baxter,  New  Jersey. 

Report  on  Rural  Schools.     School  Maintenance. — A.  S.  Draper,  Illinois. 
School  Supervision. — N.  C.  Dougherty,  Illinois. 
Supply  of  Teachers. — John  W.  Cook,  Illinois. 
Instruction  and  Discipline. — R.  G.  BooxE,  Michigan. 

1901  The  Centralization  of  Rural  Schools. — Lewis  D.  Bo.vebrake,  Ohio. 

1902  Progress  in  Consolidation  of  Rural  Schools. — J.  W.  Olsen,  Minnesota. 
Round  Table — 

A.     First  Topic.     Round  Table  of  State  and  County  Superintendents. 

Second  Topic.    The  Financial  Phase  of  the  Consolidation  of  Rural  Schools. 
— Charles  A.  VanMatre,  Indiana. 

1903  Consolidation  of  Rural  Schools. — William  K.  Fowler,  Nebraska,  and  Others. 
Industrial  Training  in  Rural  Schools. — .Xlfred  Bayliss,  Illinois. 
Surroundings  of  Rural  Schools. — Ch.vrles  R.  Skinxer,  New  York. 

1904  Educational  Possibilities  for  the  Country  Child  in  the  United  States. — O.  J.  Kern, 

Illinois. 
Round  Tables  of  State  and  County  Superintendents — Increasing  the  Efficiency  of 

Rural  Schools. — .\rthur  Lefevre,  Te.xas. 
Round  Table  of  State  and  County  Superintendents — Consolidation  of  Schools. — 

J.  Y.  JoYNER,  North  Carolina. 

1905  Report  of    Committee   of  Industrial   Education   in   Rural  Communities. — L.  D. 

Harvey,  Wisconsin,  chairman. 

Arguments  for  Industrial  Education  in  Schools  for  Rural  Communities. 

What  Industrial  Education  Should  Be  Undertaken  in  Rural  Schools. 

Industrial  Education  in  the  One-Room  Rural  School;  Courses  of  Study  in  Zo- 
ology' and  Botany. 

.Agriculture  in  School  Years  6  to  8. 

Industrial  Education  in  the  Consolidated  School. 

Secondary  Schools  of  Agriculture  and  Domestic  Economy  in  Rural  Commu- 
nities. 

Preparation  of  Teachers  for  Domestic  Instruction  in  Rural  .Schools. 

Agencies  Available  for  Co-t)peration  with  the  Schools  in  the  Development  of  In- 
dustrial Education. 

Dunn  County  School  of  .Agriculture  and  Domestic  Economy.     Apjiendix  A. 

The  Minnesota  Agricultural  High  School.     Appendix  B. 

Industrial  Courses  in  the  Consolidated  Rural  .School. 

The  Agricultural  High  .School  and  the  Agricultural  College  Articulated. — WiLLET 
M.  Hays,  Minnesota. 

46.     SALARIES  OF  TEACPIERS 

{See  also  Pensions  for  Teachers.) 

1902    Taxation  and  Teachers'  Salaries. — A.  G.  Lane,  Illinois. 

1904  Preliminary  Rejxjrt  of  Committee  on  .Salaries,  Tenure,  and  Pensions  of  Tea<  hers. — 

Carkoll  D.  Wright,  Distric  t  of  Columbia,  chairman. 

1905  Shall  the  State-  Regulate  Teachers'  Salaries? — FuANK  H.  Sommer,  New  Jersey, 
liifjort  of  Committee  on  Salaries,  Tenure  of  Offiic,  and  Pensions  of  Teac  hers. — 

Carroll  D.  Wright,  c  hairman. 

Percentage-  of  Famili's  Living  on  Farms  in  the  U.  S.  in  iQcao  by  States. 

•Salaries  of  Ti-ae  hers  in  ("ities  and  Towns  f)f  8,eDoo  I'opulation  f)r  Ove-r. 

Tabic  A.  Numlxr  and  Average-  Yearly  .Salaries  nf  Prine  ip;ils  anel  Te-.ic  he-rs,  and 
of  Prine  ijials  and  Tea<  hers  ('<imbine-d,  in  High  anel  Elementary  Sc  hools, 
by  Gremps  ejf  Cities. 

Table-  B.  N  urn  lie  r  of  High-Se  hool  Teachers  (not  Including  Principals)  in  Rccc-ipt 
of  Each  C!lassifie-d  Salary,  by  Grou])s  of  fMtie.H. 

Tabic-  C.  Per  Cent,  of  High-Se  IumjI  Teachers  (not  Ine  hiding  Princ  ijjals)  in  Ke  c  eipt 
fif  Eac  h  (!la.ssific-d  Salary. 

Table  D.  Numlxr  of  Princi[>als  cjf  Ele-menlnry  Schools  in  Recc-ipt  of  Each  Classi- 
fied Salary. 


7i8  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1905  Table  E.     Per  Cent,  of  Principals  of  Elementary  Schools  in  Receipt  of  Each 

Classified  Salary. 

Table  F.     Number  of  Elementary  School  Teachers  (not  Including  Principals) 
in  Receipt  of  Each  Classified  Salary. 

Table  G.     Per  Cent,  of  Elementary  School  Teachers  (not  Including  Principals) 
in  Receipt  of  Each  Classified  Salary. 

Summary  and  Analysis  of  Salary  Tables  of  Cities  Classified  by  Size. 

Salaries  Summarized  by  States,  with  Various  Tables. 

The  Sex  of  Teachers  in  High  and  Elementary  Schools. 

Salaries  of  Supervisors  and  Special  Teachers. 

Salary  Schedules  in  Cities  and  Towns  of  8,000  Population  or  Over. 

Salaries  of  Teachers  in  Typical  Towns  of  Less  than  8,000  Population. 

Salaries  of  Teachers  in  Typical  Ungraded  Rural  Schools. 

Funds  for  Payment  of  Teachers'  Salaries. 

Minimum  Salary  Laws. 

Earnings  in  Teaching  and  in  Other  Occupations  Compared. 

Purchasing  Power  of  Salaries  in  Different  LocaHties. 

Tenure  of  Office  of  Teachers. 

Pensions  of  Teachers. 

General  Tables  of  Salaries  of  Teachers  in  Cities  and  Towns  of  8,000  Population 
or  Over. 

Table  I.  Number  and  Minimum,  Maximum,  and  Average  Yearly  Salaries  of 
Principals  and  Teachers  in  High  and  Elementary  Schools  and  Kinder- 
gartens. 

Table  II.  Classified  Yearly  Salaries  of  Teachers  (not  Including  Principals) 
in  High  Schools. 

Table  III.     Classified  Yearly  Salaries  of  Principals  of  Elementary  Schools. 

Classified  Yearly  Salaries  of  Teachers  (not  Including  Principals)  in 
ElementarySchools. 

The  Future  of  Teachers'  Salaries. — Wm.  T.  Harris,  District  of  Columbia. 

1906  The  Next  Step  in  the  Salary  Campaign, — David  Felmley,  Illinois. 

What  Should  be  the  Basis  for  the  Promotion  of  Teachers  and  the  Increase  of 

Salaries  ? — James  H.  Van  Sickle,  Maryland. 
Teachers'  Salaries  and  How  Affected  by  the  Operation  of  the  Minimum-Salary 

Law. — Fassett  A.  Cotton,  Indiana. 

47.    SCHOOL  HYGIENE 

1881  Effect  of  Student  Life  on  the  Eyesight. — A.  W.  Calhoun,  Georgia. 

1882  The  Chemical  E.xamination  of  Air  as  Applied  to  Questions  of  Ventilation. — Charles 

Smart,  U.  S.  A. 
Information  Necessary  to  Determine  the  Merits  of  the  Heating  and  Ventilation  of 
a  School  Building. — John  S.  Billings,  U.  S.  A. 
1884    Recess. — Wm.  T.  Harris,  District  of  Columbia. 

No  Recess. — S.  A.  Ellis. 
1889    Relation  of  Mental  Labor  to  Physical  Health. — -W.  N.  Hailmann,  Indiana. 
Sound-Blindness. — Sarah  E.  Wiltse,  Michigan. 

1891  School  Ventilation  and  Physical  Education.     Report  of  Committee  of  National 

Council.     (Discussion.) 

1892  The  Health  of  School  Children  as  Affected  by  School  Buildings. — G.  Stanley 

Hall,  Massachusetts. 

1894  The  Hygienic  Relation  of  Dress  to  Education. — R.  Anna  Morris,  Iowa. 
Pupils'  Defective  Hearing. — Ephraim  Cutter,  New  York. 

1895  Report  on  School  Hygiene.- — Edward  M.  Hartwell,  Massachusetts. 

1896  Report  of  the  Committee  on  School  Sanitation,  Hygiene,  and  Physical  Training. — ■ 

William  A.  Mowry,  Massachusetts,  chairman. 

1897  Elementary  Principles  of  School  Hygiene. — Aaron  Gove,  Colorado. 
Rural  Schools.     Appendix  M.     Hygiene  and  Health  in  Public  Schools. 

1898  Contagious  Diseases  in  School.- — ^T.  A.  Mott,  Indiana. 

Medical  Inspection  of  Schools. — W.  B.  Powell,  District  of  Columbia. 

School  Hygiene — What  It  Is  and  Why  We  Need  It. — Edward  M.  Hartwell, 

Massachusetts. 
Bibliography  of  School  Hygiene. — William  H.  Burnham,  Massachusetts. 
School  Architecture — Heating,  Ventilation,  Lighting,  and  Sanitary  Arrangements. — 

F.  Louis  Soldan,  Missouri;   D.  H.  Bergey,  Pennsylvania. 


of  Topics]  SCIENCE  TEACHING  719 

1898  School    Furniture — Seats,  Baths,  Blackboards,  Maps,  etc. — C.  B.  Gilbert,  New 

Jersey. 
School  Diseases  and  Medical  Inspection. — D?:los  Fall,  Michigan. 
Medical  Inspection  of  School  Children. — Sever.\nce  Burrage,  Indiana. 
The  Hygiene  of  Instruction  in  Primary  Schools. — G.  W.  FiTZ,  Massachusetts. 
Fatigue. — Edward  R.  Shaw,  New  York. 

The  Lighting  and  Seating  of  School  Rooms. — W.  A.  MowRY,  Massachusetts. 
Wntilation  of  Schoolrooms. — A.  P.  M.\rble,  New  York. 

1899  Fatigue  among  School  Children. — Will  S.  Monroe,  Massachusetts. 

How  May  Fatigue  in  the  Schoolroom  be  Reduced  to  a  Minimum  ? — H.  E.  Kratz, 

Iowa. 
Preliminarj'  Report  on  School  Hygiene. — Wm.  T.  Harris,  District  of  Columbia, 

chairman. 
1901    Medical  Inspection  in  Public  Schools. — W.  S.  Chrlstopher,  Illinois. 

Schoolroom  Temperature  and  Humidity. — W'illi.vm  George  Bruce,  Wisconsin. 

1903  Health  and  Growth  of  School  Children. — William  W.  Hastings,  Massachusetts. 
School  Hygiene  in  Its  Bearing  on  Child-Life. — Thomas  D.  Wood,  New  York. 
What  Teachers  Need  to  Know  about  Sense  Defects  and  Impediments. — Clarence 

John  Blake,  Massachusetts,  and  Others. 

1904  The  Hygiene  of  the  Kindergarten  Child. — William  H.  Burnham,  Massachusetts. 

48.     SCHOOL  LAWS 

1892    To  What  Extent  Can  a  Public-School  System  Be  Improved  by  Legislation  ? — L.  E. 
Wolfe,  Missouri. 

1905  Charter  provisions  as  Related  to  the  Organization  of  School  Systems. — William 

H.  Maxwell,  New  York. 
A  Nonpartisan  School  Law. — Edward  C.  Eliot,  Missouri. 
Charter  Provisions  as  Related  to  the  Reorganization  of  School  Systems. — F.  LouiS 

SOLDAN    Missouri. 

49.     SCIENCE  TEACHING 

{See  also  Biological  Sciences;  Mathematics;  Nature-Study;    Physical  Science.) 

1 869    Popular  Science. — Mrs.  Lincoln  Phelps,  Maryland. 

1872    Natural  History  in  Education. — N.  S.  Shaler,  Massachusetts. 

1874    Science  in  Common  Schools. — J.  W.  Ar.mstrong,  New  York. 

1890  (ieology  in  Early  Education. — Alexander  Winchell,  Michigan. 
Science-Training  in    Primary   and   Grammar   Grades. — Gustave   Guttenbero, 

Pennsylvania. 

1 891  Natural  Science  for  the  Common  Schools. — Wilbur  S.  Jackman,  Illinois. 

1892  The  Natural  Sciences  in  Elementary  Education. — S.  G.  Williams,  New  York. 

1893  Should  the  Amount  of  Time  Given  to  Languages  in  Our  Secondary  ScIukjIs  Be 

Diminished  ? — Cecil  F.  P.  Bancroft,  Massachusetts. 
.Should  Language  Studies  Be  Limited  in  .Secondary  Si  liools  in  the  Interests  of  the 
Sciences? — D.  W.  .Abekcromhie,  Massai  husetts. 

1895  What  Has  Been  Accomplished  in  Co-<jrdination  in  the  Field  of  Natural  Science. — 

Wilbur  S.  Jack.man,  Illinois. 

1896  I'resiclential  Address— Stience  and  Culture.— Charles  E.  Bessey,  Nebraska. 
The  Humanistic  Elem<nt  in  Science. — Henry  S.  Carhart,  Michigan. 

1897  Presidential   Address — The  Preparatory  Nalural-.Science  Curriculum. — Charles 

Skeele  Pal.mek,  Colorado. 

1898  .Memorandum  concerning  RejKirt  of  Committee  of  Sixty. 

1899  Thirty  Years'  Progress  in  S<  ience  Teaching.     Chaim.es  Newell  C'ohu,  New  York. 
Sii<n(e  in  the  High  School.  Oy.uui.y.  Mann  Kiciiakdson,  Califcirnia. 

1900  Hfjw  Can  Advanced  Science  in  the  College-  and  University  and  Nature  Work  in 

the    Graded    .Schools    Be    Rendered    More    Mutually    Helpful  ?— Charles    U. 
Wilson,  Ma.ssa<  husetts. 

1901  The  Statu.s  of  Science  Instruction  in  the  Slati-  c)f  New  York. — S.  Dwiciir  .\kms, 

New  York. 
What  the  Teacher  of  .Si  ience  Can  Do  to  .Make  the  Teaching  of  Science  in  Setond- 
ary  S<  hcKils  .Mcire  Pupular.  — W.  S.   Bi.atciii.kv,   Indiana. 

1902  Presifjent's  .\dclrcss  -The-  Teai  hingof  Sc  ienc  c-.     William  Harmon  Norton,  Iowa. 

1903  Practical  .Methods  of  Teac  liing  Geohigy.  -N.  S.  Shai.kr,  Massachusetts. 

The  ProjHT  .Scope  of  (ieologic  al  Teaching  in  the  High  .School  and  Academy. — 
William  North  Rice,  Connecticut. 


720  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1903  Science  in  Commercial  Work:   Its  Practical  Value,  Character,  and  Place  in  High- 

School  Work. — Frank  M.  Gilley,  Massachusetts. 

1904  A  Comparative  Study  of  the  Methods  of  Science  Instruction  of  the  Various  Countries 

as  Shown  by  Their  Exhibits. — W.  J.  S.  Bryan,  Missouri. 
The  Nature  and  Educational  Value  of  the  Scientific  Exliibits  of  High  Schools  and 

Colleges  of  the  United  States. — George  Platt  Knox,  Missouri. 
The  Teaching  of  the  Scientific  Method. — S.  A.  Forbes,  Illinois. 

1905  President's  Address.— Frank  M.  Gilley,  Massachusetts. 

Correlation  of  Mathematics  and  Science. — Clarence  E.  Comstock,  Illinois. 
Science  Teaching  in  Elementary  Schools. — Hugo  Newman,  New  York. 

1906  What  Kind  of  Language  Study  Aids  in  the  Mastery  of  Natural  Science? — W.  T. 

Harris,  District  of  Columbia. 

50.    SECONDARY  EDUCATION— HIGH  SCHOOLS 

{See  also  City-School  Systems.) 

1873  Upper  Schools. — James  McCosh,  New  Jersey. 

1874  Intermediate  (or  Upper)  Schools. — Geo.  P.  Hays,  Pennsylvania. 
Preparatory  Schools  for  CoUege  and  University  Life. — NoAH  Porter,  Connecticut. 

1877    The  Relation  of  the  Preparatory  and  Grammar  Schools  to  College  and  University. 

— W.  R.  Webb,  Tennessee. 
1879    The  High-School  Question. — J.  W.  Dickinson,  Massachusetts. 
1885    The  High  Schools  and  the  State. — J.  E.  Seaman,  Louisiana. 

The  Place  and  Function  of  the  Academy. — Report  of  Committee. 
The  Relation  of  Secondary  Education  to  the  Anaerican  University  Problem. — 
Andrew  F.  West,  New  Jersey. 

1888  The  State  University  and  PubHc  High  Schools. — A.  L.  Cook,  California. 

1889  The  High  School.— A.  F.  Nightingale,  Illinois. 

The  High  School  and  the  Citizen. — H.  C.  Missimer,  Pennsylvania. 

1 890  The  Demands  of  the  High  Schools  for  Severance  from  the  CoUege  and  the  University. 

— J.  W.  Johnson,  Mississippi. 

The  High  School  as  a  Finishing  School. — James  H.  Baker,  Colorado. 

The  Gap  between  Elementary  Schools  and  the  Colleges. — Chas.  W.  Eliot,  Massa- 
chusetts. 

Effect  of  the  College  Preparatory  High  School  upon  Attendance  and  Scholarship 
in  the  Lower  Grades. — C.  W.  Bardeen,  New  York. 

High  School  as  a  Fitting-School. — A.  F.  Bechdolt,  Minnesota. 

The  High  School  as  a  Factor  in  Mass  Education. — E.  A.  Steere,  Montana. 

1891  The  Future  High  School. — Frank  E.  Plummer,  Iowa. 

The  Province  of  the  Western  High  School. — L.  H.  Austin,  Nebraska. 

1892  High-School  Extension  or  Supplementary  Work. — Frank  E.  Plummer,  Iowa. 
What  Should  Secondary  Schools  Do  to  Promote  Their  Interests  at  the  World's 

Fair? — J.  L.  Hollo  way,  Arkansas. 

1893  Report  of  Committee  of  Ten  on  Secondary  Education,  with  Membership  of  Com- 

mittee and  of  Nine  Conferences. — Chas.  W.  Eliot,  Massachusetts,  president.' 
Report  of  Conference  on  Latin.- — Wm.  Gardner  Hale,  Illinois,  chairman.' 
Report  of  Conference  on  Greek.- — Martin  L.  D'Ooge,  Michigan,  chairman.' 
Report  of  Conference  on  English. — Samuel  Thurber,  Massachusetts,  chairman.' 
Report  of  Conference  on  Other  Modern  Languages. — Chas.  Grandgent,  Massa- 
chusetts, chairman.' 
Report  of  the  Conference  on  Mathematics. — Simon  Newcomb,  Maryland,  chair- 
man.' 
Report  of   Conference   on   Physics,    Chemistry   and   Astronomy. — Ira   Remsen, 

Maryland,  chairman.' 
Report  of  Conference  on  Natural  History. — W.  B.  Powell,  District  of  Columbia, 

chairman.' 
Report  of  Conference  on  History,  Civil  Government,  and  Political  Economy. — 

Chas.  Kendall  Adams,  Wisconsin,  chairman.' 
Report  of  Conference  on  Geography. — T.  C.  Chamberlin,  Illinois,  chairman.' 

1894  Is  It  True  that  the  Most  Defective  Part  of  Education  in  This  Country  Is  in  the 

Secondary  Schools  ? — Charles  P.  Lynch,  Ohio. 
The  Curriculum  for  Secondary  Schools. — Wm.  T.  Harris,  District  of  Columbia. 
The  Future  of  the  American  High  School. — J.  Remsen  Bishop,  Ohio. 
The   Possibilities  of  High-School   Training  in   Relation   to   Public   Speaking.— 

Frank  Sheldon  Fosdick,  New  York. 
■  Not  printed  in  any  volume  of  Proceedings,  but  published  in  pamphlet  form 


of  Topics]  SPELLING  721 

1895  President's  Opening  Address. — Wm.  H.  Smiley,  Colorado. 

1896  \\'hat  Should  the  High  School  Do  for  the  Graduate  of  the  Elementarj'  School  ? 

F.  Loris  SoLDAx,  Missouri. 
What  Is  a  Secondary  School  ?— E.  W.  COY,  Ohio. 

1897  Round  Table  on  the  High  School  as  a  Social  Factor. — Samuel  T.  Button,  Massa- 

chusetts, leader. 

1898  Between  Day  School  and  Reform  School. — Carroll  G.  Pearse,  Nebraska. 

1899  The  Differentiation  of  the  American  Secondary  School. — Charles  H.  Keyes, 

Massachusetts. 
Do  Our  High  Schools  Prepare  for  College  and  for  Life  ? — Gilbert  B.  Morrison, 
Missouri. 

1 900  The  Problem  of  the  Grades — Classification  and  Promotion. — Elizabeth  Buchanan, 

Missouri. 
Report  on  High-School  Statistics. — James  M.  Greenwood,  Missouri. 

1 90 1  Opening  .Address  of  President. — William  J.  S.  Bryan,  Missouri. 

The  Function  of  the  High  School  of  Today. — J.  Remsen  Bishop,  Ohio. 

Recent  Growth  of  Public  High  Schools  in  the  U.  S.  as  Affecting  the  Attendance 

of  Colleges. — Wm.  T.  Harris,  District  of  Columbia. 
High-School  Statistical  Information. — James  M.  Greenwood,  Missouri. 
Some  Aspects  of  Grammar-School  Training. — L.  B.  R.  Briggs,  Connecticut. 

1902  How  Far  Does  the  Modern  High  School  Fit  the  Nature  and  Needs  of  Adolescents  ? — 

Reuben  Post  Halleck,  Kentucky. 
The  High  School  as  the  People's  College. — G.  Stanley  Hall,  Massachusetts. 
Report  of  the  Commission  on  Accredited  Schools. — George  N.  Carman,  Illinois. 
The  Social  Side  of  High-School  Life. — Reuben  Post  Halleck,  Kentucky. 

1903  Opening  Remarks.^CnARLES  F.  Wheelock,  New  York. 

Tendencies  as  to  the  Enlargment  of  the  Secondary  Field. — Reuben  Post  Halleck, 

Kentucky. 
The  Full  Utilization  of  a  Public-School  Plant. — Charles  W.  Eliot,  Massachusetts. 
The  Percentage  of  Boys  W'ho  Leave  the  High  School  and  the  Rea.sons  Therefor. — 

A.  Caswell  Ellis,  Texas. 
How  to  Increase  the  Attendance  of  Boys  at  the  High  School. — J.  K.  St.vbleton, 

Illinois,  and  Others. 
The  Opportunity  and  Function  of  the  Secondary  School. — Calvin  M.  Woodward, 

Missouri. 
Round-Table  Conference — 

II.     Principals'    Conference.     The    Formation  of  a   Federation   of   Secondary 
School  .Associations. — William  J.  S.  Bryan,  Missouri. 

1904  The  New  Departure  in  Secondary  Education. — J.  J.  Sheppard,  New  York. 
Secret  Fraternities  in  High  Schools. — Gilbert  B.  AIorrison,  Mi.ssouri. 

In  What  Respects  Should  the  High  School  Bt-  Modified  to  Meet  Twentieth-Century 
Demands  ? — J.  Stanley  Brown,  Illinois. 

1905  Means  of  Increasing  the  EfTiciency  of  Our  Public-School  Work. — Various  Authors. 
Why  Do  So  Many  First-Yeai   Pupils  Leave  the  High  School  ? — Reuben  Post 

Halleck,  Kentucky. 
Report  of  the  Committee  on  Secret  Fraternities. — Gilbert  B.  Morrison,  Missouri, 
chairman. 

51.     SPELLING 

i860    Report   of   Committee   on    a    "Phonetic  Alphalx-t." — Z.  Richards,   Dislrid   of 

Columbia. 
1875    The  Origin  of  the  Alphabet. — J.  Entiioffer,  District  of  Columbia. 

1879  The  Potency  of  Caprice  f  Abstract).— Wm.  T.  IIakkis,  Missouri. 

The  Present  State  of  Sfnlling  Reform  Association. — F.  A.  Marcii,  Pennsylvania. 
Spelling  Reform  in  Englanfl.—  E.  Jones,  I-'ngland. 

The  Etymologic  Objection  to  Spelling  Reform. — S.  S.  Haldkman,  Prnn.sylvania. 
S|><lling  Reform  in  Journalism. — S.  N.  D.  North,  New  York. 

1880  The  I<(  lation  of  Eduratf)rs  to  the  S|)<lling  Reform. — F.  A.  March,  Pennsylvania. 
The  Duty  of  Our  Colleges  toward  Spelling  Reform.— W.  G.  Ballantine,  Ohio. 

1 881  The  Ner«ssity  ff»r  Sixlling  Reform. — T.  K.  V'ickroy,  St.  Ixiuis,  Mis.souri. 
Spelling-RefornilMovement.     V.  A.   .March,   Pennsylvania. 

Benefits  of  I'honetif   Spelling.    -ToiiiAS  Witmer,  New  York. 
1 891    Spelling  Refomi. — H.  W.  Wkhster,  Minnesota. 

Sp«-lling  Reform. — T.  E.  VicKROV,  Mi.swuri. 
1893    Constitutional  Bad  Spellers. — Adelaide  K.  Wyckofk,  New  York. 


722  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1899    Report  of  the  Committee  on  Amended  Spelling. — R.  K.  Buehrle,  Pennsylvania, 
chainnan. 

1901  Simplified  Spelling — Discussion. — E.  O.  Vaile,  Illinois. 

1902  The  Simplification  of  English  Spelling  a  Present  Duty. — Charles  Payson  Gurley 

Scott,  Pennsylvania. 

1905  Report  of  Committee  on   Simplification  of  Spelling. — William  H.   Maxwell, 

New  York,  chairman. 

1906  Simpler  SpeUing:  What  Can  be  Most  Wisely  Done  to  Hasten  It? — E.  Benjamin 

Andrews,  Nebraska. 
What  Can  Most  Wisely  be  Done  to  Hasten  Simpler  Spelling? — J.  Geddes,  Jr  , 

Massachussetts. 
The  New  Phonetic  Alphabet. — George  Hempl,  Michigan. 

52.     STATE  AND  EDUCATION 

1859    The  Importance  of  Civil  Polity  as   a  Branch  of  Popular  Education. — Daniel 

Read,  Wisconsin. 
i860    The  Special  Educational  Wants  of  Our  Country. — J.  W.  HoYT,  Wisconsin. 

The  National  Importance  of  the  Teacher's  Profession. — J.  N.  McJilton,  Maryland. 

1864  National  Bureau  of  Education. — S.  H.  White,  Illinois. 

1865  Education  as  an  Element  in  the  Reconstruction  of  the  Union.— J.  P.  Wickersham, 

Pennsylvania. 
A  National  Bureau  of  Education. — A.  J.  Rickoff,  Ohio. 
The  President's  Address — The  Educational  Duties  of  the  Hour:  a  National  System 

of  Education. — Samuel  S.  Greene,  Rhode  Island. 

1866  The  United  States  Department  of  Education. — Z.  Richards,  District  of  Columbia. 
The  Duties  of  an  American  State  in  Respect  to  Higher  Education. — W.  F.  Phelps 

Minnesota. 
The  Relation  of  the  National  Government  to  Education. — O.  Hosford,  Michigan. 

1869  The  State  in  its  Relation  to  Higher  Education. — J.  P.  Wickersham,  Pennsylvania. 
A  National  System  of  Free  Schools. — Chas.  Brooks,  Massachusetts. 

1870  Free  Common  Schools:    What  They  Can  Do  for  the  State. — F.  A.  Sawyer,  South 

Carolina. 
The  Relation  of  the  National  Government  to  Public  Education. — John  Eaton, 
District  of  Columbia. 

1 871  How  Far  May  the  State  Provide  for   the    Education  of  her  Children  at  Public 

Cost? — Newton  Bateman,  Illinois. 
National  Aid  to  Education  in  the  South. — John  Eaton,  District  of  Columbia. 

1873  National  University. — Charles  W.  Eliot,  Massachusetts. 

Relation  of  General  Government  to  Education. — G.  W.  Atherton,  New  Jersey. 

1874  A  National  University. — Andrew  D.  White, 

A  National  University. — J.  W.  Hoyt,  Wisconsin.     (Review  of  a  paper  read  at 

Elmira,  New  York,  by  Charles  W.  Eliot.) 
A  Paper  on  a  National  University. — Wm.  T.  Harris,  Missouri. 
National  Endovraients  for  Schools  for  Scientific  and  Technical  Training. — J.   K. 

Patterson,  Kentucky. 

1875  Caste  in  Education.— A.  P.  Marble,  Massachusetts. 

Relation  and  Duties  of  Educators  to  Crime. — J.  B.  Bittinger,  Pennsylvania. 

1 881  Education  and  the  Building  of  the  State. — John  Eaton,  District  of  Columbia. 
Education  and  Crime. — J.  P.  Wickersham,  Pennsylvania. 

1882  National  Aid  to  Education,  from  a  Northern  Standpoint. — Dexter  A.  Hawkins, 

New  York. 
National  Aid  to  Education. — A.  D.  Mayo,  Massachusetts. 
National  Aid  to  Education. — J.  L.  M.  Curry,  Virginia. 
The  State  and  School;    the  Foundation  Principle  of  Education  by  the  State. — • 

Samuel  Barnet,  Georgia. 

1883  What  Has  Been  Done  for  Education  by  the  Government  of  the  United  States  ? — 

John  Eaton,  District  of  Columbia. 

1884  Citizenship  and  Education. — J.  L.  M.  Curry,  Virginia. 

How  a  State  Superintendent  Can  Best  Advance  Popular  Education. — E.  E.  Higbee, 

Pennsylvania. 
The  New  Bill  for  National  Aid  to  Public  Schools. — B.  G.  Northrop,  Connecticut. 
National  Aid  for  the  Support  of  Public  Schools. — J.  W.  Dickinson,  Massachusetts. 
Civic  Education. — Wm.  W.  Folwell,  Minnesota. 

1885  The  High  Schools  and  the  State. — J.  E.  Seaman,  Louisiana. 


of  Topics]     SUPERVISION,  ORGAXIZATIOX,  ADMINISTRATION  723 

1886    School  Superintendence  a  Profession. — M.  A.  Newell,  Maryland. 
Duties  of  County  Superintendents. — D.  L.  Kieule,  Minnesota. 
City  Superintendence. — J.  W.  Akers,  Iowa. 

1888  The  Best  Discipline  to  Prepare  Law-.\biding  Citizens. — Duxc.\N  Brown,  Kansas. 
The  Culture  Most  \'aluable  to  Prepare  Law-.\biding  and  Law-Respecting  Citizens. 

— George  H.  Atkinson,  Oregon. 

The  Culture  Most  Valuable  for  Educating  Law-Abiding  and  Law-Respecting 
Citizens. — Joseph  Baldwin,  Te.\as. 

The  Discipline  Most  Valuable  as  a  Means  of  Preparing  Law-.\biding,  and  Law- 
Reverencing  Citizens. — B.  F.  Tweed,  Massachusetts. 

The  Blair  Bill.— A.  P.  M.\rule,  Massachusetts. 

Federal  Aid. — J    A.  B.  Lovett,  Alabama;    Alexander  Hogg,  Te.xas. 

1889  State  Teachers'  Institutes. — John  W.  Dickinson,  Massachusetts. 
The  State  and  Higher  Education. — Fred  M.  Campbell,  California. 
The  State  and  Higher  Education. — H.  B.  Adams,  Maryland. 

The  High  School  and  the  Citizen. — H.  C.  Missimek,  Pennsylvania. 
Education  and  the  Republic. — .\.  S.  CoLy.\.R,  Tennessee. 
A  National  University. — Wm.  A.  Mowry,  Massachusetts. 

1890  The  General  Government  and  Public  Education  throughout  the  Country. — Wm. 

T.  H.VRRis,  District  of  Columbia. 

1 89 1  A  Plea  for  State  and  National  Aid  in  Industrial  Education. — B.  F.  Hood,  South 

Dakota. 

1892  Education  and  Citizenship. — B.  P.  Raymond,  Connecticut. 
The  School  and  the  Criminal. — L.  H.  Jones,  Indiana. 

What  Shall  the  State  Do  toward  the  Education  of  Children  Below  the  School  .\ge, 
between  the  Ages  of  Three  and  Si.x  ?— Frank  \.  Fitzpatrick,  Nebraska. 

1893  Supervision  of  Private  Schools  by  the  State  or  Municipal  Authorities. — James  C. 

M.\cKenzie,   New  Jersey. 
The  Value  of  the  I'llenientary  School  for  the  Social  X'irtues  and  for  the  Duties  of 

Citizens. — Catharine  H.  Spence,  South  .Australia. 
What  Special  Work  Should  Be  Undertaken  in  the  Elementary  School  to  Prepare 

the  Pupils  for  the  Duties  of  Citizenship  ? — Wm.  A.  Mowry,  Massachusetts. 

1894  The  Organizers  of  the  Nation  and  Education. — Austin  Scott,  New  Jersey. 
1896    Democracy  and  Education. — Nicholas  Murray  Butler,  New  York. 

The    General    Government    and    Popular    Education.— Andrew    S.    Draper, 

Illinois. 
The  University  and  the  State  in  the  South.— Edwin  A.  Alderman,  North  Carolina. 
1898    Democracy  and  Education. — Edwin  P.  Seavkk,  Massachusetts. 
The  Duly  of  the  State  in  Education.  —E.  E.  White,  Ohio. 

1900  State  Aid  to  Higher  Education  in  i:ur<ipe  and  .\merica.— Joseph  Swain,  Indiana. 

1 901  Education  frjr  Social  Control. — William  E.  Chancellor,  New  Jersey. 
Federal  and  State  Interest  in  Higher  Education.— Rohert  B.  Fulton,  Mississippi. 
Reix)rt  of  the  Committee  on  a  National  University.  -William  R.  Harper,  Illinois, 

chairman. 

5.3.     SUPERVISION,  ORGANIZATION,  AND  .VDMINISTRATION 

{See  also  City  School  Systems;    Finances  and  Ta.xation;    Rural  Schools.) 

i860    Reix)rt   of    Committee  on  Scho<jl  Statistics.     ('.  S.  Pennell,   Mi.ssouri. 
1866    .S(h<K)l  Su|Krvision:    Stale,  County,  and  City;    also  Sch<jol  District  Organization, 
T(  rritorial  Units,  etc.,  were  fully  disc  uss<-d. 

1872  Educational  I^eswns  of  Statistic  s.    -John  Eaton,  Di.strict  of  Columbia. 

The  Early  Withdrawal  of  Pujiils  from  School— Its  Cau.s<-s  and  lis  Remedies.— 

Wm.  'I'.  Harris,  Missouri. 
Extent,  Methods,  and  Value  of  Supervision  in  a  System  c)f  SchcMiK      II.  I'.  II  \k- 

uiSi.Tos,  M.Lssac  hus«-tLs. 

1873  .School    IJciards  and  S<hool  Suixrintc-ndcnls  -Their    K«  lalic»n.     J.    H.    Misiokh, 

Virginia. 
1880    The-    Development    of   the    Sui>crint<ndency.— Chaki.ks    Francis    Adams,    Jr., 
M.-lssac  huselts. 

1884  Su|Mrvision  of  Public   Sch<K)l.s.     John  W.  Holcomhe,  Indiana. 
City  and  Town  Supervision  of  Sc  hcKils.— R.  W.  Stevenson,  Ohio. 

1885  Inaugural  Address.     Lkkcjy  I).  Brown,  Ohio. 
Counlv  SujM •rintcnclency.    -JciiiN  W.  Hoi.comh,  Indiana. 
School  Rcjioris.     Report  ok  Committee  on  Education. 


724  NATIONAL  EDUCATIONAL  ASSOCIATION  [BibUography 

1886  County  Superintendents. — E.  B.  McElroy,  Oregon. 

1887  School  Supervision  in  the   United  States  and  other  countries  compared. — John 

Hancock,  Ohio. 
Points  for  Constant  Consideration  in  the  Statistics  of  Education. — -John  Eaton, 
Ohio. 

1888  The  Relation  of  the  Superintendent  and  Teacher  to  the  School. — A.  E.  Winship, 

Massachusetts. 
The  Superintendent  and  the  Teacher. — John  E.  Bradley,  Minnesota. 

1889  What  Statistics  Are  to  Be  Collected? — J.  M.  Greenwood,  Missouri. 
The  School  Principal. — George  Rowland,  Illinois. 

The  Work  of  the  City  Superintendent. — T.  M.  Balliet,  Massachusetts. 

1890  School  Superintendence  in  Cities. — E.  E.  White,  Ohio. 

State  Supervision :  What  Plan  of  Organization  and  Administration  Is  Most  Effect- 
ive ? — J.  W.  Patterson,  New  Hampshire. 

Popular  Criticisms  and  Their  Proper  Influence  upon  School  Superintendence. — 
Merrill  Gates,  New  Jersey. 

School  Statistics  as  a  Basis  of  Legislative  or  Oificial  Action — What  Should  Be 
Collected  and  How  ? — H.  M.  LaFollette,  Indiana. 

1891  School  Statistics.     (Discussion.)     Report  of  Committee  of  National  Council. 
The  PubHc  School  and  Civil  Service  Reform. — George  William  Curtis,  New 

York. 
School  Statistics. — Report  of  Committee  of  National  Council.     (Discussion.) 

1892  What  Can  Be  Done  to  Bring  Pupils  Farther  on  in  Their  Studies  Before  They 

Leave  School  to  Go  to  Work  ? — Charles  W.  Hill,  Massachusetts. 
Report   on   School   Statistics. — James   McAlister,    Pennsylvania;     George    P. 
Brown,  lUinois. 

1893  School  Savings  Banks  in  the  United  States. — J.  H.  Thiry,  New  York. 
School  Savings  Banks  in  France. — ^M.  Gustave  Serrurier,  France. 

Who  Shall  Appoint  Teachers,  and  on  Whose  Nomination  ? — H.  S.  Tarbell, 
Rhode  Island. 

1894  School  Boards. — Charles  E.  Gaton,  New  York. 

1895  Changes — Wise    and    Unwise— in    Grammar   and   High   Schools. — Orville   T. 

Bright,  Illinois. 
How  to  Test  the  Quality  of  a  Teacher's  Work. — W.  C.  Warfield,  Kentucky; 

Aaron  Gove,  Colorado. 
Individualism  in  Mass  Education. — P.  W.  Search,  California. 
Powers  and  Duties  of  State  Superintendents. — N.  C.  Schaeffer,  Pennsylvania. 

1896  The  School-Board  Convention  Idea. — William  George  Bruce,  Wisconsin. 
School  Boards,  What  and  Why  ? — R.  I.  Yeager,  Missouri. 

The  Relation  of  a  Board  to  Its  Superintendent. — William  S.  Mack,  Illinois. 

Principals'  Round  Table. — F.  L.  Bliss,  Michigan  (in  the  chair). 

What  Is  the  Best  Use  That  Can  Be  Made  of  the  Grade  Meeting  ? — Edward  C. 
Delano,  Illinois. 

What  Is  the  True  Function  or  Essence  of  Supervision  ? — C.  A.  Babcock,  Pennsyl- 
vania. 

1897  Principals'  Round  Table. 

The  Province  of  the  Supervisor. — L.  H.  Jones,  Ohio. 

Supervision  as  Viewed  by  the  Supervised. — Sarah  L.  Brooks,  Minnesota. 

Hints  on  School  Administration. — H.  L.  Getz,  Iowa. 

Reform  in  School  Administration. — J.  W.  Errant,  Illinois. 

The  Relation  of  the  School  Board  to  the  People. — Mrs.  Alice  Bradford  Wiles, 

Illinois. 
The  Kind  of  Supervision  Most  Needed. — Henry  Sabin,  Iowa,  chairman. 
Selection  of  School  Boards — A  Comparison  of  Methods  in  Operation. — T.   H. 

Watkins,   Kentucky. 

1898  What  Kind  of  Centralization  Will  Strengthen  Our  Local  School  System  ? —  Har- 

vey H.  Bubbert,  Pennsylvania. 

The  Professional  and  Non-Professional  Bodies  in  Our  School  System. — A.  Law- 
rence Lowell,  Massachusetts. 

Some  New  England  Plans  and  Conclusions  Drawn  from  a  Study  of  Grading  and 
Promotion. — John  T.  Prince,  Massachusetts. 

Grading  and  Promotion  with  Reference  to  the  Individual  Needs  of  Pupils. — 
James  H.  Van  Sickle,  Colorado. 

The  Elizabeth  Plan  of  Grading. — William  J.  Shearer,  New  Jersey. 

Grading  and  Promotion  with  Reference  to  the  Individual  Needs  of  Pupils. — 
Edward  R.  Shaw,  New  York. 


of  Topics]    SUPERVISION,  ORGANIZATION,  ADMINISTRATION  725 

1898  The  Duties  and  Privileges  of  the  Supervisor. — Sarah  Louise  Arnold,  Massa- 

chusitts. 

1899  Authority  of  the  School  Superintendent. — Emerson  E.  White,  Ohio. 

Let  Pupils  Be  So  Classilud  as  to  Allow  Unreslrictt'd  Pr«.)gress  or  Unliiniti  d  Time, 

According  to  Ability. — Fr.vnk  J.  Barnard,  Washington. 
Quo  Vadis,  School  Board  ? — William  George  Bruck,  Wisconsin. 
The  School  Board  and  the  Public  Press. — Ella  J.  Fifield,  Washington 
Round  Table  of  City  Superintendents. — J.  P.  Sharkey,  Ohio. 

Promotions  and  Grading. — W.  W.  Ch.^lmers,  Ohio. 

Paper  by  Paul  A.  Cowgill,  Michigan. 

Paper  by  H.  E.  Kratz,  Iowa. 

Course  of  Study  for  Pupils  Who  Cannot  Complete  High-School  Work. — J.  M. 
Berkey,  Pennsylvania. 

Paper  by  j.  W.  Carr,  Indiana. 
The  School  Director  as  a  Factor  in  Education. — Samuel  Ha.milton,  Penn.sylvania. 
What  the  Superintendent  Is  Not. — A.  E.  Winship,  Massachusetts. 

1900  Class  Inter\als  in  Graded  Schools. — William  T.  Harris,  District  of  Columbia. 
The  Problem  of  the  Grades — Classification  and  Promotion. — Elizabeth  Bichanan 

Missouri. 
School  Administration  Problems  in  the  South. — Israel  H.   Peres,  Tennessee. 
The  Relations  of  the  School  Board  and  the  Teachers. — W.  A.  Hunt,  Minnesota. 
School-Board  Organization. — W.  S.  Ellis,  Indiana. 
Two   OpjX)rtunities  for  Improvement  in   the   Administration  of  Graded-School 

Systems. — L.  D.  H.vrvey,  Wisconsin. 
The  Trail  of  the  City  Superintendent. — Aaron  Gove,  Colorado. 
The  Superintendent  in  Small  Cities. — Charles  E.  Gorton,  New  York. 
How  Can  the  Superintendent  Improve  the  EflTiciency  of  the  Teachers  under  His 

Charge  ? — John  W.  Cook,  Illinois. 
The  Superintendent  as  an  Organizer  and  an  E.\ecutive. — Robert  E.  Denfeld, 

Minnesota. 

1 901  The  Past  and  the  Future  Work  of  the  Department  of  Superintendence. — James 

M.  Greenwood,  Missouri. 
Department    of    Superintendence    of    the    National    Educational    As.sociation. — 

Emerson  E.  White,  Ohio. 
Round  Tables — Round   Table  of   Superintendents  of  Large   Cities. — F.    Louis 

Soldan,  Missouri. 
Round  Tables — Round  Tables  of  Superintendents  of  Small  Cities — 

Section  A. — L.  E.  Wolfe,  Kansiis. 

Section  B. — William  J.  Shearer,  New  Jersey. 

Section  C. — T.  A.  Mott,  Indiana. 

Section  D. — Augustus  S.  Downing,  New  York. 
Round  Tablis  of  State  and  County  Superintendents. — L.  D.  Boneurake,  Ohio. 
What  Constitutes  an  ElTicient  Superintendent? — Israel  H.   Peres,  Tennes.see. 

1902  Round  Table — Principals'  Conference. — W.  J.  S.  Bryan,  Mi.ssouri. 
Round  Table — B.     Round  Table  of  City  Superintendents — 

Topic  I:    Four  Minor  Duties  of  a  SuiM-rintendent. — I.  C.  McNeill,  Wisconsin. 

1903  The  Best  Methods  of  Ele(ting  S(  hof)l  Boards.— Lewis  H.  Jones,  Michigan. 
Round  Table — C.     Round  'I'able  of  City  Superintendent.s— The  Most  ElTeitive 

U.so  of  a  SuiK-rintendent's  Time.— A.  B.  Bi.odgett,  New  York. 

Various  Other  Papers  by  \'arious  Authors. 
Tenure  in  the  Civil  .Service.-  JoHN  T.  DoYLE,  District  of  Columbia. 
Schcxjl  Boards— Numlxr  of  .Mendxrs,  Terms  of  Service,  and  Mode  of  .SiKiiioii. — 

Calvls  W.  Edwards,  New  York,  and  Others. 
School   Boards— Their  Functicjns:    Iy<-gi.slature,   E.xecutive,  and  Judicial.     H.    F. 

Hu.n.sicker,  IVnnsylvania. 
New  Departures  in  School  Administration.— Ciiari.k.s  Holden,  Michigan. 

1904  RetrosiK-clive  and  Prosix-clive  ScIickjI  Administrations.     B.  F.  HUNsifKKK,   Penn- 

.sylvania. 
The  SuiK-rintenclent  a.s  a  Man  of  Affairs.—  William  H.  Maxwell,  New  York. 
The  Assistant  to  the  Su|Mrintendii)l — His  Functions  and  Methods  of  Work. — 

Alice  E.  Reynolds,  Conncc  ticut. 
The  Management  of  Sjwrial  Departments.  -  C.  H.  Kendall,  Indiana. 
Ix-.s.sons  in  Schcxjl  Admini.stration  to  Be  Gained  al  the  Fair.-    Calvin  M.  Wc^od- 

WAKD,   Mi.s.s<juri. 
Limitaticjns  of  the-  SufK-rintcndenla'  Authority  ami  (»f  the  Teat  lie  r's  liidc  pi  iidc  nee. 

— Aaron  Gove,  Ccjlcjrado. 


726  NATIONAL  EDUCATIONAL  ASSOCIATION  [BibHography 

1904  Round  Table  of  State  and  County  Superintendents — Expert  Supervision. — Isaac 

W.  Hill,  Alabama. 
Round  Table  of  City  Superintendents — The  Expediency  of  Importing  Teachers 
of  Approved  Merit  from  Without  a  Town  or  City. — Samuel  T.  Button,  New 
York. 

1905  Recent  Progress  in  School  Administration. — Wm.  George  Bruce,  Wisconsin. 
Round  Tables  of  State,  County,  and  City  Superintendents. 

Round-Table  Conference — A.     Principals'  Conference. — Walter  B.  Gunnison, 

New  York. 
Standards  of  Local  Administration. — George  B.  McClellan,  New  York. 
Table  I:     School  Expenditures  Classified.' 

Table  II:    Cost  of  Instruction  as  Compared  with  Other  Expenditures. i 
Table  III:  Relation  of  Maintenance  of  Schools  to  Total  City  Operating  Expenses.' 

1906  How  the  Superintendent  May  Correct  Defective  Classwork  and  Make  the  Work  of 

the  Recitation  Teach  the  Pupil  How  to  Prepare  His  Lesson  Properly. — W.  T. 

Harris,  District  of  Columbia. 
What  Should  be  the  Basis  for  the  Promotion  of  Teachers  and  the  Increase  of 

Salaries  ? — James  H.  Van  Sickle,  Maryland. 
The  Superintendent's  Authority  and  the  Teacher's  Freedom. — Oscar  T.  Corson, 

Ohio. 
How  can  the  Supervising  Influence  of  Grammar-School  Principals  Be  Improved  ? — 

Lewis  H.  Jones,  Michigan. 
Suggestions  for  the  Improvement  of  the  Study  Period. — F.  M.  McMurry,  New 

York. 
Influence  of  the  Supervisor. — Ada  Van  Stone  Harris,  New  York. 

54.    TEACHERS 

{See  also  Normal  Schools  and  Training  of  Teachers;    Pensions  for  Teachers;    Salaries  of 

Teachers.) 

i860  Our  Professional  Ancestry. — Richard  Edwards,  Missouri. 

1863  The  Causes  of  Failure  and  Success  in  the  Office  of  Teacher. — E.    A.    Grant, 

Kentucky. 

1872  Examination  of  Teachers. — John  Swett,  California. 

1882  How  to  Improve  the  Qualifications  of  Teachers. — Wm.  T.  Harris,  Missouri. 

1883  Examination  of  Teachers. — Eli  T.  Tappan,  Ohio. 
1885  The  Ideal  Schoolmaster.— T.  J.  Morgan,  Rhode  Island. 

Civil  Service  Reform  and  the  Public  Schools. — H.  Randall  Waite,  Massachusetts. 
Teaching  as  a  Business  for  Men. — C.  W.  Bardeen,  New  York. 

1887  How  to  Awaken  an  Interest  and  Create  a  Demand  for  Professionally  Trained  and 

Good  Teachers. — W.  W.  Parsons,  Indiana. 
Teachers'  Tenure  of  Office. — Report  of  Committee.     (Discussion.) 

1888  How  Shall  the  Qualifications  of  Teachers  Be  Determined? — A.  S.  Draper,  New 

York. 

1889  Licensure  of  Teachers.     Discussion. 

Individuahty  of  the  Teacher. — J.  M.  Dewberry,  Alabama. 
State  Teachers'  Institutes. — John  W.  Dickinson,  Massachusetts. 
City  Training  and  Practice  Schools. — W.  S.  Jackman,  Pennsylvania. 
County  Institutes.^A.  G.  Lane,  Illinois. 

1 89 1  Qualifications  and  Supply  of  Teachers  for  City  Public  Schools. — Wm.  E.  Anderson, 

Wisconsin.     (Discussion.) 

1892  President's  Opening  Address. — Frank  E.  Plummer,  Iowa. 
Literature  for  Teachers. — Hamilton  W.  Mabie,  New  York. 

1893  Grading  and  Classification. — Mrs.  Ella  F.  Young,  Illinois. 

Who  Shall  Appoint  Teachers,  and  on  Whose  Nomination  ? — H.  S.  Tarbell, 
Rhode  Island. 

1894  The  Improvement  of  Rural  Teachers. — S.  S.  Parr,  Minnesota. 

How  May  a  Professional  Spirit  Be  Acquired  by  the  Secondary  Teachers  of  America  ? 
— Ida  B.  Haslop,  Colorado. 

Professional  Obligations  and  Duties  of  the  Teacher. — Edward  Brooks,  Pennsyl- 
vania. 

What  Makes,  What  Mars,  the  Teacher  ? — Corinne  Harrison,  Virginia. 

1896  The  Nervous  Force  of  the  Teacher. — Mara  L.  Pratt,  Massachusetts. 

1897  Round  Table  on  National  Teachers'  Certificaties. — Ossian  H.  Lang,  New  York. 
Winners  of  Men. — James  H.  Canfield,  Ohio. 


o{  Topics]  TEACHING— PRINCIPLES  AND  METHODS 727 

1898  The  Teacher  as  a  Travckr. — Lii-LIE  A.  Williams,  New    Jersey. 
The  Tenure  of  Office  of  the  Teachers. — B.  W.  Wright,  Michigan. 

1899  EfRcient  and  Inefficient  Teachers. — F.  Louis  Soldan,  Missouri. 
Employment  and  Dismissal  of  Teachers. — Eric  Edward  Rosling,  Washingtt)n. 
Evolution  and  Ethics. — Sydnky  T.  Skidmore,  Pennsylvania. 

How  to  Make  Good  Teachers  Out  of  Poor  Ones. — \\m.  T.  Harris,  District  of 

Columbia. 
Professional  Sentiment. — A.  E.  Winship,  Massachusetts. 

1901  Some  of  Our  Mistakes. — G.  M.  Grant,  Canada. 

The  Teacher  as  a  Social-Economic  Power. — Reuben  Post  Halleck,  Kmturky. 

1902  College  Graduates  in  Elementar>-  Schools. — Thomas  M.  Balliet,  Massachusetts. 
Devotion  to  Truth:  The  Chief  Virtue  of  the  Teacher.— John  Ireland,  Minnesota. 
Round  Table— Reciprocity  in  Licensing  Teachers. — Richard  C.  Barrett,  Iowa. 

1903  The  Freedom  of  the  Teacher. — CHARLES  B.  Gilbert,  New  York. 

1904  Preliminar>-  Report  of  Committee  on  Salaries,  Tenure,  and  Pensions  of  Teachei-s. 

— Carroll  D.  Wright,  District  of  Columbia,  chairman. 

Round  Table  of  State  and  County  Superintendents — Higher  Standards  in  the 
Employment  of  Teachers. — Francis  P.  Venable,  North  Carolina;  M.  L.  Hkit 
T.UN,  Georgia. 

Round  Table  of  City  Superintendents — Should  Teachers  be  Required  to  Present 
Evidences  of  Increased    Scholarship  ?     If  So,  of  What    Nature  ? — Walter  H. 
Small,  Rhode  Island. 

Round  Tables  of  State  and  County  Superintendents — The  Recognition  of  Certifi- 
cates and  Diplomas  Granted  (a)  by  State  and  County  .Vuthorities,  {b)  by  Schools 
of  Education. — L.  E.  Wolfe,  Te.xas. 

Why  Teachers  Should  Organize. — Margaret  A.  Haley,  Illinois. 

1905  President's  Address — The  Schoolmaster. — William  Schuyler,  Missouri. 
Symposium:  What  Are  at  Present  the  Most  Promising  Subjects  for  Such  Investiga- 
tions as  the   National  Council  of  Education  Should  Undertake? — George  H. 
Martin,  Massachusetts;  James  M.  Greenwood,  Mi.ssouri. 

55.    TEACHING— PRINCIPLES  AND  METHODS 

(See  also 'EdncaXxon;  Theory,  Philosophy  and   Nature;   Psychology  and  Education; 
and  the  names  of  separate  studies.) 

i860  The  Teacher  and  Her  Work. — John  Kneeland,  Massachusetts. 
1863  The  Teacher  as  an  Artist. — Z.  Richards,  District  of  Columbia. 
1866    Oral  Teaching.— E.  C.  Hewett,  Illinois. 

Oral  Instruction:  Its  Philosophy  and  Methods.— Mrs.  Mary  Howe  Smith, 
New  York. 

1870  The  .Application  of  Mental  Science  to  Teaching.— J.  W.  Dickinson,  Ma.ssachusetls. 

1 871  Philosophy  of  Methods. — John  W.  Armstrong,  New  York. 

1873  Elementary  and  Scientific  Knowledge.— J.  W.  Dickinson,  Mas.sachusetts. 
Relative  Contribution  of  Scholarship  and  Methods  to  the  Power  of  the  Teacher. — 

H.  B.  Buckham,  New  York. 

1874  Method  and  Manner. — F.  L.  SoLDAN,  Missouri. 

1876    What  May  SchfK,ls  Do  to  Form  Right  Habits  of  'Jhought  and  Study  in  Their 
Pupils? — C.  A.  MoREY,  Minnesota. 
Perv)nal  and  Acquired  (Jifts  of  Teae  hing.— H.  B.  Bt'CKHAM,  New  York. 

1879  The  Neighlx)rhood,  as  a  Starting-Point  in  Education.— Robert  H.  Thompson. 

1880  The  Dominion  of  Nature  and  Art  in  the  Process  of  In.struction.— Wm.  H.  Payne. 

Michigan. 
Results  of  Methods  of  Teaching. — J.  W.  Dickinson,  Massaihusetts. 

1881  The  Teacher's  Work  in  the  Development  of  Mental  and  Moral  Power.— N.  A. 

Calkins,  New  York. 
'Ihe  Philosf>i)hy  of  Illustration.— J.  J.  Burns,  Ohio, 

1882  f)ral  Instruction. -Larkin  Dunton,  Massai  hus<-tts. 

1884  The  Constant  in  F.«luc  aiion.  -  M.  A.  Hinsdale,  Ohio. 
Method  in  Teaching.-- John  W.  Dickinson,  Massachusetts. 

1885  Method  of  Pcdagogiiai  Inquiry.  — Win. iam  T.  Hakkis,  Ma.'wachu.setls. 
Pedagogical  In<iuir)'.— CI.  STANLEY  Hall,  Massachusetts. 
'Adjustment  of  Moelis  of  Instrur  tion.-    F.  Louis  Soi.dan,  Missouri. 

x886    Some  Serious  Errors  in  Tea<  hing.  — L.  R.  Klkmm,  Ohio. 

Other  Errors  in  Teai  hing.  -  J.  M.  Gkkenwooh,  MisM)uri. 
Prinriples  of  Methcxi.— AoNt^S  I.  Rounds,  New  Hampshire. 


728  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1887    How  to  Teach  Parents  to  Discriminate  between  Good  and  Bad  Teaching. — Mrs. 
Ella  F.  Young,  IlUnois. 
The  Socratic  Element  in  Elementary  Culture. — J.  W.  Stearns,  Wisconsin. 
The  Objective  Element  in  Teaching. — John  W.  Dickinson,  Massachusetts. 
Union  of  Oral  and  Book  Teaching  in  the  Several  Grades. — Mrs.  S.  N.  Williams, 
Kentucky. 

1889  The  Recitation. — George  Rowland,  Illinois. 

1890  Mental  Effects  of  Form  in  Subject-Matter. — J.  H.  HoosE,  New  York. 
Organization  and  System  versus  Originality  and  Individuality  on  the  Part  of  the 

Teacher  and  Pupil. — Henry  Sabin,  Iowa. 
Recitation  Estimates. — A.  R.  Taylor,  Kansas. 

1892  Individualization  by  Grouping. — Julia  S.  Tutwiller,  Alabama. 

Report  of  the  Committee  on  Pedagogics  (Scope  and  Character  of  Pedagogical  Work 
in  Universities). — Charles  DcGarmo,  Pennsylvania,  chairman. 

1893  Adaptation   of   Methods   of   Instruction    to    Special   Conditions  of  the   Child. — 

Graham  Bell,  District  of  Columbia. 
How  to  Improve  the  Work  of  Inefficient  Teachers. — Frank  A.   Fitzpatrick, 
Nebraska. 

1894  What  Can  Be  Done  to  Increase  the  Efficiency  of  Teachers  in  Actual  Service? — 

Thomas  M.  Balliet,  Massachusetts. 
What  Shall  Be  Done  with  Non-Progressive  and  Retrogressive  Teachers  ? — J.  M. 
Greenwood,  Missouri. 

1895  Departmental  Teaching  in  Grammar  Grades.— J.  M.  Fendley,  Texas. 

The  Real  Province  of  Method. — James  M.  Milne,  New  York;   Howard  Sandi- 

SON,  Indiana. 
Substitution  of  the  Teacher  for  the  Textbook. — J.  M.  Rice,  New  York. 

1896  Demands  of  Sociology  upon  Pedagogy. — Albion  W.  Small,  Illinois. 

What  is  the  Best  Use  That  Can  Be  Made  of  the  Grade  Meeting  ? — Edward  C. 
Dalano,  Illinois. 

1897  Data  of  Method. — James  M.  Green,  New  Jersey. 

WTiat  to  Teach  and  What  to  Leave  Out.— Wm.  M.  Giffin,  Illinois. 

1898  Social  Co-operation. — B.  C.  Gregory,  New  York. 

1899  Some  Fundamentals  in  Teaching. — L.  D.  Harvey,  Wisconsin. 

1900  The  Problem  of  the  Grades — Instruction. — Mrs.  Alice  Woodworth  Cooley, 

Minnesota. 

1901  What  Is  a  Fad  ? — F.  Louis  Soldan,  Missouri. 

The  Need  of  Individual  Instruction. — John  Kennedy,  New  York. 

1902  The  Use  and  Danger  of  Method. — W.  A.  Millis,  Indiana. 

1903  Does  the  Teacher's  Knowledge  of  a  Subject  Differ  from  the  Scholar's  Knowledge  ? 

— W.  W.  Parsons,  Indiana,  and  Others. 
Influence  of  the  Study  of  the  Unusual  Child  Upon  the  Teaching  of  the  Usual. — 

Frank  H.  Hall,  Illinois,  and  Others. 
The  Lock-Step  in  the  Public  Schools. — Richard  G.  Boone,  Massachusetts. 

56.    TECHNICAL  EDUCATION 

{See  also  Industrial  Education;  Manual  Training.) 

1874    National  Endowments  for  Schools  for  Scientific  and  Technical  Training. — J.  K. 
Patterson,  Kentucky. 

1876  The  Political  Economy  of  Higher  and  Technical  Education.— H.  A.  M.  Hender- 

son, Kentucky. 
What  Can'  Be  Done  to  Secure  a  Larger  Proportion  of  Educated  Labor  among  Our 
Producing  and  Manufacturing  Classes  ? — William  C.  Russell,  New  York. 

1877  The  Relation  of  Manual  Labor  to  Technological  Training. — Charles  O.  Thomp- 

son, Massachusetts. 

1880  Technical  Instruction  in  Land-Grant  Colleges. — J.  M.  Gregory,  Illinois. 
Technical  Training  in  American  Schools. — E.  E.  White,  Indiana. 

1881  Decay  of  Apprenticeship — Its  Causes  and  Remedies. — L.  S.  Thompson. 

1884    Technical  and  Art  Education  in  Public  Schools  as  Elements  of  Culture. — Felix 
Adler,  New  York. 

1886  Technical  Education  for  Girls.     Report. 
Technological  Education.     Report. 

1887  Relations  of  Higher  Technological  Schools  to  the  Public  System  of  Instruction. — 

James  L.  Hopkins,  Georgia. 
1893    Opening  Address. — Francis  A.  Walker,  Massachusetts. 


of  Topics]  WOMAN'S  EDUCATION  AND  WORK  729 

1893  Technological  Schools:    Their  Purpose  and  Its  Accomplishment. — Robert   H. 

Thurston,  New  York. 
Training  for  Scientific  Professions. — John  M.  Ordway,  Louisiana. 
Educational  A'alue  of  Exact  Measurement. — M.  Mayer,  New  Jersey- 
The  Educational  \'alue  of  Applied  Mathematics,  Including  Engineering. — E.  R. 

HuTTON,  New  York. 
Shop-Work  and  Drawing  as  Means  of  Developing  Slow  Pupils. — R.  11.  Ru  hards, 

Massachusetts. 
The  Educational  Process  of  Training  an  Engineer. — G.  Lanza,  Massachusetts. 
Educational  Value  of  Applied  Mathematics  and  Engineering. — Henry  T.  Eddy, 

Indiana. 

1894  Report  of  Committee  on  Technological  Education — The  Relation  of  Technical 

to  Liberal  Education. — C.  M.  Woodward,  Mis.souri. 
Report  from  Committee  on  Higher  Education — Professional  and  Tec  hnii  al  Instruc- 
tion in  the  I'niversity. — Nicholas  Murray  Butler,  New  York. 

1896  Congressional  Work  for  Youth. — W.  K.  Wickes,  New  York. 

Report  of  the  Committee  on  Technological  Education — The  Preparation  of  Manual- 
and  Industrial-Training  Teachers  a  Function  of  the  Technical  School. — Charles 
H.  Keyes,  California. 

1900  Teaching  Trades  in  Connection  with  the  Public  Schools. — Charles  F.  Warner, 

Massachusetts. 

1 90 1  Education  for  the  Trades  in  America — What  Can  Technical  High  Schools  Do  for 

It  ? — Charles  F.  Warner,  Ma.ssachu.setts. 

1903  Manual,  Trade,  and  Technical  Education. — Thomas  M.  Balliet,  Massachusetts. 
Education  for  the  Trades:    From  the  Standpoint  of  the  Manufacturer. — Milton 

P.  HiGGiNS,  Massachusetts. 

The  Demand  for  Trade  Schools:  From  the  Educator's  Point  of  \'iew. — Arthur 
Henry  Chamberlain,  California. 

The  Organization  of  Trade  Schools:  From  the  Point  of  \'iew  of  a  School  Superin- 
tendent.— Thomas  M.  Balliet,  Ma.ssachu.setts. 

The  Organization  of  Trade  Schools:  From  the  Point  of  \'iew  of  a  Trade-School 
Director. — Arthur  L.  Williston,  New  York. 

The  Attitude  of  Trade  Unions  toward  Trade  Schools. — William  H.  Sayward, 
Massachusetts. 

Craftsmanship  in  Education. — Leslie  W.  Miller,  Pennsylvania. 

1904  Education  in  the  American  Navy. — Casper  F.  Goodrich,  District  of  Columbia. 

1905  The  Economic  Importance  of  Trade  Schools. — F"rank  A.  Vanderlip,  New  York. 

57.    TEXTBOOKS 

1866    Textbooks. — M.  A.  Newell,  Maryland. 
1 871     Place  and  Use  of  Textbooks. — S.  G.  Williams,  Ohio. 
1880     Textbcxjks  and  Their  U.ses. — W.  T.  Harris,  Mi.s.souri. 
1886     TexthxKjks  in  Elementary  SchcKjls.     Report  of  Committee. 

1 888    The  General  Functions  of  the  State  in  Relation  to  S<  IkmiI  H.Kiks  and  Appliances. — 
John  Swett,  California. 
If  There  Should  Be  Uniformity  in  TextlK)<)ks,  Should  It  Be  by  State  Contract,  by 

State  Publication,  or  by  State  Decree? — Albert  W.  Marble,  Massachusetts. 
Should  the  State  Furnish  BcKjks  and  Appliances  Fn-e  ?— R.  W.  Stevenson,  Ohio. 
Fn-e  Textlxw)ks  for  Free  Schools. — Thomas  Tash,  Maine. 
State  Uniformity  of  Texlb'xjks. — L.  S.  Cornell,  Colorado. 

Are  the  Nonnal  Si  h«K)ls,  as  They  Exist  in  Our  S<  veral  States,  .Xdccjuate  to  Anom- 
plish  the  Work  for  Which  They  Were   Establishccl  >     James  V.  Wickkrsham, 
Pennsylvania. 
The  Function  of  the  State  in  Relation  to  School   Books  and  .Appliances. —  John 
Swktt,  California. 

1897  Education  from  a  I'ubli.sher's  Stanc|fK)int.     CiIIman  II.  Tic  kkr,  New  \in\i. 

58.     WoNrWS  EDUCATION  A.XD  WORK 
{See  aho  Coc-ducation.) 

1874     The  Plan  c)f  the  University  of  VirRinia.  —  C.  S.  Vknablk,  N'irginia. 

1884  Woman's  Work  in  Education.     Mrs.  Mary  Whi(;iit  Skwki.l,  Indiana. 
Woman's  Work  in  Education.      I^iuisa  Hopkins,  Ma.nsac  huseits. 
Woman'-.  Work  in  Education.      Fkancks  E.  Wii.IAUD,  Illinois. 

1885  The  Higher  Education  of  Women.— Committee  Report. 


730  NATIONAL  EDUCATIONAL  ASSOCIATION  [Bibliography 

1889    The  Principles  and  Methods  of  Educating   Our  Girls  for  Parenthood. — Mrs. 

EuDORA  L.  Hailmann,  Indiana. 
1 89 1    The  Education  of  Girls. — Robert  Allyn,  Illinois. 

1893    Women  Students  in  the  Scottish  Universities. — Louisa  Stevenson,  Scotland. 
Convent  Education. — F.  M.  L.,  Principal  of  a  Training-CoUege. 
Women's  Education  in  New  Zealand. — Mrs.  Steadman  Aldis,  New  Zealand. 
Educational  Work  for  Women  in  Australia,  Chiefly  New  South  Wales. — Louisa 

MacDonald,  Australia. 
Recent  Developments  of  Education  for  the  Women  and  Girls  of  India. — E.  A. 

Manning,  India. 
English  Orphanage    and    Training-School    in    Bosnia,   1869-1892. — Miss  A.  T. 

Irby,  Bosnia. 
The  Secondary  Education  of  Girls  in  France. — Mile.  Marie  Dugaed,  France. 
High  School  for  Girls  in  England. — MaryGurney  and  Rose  Kingsley,  England. 
University  Education  for  Women  in  England. — Mrs.  Henry  Fawcett,  England. 
A  Few  Words  of  Retrospect  and  Forecast. — Dorothea  Beale,  England. 
University  Association  of  Women  Teachers. — Constance  Elder,  England. 

1897  The  Co-operation  of  Woman's  Clubs  in  the  Public  Schools. — Mrs.  Ellen  M. 

Henrotin,  IlUnois. 

1898  Women's  Clubs  as  an  Educational  Factor. — Margaret  J.  Evans,  Minnesota. 
1902    The  Home  and  the  Higher  Education. — Mrs.  Carrie  Chapman  Catt,  New  York. 
1906    Secondary  Education  of  Girls  during  the  Past  Fifty  Years. 

I.  In  England. — Dorothea  Beale,  England. 

II.  In  France. — Camille  See,  France. 
The  Modern  System  of  Higher  Education  for  Women    in   Prussia. — Friedrich 

Paulsen,  Berlin. 
Woman's  Part  in  Public-School  Education. — Mrs.  Sarah  E.  Hyre,  Ohio. 

59.    WRITING 

1893  Shall  Reading  and  Writing  Be  Taught  in  the  Kindergarten? — Mrs.   Alice  H. 

Putnam,  Illinois. 

1894  Hand-Writing  of  the  Future. — D.  T.  Ames. 

The  Teaching  of  Writing. — J.  P.  Byrne,  Pennsylvania. 
1896    Practical  Writing — A  Course  for  Colleges  and  Public  Schools  to  Answer  the  Needs 
of  the  People. — A.  N.  Palmer,  Iowa. 
Vertical  Writing. — Annie  E.  Hills,  Massachusetts. 

1900  Essentials  of  Modern  Business  Penmanship. — F.  L.  Haeberle,  Minnesota. 

1 901  Writing  in  the  Grades  Below  the  High  School  When  the  Commercial  Branches  Are 

Taught  in  the  High  School.— J.  F.  Barnhart,  Ohio. 
1905    Round  Table  Conference — C.  Reading  in  the  First  School  Year. — Mrs.  Alice 
W.  CooLEY,  North  Dakota. 


RHVIEW  HF  THE  REPORTS  OF  THE 
SECRETARY,  1893-11107 

The  historical  matter  of  the  foregoing  pages  includes  the  essential  facts  of  the  work 
of  the  .\ssocialion.  A  few  summaries  may  be  added  concerning  the  special  work  of  the 
Secretary.  Previous  to  1893  the  Secretary  had  been  annually  elected  by  the  Association 
and  did  not  usually  serve  more  than  a  single  year,  altho  in  several  cases  repeated  re-electii>ns 
occurred. 

Pre\'ious  to  1895  no  provisions  for  compensation  or  for  clerical  aid  to  the  secretary 
were  made.  In  this  year,  at  the  Denver  meeting,  the  active  membership  of  the  Associa- 
tion was  created  as  the  permanent  governing  body  of  members.  An  appropriation  was 
made  for  the  compensation  of  the  Secretary  and  for  clerical  assistance  in  his  oflicc.  Under 
this  new  plan,  the  active  membership  was  organized. 

In  1898  at  the  Washington  meeting  the  Constitution  was  amended  to  provide  for  a 
permanent  Secretary  to  be  elected  by  the  Board  of  Trustees,  who  should  receive  a  salary 
and  should  devote  his  entire  time  to  the  work  of  the  ofl'ice. 


ACTIVE  MEMBERSHIP 

The  growth  of  the  active  membership  of  the  Association  since  its  organization  is 
shown  by  the  following  table: 

TABLE  SHOWING   ACTIVE   MEMBERSHIP  ENROLLMENT  SINCE   1 895 


Year 


Meeting 


Addi- 
tions 

I/>ss  by 
Death 

Loss  by 
With- 
drawal 

Total 
Loss 

Net 

Gain 

or  Loss 

1.464 

467 

18 

S6 

74 

303 

200 

30 

175 

195 

OS 

399 

36 

131 

147 

353 

J08 

3» 

150 

191 

«i7 

639 

18 

131 

1.19 

489 

S62 

33 

134 

IS7 

405 

1.364 

17 

a  74 

391 

1.073 

66s 

30 

381 

4" 

a54 

••^ 

35 

30O 

4«5 

719 

46 

644 

690 

87 

Total 

Menil^r- 

ship 


1895-96 Buffalo 

1896-97 Milwaukee 

1897  98 Washington 

189899 Los  Angeles 

1899-1900 Charli-ston 

1900- 1901 Detroit 

1901- 1903 Minneapolis 

1902  1903 boston 

1903  1904 St.  Louis 

1904  1905 Aabury  Park  and  Ocean  Grove 

1905- 1906 1  No  mfctiiig 


1.464 
«.8s7 
1. 953 
3,304 
3,331 
3,810 
3.2 '5 
4.388 
4.543 
5,361 
S.>74 


The  cnnjllmcnt  of  educational  institutions  has  increased  by  230  since  the  last  report; 

they  are  distributed  as  foljc^ws: 

Universities  and  colleges 161 

Normal  sthfxjjs 78 

Public  libraries 1O4 

State  departments  of  education 13 


Publii   M  hool.s       .... 
.New  ^'ork  city     291 
(Jtl)er  cilie,s  36 

Hoards  of  education 

Other  edutatiimal  institutions 


ToUil . 


^3^ 

18 
40 

801 


KIX'KIPTS  AND  K.XPKNSES   OF  SIX.'Ki:  I  AK  VS  Ol  I  ICK 
While  it  is  inten'Icd  that  all  revenues  of  the  As.h<m  iation  shall  Ik-  paid  ilin  1 1  to  the 
Trca.surcr,  the  S<Tretary  i.-*  tliargrd  with  the  c<»llet  tion  of  annual  tlues  cjf  active  niemlxTs 

7.J' 


732 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Secretary's 


not  attending  the  annual  conventions;  of  new  members  enrolled  at  other  times  than  during 
the  annual  convention;  of  receipts  from  the  sale  of  back  volumes,  reprints,  committee 
reports,  etc.  The  revenue  from  these  sources  is  reported  by  the  Secretary  to  the  Treasurer 
monthly. 

TABLE  OF   CASH   RECEIPTS   AT   THE   SECRETARY'S   OFFICE   SINCE    1895 


Year 


Act.  Mem.  Dues 
and  Enroll,  not 
Received  at  An- 
nual Meeting 


Sales  of  Back 
Volumes 


Sales  of  Com- 
mittee Reports, 
etc. 


Total 


1895-96... 
1896-97. . , 
1897-98... 
1898-99. . , 
1899-1900 
1900-1901 
1901-1902 
1902-1903 
1903-1904 
1904-1905 
1905-1906 


$1,262.35 
1,066.25 
1,604.23 
2,398.07 
3,436.26 
2,757-85 
3,620.49 
4,152-24 
4,292.00 
8,744.00 
7,203.3s 


$  193-90 
37-25 

1,375-63 
406 . 70 

1,141.50 
852.65 
963-15 
830.25 
831.62 
480.85 
661.30 


$4 '53 

76 

119 

89 

677 

35 

478 

69 

202 

20 

122 

47 

297 

79 

148 

S4 

319 

58 

$1,456.25 
1,103.50 
3,433-62 

2,924.66 
5,255-11 
5,089. 19 
4,785-93 
5,404.96 
5,421.41 
9,373-39 
8,184-23 


The  following  table  shows  the  expenses  of  the  Secretary's  office  since  the  establishment 
of  a  permanent  office  in  1898. 


TABLE    OF    CLASSIFIED    EXPENSES 

AT 

THE    secretary's    OFFICE    SINCE    1898 

Year 

Postage 

Tele- 
grams 

Freight 

and 
Express 

Clerical 
Service 

Station- 
ery and 
Office 
Supplies 

Travel- 
ing 

Miscel- 
laneous 

Rent 

Salary 

Total 

1898-1899 
1899-1900 
1900-1901 
1901-1902 
1902-1903 
1903-1904 
1904. 1905 
1905-1906 

$462 

642 

749 

764 

784 

1,303 

1,632 

1,523 

78 
76 
65 
80 
38 
55 
67 
25 

$134-97 
118.86 
53-42 
71-63 
69-73 
126.92 
100.56 
97-34 

$21.53 
55-44 
21.18 
20.09 
20.08 
61.25 
57-38 
47-88 

$525 

464 

563 

689 

792 

1,485 

1,509 

1,738 

45 
33 
70 
25 
15 
41 
85 
23 

$118.44 
160.07 
169.02 
114.15 
99-73 
180. 20 
149.12 
129.65 

$275 
398 
139 
148 
298 
267 
612 
398 

21 

63 

25 

40 
30 
57 
59 
45 

$  49-75 
45- 70 
127.27 
56.53 
46.60 

$550 
600 
600 
600 

$3,000 
4,000 
4,000 
4,000 
4,000 
4,000 
4,000 
4,000 

$4,538.38 
5,840.09 
5,696.12 
5,858.07 
6,660.07 
8,152.17 
8,718.70 
8,581.40 

THE  FIXED  REVENUE 

The  receipts  from  the  Secretary's  office  and  from  interest  on  the  permanent  fund, 
combined,  constitute  a  fixed  and  growing  revenue  entirely  independent  of  the  receipts  from 
the  annual  convention,  as  follows: 


TABLE   SHOWING   RECEIPTS    FROM   SECRETARY'S   OFFICE   AND   FROM   INTEREST   ON   THE 
PERMANENT    FUND    SINCE    1 895 


Year 


1895-96.. 
1896-97. . 
1897-98. . 
1898-99. . 
1899-1900 
1900-1901 
1901-1902 
1902-1903 
1903-1904 
1904-1905 
1905-1906 


Receipts  from 
Secretary's  Office 


$1,456.25 
1,103.50 
3,433-62 
2,924.66 
5,255-11 
5,089.19 
4,785-93 
5,404.96 
5,421.41 
9,373-39 
8,184.23 


Receipts  from 
the  Permanent  Fund 


$3,058.14 
2,801.95 
2,268.47 
3,164.13 
3,447-12 
3,883.03 
3,841.22 
4,715-10 
6,573-98 
5,534-90 
6,552.44 


Total 


»  4,514-39 

3,905-45 

5,702.09 

6,088.79 

8,702.23 

8,972.22 

8,627.15 

10,120.06 

11,995-39 

14,908.29 

14,736.67 


Reports] 


REPORTS  OF  THE  SECRETARY,  189 3- J  go? 


733 


THE  PERMANENT  EUND 

The  following  table  shows  the  growth  of  the  permanent  fund,  provided  for  by  the 
constitution,  and  the  interest  receipts  from  this  fund,  since  its  foundation  in  1886,  as 
shown  by  the  annual  reports  of  the  Board  of  Trustees. 

The  surplus  from  the  meetings  of  1884  and  1885  and  from  other  sources  was  turned 
over  to  the  Board  of  Trustees  at  the  time  of  the  incorporation  of  the  Association  as  the 
first  installment  ($3,400)  of  the  permanent  fund. 

TABLE   SHOWING   GROWTH   OF   THE  PERMANENT   FUND   FROM   1886-1906 


Year 


Meeting 


Additions  to  the 
Permanent  Fund 


Total  Amount  of 
Permanent  Fund 


Revenue  from 
Permanent  Fund 


J 886-87. 
1887-88. 
1888-89. 


Topeka 

Chicago 

San  Francisco. 


1889-90 :  Nashville. 


1890-91 St.  Paul. 

1891-92 Toronto 

1892-93 Saratoga  Springs 

1893-94 No  meeting 

1894-95 Asbury  Park 

1893-96 I   Denver 

1896-97 j   Buffalo 

1897-98 '  Milwaukee 

1898-99 Washington 

1899-1900 I  Los  Angeles 

1900-1901 Charleston 

1901-1902 Detroit 

1902-1903 I   Minneapolis 

1903-1904 '  Boston 

1904-1905 St.  Louis 

1905-1906 t  Asbury  Park  and  Ocean  Grove. 


S  1,175.00 

11,100.00 

9,325.00 

4,000.00 

7,400.00 

3,600.00 

No  addition 

No  addition 

5,000.00 

9.961.75 

4,300.00 

4,738.25 

10,000.00 

14,000.00 

No  addition 

10,000.00 

10,000.00 

39,000.00 

No  addition 

8,100.00 


*     4.57S 

15.675 

25,000. 

29,000. 

36,400. 

40,000. 

40,000. 

40,000. 

45.000- 

54,961. 

59,261. 

64,000. 

74,000. 

88,000. 

88,000. 

98,000. 
108,000. 
147.000. 
147,000. 
155,100. 


.oo* 
.00 


S   204 . 00 
317.91 

943- IS 
1.352-25 
1,660.00 
2,049.13 
3.183.64 
2,369.16 
2,058.96 
3.058.14 
2,801.95 
2,568.47 
3.164- 13 
3.474" 
3.883.03 
3.841.22 
4.71510 
6.57398 
5.S34  90 
6.552.44 


*  1884  and  1885,  Madison  and  Saratoga  Springs,  surplus  $3,400. 

COMPARATIVE   SUMMARY  OF   FINANCIAL   STATISTICS   COMPILED   FROM   THE  TREASURER'S 
•  REPORTS 


For  Tea  Years 
1884-93  Inclusive 


For  Six  Years 
1894-99  Inclusive 


For  Si.T  Years 
1900-05  Inclusive 


Total  number  of  members.  . . 
Average  annual  membership. 


Total  receipts 

Average  annual  receipts. 


39.754 
3.975 

$103,601.19 

10,360.  12 

$63,620.  10 
6,362.01 


Total  exjx-nscs 

Average  annual  expenses 

t 

Relation  of  total  expenses  to  total  receipts 61 .  40  per  cent. 

Total  additions  to  permanent  fund 

Average  annual  adiliti«n  to  permanent  fund 


$40,000.00 
4,000.00 


57.584 
9.597 

$147,069.17 
24.51153 

$95,487.18 
>S.9«4-53 

64.90  IXT  cent. 

$48,000.00 
8,000.00 


91.908 
IS.3J8 

$238,908.17 
39,818.03 

$159,607.84 
36,601 .31 

66.80  per  cent. 

$67,100.00 
11,541.67 


SPIXIAL  COMMITTKFCS  OF  INVESTICATTON  AND    IHKIR  REPORT.^ 

The  foreg(jing  history  plainly  shows  that  the  annual  (onvvntion  at  Madi.soii,  Wis.,  in 
the  year  1884,  under  the  presidency  «if  Hon.  Thos.  W.  Hickncll  of  Boston,  Ma.ss.,  was  tlie 
Wginning  of  a  new  life  and  a  broader  work  for  tl>c  .\.s.so<  iation. 

The  annual  conventi<jn  for  ten  years  previous  to  that  nueling  li.id  avenged  only 
284;  the  largest  ennjllnient  having  Uen  355  .it  tlie  Miiinea|)olis  coiiveiilion  in  1H75,  and 
354  at  the  Chatau(|ua  convention  in  iKKo. 

Tli<-  ])ro(eeds  from  the  .innual  niendxrship  were  not  sufluieiit  to  pay  the  ix|Hii.ses  of 
publishing  the  volume  of  Proceedings,  whit  h  wa.s  usually  met  in  part  by  subsc  riplion  from 
the  leading  memlx^'rs. 


734  NATIONAL  EDUCATIONAL  ASSOCIATION  [Secretary's 

The  enrollment  at  the  Madison  meeting  in  1884  was  2,729.  With  the  proceeds  of 
this  meeting  all  debts  of  the  Association  were  paid,  the  volume  of  annual  Proceedings  was 
published  and  a  small  surplus  carried  over  which  became  the  nucleus  of  a  permanent  fund 
whose  growth  is  shown  in  a  table  elsewhere. 

For  the  years  from  1884  to  1895  inclusive  the  average  annual  enrollment  was  4,881. 
From  1896  to  1905  inclusive  the  average  annual  enrollment  was  13,328. 

Soon  after  the  meeting  in  1884  it  became  apparent  to  the  leading  members  of  the 
Association  that  its  resources  were  assured  and  plans  were  undertaken  for  the  appoint- 
ment and  endowment  of  special  committees  of  investigation  who  should  carefully  study 
important  educational  problems  and  make  reports  to  the  Association  at  its  annual 
meetings.  The  following  extract  from  the  minutes  of  the  National  Council  of  Education 
at  its  session  July  9,  1892,  at  Saratoga,  N.  Y.,  sets  forth  the  first  movement  of  the  Associa- 
tion for  the  creation  of  special  committees  of  investigation. 

"The  report  of  the  Committee  of  Conference  between  Colleges  and  Secondary  Schools 
was  read  by  Nicholas  Murray  Butler  of  New  York,  and,  after  discussion  by  the  members, 
was  amended  and  adopted  in  the  following  form: 

To  the  National  Council  of  Education: 

In  the  opinion  of  the  Conference  of  Representatives  of  Colleges  and  Secondary  Schools, 
called  by  authority  of  the  Council,  certain  conferences  by  departments  of  instruction,  of 
teachers  in  colleges  and  secondary  schools  are  desirable.  We,  therefore,  recommend  to 
the  Council  that  the  following  ten  persons,  namely  (See  list  of  committee  below)  be  desig- 
nated as  an  Executive  Committee,  with  full  power  to  call  and  arrange  for  such  conferences 
during  the  academic  year  1892-3;  that  the  results  of  the  conferences  be  reported  to  said 
executive  committee  for  such  action  as  they  may  deem  appropriate;  and  that  the  executive 
committee  be  rec|uested  to  report  fully  concerning  their  action  to  the  Council. 

We  recommend,  further,  that  the  Council  ask  the  Directors  of  the  National  Educational 
Association  to  authorize  the  payment  of  the  necessary  expenses  of  the  conferences,  and 
that  they  set  apart  out  of  the  income  and  current  funds  of  the  present  year  the  sum  of 
twenty-five  hundred  dollars,  which  sum  shall  be  available  so  far  as  may  be  necessary  to 
carry  on  the  work  of  the  committee,  and  shall  be  disbursed  by  the  Trustees  of  the  National 
Educational  Association  on  vouchers  signed  by  the  Chairman  of  the  Executive  Committee 
herein  recommended. 

Respectfully  submitted  on  behalf  of  the  Conference, 

Nicholas  Murray  Butler, 

Chairman  0}  Committee 

July  9,  1892. 

A  committee  of  three,  consisting  of  Messrs.  Bulter,  Baker,  and  Sheldon,  was,  by 
motion,  appointed  to  present  and  urge  these  recommendations  before  the  Board  of  Directors 
of  the  National  Educational  Association." 

Subsequently  at  the  meeting  of  the  Board  of  Directors,  July  12,  1892,  the  above 
recommendation  was  presented  to  the  Board  of  Directors  and  the  following  resolution 
offered  by  Nicholas  Murray  Butler,  chairman  of  the  committee  from  the  National  Council 
was  adopted. 

"Resolved,  That  the  directors  assent  to  the  recommendation  of  the  Council  that  a 
series  of  investigations  into  the  courses  of  study  in  secondary  schools  be  undertaken  by 
specialists  under  the  direction  of  the  committee  named  for  the  purpose  by  the  Council 
and  hereby  confirmed  by  this  Board,  and  that  the  Trustees  be  authorized  to  appropriate 
therefor  from  the  Emergency  Fund  $2,500,  or  so  much  thereof  as  may  be  necessary." 

COMMITTEE   OF  TEN   ON   SECONDARY   EDUCATION 

Charles  W.  Eliot,  president  of  Harvard  University,  Cambridge,  Mass.,  chairman. 
William  T.  Harris,  United  States  Commissioner  of  Education,  Washington,  D.  C. 
James  B.  Angell,  president  of  University  of  Michigan,  Ann  Arbor,  Mich. 
John  Tetlow,  head-master  of  the  Girls'  High  School  and  the  Girls'  Latin  Sc^r^ol,  Boston, 

Mass. 
James  M.  Taylor,  president  of  Vassar  College,  Poughkeepsie,  N.  Y. 
Oscar  D.  Robinson,  principal  of  High  School,  Albany,  N.  Y. 


Reports]  REPORTS  OF  THE  SECRETARY,  iSgj-igoy  735 

James  H.  Baker,  president  of  University  of  Colorado,  Boulder,  Colo. 
Richard  H.  Jesse,  president  of  University  of  Missouri,  Columbia,  Mo. 
jAifES  C.  Mackenzie,  head-master  Lawrenceville  School,  Lawrenceville,  N.  J. 
Henry  C.  King,  professor  in  Oberlin  College,  Oberlin,  Ohio. 

This  committee  organized  at  a  meeting  held  at  Columbia  University,  New  York 
City,  November  9  to  11,  1892,  under  the  chairmanship  of  President  Chas.  W.  Eliot,  and 
appointed  nine  committees  of  conference  to  consider  separate  divisions  of  the  general 
subject.  The  membership  of  these  various  conferences  and  a  complete  history  of  their 
deliberations,  and  of  the  general  committee,  may  be  found  embodied  in  the  early  pages  of 
the  report  of  this  Committee  of  Ten.  The  committee  made  its  final  rcj^irt  to  the  National 
Council  of  Education  in  October  1893.  The  report  was  printed  and  distributed  exten- 
sively by  the  United  States  Bureau  of  Education. 

The  appropriation  by  the  Board  of  Directors  for  the  expenses  of  this  committee  was 
$2,500  as  noted  above,  but  it  has  been  understood  that  private  contributions  supplemented 
this  amount  and  enabled  the  committee  to  carry  its  work  to  successful  issue. 

Altho  this  is  the  first  of  the  series  of  special  reports  which  followed,  it  is  still  in  extensive 
demand  by  students  of  the  problem,  of  secondary  education. 

the  committee  of  fifteen  on  elementary  education 
On  February  22,  1893,  the  following  resolution  was  adopted  by  the  Department  of 
Superintendence,  on  motion  of  William  H.  Maxwell,  Superintendent  of  City  Schools, 
Brooklyn,  N.  Y.: 

"Resolved,  That  a  Committee  of  Ten  be  appointed  by  the  Committee  on  Nomina- 
tions, to  investigate  the  organization  of  school  systems,  the  co-ordination  of  studies  in 
primary  and  grammar  schools,  and  the  training  of  teachers,  with  power  to  organize  sub- 
conferences  on  such  subdivisions  of  these  subjects  as  may  seem  appropriate,  and  to  rejKJrt 
the  results  of  their  investigations  and  deliberations  at  the  next  meeting  of  the  Depart- 
ment of  Superintendence. 

Resolved,  That  the  officers  of  the  Department  of  Suixrintendcnce  bo,  and  hereby 
are,  directed  to  make  application  to  the  Board  of  Directors  of  the  National  Educational 
Association  for  an  apprcjpriation  of  twenty-five  hundred  dollars  to  defray  the  expenses  of 
the  Committee  of  Ten  and  of  the  conferences  which  that  committee  is  empowered  to 
appoint." 

On  Februar)'  23  the  following  committee,  increased  to  fifteen  members,  was  ap]><iinted, 
viz. — 

William  II.  Maxwell,  superintendent  of  city  schools,  Brooklyn,  N.  Y.,  chairnuui. 

William  T.  Harris,  United  States  Commissioner  of  Ivducation,  Washington,  1).  C. 

T.  M.  Balliet,  superintendent  of  city  .schools,  Springfield,  Ma.ss. 

N.  C.  Dougherty,  suix-rintendent  of  city  schools,  Peori.i,  111. 

W.  B.  Powell,  superintendent  of  city  scIkjoIs,  Washington  D.  C. 

H.  S.  Tarbkll,  superintendent  of  city  schools,  Providenc  e,  R.  I. 

L.  II.  Jones,  superintendent  of  c  ity  s(  hools,  IndianaiKilis,  Ind. 

J.  M.  (iRKE.NWooi),  superintendent  of  city  s(  hof)ls,  Kansas  City,  Mo. 

A.  B.  Poland,  state  superintendent  of  ])ul)lic  instruction  Trenton,  N.  J. 

F^DWARD  Brooks,  superintendent  of  city  .scIkioIs,  Philadelphia,  Pa. 

Andrew  S.  Draper,  president,  University  of  lilinoi.s.  Champaign,  III. 

E.  P.  Seaver,  sufK;rinlen<lent  of  <  ity  schools,  Boston,  Mass. 

A.  ().  Lane,  sufK-rintenrlent  of  city  .srhrKils,  Chicago.III. 

(liiAKiKS  B.  Ciii.BKRT,  suiK-rinten«lent  of  city  s(  hools,  St.  Paul,  Minn. 

()9,rKK  H.  Cooper,  sui)crintendent  of  dly  scIuh)Is,  (Jalvosfon,  Trx. 

This  committee  made  it.«»  rejKJrl  to  the  Department  of  Su|x-rintcndrn<  e  .it  its  mrrling 
in  Cleveland,  Ohio,  February  18,  1895.  The  niK.rt  was  first  publislu-il,  in  accordance 
with  a  revolution  of  the  Department,  in  the  Juluriitiomil  Krvinv  of  New  York  City  for  the 
month  of  March  1895.  It  wa.s  also  publi.shcd  in  the  annual  volume  of  Proceedings  for  the 
Denver  meeting,   i8*;5. 

Eike  its  prede<  es.v»r,  the  refKirt  of  the  Committee  of  IVn  on  secondary  vAm  .ilion,  this 
report  i.s  .still  mu<  h  in  demand  by  studenl.s  of  elementary  education. 


736  NATIONAL  EDUCATIONAL  ASSOCIATION  [Secretary's 

REPORT   or   THE   COMMITTEE   OF   TWELVE  ON  RURAL   SCHOOLS 

Henry  Sabin,  state  superintendent  of  public  instruction,  Des  Moines,  la.  chairman. 

B.  A.  Hinsdale,  head  of  the  department  of  education.  University  of  Michigan,  Ann  Arbor 

Mich. 
D.  L.  KiEHLE,  state  superintendent  of  public  instruction,  St.  Paul,  Minn. 
W.  T.  Harris,  United  States  Commissioner  of  Education,  Washington,  D.  C. 
A.  B.  Poland,  state  superintendent  of  public  instruction,  Trenton,  N.  J. 

C.  C.  Rounds,  principal  of  State  Normal  School,  Plymouth,  N.  H. 
J.  H.  Phillips,  superintendent  of  schools,  Birmingham,  Ala. 

S.  T.  Black,  state  superintendent  of  public  instruction,  Sacramento,  Cal. 
W.  S.  Sutton,  state  superintendent  of  public  instruction,  Houston,  Tex. 
C.  R.  Skinner,  state  superintendent  of  public  instruction,  Albany,  N.  Y. 
Lawton  B.  Evans,  superintendent  of  city  schools,  Augusta,  Ga. 
L.  E.  Wolfe,  superintendent  of  schools,  Kansas  City,  Kans. 

At  a  meeting  of  the  National  Council  of  Education  at  Denver,  July  9,  1895,  the  Com- 
mittee on  State  School  Systems  made  a  report  on  the  rural-school  problem  thru  its  chairman, 
Henry  Sabin  of  Iowa. 

On  July  12  the  Board  of  Directors  in  session  adopted  a  resolution  appropriating  $2,500 
for  the  expenses  of  the  committee.  At  a  meeting  of  the  Board  of  Directors  at  Buffalo, 
N.  Y.,  in  July,  1896,  an  additional  $1,000  was  appropriated  for  the  use  of  the  committee. 

This  committee  rendered  its  report  to  the  National  Council  of  Education  at  its  meeting 
in  Milwaukee,  July,  1897.  The  report  was  at  once  issued  as  a  special  pamphlet  publica- 
tion of  the  Association  and  was  widely  distributed.  It  was  also  published  in  the  volume 
of  Proceedings  for  1897,  Milwaukee  meeting.  Plates  of  this  report  were  made  and 
loaned  to  the  state  departments  of  various  states  and  large  editions  were  published 
for  gratuitous  distribution  to  the  officers  of  rural  schools  in  the  respective  states.  Parts 
of  the  report  were  reprinted  in  pamphlet  form  by  various  publishers  for  general  distribu- 
tion at  small  cost.  The  report  is  still  in  active  demand,  especially  in  those  states  most 
prominently  interested  in  the  consolidation  of  rural  schools ;  the  supply  of  an  efficient  force 
of  teachers  for  rural  schools;  and  in  the  improvement  of  rural  schools  thru  agricultural 
education. 

committee  on  college  entrance  requirements 

A.  F.  Nightingale,  superintendent  of  high  schools,  Chicago,  111.,  chairman. 
William  H.  Smiley,  principal  high  school,  district  No.  i,  Denver,  Colo.,  secretary. 
George  B.  Aiton,  inspector  of  high  schools  state  of  Minnesota,  Minneapolis. 

J.  Remsen  Bishop,  principal  Walnut  Hills  High  School,  Cincinnati,  O. 

John  T.  Buchanan,  principal  of  boys'  high  school,  New  York  City,  N.  Y. 

Paul  H.  Hanus,  assistant  professor  of  education,  Harvard  University,  Cambridge,  Mass. 

B.  A.  Hinsdale,  professor  of  education,  Univ.  of  Mich.,  Ann  Arbor,  Mich. 
Ray  Green  Huling,  principal  of  English  high  school,  Cambridge,  Mass. 

Edmund  J.  James,  professor  of  public  administration,  University  of  Chicago,  Chicago,  III. 
William  Carey  Jones,  professor  of  jurisprudence,  University  of  California,  Berkeley,  Cal. 
James  E.  Russell,  dean  of  Teachers  College,  Columbia  University,  New  York  City. 
Charles  H.  Thurber,  associate  professor  of  pedagogy,  University  of  Chicago,  Chicago. 

At  a  meeting  of  the  department  of  secondary  education  at  the  Denver  convention  in 
1895  a  paper  was  read  by  Professor  William  Carey  Jones,  of  the  University  of  California, 
on  the  subject,  "What  Action  Ought  to  Be  Taken  by  Universities  and  Secondary  Schools 
to  Promote  the  Introduction  of  the  Programs  Recommended  by  the  Committee  of  Ten  ?" 
The  discussion  of  this  important  paper  led  to  joint  action  by  the  departments  of  secondary 
education  and  of  higher  education  recommending  the  appointment  of  the  above  committee 
to  investigate  and  report  on  the  subject. 

No  appropriation  by  the  Board  of  Directors  was  requested  for  the  first  year  of  the 
work  of  the  committee.  No  general  conference  was  held,  but  members  of  the  committee 
as  individuals  acting  in  their  official  capacity  sent  out  circulars,  gathered  statistics,  and 
in  other  ways  prepared  the  way  for  subsequent  conferences. 


Reports]  REPORTS  OF  THE  SECRETARY,  iSgj-lQO^  737 

At  a  meeting  of  the  Board  of  Directors  held  in  Washington,  D.  C,  July  11,  1898, 
an  appropriation  of  S500  was  made  to  pay  the  necessary  clerical  expenses  of  this  committee 
in  collecting  its  statistics  and  formulating  its  report.  Tliis  report  was  completed  and 
presented  to  the  joint  departments  of  secondary  and  higher  education  at  the  Los  Angeles 
convention  held  in  July,  1899.  The  report  was  published  as  a  separate  pamphlet  and 
widely  distributed.  It  was  also  printed  in  the  annual  volume  of  Proceedings  for  the  Los 
Angeles  meeting. 

Like  the  reports  of  the  Committee  of  Ten  and  Committee  of  Fifteen,  it  is  still  in 
active  demand  by  students  of  secondary  and  college  education. 

COMMITTEE   ON   NORMAL   SCHOOLS 

Z.  X.  Snyder,  president  of  state  normal  school,  Greeley,  Colo  ,  chairman. 

R.  G.  Boone,  president  of  state  normal  college,  Ypsilanti,  Mich. 

.\.  G.  BoYDEN,  princi|ial  of  state  normal  school,  Bridgewater,  Mass. 

Miss  Marion  Brown,  vice-principal  of  McDonogh  high  school,  New  Orleans,  La. 

Frank  M.  McMukry,  Teachers  college,  Columbia  University,  New  York  City,  N.  Y. 

E.  T.  Pierce,  president  of  state  normal  school,  Los  Angeles,  Cal. 

N.  C.  ScHAEFFER,  State  superintendent  of  public  instruction,  Harrisburg,  Pa. 

H.  II.  Seerley,  president  of  state  normal  school,  Cedar  Falls,  La. 

At  the  session  of  the  National  Educational  Association  held  in  Denver,  1895,  the 
Normal  Department  passed  the  following  resolution,  offered  by  President  Z.  X.  Snyder, 
of  Colorado: 

"Resolved,  That  a  committee  be  appointed  by  the  jjresident  of  the  department  to 
meet  during  the  year  and  formulate  a  report  to  \yc  presented  at  llie  next  meeting,  ujx)n 
sui  h  edu<  ational  topics  as  directly  concern  this  department." 

.\t  the  meeting  of  the  board  of  directors  in  Washington,  I).  C,  July,  iS<;S,  an  ajjpro- 
jjriation  of  $500  was  made  to  meet  the  expen.ses  of  this  committee. 

The  final  report  of  the  committee  was  made  to  the  Department  of  Normal  Si  liools  at 
the  Los  Angeles  convention  in  July,  1899.  The  report  was  published  in  separate  panijihlet 
form  and  also  in  the  volume  of  Proceedings  for  that  year. 

COMMITTEE    ON    THE    RELATIONS    OK    I'UULIC    LIBRAKIKS    TO    I'UHLIC    SCHOOLS 

J.  C.  Da.na,  librarian,  public  library,  Denver,  Colo. 

Frank  A.  Hutchins, 

Chaklks  A.  McMuKRY,  princijjal  of  practice  school,  DcKalb,  III. 

Sherman  Williams,  state  institute  conductor,  Glenn  Falls,  N.  Y. 

M.  Ix)UISE  Jones,  head  (jf  English  Dep't.,  Stale  Nonnal  School,  Emix.ri.i,  Kan. 

On  recommendation  of  the  library  department  of  the  N.  E.  A.  at  the  annual  tonven- 
tion  held  in  Washington,  D.  C,  1897,  to  the  National  ("ouiuil  of  Education  the  al)ove 
committtee  was  appointed  to  reix)rt  on  the  relations  of  public  libraries  to  public  schiKils. 

On  the  recommendation  of  the  National  Council  the  Ixmrd  of  Directors  made  an 
appmpriation  of  $500  for  carrying  on  the  work  of  this  c Dnimitlee.  The  committee  coin- 
plcted  its  work  within  c^ne  year  and  made  lis  re|Mirt  to  the  Niilional  Council  at  the  I/>s 
.XngeUs  convention  in  July  iH<^9.  'Ihi.s  re|H»rl  was  printed  and  dislribuleil  in  a  se|»arate 
pamphlet  and  also  in  the  volume  of  I'rorrrdings  of  tlie  I/>s  Angeles  con vciitiun. 

COMMITTKK   ON   SALAklK.S,    TKNfKK   oK   OKHCK    AND    I'l.NSIoNS   C)K    IKAC  IIIRS 

Cakkoll  D.  WmcwiT,  U.  S.  (.'ommi.s.sionrr  c»f  I^iUir,  Washington,  D.  C,  chairman. 

\.\twis  G.  Cooi.K.v,  su|Krinlcnc|«-nt  of  w  IumiIs,  Cliic.igo,  III. 

Franklin  H.  Giddinc;s,  professor  of  WHiolngy,  Columbia  I'nivrrsitv,  NVw  York,  N.  Y. 

.Miss  Catmerine  G(h;(:i.s',  tenc  Iut  in  city  sc  hiMils,  Chicago,  III. 

k.  11.  Hai.sev,  |>rinc  i|uil  of  State  Normal  Sc  hcM>l,  Oshkosh,  Wi 

William  .McAndrkw,  princiiial  of  Girls'  Technical  High  .Schcwil,  \.  w  N..ik,  N.  N  . 

.Miss  Anna  Tolman  Smith,  V.  S.  Bureau  of  Education,  Washingloii,  I).  C. 


738  NATIONAL  EDUCATIONAL  ASSOCIATION  [Secretary's 

This  committee  was  appointed  by  the  National  Council  on  recommendation  of  the 
Committee  on  Investigations  and  Appropriations,  at  its  meeting  July  6,  1903  (see  Minutes 
of  the  Council,  Boston  volume  of  Proceedings,  pp.  307,  308). 

The  Board  of  Directors  at  its  meeting  July  9,  1903,  appropriated  $1,500  for  the  use 
of  the  committee  (see  Minutes  of  the  Board  of  Directors,  Boston  volume  of  Proceedings, 
PP-  36,  37)- 

A  preliminary  report  of  this  committee  was  submitted  to  the  Board  of  Directors,  June 
27,  1904,  by  the  chairman,  Carroll  D.  Wright,  and  referred  to  the  National  Council  with 
recommendation  that  it  be  printed  in  the  annual  volume  of  Proceedings  (see  Minutes  of 
Board  of  Directors,  June  27,  1904,  p.  t,t„  St.  Louis  volume  of  Proceedings). 

This  report  will  be  found  among  the  papers  of  the  Council  pubHshed  in  the  St.  Louis 
volume  of  Proceedings,  pp.  370-377.  The  committee  had  expended  but  $390.71  of  the 
appropriation  for  its  expenses.  The  balance,  $1,109 .29,  "^^s  reappropriated,  together  with 
an  additional  $1,500  making  a  total  of  $2,609.29  available  for  the  expenses  of  the  committee 
for  the  year  1904-5  and  for  the  preparation  of  its  report  to  be  made  to  the  Council  at  the 
annual  convention  in  1905  (see  Minutes  of  the  Board  of  Directors,  June  30,  1904,  St. 
Louis  volume  of  Proceedings,   p.  39.) 

This  committee  thru  its  chairman  Carroll  D.  Wright,  made  its  final  report  in  printed 
form  to  the  National  Council  at  its  meeting  in  Asbury  Park  and  Ocean  Grove  N.  J., 
July,  1905.  This  report  constituted  a  pamphlet  of  458  pages,  with  274  pages  of  important 
statistical  tables  showing  the  salaries  of  teachers  of  various  grades  in  all  classes  of  schools 
in  the  United  States. 

This  report  has  been  widely  distributed  and  is  in  active  demand  from  all  sections  of 
the  United  States. 

COMMITTEE   ON   TAXATION   AS   RELATED   TO   PUBLIC   EDUCATION 

James  M.  Greenwood,  superintendent  of  schools,  Kansas  City,  Mo.,  chairman. 

Aaron  Gove,  ex-superintendent  of  schools,  Denver,  Colo. 

W.  T.  Harris,  Commissioner  of  Education  of  the  United  States,  Washington,  D.  C. 

J.  W.  Carr,  superintendent  of  schools,  Anderson,  Ind. 

Newton  C.  Dougherty,  superintendent  of  schools,  Peoria,  111. 

Nathan  C.  Schaeffer,  state  superintendent  of  public  instruction,  Harrisburg,  Pa. 

William  H.  Maxwell,  superintendent  of  schools,  New  York,  N.  Y. 

Carroll  G.  Pearse,  superintendent  of  schools,  Milwaukee,  Wis. 

Charles  D.  McIver,  president  of  the  Normal  and  Industrial  College,  Greensboro,  N.  C. 

Frank  A.  Fitzpatrick,  93  Summer  St.,  Boston,  Mass. 

This  committee  was  appointed  at  the  Minneapolis  meeting  in  1902  (see  Minutes, 
Minneapolia  volume  of  Proceedings,  pp.  34,  311-13).  The  committee  was  under  instructions 
to  make  a  printed  report  to  the  National  Council  not  later  than  1904,  unless  otherwise 
directed,  and  the  sum  of  $1,000,  or  so  much  thereof  as  might  be  necessary,  was  appropriated 
for  the  expenses  of  the  committee. 

The  committee  expended  $390 .  75  of  the  $1,000  appropriated  for  its  expenses, 
leaving  an  unexpended  balance  of  $709  .  25  which  was  reappropriated  for  the  same  purpose 
by  the  Board  of  Directors  at  its  meeting  held  June  30,  1904  (see  Minutes  of  Board  of 
Directors,  pp.  39,  40,  St.  Louis  volume  of  Proceedings). 

The  report  of  this  committee,  ordered  for  1904,  was  not  made  at  the  St.  Louis  meeting, 
but  the  committee  was  continued  with  the  expectation  that  its  report  would  be  presented 
to  the  Council  at  the  annual  convention  in  1905. 

The  committee  made  its  final  report  to  the  National  Council  at  its  meeting  in  Asbury 
Park  and  Ocean  Grove  N.  J.,  July,  1905.  The  report  is  pubhshed  in  pamphlet  form  and 
consists  of  86  pages  with  numerous  valuable  tables. 

COMMITTEE   ON    INDUSTRIAL    EDUCATION    IN    RURAL    SCHOOLS 

L.  D.  Harvey,  superintendent  of  schools,  Menomonie,  Wis.,  chairman. 

L.  H.  Bailey,  director  of  College  of  Agriculture,  Cornell  University,  Ithaca   N.  Y. 


Reportsl  REPORTS  OF  THE  SECRETARY,  iSgj-IQOT  739 

Alfred  Bayliss,  state  superintendent  of  public  instruttinn,  Springfield,  111. 
W.  T.  Carrington,  state  superintendent  of  public  instruction,  JelTcrson  City,  Mo. 
WiLLETT  M.  Hays,  agriculturist  at  Experiment  Station,  University  of  Minnesota,  Minneap- 
olis, Minn. 

This  committee  was  appointed  by  the  National  Council,  on  recommendatinn  of  the 
Committee  on  Investigation  and  .\p]>n)priations,  at  its  meeting  July  6,  IQ03,  (see  Minutes 
of  the  Council,  Boston  volume  of  Proceedings,  pp.  307,  308,  309). 

The  Board  of  Directors  at  its  meeting  July  9,  1903,  appropriated  $500,  or  so  much 
thereof  as  might  be  necessary,  for  the  use  of  the  committee  (see  Minutes  of  the  Board  of 
Directors,  Boston  volume  of  Proceedings,  pp.  36,  37). 

At  the  meeting  of  the  Council  at  the  St.  Louis  meeting,  L.  D.  Harvey,  chairman,  made 
an  oral  report  of  progress  and  was  asked  to  make  a  complete  report  to  the  Council  at  its 
annual  meeting  in  1904.  The  committee  had  expended  but  S187.95  of  its  appropriatinn 
of  $500,  leaving  an  unexpended  balance  of  S312.05  which  was  reappropriatcd,  and  an 
additional  appropriation  of  $500  was  made,  making  a  total  of  S812.05  available  for  the 
expenses  of  the  committee  for  the  year  1904-5  and  for  the  preparation  of  its  rejK)rt  (see 
minutes  of  the  Board  of  Directors,  St.  Louis  volume  of  Proceedings,  p.  39.) 

This  committee  thru  its  chairman,  L.  D.  Harvey,  presented  to  the  National  Council  of 
Education  a  printed  report  of  97  pages.  This  report  was  accepted  as  a  report  of  progress, 
at  the  meeting  of  the  National  Council  in  Asbury  Park  and  Ocean  Grove,  N.  J.,  July, 
1905,  and  the  committee  was  continued  for  the  purjiose  of  pursuing  investigations  still 
further  in  accordance  with  the  plans  outlined  by  the  chairman,  L.  D.  Har\'ey,  and  .set 
forth  in  a  communication  to  the  Board  of  Directors  (see  p.  54  of  the  Yearbook  for  1905). 
An  appropriation  of  S300  for  the  expenses  of  this  committee  for  the  current  year  was 
recommended  by  the  Committee  on  Investigations  and  Appropriations  of  the  Council 
and  authorized  by  the  Board  of  Directors  at  its  meeting  July  6,  1905. 

COMMITTEE   ON   THE   NATIONAL   BUREAU   OF    EDUCATION 

♦fWiLMAM  R.  Harper,  president  of  the  University  of  Chicago,  chairman. 

Newton  C.  Dougherty,  .sui)erintendent  of  .schools,  Peoria,  111. 
J.\ndrkw  S.  Draper,  commissioner  of  education  of  the  slate  of  New  York,  .MUiny,  N.  V. 

Aarcjn  G(jve,  ex-su[XTintcndcnt  of  schools,  Denver,  Colo. 

G.  R.  Gi.E.N'.v,  ex-sti'ite  schof)l  commissioner  of  Georgia,  .'\llanta,  Ga. 

E.  (^)KAM  Lyte,  principal  of  the  Stale  Normal  Sch<M)l,  Millcrsville,  Pa. 
5Ix>renzoD.  Harvey,  suiKTintendcnl  of  schools,  Menomonie,  Wis. 

This  committee  was  first  appointed  by  the  De])artnient  of  Su|HTinteiidcni  c  .it  its 
annual  meeting  in  Chicago  in  1900,  "to  aid  the  Bureau  of  Education,  in  whatever  way 
they  find  it  practicable,  to  accomplish  its  work"  (see  Minutes  of  Department  of  Suin-rin- 
tcndcnce,  Charleston  volume  of  Proceedings,  p.   185). 

At  a  meeting  of  the  National  Coun(  il  July  6,  1903,  the  Commitlic-  on  Iiivistigations 
and  Appropriations  refjorted  at  length  on  the  desirability  of  strengthening  the  Bureau  of 
Education,  anfl  of  enlarging  its  organi/.ilion  and  fa(  ililies  with  the  view  of  se<  uring  its 
erection  into  a  si-parate  aflministrativr  dipartinent,  and  its  a<!r<|uate  e<|ui|iment  and 
finanrial  sup|)«irt  (see  Minutes  rif  Council,   Boston  volume  of  Proirrdings,  |ip.  30^),  30<)). 

The  committee  alrea«ly  ap|M>inted  by  the  I)rj)artmrnt  of  Su|KTintendrnce,  ns  nl)«)vc 
stated,  was  approved  and  continued  by  the  Council;  and  an  appnipriation  of  $t,ooo,  or 
so  much  thereof  a.s  might  Ijc  nete.-Muiry  f«»r  the  ex|K'n.s<?s  «»f  the  ( nmmittee,  wa.s  uuthorixrd  by 
the  Board  of  Directors  at  iUi  meeting  July  9, 1900  (see  Minutc.tof  Board  of  Direttors,  Boston 
volume  of  Profrrding\,  |)p.  36,  37,  3H). 

•  Appfiinlrd  July  ».  1904.  lo  «u((cr<l  NichoU*  Murray  Hutlrr.  rriil«nc<l. 

t  Died  January  10,  i<yy>. 

t  Appoinlrd  fh.iirman  Scfi«rml>cr,  tiyyfi. 

H  Appointed  July  t,  i'x>4.  lo  tucrccrl  W  T   Harrit.  U.  S.  CommiMionrr  of  tUlucalion,  rritigncd. 


740  NATIONAL  EDUCATIONAL  ASSOCIATION  [Secretary's 

At  the  meeting  of  the  National  Council  at  St.  Louis,  Mo.,  July  i,  1904,  the  chairman. 
President  Nicholas  Murray  Butler,  made  an  oral  report  of  progress  on  behalf  of  the  com- 
mittee and  tendered  his  resignation.  The  resignation  of  Chairman  Butler  was  accepted 
and  President  WiUiam  R.  Harper,  of  the  University  of  Chicago,  appointed  to  fill  the  vacancy 

Dr.  W.  T.  Harris,  United  States  Commissioner  of  Education,  also  resigned  as  a  mem- 
ber of  the  committee  and  Lorenzo  D.  Harvey,  superintendent  of  schools,  Menomonie, 
Wis.,  was  appointed  to  fill  the  vacancy. 

In  the  absence  of  any  action  by  the  Board  of  Directors  at  the  St.  Louis  convention 
re-appropriating  the  $1,000  for  the  expenses  of  this  committee  (no  part  of  which  had  been 
used),  the  same  was  covered  into  the  treasury  under  the  new  rules  governing  appropriations. 

COMMITTEE    ON    CONTEMPORARY   EDUCATION    DOCTRINE 

Paul  H.  Hanus,  Harvard  University,  Cambridge,  Mass.,  chairman. 
*Frank  a.  Hill,  secretary  of  state  board  of  education,  Boston,  Mass. 
Lewis  H.  Jones,  president  of  State  Normal  College,  Ypsilanti,  Mich. 
Charles  B.  Gilbert,  educational  editor.  New  York,  N.  Y. 
Charles  H.  Keyes,  supervisor  of  schools,  south  district,  Hartford,  Conn. 
George  S.  Locke,  assistant  professor  of  education,  University  of  Chicago,  Chicago,  111. 
D.  L.  KiEHLE,  ex-professor  of  pedagogy.  University  of  Minnesota,  Minneapolis,  Minn. 
Calvin  N.  Kendall,  superintendent  of  schools,  IndianapoHs,  Ind. 
James  H.  Van  Sickle,  superintendent  of  schools,  Baltimore,  Md. 
Elmer  E.  Brown,  professor  of  theory  and  practice  of  education.  University  of  California, 

Berkeley,  Cal. 
W.  T.  Harris,  Commissioner  of  Education  of  the  United  States,  Washington,  D.  C. 

This  committee  was  originally  appointed  as  a  committee  of  nine  by  the  Department 
of  Superintendence  at  its  meeting  in  Chicago  in  1902  (see  Minutes  of  Department  of  Super- 
intendence, Minneapolis  volume  of  Proceedings,  pp.  156,  157).  At  the  meeting  of  the 
Department  of  Superintendence  in  Cincinnati  in  1903  it  was  increased  to  eleven  members 
(see  Minutes  of  Department  of  Superintendence,  Boston  volume  of  Proceedings,  p.  140). 

At  the  meeting  of  the  National  Council  July  9,  1903,  the  Committee  on  Investigations 
and  Appropriations  recommended  that  this  committee  designate  a  subcommittee  of  three 
of  their  own  number  to  report  to  the  Council  in  1904  (a)  a  detailed  and  specific  statement 
of  the  field  of  proposed  investigation,  (b)  a.  precise  indication  of  the  method  or  methods 
to  be  pursued,  (c)  a  careful  estimate  of  the  cost  of  the  proposed  investigation  and  the 
time  it  will  probably  consume;  and  also  recommended  that  an  appropriation  of  $750  be 
asked  for  the  expenses  of  the  subcommittee  and  to  meet  the  expense  of  the  work  already 
done  by  the  full  committee  (see  Minutes  of  the  National  Council,  Boston  volume  of  Pro- 
ceedings, pp.  309). 

The  Board  of  Directors  at  its  meeting  July  9,  1903,  authorized  the  appropriation  of 
$750  for  the  use  of  said  committee  (see  Minutes  of  Board  of  Directors,  Boston  volume  of 
Proceedings,  pp.  37,  38). 

No  meeting  of  this  Committee  was  held  during  the  year  1904-5  or  in  the  year  1905-6. 
committee  on  universal  system  of  key  notation 

E.  O.  Vaile,  editor  oi  Intelligence,  Oak  Park,  111.,  chairman. 

F.  Louis  Soldan,  su[)crintendent  of  instruction,  public  schools,  St.  Louis,  Mo. 
Thomas  M.  Balliet,  dean  of  School  of  Pedagogy,  New  York  University,  New  York  City. 
*WiLLiAM  R.  Harper,  president  of  the  University  of  Chicago. 

Aaron  Gove,  ex-superintendent  of  schools,  Denver,  Colo. 
tMELViL  Dewey,  Lake  Placid  Club,  Essex  Co.,  N.  Y. 

This  committee  was  appointed  by  the  Department  of  Superintendence  at  its  meeting 

in  Cincinnati,  O.,  in  1903  (see  Minutes  of  Department  of  Superintendence,  Boston  volume 

of  Proceedings,  p.  140).     A  report  was  made  to  the  same  department  at  its  meeting  at 

Atlanta,  Ga.,  in  1904  (see  minutes  of  Department  of  Superintendence,  St.  Louis  volume 

of  Proceedings,  p.  175). 

*  Deceased. 

t  Appointed,  May  10,  to  succeed  William  R.  Harper. 


Rcportsl  REPORTS  OF  THE  SECRETARY,  iSgj-igo^  741 

The  Board  of  Directors,  at  its  meeting  June  30,  1904,  granted  an  appropriation  of 
$::oo  as  a  contribution  toward  the  expenses  of  this  committee  in  conference  with  com- 
mittees of  the  Modem  Language  Association  and  of  the  American  Philological  Association 
in  regard  to  a  universal  system  of  key  notation  for  indicating  pronunciation  and  to  recom- 
mend a  Phonetic  .\lphabet  (see  Minutes  of  the  Board  of  Directors,  St.  Louis  volume  of 
Proceedings,  p.  39). 

This  committee  presented  thru  E.  O.  Vaile,  chairman,  a  report  of  the  Committee  on 
Conference  of  the  American  Philological  Association,  the  Modern  language  Association, 
and  the  National  Educational  .\ssociation  at  the  Milwaukee  Meeting  of  the  Department 
of  Superintendence,  March, i,  1905  (see  p.  158  of  the  volume  of  Proceedings  for  1905). 
The  report  has  not  yet  been  printed  by  the  National  Educational  Association. 

COMinXTEE   ON   INSTRUCTION   IN    NORMAL   SCHOOLS   IN   LIBRARY    ADMINISTRATION 

James  H.  Canfield,  Librarian,  Columbia  University,  New  York  City,  chairman. 
Melml  Dewey,  state  director  of  Libraries,  Albany,  Like  Placid  CIuVj,  N.  V. 
NLvRY  E.  Ahern,  editor  of  Public  Libraries,  Chicago,  111. 

Electra  C.  Doran,  Head  Instructor  in  the  Library  School,  Cleveland,  Ohio. 
Martin  Hensall,  librarian  of  Public  School  Library,  Columbus,  Ohio. 

\i  the  meeting  of  the  Board  of  Directors  at  Asbury  Park  and  Ocean  Gnive,  July  6, 
1905,  James  H.  Canfield,  chairman,  reported  that  the  above  named  committee  was  a 
committee  of  co-operation  between  public  schools  and  public  libraries,  representing  the 
American  Library  Association  and  the  National  Educational  Association,  and  that  the 
committee  was  preparing  a  report  on  the  subject  of  instruction  in  Normal  Schools  in  Library 
Administration.  The  Committee  on  Investigations  and  .'\ppropriations  of  the  National 
Council  recommended  that  an  appropriation  of  S3 00  00  be  made  for  the  expense  of  this 
committee  in  preparing  the  report.  This  recommendation  was  adopted  by  the  Board  of 
Directors  provided  the  report  should  W  formulated  and  prepared  for  publication  during 
the  current  year. 

This  report  was  prepared  by  Miss  Elizabeth  G.  Baldwin,  librarian  of  the  Teachers 
College  of  Columbia  University  and  was  published  in  a  si)ccial  pamphlet  of  seventy 
pages  and  widely  distributed  to  the  school  libraries,  public  libraries,  and  school  authorities 
thrt»ughout  the  country.     It  was  also  printed  in  the  anniversary  volume  for  1006. 

Respect  fully  submit  ted 

Ikwin  Siik.paku,  Secretary. 


742  NATIONAL  EDUCATIONAL  ASSOCIATION  [Secretary's 

NECROLOGY 

From  January  1906  to  May  1907 

Reports  of  the  death  of  the  following  named  life  and  active  members  have  been 
received  during  the  past  year;   the  date  of  decease  follows  each  name. 

John  Jacob  Anderson  (March  14,  1906) Brooklyn,  N.  Y. 

William  N.  Barringer  (February  4,  1907) Newark,  N.  J. 

Miss  Dorothea  Beale  (Movember  7,  1906) Cheltenham,  England 

William  Allen  Bell  (December  10,  1906)        .......        Indianapolis,    Ind. 

Henry  L.  Boltwood  (January  23,  1906) Evanston,  111. 

Ellis  W.  Brown  (July  4,  1905) Washington,  D.  C. 

Mary  A.  Cahalan  (April  9,  1906) Birmingham,  Ala. 

B.  H.  Caldwell  (August  3,  1906) Nashville,    Tenn. 

Augustus  J.  Cheney  (February  27,  1907) Oak  Park,  111. 

Oliver  D.  Clark  (July  28,  1906) Tompkinsville,    L.   I.,   N.   Y. 

Ruth  Cohen  (March  9,  1906) Quincy,   111. 

George  H.  Conley  (December  21,  1905) Boston,  Mass. 

Arthur  Cooper  (November  14,  1906) New  York,  N.  Y. 

Bela  Tormay  de  Nadudvar,  (December  29,  1906)      ....     Budapest,  Hungary. 

John  Eaton  (February  9,  1906) Washington,  D.  C. 

Frances  A.  Elmer  (January  5,  1906) Winona,   Minn. 

W.  B.  Ferguson  (  ) Middletown,  Conn. 

A.  H.  Fletcher  (June  16,  1906) River  Falls,  Wis. 

Anna  Foos  (March  26,  1906) Omaha,  Nebr. 

Joseph  K.  Gotwals  (October,  1905) Norristown,   Pa. 

Hiram  D.  Groves  (November  16,  1905)        . Fayette,    Mo. 

Nelson  Haas  (December,  1905) Hackensack,  N.  J. 

William  R.  Harper  (January  10,  1906) Chicago,    III. 

Walter  B.  Hill  (December  28,  1905) Athens,    Ga. 

W.  A.  Hodgdon  (June  14,  1906) St.  Louis,  Mo. 

Francis  E.  Howard  (January  i,  1906) Bridgeport,  Conn. 

Mrs.  Mary  H.  Hunt  (April  24,  1906) Boston,  Mass. 

Charles  Edward  Hutton  (October  4,  1906) Los  Angeles,  Cal. 

Wilbur  S.  Jackman  (January  28,  1907) Chicago,    111. 

Clara  E.  Jennison  (October  29,  1905) Minneapolis,  Minn. 

Albert  G.  Lane  (August  26,  1906) Chicago,  111. 

John  S.  Locke  (December  5,  1906) Saco,  Mo. 

Albert  Prescott  Marble  (March  25,  1906) New  York,  N.  Y. 

Kate  L.  McCoy  (August  2,  1906) New  Brunswick,  N.  J. 

Frank  McIntyre  (July  24,  1906) Glenwood,  Minn. 

Charles  D.  McIver  (September  17,  1906) Greensboro,  N.  C. 

D.  A.  McMillan  (March  4,  1906) Mexico,  Mo. 

Paul  P.  Peltier  (November  17,  1905) St.  Louis,  Mo. 

Harriet  M.  Scott  (February,  1906) Pasadena,  Cal. 

Henry  D.  Shideler  (February  15,  1906) Huntington,  Ind. 

Irving  B.  Smith  (May  12,  1906) Warsaw,  N.  Y. 

James  H.  Stine  (October  10,  1906) Washington,  D.  C. 

Thomas  B.  Stockwell  (February  9,  1906) Providence,  R.  I. 

James  B.  Upham  (November  25,  1905) Maiden,  Mass. 

Albert  J.  Volland  (December  29,  1906) Grand  Rapids,  Mich. 

Andrew  J.  Whiteside  (October,  1906) New  York,  N.  Y. 

Philo  Jesse  Williams  (March  21,  1907) Everett,  Mass. 

Frederick  C.  Woodruff  (May  16,  1906) St.  Louis,  Mo. 

Charles  F.  A.  Zimmerman  (June  20,  1906) Milwaukee,  Wis. 


LIST  OF  LIFE,  ACTI\'E,  AND  CORRESPONDING 

MEMBERS 

ARRANGED    BY    STATES,   CLASSES,    AND    YEARS    OF    CONTINUOUS    MEMBERSUIP 

REVISED   TO    APRIL    I,    1907 


The  marginal  figures  indicate  the  yeur  oj  enrollment  as  active  members  by 
those  whose  names  immediately  follow.  The  indented  figures  indicate  year 
oj  appointment  to  present  educational  position.  The  value  of  this  list  as  an 
educational  directory  depends  upon  its  accuracy  and  completeness;  all  mem- 
bers are  invited  to  contribute  to  this  end  by  furnishing  corrections  of  errors, 
however  slight,  and  by  supplying  omitted  data. 

The  institutions  enrolled  as  members  will  be  ft)und  grouped  at  the  end  of 
the  list  for  each  state;  the  arrangement  is  alphabetical  by  years  in  the  order 
of  enrollment. 

CORRESPONDING   MKMHKRS 

ENGLAND 
i8v8     Michael  Ernest  Sadler,  .\.M.,  Trinity  Coll.  and  Christ  Church,  Oxford;  LL.D.  (honorary), 'oj, 
Columbia  Cniv.;  A..\l.,  '05.  I'niv.  <>f  Mancht-slrr. 

Secretary  of  the  Oxford  Cnivt-rsity  Extension  Delegacy,  iSSj-os'.  Student  and  Steward 
of  Christ  Church,  Oxford,  iSgo-o.s;  Member  of  the  Royal  Commission  on  Sec- 
ondary Education,  iSg^-ys;  Director  of  SjK-cial  In(|uirifs  and  Rc|X)rts  in  the 
Education  Dc|xirtmcnt.  iHos-i<>o,r,  I'rofcssor  of  History  and  Administration  of 
Education.  \'ictoria  Cnivcrsily  of  .Manchester,  since  1903;  OlTicicr  dc  I'lnstructioa 
I'ubliquc,  1904.  AdJrcis:  Eastwood,  Wcybridgc. 
E.  LviLPH  Stanley,  A.B..  '61.  A.Nf..  "61.  Oxford  (I>nrd  Stanley  of  AldcrlyV 

Member  (jf  the  Royal  Commis.sion  on  Education,  1HS6  87;  .Member  of  the  I.ondon  Schoo 

Hoarcl  since  1H76,  formerly  ViteChairman  of  that  body,   1.S07;  .Author  of  various 

articles  on   Educational  Subjects.     Address:    18  Mansbeld    St.,    Portland    Place, 

London.  W. 

1901     Cloudeslev  S.  Henry  Mrkheton,  .\.».,  '</y,  .\.M.,  '00,  St.  John's  Coll.,  Cambridge;  B.  ^s  L.,  L. 

fc»  L.,   Univ.  of  Paris;  (>lTi<  irr  d'.\(atl^-mie. 

Divisional  Ins|x-itor  Ir)  the  I^mdrm  County  Council  for  M(Klern  I^inguages;  Vicc- 
Prc*sident  of  the  International  Jury  for  Primary  Etiucation  at  the  Paris  Extxinit ion, 
1900;  .Vinjoinlrd  to  in(|uirc  into  the  Teaihing  of  MiKlrrn  l.;inKUaKes  in  Ireland, 
iQoi;  Writer  on  I'.dui.ilion  in  "l-'ortninhtly  Review,"  "The  Tiiues,"  "Saturday 
Review,"  etc.;  Author  of  various  Rejxirts;  .Adilrrvsetl  the  National  I-Muiationul 
Ass<H'iation  of  the  Cnite<l  States  nt  Detroit,  .Mich.,  iqoi,  on  "The  Educational 
Crisis  in  Englanil."  Addrra:  7  Cannon  Place,  llam|nlcad,  London,  .\.  W. 
Fabian  Wark.  H.  H  .S<  .,  '04.  rniversilirs  cif  I^indon  and  Pari*. 

Ten  Years  Avsistant  .Masirr  in  .Secomlary  SihiMils  (liraclford,  iHo^-ii<j>;  orrnsional 
Examiner  to  the  Civil  .Service  Commission;  •Kiasional  Insirdor  of  Secomlary 
Schools  to  till-  lioard  of  I'^luialion.  nnil  oinlributor  to  "The  Morning  Post," 
iHw  >'/^>:  Rrprrsrnlativr  of  the  Edutntion  Committee  of  the  ltrili%M  Royal 
Omimission  at  llir  Paris  l'!x|ir>siiiiin,  iijoo;  Assistant  Dirrdor  of  Fdutnlioii, 
'I'ransvaal,  1901;  Actin|(  Dirritor  of  luluialion.  Transvaal.  January  to  June, 
Ivor,  .Memljer  <if  the  'I  raiuvaai  LrgUlulive  Coun«ll,  ivo.)  5;  iJireitur  uf  Edu- 
catiiin,  Trontvaal,  ivoj-5.     Addtrtt:  04  \'icluria  St.,  .S.  \\.,  London. 

SCOTLAND 

iSoB     Simon  SoMEivit.Lr.  LAtmi ,  A.M..  LL.I).,  Cniv.  of  F.<linburKh,  F.R.S.F.;  lion    Fellow  of  the  Educa- 
tional Inntilute  of  .S<olland,  and  of  the  Coiiirmiis  Sotiely,  (tertn.iny 

Profeswir  of  the  Institutes  anil  Itistorv  ol  Kiluiation,  |'.<|inburgh  I'nivervity,  iiince  1H76; 
Visitor  and  I  tiiriirirr  i..  Iii.k  lleiiueii  irdui.ition.il)  TruM  since  |H<6-,  .Secretary 
to  the   En  I  Muni)  Commi^^ion,   \^~  1 .  Sei  rrt«ry  to  .\iLiuMialion 

for  Prom'  ■  ilion  in  S<iiilanil.  louiide<l  iH7f>-,  at  one  lime  Prrsi- 

dent  ol    I'  '.rrat    Urilain   and    Irrlanil,   Mrmbrr  of   Edinburuh 

University   (  "iiii.    \<iili'.r   <A   \arious   Philo*oiihical  and   i'^lucational   lliNiks  and 
Articlcii.     AdJrtii:    11  (fe<irKe  St).,  Edinburgn. 

743 


744 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Argentine 


FRANCE 

1898     Ferdinand  Buisson. 

Professor  of  Education  at  the  Sorbonne.     Address:    30  rue  Bobillot,  Paris. 

J.  J.  Gabriel  Compayre,  Ph.D.,  1873. 

Professor  of  Philosophy,  Lycees  de  Pau,  i865^de  Poitiers,  1868 — de  Toulouse,  1871; 
Professor  of  Philosophy,  Faculty  of  Letters  of  Toulouse,  1874;  Professor  of  History 
of  Education,  Normal  School  of  Fontenay  aux  Roses,  1880 — Normal  School  of  St. 
Cloud,  i88i-,  Member  of  Chambre  des  Deputes,  1881-89;  Rector  of  the  .Academy 
of  Poitiers,  1890-95;  Rector  of  the  Academy  and  University  of  Lyons,  1895;  Cor- 
responding Member  of  the  Institut  de  France,  1901;  Rector  at  the  University  of 
Lyons.  Inspector  general  de  I'Universite  de  France.  Address:  Avenue  de 
Breteuil,  80,  Lyons,  France. 

Pierre  Emile  Levasseur,  Doctor  (ad  Honoris),  Univ.  of  Columbia  and  Univ.  of  Budapest;  Litt.D.,  '56. 
Professor  of  I..etters  and  Rhetoric,  and  of  History,  at  several  Lyceums,  1868;  Professor 
at  the  College  of  France  since  1868;  Professor  at  the  Institute  of  Arts  and  Trades, 
1871-96,  and  at  the  School  of  Political  Science;  President  of  the  Association  for 
the  Secondary  Instruction  of  Young  Girls  at  the  Sorbonne  since  1881;  President 
of  the  Statistical  Commission  of  Primary  Instructors  since  1876;  Corresponding 
Member  of  the  Academies  of  Prussia,  Sweden,  Hungary,  and  of  the  American 
Academy  of  Political  and  Social  Science.  Address:  26,  rue  Monsieur-le-Prince, 
Paris. 

1 90 1     Charles  Bayet. 

Professor  of  History  and  Archaeology  of  the  Middle  Ages  at  the  University  of  Lyons,  1876; 
Rector  of  Academy  of  Lille,  1891;  Director  of  Primary  Education  to  the  Minister 
of  Public  Instruction,  1896;  Member  of  the  Higher  Council  of  Public  Instruction, 
1900;  Author  of  various  works  on  Arch<Eology  and  History  of  the  Middle  Ages;  of 
a  volume  on  Byzantine  Art;  of  various  articles  on  Teaching.  Address:  27,  rue 
Gay-Lussac,  Paris. 

LfoN  Bourgeois. 

Formerly  Minister  of  Public  Instruction;  Member  of  the  Chamber  of  Deputies.  Address: 
rue  Palatine   Paris. 

Elie  Rabier. 

Fellow  in  Philosophy,  1866-69;  Professor  of  Philosophy  in  the  Lyceum  of  Montauban, 
1869-72;  of  Tours,  1872;  of  Charlemagne  at  Paris,  1873-81;  Professor  of  the 
Department  of  Philosophy  at  the  Superior  Normal  School,  1881;  Director  of 
Secondary  Education  in  the  Ministry  of  Public  Instruction,  1889;  Author  of  various 
Philosophical  Treatises.     Address:   27,  rue  de  Fleurus,  Paris. 

Camille  S£e. 

Counselor  of  State;  Author  of  the  Law  of  December  21,  1880,  which  created  the  Secondary 
Instruction  of  Young  Women;  Author  of  the  Law  of  June  29,  1881,  which  created 
the  Normal  School;  Member  of  the  Committees  and  Jury  at  the  Universal  Expo- 
sitions of  1878,  1889,  and  1900.     Address:  65,  avenue  des  Champs-Elys^es,  Paris. 

GERMANY 

1898    Friedrich  Paulsen,  Ph.D.,  '71,  Berlin. 

Professor  of  Philosophy  and  Pedagogics,  University  of  Berlin,  since  1877.  Address: 
Steglitz  Fichtestrasse  31,  Berlin. 

ITALY 

1898     LuiGi  Bodio,  LL.D. 

Counselor  of  State;  formerly  Commissioner  General  of  Emigration;  President  of  the 
Superior  Council  of  Statistics;  Member  of  various  Statistical  Societies  in  France, 
England,  Germany,  and  America;  Senator  of  the  Kingdom  of  Italy;  General  Secre- 
tary of  the  International  Institute  of  Statistics.     Address:   153  Via  Torino,  Rome. 

RUSSIA 

1901    Eugraph  P.  Kovalevsky. 

Graduate  of  the  University  of  Moscow;  Secretary  of  the  Imperial  Senate  since  1S90; 
Officer  of  the  Special  Missions  at  the  Ministry  of  Public  Instruction,  1893;  Dele- 
gate to  the  World's  Columbian  Exposition,  at  Chicago,  1893;  Director  of  the 
Pedagogical  Section  of  the  National  Exhibition  at  Nijni  Novgorod,  1896;  same 
at  Stockholm,  1897;  Director  of  the  Pedagogical  Commission  at  the  Paris  Expo- 
sition and  member  of  the  International  Jury  of  Awards,  1900;  President  of  the 
Permanent  Commission  of  the  Popular  Conferences  and  Lectures,  1903;  .Author 
of  various  papers  on  Educational  Subjects.  Address:  Catherine  Canal  14,  St. 
Petersburg. 

ARGENTINE  REPUBLIC 

1901    Joseph  Benjamin  Zubiaur,  LL.D.,  '84,  Univ.  of  Buenos  Ayres. 

Professor  and  Assistant  Supervisor  of  Normal  Schools  and  National  Colleges,  1881-84; 
Inspector  of  the  Normal  Schools  and  National  Colleges,  1885-91;  Delegate  sent 
by  the  Minister  of  Public  Instruction  to  the  World's  Exposition  at  Paris  in  1889; 
Principal  of  the  National  College  of  Concepcion  del  Uruguay,  1892-98;  Director 
of  the  Section  of  Education,  1899;  Member  of  the  National  Board  of  Education, 
1899;  Delegate  to  the  Pan-American  Exposition  from  the  Province  of  Entre  Rios 
and  General  Board  of  Education  of  the  Province  of  Corrientes,  also  Commissioner 
to  Study  the  Elementary  Schools  and  Adult  Evening  Schools  of  the  United  States, 
1901.  Address:  care  of  National  Board  of  Education,  Buenos  Ayres,  .Argentine 
Repuljlic.  ' 


Alabama]  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  745 

REPUBLIC  OF  CHILE 

iQoi     Carlos  Silva  Cruz,  Graduate,  Univ.  of  Chile,  iS<)o. 

Professor  of  Spanish  anJ  Com|H)siii(in  at  the  "Liceo  Miguel  Luis  Amunitegui,  "San- 
tiago, iSq5-,  and  at  the  "Institute  Xacional  de  Chile."  i8oS;  Chief  of  Section  of 
Secondary,  Superior,  and  Special  Instruction  of  the  Ministry  of  Public  Instruction 
of  Chile,  i8oq;  Commissioner  in  charge  of  the  Kducational  and  Library  Depart- 
ment of  the  Chile  cxhil>it  at  the  Pan-American  Kxjxjsition  of  HutTalo,  N.  V.,  and 
to  study  the  organization  of  Educational  Service  of  the  United  States,  igoi. 
Address:  351  Breton  St.,  Santiago  Chile. 
GifLLFRUO  FREiT>EXBrR(-.  Cristi,  Ph.B.,  'o7,  B.L.,  '00,  Univ.  of  Santiago,  Chile. 

Director  and  Chief  of  the  ScIukiI  Department,  Patronato  Santa  Kilomena,  iSgO;  Com- 
missioner Assistant  of  Chile  to  the  Pan-.\merican  ExiX)sition  (educational  dejxirt- 
ment);  Siiecial  Commissioner  to  Study  the  Educational  Systems  in  the  United 
States  and  Euroix-,   1901.     Address:    Casilla  841,  Santiago,  Chile. 

REPUBLIC  OF  GUATEMALA 
looi     Dr.  JoAQi'iN  Yei.a. 

Physician  and  Surgeon  of  the  Faculties  of  Guatemala  and  San  Francisco,  Cal.;  Founder 
and  ex-Dean  of  the  Guatemalan  College  of  Pharmacy  and  Medicine;  Guatemalan 
Commissioner  to  the  Paris  ( iH7.S^  and  Hutfalo  Expositions',  Delegate  to  the  Second 
and  Third  Pan-.-\merican  Medical  Congres.ses-.  .Member  of  the  Caballeros  Hos- 
pitalarios  Espanoles  of  Madrid,  Sp;»in;  Member  of  the  .Vcademie  N'ationale  of 
Paris,  France;  Consul  General  of  Ciuatemala.  Address:  Guatemala  City,  Guate- 
mala, C.  A.;   consular  address:   2  and  4  Stone  St.,  New  York,  N.  Y. 

REPUBLIC  OF  COSTA  RICA 

igoi     Don  JoAQfi.s'  Bernardo  Calvo. 

Minister  of  Costa  Rica,  1329,  i8th  St.,  \.  W.,  Washington,  D.  C. 


LIFE  DIRFXTORS,  LIFE  AND  .\CTIVE  MEMBERS 

ALABAMA 
active  ueubers 

1881  John  Ma.ssev,  A.B.,'62,  A.M., '75,  LL.D.. '70.  Univ.  of  .\la. 

1876,    President  of  .'\labama  Conference  Female  College,  Tu.skcgee. 

1882  Julia  SiiUDWick  Titwiler. 

■  88(),    Principal  of  .\labama  Normal  College,  Livingston. 
1888    John  Herbert  Phillips,  .■X.M..  LL.D.,  '05.  Marietta  Coll.;  Ph.D..  Southern  Univ.;  LL.D.,  "06,  Univ. 
of  Ala. 
1883,    Superintendent  of  Schools,  2720,  12th  .\ve.,  N  ,  Birmingham. 

iSoS      J.  B.  CUNNI.VCHAM. 

1898.    Principal  of  High  School,  1028  S.  21st  St.,  Birmingham. 
Robert  .■Vlexander  Mkkle,  .\.U.,  '86,  Davidson  Coll. 

Sujxrrviwjr   of   Jefferson  .Street   Primary   and    (irammar    Sihool,   1007  Texas  St. 
Mobile. 
James  Knox  Powers,  A.M.,  '73,  LL.D.,  '97,  Univ.  of  .\la. 

igoi,    Reiwcsentativc  of  the  B.  F.  Johnson  Publishing  Co.,  6iy  Wesleyan  .\ve.,  Floreme. 
1808     Robert  Venable  All<;<«iI),  B.Sc.,  '00,  Southern  Univ.;  .\.M..  '<j3,  Univ.  of  Nashville. 

1894,    Suiwrinicndenl  of  Public  ScIuhjIs,  4312,  2d  .'\ve.,  S.,  .\vimdale,  Birmingham. 
Charles  A.  Brown.  C.K..  .\la.  Poly.  Inst. 

i8u7,    PrincijKil  of  Henley  School,  1136,  13th  St.,  S.,  Birminghnm. 

Ji»sKPii   D.  Mati.o«  K. 

Ketiresentative  of  American  B<kiIc  Co.,  2227  7th  Ave.,  Box  4fij.  Birmingham. 

iS<>.;     Daniel  Pinknev  Christenberrv,  Pd.B  ,  '87,  A.M.,  '88.  S<iuthrrn  Univ. 
1H02,    Profcnvjf  of  l■.ngli.^h    Smthcrn  University,  (ircrnhlHiro. 
u/jo    Jniis  William  Ab>r<roii»ie   A.B. 'St..  Oxford  Cnll  ;   LL.B., '88.  LL.D.. '04.  Univ.  of  Ala.;   I.L  D., 
•©<;.  Univ  „t  S.  C. 
1002.    Prmidenl  of  Univeritily  <if  Alnliamu,  Univeniily  P.  O. 
Li'ciEN  P.  Giudenh,  a  B.   Southern  Univ. 

GrcennlHifo. 
(MAiii  >:s  B.  Glenn,  M.Sc.,  'oj,  AIn    Poly.  In»l.;  A.B.,  'g6,  Harvnr<l  Univ. 

|H(X).    Prin(i|iul  of  Paul  Ha)-nr  Sihoiil,  iits  S.  121I1  St.,  Birmingham. 

WiLLARii  J.  Wheeler. 

iH<y),    Pmidrnl  of  Whrrirr  BuMnru  Collrgr    luovi    lul7i.  i"!  .\«r  ,  Biriiiingliaiii. 
.Marhhall  Claric  Wii.hon,  (■.K.,'76,  Univ.  of  \'«. 

1H07,    Prenldrnl  of  Stale  Normal  Collrge.  648  Poplar  Si.,  Flurrme. 
luoi     Jii^EPH  M    Dill,  AM  .  Howard  Coll. 

H;oi.    Suj»crinlrndrnt  of  Sthooln,  124  S   j.;d  St.,  Brurmrr. 
IsAAi    WiLliAM  Hill.  A  B     Mo   A  .M      H,    Imorv  (.11  ,   LL  t»     'o<>.  Univ.  of  Ala. 

Kx  Stale  Sujicrinlriidrnl  o(  l.dui.ilion.  4^7  S.  Perry  St..  Monlgomrry, 
Jamm  Alrxanher   .\t<Hii<r.  HP..  S.nithrr«  Univ. 

iqUi,    Ailing  i'rroidrni  o|  .Maljnma  (iirli'  InduMrial  Stlxml,  Monlrvallo. 
HrpsoN  fiwis   Ml  mrr.  B  S<  . 'o»   Marion  Mil   Inut  ;   A  B  ,  A  M  . '07.  Univ,  of  \'a. 
1V06.    Su|xrintendrn(  uf  Marion  Military  Insiitulr.  Marion. 


746 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Alabama 


ALABAMA— CoH/jnHC(f 

1901     FrancisM.  Peterson,  A.M.,  D.D., '00,  Southern  UnivLL.D. 

iSgg,    President  of  Alabama  Girls   Industrial  School,  Montevallo. 

Mrs.  J.  H.  Phillips.  xt    t,-      •     1, 

2720,  i2th  Ave.,  N.,  Birmingham. 

1Q02     Georoe  William  Brock,  A.B.,  '00,  Univ.  of  Ala. 

1902,  Superintendent  of  City  Schools,  Opelika. 

S.  R.  Butler.  ,     ^  ,      ,     tt  -n 

1893,    Superintendent  of  Pubhc  Schools  Huntsville. 

Charles  Lewis  Floyd,  A.B.,  Univ.  of  Ga.  „.  ,   t,     ^r 

1889,    Superintendent  of  City  Schools,  205  High  St.,  Montgomery. 

Harry  C.  Gunnels,  A.B.,  '86.  A.M.,  Oxford  Coll.;  LL.B.,  '91,  Univ.  of  Ala. 
1906,    State  Superintendent  of  Education,  Capitol,  Montgomery. 

Walter  Evans  Striplin,  A. B., '91,  Oxford  Coll. 

1903,  Superintendent  of  Public  Schools,  Gadsden. 

1903    Jane  E.  Clark,  A.B., '01,  Oberlin  Coll.  t      •    .     -r    . 

1902,    Dean  of  the  Woman's  Department,  Tuskegee  Institute,  Tuskegee. 

Richard  A.  Clayton.  ,       ,  ^     ,  ,,  t,-      •     i 

Business  Manager  of   'Educational  E.xchange,     Birmingham. 

Stonew.all  J.\ckson  Cole.  xt    x,.      •     , 

1891,    Agent  for  Ginn  &  Co.,  2214,  12th  Ave.,  N.,  Birmingham. 

William  T.  Edwards.  .  ,  -,      ■         c-        ■,^■^^ 

Principal  of  Snow  Hill  Normal  and  Industrial  Institute,  Snow  Hill. 

Tames  H.  Foster,  A.B.,  '84,  Howard  Coll.;  LL.B.,  '91,  State  Univ.  of  Ala. 

1893,    Superintendent  of  Schools.  907,  lotli  St.,  Tuscaloosa. 
John  Y.  Graham,  B.Sc,  '92,  M.Sc,  '94,  Princeton  Univ.;  Ph.D.,  Munich. 

1897,    Professor  of  Biology,  University  of  Alabama,  University  P.  O 
WiLLLAM  Cornelius  Griggs,  A. B., '98.  .    . 

1904,  Secretary  of  the  Alabama  Educational  Association,  Brewton. 

Robert  O.  Meek,  A.B.,  '02,  A.M.,  '93.  Southern  Univ. 

1904,    Superintendent  of  Public  Schools,  Attalla. 

Samuel  S.  Murphy,  A.B.,  '90,  A.M.,  '92,  Univ.  of  Ala  j  r-  j      c.      a^  u-i 

1900,    Superintendent  of  Schools,  Conti  St.,  bet.  Laurence  and  Cedar  Sts.,  Mobile. 
T.  W.  Palmer,  A.M.,  LL.D., '06,  Univ.  of  Ala.  ,  .^      ,       ,,  .       .        ,  .,  ,  ,,  . 

1883     Professor  of  Mathematics  and  Dean  of  Faculty,  Umversity  of  Alabama,  University 
P.  O. 
Thom.as  Richard  Walker.  B.Sc. 

1906,    Superintendent  of  City  Schools,  2308  Ave.  F,  Ensley. 
Hfnrv  Jones  Wii.lincham,  A.B.,  A.M.,  '93.  How.ird  Coll. 

Secretary  of  State  Board  of  Examiners,  Department  of   Education,  Montgomery. 
IQ04     EDWARDFRANKLrNBucHNER,A.B., '89,  Western  Coll.;  Ph.D., '93,  Yale  Univ.  -or. 

1903,  Professor  of  Philosophy  and  Education,  University  of  Alabama,  University  P.  U. 

Henry  J.  Fusch.  ,        ,  ^  ,      ,    .  , 

1904,  President  of  Eighth  District  Agricultural  School,  Athens. 

1905     Flavius  T.  Appleby,  B.Sc,  '01,  Univ.  of  Tenn. 

1906,  Superintendent  of  City  Schools,  Tuscumbia. 

Charles  Prescott  Atkinson,  B.Sc,  '88,  A.M.,  '90,  Southern  Univ.  .        .       ^ 

1904,  Professor  of  Moral  Philosophy  and  History,  Southern  University,  Greensboro. 
George  Webster  Duncan,  M.Sc,  Ala.  Poly.  Inst. 

General  Agent  of  University  Publishing  Co.,  Auburn. 
William  Francis  Feagin,  B.Sc,  M.Sc,  Ala.  Poly.  In.st. 

Secretary  and  Memlx;r  of  State  Board  of  Examiners  of  Alabama  Department  ot 
Education,  Montgomery. 
Frank  Taylor  Long,  A.B..  '04,  Mercer  Univ. 

1905,  Assistant  Principal  of  Public  School,  Union  Springs. 

Isaac  W.  McAdory.  .  ,,•      •     v. 

1904,    County  Superintendent  of  Education,  2512,  7th  Ave.,  Birmingham. 

Leonard  L.  Vann.  A.M.,  '91,  Howard  Coll. 

1907,  President  of  Fifth  District  Agricultural  School,  Wetumpka. 

William  Coke  Watson.  ,         .  ,.  ,  ,.    ^  ,      ,  r.  »      •  . 

'  1 904 ,    Teacher  of  English  and  History,  Leighton  Avenue  Public  School ,  Box  712,  Anniston. 

1906    James  V.  Brown,  B.Sc,  'o4,  M.Sc,  '95,  -Ma.  Poly.  Inst. 

Superintendent  of  City  Schools,  N.  Foster  St.,  Dothan. 
D    S   Burleson,  A.B.,  '91,  A.M.,  '98,  Milligan  Coll.;   A.M.  Latin  and  Greek,  '98,  Univ.  of  Va. 

1898,    Professor  of  Latin  and   English,   State   Normal  College;   res.,  615  Wesleyan    Ave., 
Florence. 
Joel  Campbell  Du  BosE.  A. B., '78,  A.M.. '82,  Univ.  of  Ala.  , 

1906,  Associate    Professor   of   Secondary   Education,  University  of   Alabama,  University 

P.  O.,  express  office,  Tuskaloosa. 

Joseph  Milo  Fricks. 

1906,    Principal  of  High  School,  Box  73,  Epes. 

■ Director  of  Academic  Department,  Tuskegee  Institute.  Tuskegee  Institute  P.  O. 

Perry  M.  McNeil,  A.B.,  '93,  A.M..  '01,  Univ.  of  Nashville. 
Superintendent  of   Schools,  Pratt  City. 


Arkansas]  LIFE,  ACTIVE,  AXD   CORRESPOX DING  MEMBERS  747 

A  LA  BAM  A— Cofi/>«  ued 

institutions 

1897     Alabama  Polytkchnic  Institite. 

President.  Charles  Coleman  Thach;   Librarian.  J.  R.  Kutlaml.  .Vuburn. 
1809    State  Normal  School  at  J.^cksonville. 

President,  William  Clarence  Daugcttc,  Jacksonville. 

1901  State  Normal  College. 

Principal,  E.  M.  Shackelford,  Troy. 

1903  .\labama  Girls'  Industrial  School. 

President,  Francis  NL  Peterson;  Secretary,  J.  .\lex.  Moorc,  Monlevallo. 

1906     "Educational  Exchange." 

Business  Manager,  R.  A.  Clayton,  501-2  Title  Guarantee  Baildin;^.  Birmingham. 

Southern  University.  Library. 

President,  H.  M.  Hosmer;  Librarian,  T).  P.  Christenljcrry,  Greensboro. 

ARIZONA 
active  members 

1890     Ferris  S.  Fitch,  A.B.,  '77,  Univ.  <>f  Mich. 

Wcldon. 
i8qs     Charles  F.  Philbrook. 

1904.  Sui)crintcndcnt  of  City  Schools.  Bisbcc. 
1899     William  J.  .\ndf.rson,  H.Sc,  '07,  National  Univ.,  Chicago. 

1899,  .\rt  Department,  Territorial  Normal  School,  Tempo;  res.,  246  S.  t2th  Ave.,  Phu:nix_ 

.\.  J.  Matthews. 

1900,  President  of  Tempo  Normal  School  of  .\rizona,  Tempo. 

1902  George  E.  Krinbill. 

Supervisor  of  Music.  Bislx;c  and  Douglas;   address,  Bo.x  153.?.  Bisln-e. 

1904  J.  B.  Jolly. 

1900,    County  Superintendent  of  Schools,  Prcscott. 
Francis  Ernest  Lloyd.  .A.B..  '91.  /X.M..  '91;.  Princeton  Univ. 

1906,    Member  of  .Sta:T   Desert   Botanical   Lalxiratory,  Carnegie   Institution  of  Washing- 
ton; address.  Tucson. 
Ar.soldas  H.  McClure.  A.M..  Ph.D. 

1905.  Superintendent  of  City  Schools,  Vuma. 

190s    .Amanda  Hallberg  Runouest. 

Missionary,  Presbyterian  Home  Baird,  Indian  -School.  Tucson. 

1906     Charles  W.  Goodman. 

Superintendent  of  U.  S.  Indian  Industrial  SchorJ,  Phoenix. 
Olaf  Halvorson  .X.B..  '02.  Univ.  of  Minn. 

1904.    Principal  of  High  School,  Clifton. 
William  Morrison  Ruthraufp.  A.B..  '02.  .'\..\I.,  'oj.  WiiienlK-rg  Coll. 

1906.  Superintendent  of  Public  Schools,  'I  ucson. 


J.  F.  Stilwell.  A.B..  "99.  A.M..  '04.  .Ne\vl>crry  Coll, 

Superintendent  of  Public  Schools.  Ph 


Superintendent  of  Public  Schools.  Phoenix. 
institutions 

ii/Di     Nortiikrn  .\rizon*  Normal  School. 

President,  .■\.  .\.   Taylor,  Flagstaff. 
Tempe  Normal  SrHf)OL  or  Arizona. 

President,  A.  J.  .Matthews,  Temiw. 

ARKANSAS 

active  members 

1887     Thomas  A   Futrai.l,  AM,  Wrsi  Tenn.  Coll.;  I.L  D..  '00,  Univ.  of  ,\rk. 

iijc/t,    Sujicrintcndcnt  of  Arkans:ui  ScIuxjI  for  the  Blind.  Little  Rock. 

189?     Gk/jbok  U   Cook,  .\  M  „....,., 

iHt/>,    Sujicrintcndent  of  City  SchiMil.i,  »oo  Garden  .St..  Mot  SfirinKii. 

1896    John  H.  Hinkmon.  ,\  M  .  94   Arkadclphi.i  Coll..«nd  'oj.  Univ  r)f  Nathvillr. 
KfOfi,    I'rrMdcnl  oi  HcndcfMin  C-illrge,  .\rkadrlphia. 

1807    JoHJ«  Uvf.H  Rf.VNoLKH,  .\  B  .  '9»,  llrndrix  Coll  ;  AM  ,  'in,  Univ.  of  ChiraRo. 

lyoi,    Profcitior  ol  Miilory  and  I'oliliial  .Siiriiic,  t'nivcr»ity  uf  ArkdlLvu,  Fayrllcvillc. 

i<>oi     J.  M   Caldwell. 

nrn,    Printijxil  of  High  School,  I'raine  Grove. 

1902     B.  W.  ToRRr.VMi!*.  ,        .  .      .  ,        „       . 

fMipcrinlrndmt  of  (  iiy  S(iio>il».  Hih  nnd  I>iiiii»ianA  Sl».,  Ft.  Smith. 

190J    Ji-rrmv.N  ^^^  •<  j.^j^^.^j  ^^  ^^^^^„^  uin  nj^i,  Siho..l.  ie>oo  Scott  St  .  Utile  R<Mk. 

1904     Wm.  L.  Skagos.  A.B  ,  'B7.  Corlrton  Coll  ;  M  So  ,  'q%,  Ohio  Univ.;  Pd.B.,  '00.  Univ.  of  Mo. 

1(^1,   Sujirrintcndcnt  ••(  Public  School*,  Parag'iulil. 
loos     F   C.  NoLr.s,  A  B  .  'w.  V.indrrbili  Univ  .... 

^  Prinii|«I  of  Fort  Sicrlr  Sch/ir.l.  Little  R.^k. 

jAMrs  W.  KuvicrNDAii .  

1905.    Suiicrinlcndcnt  of  City  Schfjoln.  100  N.  17th  S«..  Fort  Smith. 


y48  NATIONAL  EDUCATIONAL  ASSOCIATION  [California 

AKKA'NSAS— Continued 

1905  F.  W.  Miller,  A.B.,  '89,  Hendrix  Coll. 

ig35.    Superintendent  of  Public  Schools,  i6n  Pecan  St.,  Texarkana. 

1906  WiLLLVM  A.  CR.iWFORD.  A.B.,  'oi,  Univ.  of  Ark. 

iQoi,    Superintendent  of  Schools,  Arkadelphia. 

John  J.  Doyne. 

State  Superintendent  of  Public  Instruction,  State  House.  Little  Rock. 

institutions 
1897     Hendrix  College. 

President,  Stonewall  Anderson;    Librarian,  L.  C.  Perry,  Conway. 
1901     University  of  Ark.\nsas,  Library. 

President,  John  N.  Tillman;   Librarian,  Miss  Ada  Pace,  Fayetteville. 

CALIFORNIA 

life  director 

886     JosiAH  Little  Pickard,  LL.D.,  '70,  Chicago  Univ.  and  Beloit  Coll.,  '94.  Bowdoin  Coll. 

Ex-President  State  University  of  Iowa;   address,  Cupertino,  Santa  Clara  Co. 

life  members 
877     Mrs.  Anna  Kalfus  Spero. 

P.  O.  Box  405,  Berkeley. 

879  James  Harmon  HoosE,  A.M., '64,  Ph.D., '73,  Syraciise  Univ. 

1896,    Department  of  Philosophy  and  History,  University  of  Southern  CaUfornia,  1121  W. 
31st  St.,  Los  Angeles. 

880  Emily  M.  Coe. 

Retired  Kindergartner;   P.  O.  Box  1135,  Riverside. 
882     Harriet  N.  Morris,  A.M.,  '86,  Nat.  Nor.  Univ. 

1520  Cedar  St.,  San  Diego. 
884    John  William  Stearns,  A.B.,  '60,  A.M.,  '64,  Harvard  Coll.;  LL.D.,  '74,  Chicago  Univ. 
225s,  2d  St.,  San  Diego. 
Nathan  Crook  Twining,  A.B.,  '61,  A.M.,  '65,  Ph.D. 
1380  Rubio  St..  Los  Angeles. 

886  C.  Y.  Roor. 

634,  i8th  St.,  Oakland. 

887  C.  S.  Young. 

Bakersfield. 

888  Rebecca  F.  English. 

1891,    Teacher  of  Methods,  Slate  Normal  School;  res.,  153  S.  loth  St.,  San  Jose. 
Joseph  O'Connor. 

1898,  Principal  of  Mission  High  School,  2489  Howard  St.,  San  Francisco. 

889  Mrs.  Augusta  W.  Hobe  Classen. 

1896  Green  St.,  San  Francisco. 

ACTIVE   MEMBERS 

888  J.  p.  Greeley. 

1905,  Superintendent  of  State  School,  Whittier. 

889  Edward  T.  Pierce,  LL.B.,  '77,  Union  Univ.;  P.D.,  '93,  N.  Y.  Nor.  Coll. 

Ex-President  of  State  Normal  School,:  res.,  Sierra  Madre  St.,  Sierra  Madre. 

892  Allen  Allensworth,  A.M.,  '84,  Roger  Williams  Univ..  Lieut.  Col.  U.  S.  Army  (retired). 

820  W.  30th  St.,  Los  Angeles. 
Frederic  Burk,  B.L.,  '83,  Univ.  of  Cal.;  A.M.,  '92,  Leland  Stanford  Jr.  Univ.;  Ph.D.  ,'98,  Clark  Univ. 
1899,    President  of  State  Normal  School,  Powell  St.   near  Clay,  San  Francisco. 

893  James  A.  Foshav,  A.M.,  Univ.  of  So.  Cal.-,  Pd.D.,  '98,  N.  Y.  Nor.  Coll. 

Ex-Superintendent  of  Schools,  1023  W.  Sixth  St.,  Los  Angeles. 

894  Ellwood  P.  CuBBERLEY,  A.B.,  'oi,  Ind.  Univ.;  A.M.,  '02,  Ph.D.,  '05,  Columbia  Univ. 

1906,  Professor  of  Education,  Leland  Stanford  Jr.  University,  Stanford  University. 
Charles  Cecil  Van  Liew,  Ph.D.,  '93,  Jena. 

1899,  President  of  State  Normal  School,  Chico. 
189s    D.  R.  Augsburg,  B.P.,  '84,  Syracuse  Univ. 

1898,    Director  of  Drawing,  Public  Schools,  1914,  nth  Ave.,  East  Oakland. 
Lewis  B.  Avery,  B.Sc,  '83,  T.abor  Coll. 

1895,    Principal  of  High  School  and  (1906)  Superintendent  of  Schools,  Redlands. 
Walter  J.  Bailey,  A.M.,  '00,  Bates  Coll. 

1901,  Principal  of  Los  .Angeles  Military  Academy,  Commonwealth  .\ve.,  near  West  Lake 

Park,  I^s  .\ngeles. 
Samuel  T.  Black. 

i8g8,    President  of  State  Normal  School   San  Diego. 

Theodore  B.  Comstock,  B.Agri.,  '68,  Pa.  State  Coll.;  B.St.,  '70,  D.Sc,  '86,  Cornell  Univ. 
827  Beacon  St.,  Los  Angeles. 

Thomas  J.  Kirk. 

Ex-State  Superintendent  of  Public  Instruction,  1301  O  St.,  Sacramento. 
George  R.  Kleeberger. 

1902,  Principal  of  High  School,  219  W.  North  St.,  Visalia. 


California]         LI FE,  ACTI V E,  AX D   CORRESPOXDIXG  MEMBERS  749 

CALIFORNIA— CoH/inuf  J 

1895  Jesse  F.  MiLLSPArc.n.  A.B..  '79.  Univ.  of  Mich.;  .A.Nf..  '04. 

1904,  President  of  State  Normal  Schix)!.  res..  1423  Bonnie  Rrae  St.   Los  .\ngeles. 
John  B.  Mosmx.  .\M.,   Si.  Iowa  Slate  Iniv. 

1903,    Deputy  Superintendent  of  Cit.v  Schools.  1703  W   33d  St.,  Los  .\ngelcs. 

1896  Mrs.  Margaret  ZiLLA FRO  .\dams.  M.E.r).. '89     St.  Nor.  Sch.,  Fdinlxiro,  Pa.;  Pd.M.. '04.  N.Y.  I'niv. 

122  San  .\ntonio  St.    Mountain  \'iew. 

E.  Morris  Cox,  .\.B.,  Havcrford  Coll. 

1S96,    Superintendent  of  Public  Schools,  728  Slater  St.,  Santa  Rosa. 
Henry  Morse  Stephens,  .\.B.,  '80,  .•V.M.,  '02,  Oxford,  EnRland. 

1894,    Professor  of  History  and  Director  of  University  E.xtension  Department,  University 
of  California.  Faculty  Club,  Berkeley. 

1897  Christine  M.  Benson. 

1905,  Principal  of  Staunton  .\venue  School,  104s  Ingraham  St.,  Los  .\ngeles. 
.\rthur  He.nry  Chamberlain,  B.Sc,  '03,  .\.M..  '03,  Columbia  Univ. 

1896,    Dean  and  Professor  of  Education,  Throop  Polytechnic  Institute,  377  .\.  Los  Roblcs 
.\ve.,  Pasadena. 
J.  O.  Churchill. 

1903,  Principal  of  Union  High  School,  Hollywood. 

A.  H.  ^L^cDoNALD. 

1880,    Principal  of  Lincoln  School,  407  Fair  Oaks  St..  San  Francisco. 

Fernando  Sanford. 

1891,    Professor  of  Physics,  Inland  Stanford  Jr.  University;   450  Kingslcy  .\ve.,  Palo  .Mto. 

1898  James  .\.  Barr. 

1891,    Superintendent  of  City  Schools,  1407  E.  Channel  St.,  Stockton. 

Morris  Elmer  Dailey,  .\.M.,  Ind.  Univ. 

1900,  President  of  State  Normal  School,  S.in  Jos(5. 

David  Starr  Jordan,  M.Sc,  '72,  Cornell  Univ.;  M.D.,  '7<;,  Ind.  Med.  Coll.;  Ph.D.,  '7S,  Butler  Univ.; 
LL.D.,  '86,  Cornell  Univ.,  and  '02,  Johns  Hopkins  Univ. 

1891,  President  of  Lcland  Stanford  Jr.  University,  Stanford  University. 
Cecil  Wirt  .Mark,  B.Sc,  '88,  Univ.  of  Pacific. 

1904,  Principal  of  Crocker  Grammar  School,  3904  Clay  St.,  San  Francisco. 

1899  OsMER  Abbott,  .\.B.,'qo,  Oberlin  Coll.;  Ph.D., '08,  Jena. 

1899,    Principal  of  Washington  Union  High  School,  R.  F.  D.,  Oleander. 

Hugh  J.  Baldwin. 

1899,    County  Superintendent  of  Schools,  Courthouse,  San  Dicgo. 

HoNORA  D.  Can.non. 

Teacher  in  Public  Schools,  Oxnard. 
Mlnsie  Coulter,  A.B.,  'q8,  Leland  Stanford  Jr.  Univ. 

1899,    Superintendent  of  Schools  of  Sonoma  County,  Santa  Rosa. 
Jesse  George  Cross.  A.M.,  '68.  McKcndrce  Coll. 

The  J.  G.  Cross  School  of  Eclectic  Shorthand,  Monrovia. 
Walt>  R  A.  Edwards,  A.B.,  '83,  A.M.,  '86,  LL.D.,  '02,  Knox  Coll. 

i«f>7.    President  of  Throop  Polytechnic  InMitute,  408  S.  Orange  (.rove  Ave.  Pasadena. 

W.  S.  Edwards.  A.M..  '92.  Alfred  Univ., 

1902,    Suixrinlcndent    of    Schools    of    Santa    Barbara  County.  214  W.   Islay  St.,  Santa 
Barbara. 
Richard  Douglas  FAfi.KNFR.  B.L.. '77.. Univ.  of  III      ,„.,,__  ,  c      tr        • 

1906,  Printiijal  of  Hancock  Grammar  School,  Filbert  St.,  near  Jones,  San  Francisco. 

'n^4,   Printi|>al  of  Polytechnic  High  School,  1117  Eldcn  Ave,  I^is  Angeles. 

Hattie  F.  Cower.  ...  .        .      „■        •       >       ■ 

1896,   A.s.s»tant  Teacher  of  Sloyd,  </>%  Ingrahm  Place,  I.os  Angeles. 

James  D.  Graham,  A.B.,  '88,  A.M.,  '02,  Toronto  Univ. 

1892,  Sujjcrintcndcnt  of  .ScIumjIs,  500  Elh.-.  .St.,  Pasailcna. 

Adam  Fban'is  OtNN.  ,.     ,   ,.  ,.         .-.    c      1 

Rc|jreMrnlative  <if  American  Book  Co.,  163  (.n>vc  St.,  San  Iranciaco. 

Julius  C.  Hammel,  A  B.,  '94.  Ix-land  Stanford  Jr.  Univ. 

Princifxil  of  Getirgc  Dewry  School.  Fruilvale. 

Lillian  D.  Hazkn.  ^      i       »       i 

190$.    Principal  of  Fiml  Street  School.  1660  Shallo  .SI.,  U>«  Angrlis 

T.  L.  Hkaton,  B.L,  LL.B.,'Ho,  Univ.  of  Mich.  ..        ,  ,.  ..,.,. 

tijoi.    Dc|Kily  .Suiirrinlrndcnl  <>f  S<h<KiU.  Son  Iramiw",  and  Irdurrr  in  Kdu(allon.  I  m- 
vcriuty  of  Ciililornia;  rcn  ,  792  Claylon  .St.,  San  Ffanii-Mr) 

1H9?,    Princijid  of  High  Sthool.  ^<4H  I'aM'Irna  Ave.  I>i«  Angcic*. 
AoNM  E.  Howr,  A  B  ,'97.  Inland  Stanford  Jr.  Univ 

|H<^7.    Instructor  in  lll^l■.ry.  Sl.ilc  Normal  .School.  San  Jo»f, 
O.  P.  Jr-NKiss.  A  B  .  A  M     M.^.rr',  HillColl  ;  M  Sr  .  I'h  I)  .  Ind   Univ 

i».,»i.    Profcivif  o(  I'liyxiology.  IxLmd  Sunf.ird  Jr.  Lnivrr»ily.  Stanford  LniverMly. 
Bum  Otsos  KlSNf.V.  AH  . '97.  Inland  Stanford  Jr    Univ.  ,,    u  c  u     1      .       11      1     a  i 

1901.  Ilra/i  of  Drjiartmcnt  of  HlMory  and  txrmomic».  High  Schc»l,  »8o2  .Menin  Ave.,  l.o» 

Angcic*. 
J.  W.  McClVMr.ND*.  AB.'7i.WeMmin««rTroll.,Pa. 

1888,    .Supcrimcndeni  of  (  ily  SthcjoU.  447.  i4«h  St.,  OakUnd. 


75° 


NATIONAL  EDUCATIONAL  ASSOCIATION  [California 


CALIFORNIA— Con/tnuei 

,890     Frederick^N.  H.  Me^^er^^A-B^/o^^^^^  ^^.^^  ^^  ^^^^  ^^^  ^^^^^^   ^^^^  ^^^.^^^^.^  g^_^ 

San  Francisco 
Ernest  Carroll  Moore,  A.B.,  '92,  LL.B.,  '94,  Ohio  Nor.  Univ.;  A.M.,  '96,  Columbia  Univ.:  Ph.D., 
'98,  Univ.  of  Chicago.  ,       ,        , 

1906,    Superintendent  of  Schools,  Chamber  of  Commerce,  Los  Angeles. 

Ernest  H.  Mosher.  o.    n    1    i 

1906,    Principal  of  Schools,  1633  Cedar  St.,  Berkeley. 

F.  O.Mower,  A.B., '78.  Bates  Coll.,  ,  ,,     x- 

1897,    Principal  of  High  School,  715.  3d  St.,  Napa. 
Pete  WiKOFF  Ross,  B,Sc.,A.B., '92  Univ.  of  Mich.  c.  .    c.    c      r>- 

1904,    Principal  of  Middletown  Grammar  School,  2050  State  St.   San  Uiego. 

Mrs.  Julia  Cole  Sherwood.  ,,  ,    t^.  ,  .  ,   „  j 

1906,    Teacher  in  Eden  Vale  District,  Hayward. 

Mrs.  Harriet  BuRDicK  Shorkley.  ..,  c,      ^   r,  1 1  „^ 

Teacher  in  Public  Schools,  578,  17th  Street,  Oakland. 
SusanG.  Stokes,  A.B., '96,  Leland  Stanford  Jr   Univ. 

1904,   Teacher  of  Science,  Union  High  School,  Orange. 

Anna  1    .     jg^*"gypgj^;gQj    ^^^    Normal    Instructor    of    Golden  Gate    Kindergarten  Association, 
560  Union  St. ,  San  Francisco. 

ToHN  Harvey  Strine.  .    c  u     t     t-. 

Ex-Superintendent  of  Los  .\ngeles  County  Schools,  Downey. 

Francis  A.  Swanger.  M.S.D..  '92,  Mo.  State  Nor.,  Kirksville;  A.M.,  '98,  Willamette  Univ. 

Principal  of  High  School,  Visalia. 
John  Swett,  A.M.  (honorary),  Dartmouth  Coll. 

Martinez,  Contra  Costa  Co. 
Winfield  Scott  Thomas,  A  B.,  '89,  Johns  Hopkins  Univ.  ,  r,^       ,■       tt  •       -.      t 

1903     University  Examiner  of  Schools  and  .Assistant  Professor  of  Education,  University  of 
California,  2848  Telegraph  Ave.,  Berkeley. 
Louis  K  Webb  B.Sc,  '78,  Univ.  of  Mich.;  A.M.,  '98,  Leland  Stanford  Jr.  Univ. 
961  Orange  St.,  Los  Angeles. 

'^^^^^       1899,    Superintendent  of  Schools,  Solano  County,  Fairfield. 
,900    Robert  A«^stron^g,M^.D.. '68,  Jefferson  CoU^^^^^^^p,^^ „  ^^^  ^,^^^^,  ^^^^^^^^^  ^^^^  p^^k_  r^„„^^_ 

'     '      "^"906,    Principal  of  Euclid  Avenue  School,  145  W.  33d  St.,  Los  Angeles. 
r.^irr>BrF  Arthur  Merrill,  B.Sc, '88,  Univ.  of  Cal.  ,    „.  .  „.., 

George  Arthur  ^p^^i;^^^      -  ^j   California   School   of   Mechanical  Arts,  and  (1894)    Director  of  Wil- 
'       merding  School  of  Industrial  Arts,  i6th  and  Utah  Sts.,  San  Francisco. 

. ,     VcxFiTF  Carpenter   Grad..  Tomlins  Inst,  of  Music.  

1901  Estelle  '-A«P=''™'*pg^^i^„/of  iy,usie,  City  Schools,  and  in  State  Normal  School,  1448  Willard 

St.,  Sta.  F,  San  Francisco. 

Tfssf  A    Ellsworth.  A.B..  '86.  A.M..  '89.  Middlebury  Coll. 

••  ■  Pacific  Manager  of  The  Macmillan  Co.,  San  Francisco;   temporary  address,  Lock 

Box  269,  Berkeley. 
Efner  A.  Farrington,  A.B., '86,  Oberlin  Coll 

1906,    Instructor  in  Science,  High  Schools,  Monrovia. 
Augusta  L.  Franck,  A.B.,  '05.  Univ  of  Mich 

1906.    Teacher  in  Public  Schools,  Clovis. 
Frank  Kyselka  LL  B    '94,  LL.M.,  '9s,  Columbian  Univ. 

1903,'  Superintendent  and  Special  Disbursing  Agent,  Hoopa  Valley  Indian  Agency  and 
School,  Hoopa. 

Mary  ^°^^|^j^^p;.incip.^i  ^f  Jefferson  Street  School,  201  S.  Grand  Ave.,  Los  Angeles. 
Phhip  Sherid.'vn  WooLSF.Y,  B.L., '95.  Univ.  of  Cal.  ^      ^      „ 

Representative  of  American  Book  Co.,  163  Grove  St.,  San  Francisco. 

.„.,,     TroRrF  Samuel  Beane,  A.B.,  B.Sc,  Ph.D.,  Victoria  Univ.  .Canada. 

1902  George  bAMUEL  'f^^^^^^^^^  ^^  physics,  University  of  Southern  California,  Los  Angeles. 

T4vrF«  PriT  I  EN  Bryant,  A. B., '00,  Leland  Stanford  Jr.  Univ. 

J  1904,    Teacher  of  Mathematics  and  Chemistry,  High  School,  San  Jose;   address.  Box  S5, 

Los  Gatos. 
Thom.\s  R.  Croswell,  A.B.,  '91.  Bowdoin  Coll.;  Ph.D.,  '99.  Clark  Univ. 
2651   Romeo  St.,  Los  Angeles. 

W.  G.      ARTRANiT.   j^^^^^^^^  j^^.  gjiyg^,  Burdett  &  Co.,  San  Francisco. 

Hasbrouck  O.  P^'-^gj^j^^jj^^^,  Department.  Milton  Bradley  Co.,  147-151  Grove  St..  San  Francisco, 
Mrs.  Georgia  A.  Wiard,  Grad., '96,  Nebr.  St^Nor  Sch. 
Teacher  in  Graded  School,  Chula  V  ista. 
100^     Rt    Rev    Thomas  J.  Conatv   A.B.,  '69,  Holy  Cross  Coll.,  D.D.  '89.  Georgetown  Umv.;  J.C.D.,  96, 
■^  Laval  Univ.,  Quebec. 

717  S.  Burlington  Ave.,      Los  Angeles. 
B.RNEY  H.  D™I;^^Ph.B./98.^ynn^^^  ^.^^  ^^^^^^^   ^^.^^^^.^^  ^,^_,^   ^^  ^_^^^,^^ 


CaUfomia]         LIFE,  ACTIVE,  AXD  CORRESPOXDIIVG  MEMBERS  751 

CA  L IFO  R  Sl\—Conlin  ued 

1903  Grace  E.  Everett. 

1901,    Supen-isor  of  Drawing,  Public  Schools,  ji  i  N.  Church  St.  Grass  Valley. 
Alexis  Everett  Frve.  LL.B..  '90.  .X.M..  '07  Harrard  L'niv. 

Educational  .\uthor,  Highland. 
EifMA  C.  Hart. 

1070  S.  Orange  Grove  Ave.,  Pasadena. 
Mrs.  .\lbert  Evans  Mii.liken,  A.B..  '07.  Cornell  Univ. 

2601  Parker  St..  Berkeley. 
Jefferson  Taylor,  A.B.,  '73,  .\.M.,  '76,  Colby  Coll. 

1897,    Principal    of    High    School    and    Supervising    Principal   of    Grades,   41Q   E   St., 
Ontario. 
Frank  Ernest  Thompson,  .\.B.,  '01,  Leiand  Stanford  Jr.  Univ. 

1906  Instructor  in  Education,  Leiand  Stanford  Jr.  University;  res.  415J  Georgia  St..  San 
Diego. 

1904  John  \.  Cranston.  B.Sc.  St.  Lawrence  Univ. 

1906,    Superintendent  of  Schools   1515  N".  Main  St.,  Santa  .\na. 
Ella  Victoria  Dobbs, 

1904,    Instructor  in   Element.iry  Manual  Arts,  Throop  Polytechnic  Institute,  960  E. 
Colorado  St.,  Pasadena. 
Grewille  C.  Emery,  a. B..  "68.  A.M.. '70.  Bates  Coll.;  Litt.D.. '04. 

1890,    Head  Master  of  The  Harvard  School,  Western  .Ave.,  Los  .\ngelcs. 
Frederic  Ernest  Farrincton,  .A.B.,  '04,  Harvard  Univ.;  .-\.M.,  '02,  Ph.D.,  '04,  Columbia  Univ. 

1904,    .\ssistant  Professor  of  Education,  University  of  California,  Berkeley. 
Fred  F.  Jeffers. 

1901,   Supervisor  of  Music,  Public  Schools,  41 1  Kipling  St.,  Palo  Alto. 
Benjamin  Franklin  Stacey,  .■V.B.,  B.D..  '98,  Lombard  Coll.;   \.  M.,  '03,  Univ.  of  Ariz. 

1904,  Head  of  Department  of  History  and  Economics,  Throop    Polytechnic    Institute, 

Pasadena. 

1905  Frank  \.  Bouelle. 

1906.    Principal  of  Fourteenth  Street  Sch(xjl.  824  Mallard  St.,  Los  Angeles. 

Louis    X.    BCTTNER. 

Martinez. 

John  Edcab  Coo\t.r.  B.Pd..  '98,  Colo.  State  Xor.  Sch.;   .A.B.,  '04,  .\.M.,  "05.  Leknd  Stanford  Jr. 
Univ. 
1906,    Principal  of  Tuolumne  County  High  School,  Sonora. 
James  Frankli.n  Chamberlain.  Ed.H.,  and  S.B.,  '04,  Univ.  of  Chicago. 

1895.    Dejiartmcnt  of  Geography,  State  Normal  School,  Los  Angeles;    res.,  33  \.  Hudson 
.■\ve.,  Pasadena. 
Harry  Tri-mbull  Clikton,  Ph.B.,  '95.  Vale  Univ. 

1903,    Instructor  in  .Mathematics  and  Mechanical  Drawing,  Throop  Polytechnic  Institute, 
871  \.  I^e  Ave.,  Pasadena. 
Henry  Kerr.  B.Sc..  '05.  Univ.  of  Cal. 

1905,  Principal  of  Excelsior  Union  High  School,  N'orwalk. 
William  H.  Langdon. 

District  Attorney.  2510  Bu.sh  St..  San  Francisco. 
Morris  C.  James.  .A.B.,  "92.  Johns  Hopkins  Univ. 

1899,    Principal  of  the  High  .School,  2612  Regent  St..  Berkeley. 
Duncan  MacKinnon,  .\.\\.,  Iceland  Stanford.  Jr.  Univ. 

1906,  Superintendent  of  City  .SchiKjIs,  1648  D  St..  San  Diego. 

Wayne  Pre-St^tt  Smith.  Ph. I),,  '93,  Univ.  of  Woostcr;    A.H.,  '93.  Harvard  Univ. 

1905,  Head  of  DeiKirtment  of  History,  State  Normal  School,  Los  Angeles. 
Paul  Eve  Stewart. 

1903,  Principal  of  Wilson  School,  s  Ford  Place,  Pasaiiena. 
D.  J.  Sulliva.v. 

With  the  American  Book  Com[>any,  iiM  Ellis  St.,  San  Francisco. 
Henry  Suzzaiio.  A  B  .  '99.  I-rland  Slanfnnl  Jr   Univ.;   .\..M..  '02.  Ph  I)  .  'o?.  Columbia  Univ. 

1904,  AxsislanI    Priifr%*i)r  o(    F<lu<ali>in.    Inland   Stanfnrd  Jr.     University;     74    Kncioa 

Hal!,  .Stanford  Uni%'cpiily, 

1906  .\.  Hakvky  Collins,  A.B.,  '90-  Univ  of  Ind 

SuprrviKinf(  Printi|Ml  of  .Schotjls.  and  Priniijul  <■(  High  ScIkxjI,  Badillo  and  First 
St.,  Covina. 
ARTiit'k  L.  Hamilton. 

1906.  AA^iMant  Siiprrinlendent  of  Schorils.  Hjfi  .\    Raymond  K\r..  Pasadena. 
CnABLea  C.   Hf<.lirs.  C.rad    I>rl.ind  Sliinford  Jr    Univ 

Agrni  (or  .\meriiun  B<»ik  Co  .  lOj  tirove  S'..  Snn  Fruniiiuo. 
O.  A.  JollvwjN,  AH.  Ixl.iml  Slonforrl  Jr   Univ  ;   H  Sr  .  \'al|iari)i«i  Coll 

1006,    Vice  Priniitjul  of  High  Schtxil.  P.  i).  Hut  jj.  Sanl.>  K»sa. 
Eaklr  G.  I.lNHi.rv,  A.  H  .  04.  Colgate  Univ 

Profeoitrir  of  (;ecigra|>hy  and  Geoloicy,  Califomi.i  Coll  .  i4lh  \\t.  and  K.  jHih  St., 
(Jaklanil. 
CiiARLr<i  K.  Krvrs   .\  Nf     '91.  Morirtia  C/ill 

lt)cn.    Prim  i|mI  of  l^layrlle  School;   res.,  468  Oaklaltd  Ave.,  Oaklanil. 
Jame-i  Colxins  Miiirit 

Igos.    Instructor  in  Manual  Arts,  Normal  School.  I'hruop  I'olyleihnic  Institute;    ret., 
377  N.  \jM  Kobica  Aw.,  Pasadena. 


M^2  NATIONAL  EDUCATIONAL  ASSOCIATION  [Colorado 

CALIFORNIA— Co«/i»«e(/ 

1006     E.  L.  MiTCHEL,  A.B..  '01,  Leland  Stanford  Jr.  Univ. 

1903,    Principal  of  Union  High  School,  Santa  Maria. 

James  O.  Osborn.  Grad.,  Univ.  of  Cal. 

Agent  for  American  Book  Co.,  163  Grove  St.,  San  Francisco. 

INSTITUTIONS 

180S     University  of  California.  „   „    ,    < 

President,  Benjamin  Ide  Wheeler;  Librarian,  J.  C.  Rowell,  Berkeley. 

1807     Leland  Stanford  Junior  University.  ,     ,    ,  .       . 

President  David  Starr  Jordan;  Librarian,  Melvin  Gilbert  Dodge,  Stanford  University. 

Public  Library  of  San  Francisco. 

Secretary,  George  A.  Mullin,  San  Francisco. 

State  Normal  School  at  Chico. 

President,  C.  C.  Van  Liew;  Librarian,  Su.san  T.  Smith,  Chico. 

State  Normal  School  at  Los  Angeles. 

President,  Jesse  F.  Millspaugh;  Librarian,  Elizabeth  H.  Fargo,  Los  Angeles. 

1898  State  Normal  School,  Library,  San  Jose. 

President,  Morris  Elmer  Dailey;  Librarian,  Ruth  Royce,  San  Jos^. 

1899  California  State  Library. 

Librarian,  J.  L.  Gillis,  Sacramento. 

Pomona  College,  The. 

President,  George  A.  Gates;   Acting  Librarian,  Frances  Foote,  Claremont. 

1900  Public  Library,  Los  Angeles. 

Librarian,  Charles  F.  Lummis,  Los  Angeles. 

1902  State  Normal  School  at  San  Diego. 

President,  Samuel  T.  Black,  San  Diego. 

1903  Free  Public  Library,  Sacramento. 

Librarian,  L.  W.  Ripley,  Sacramento. 

1904  Alameda  Free  Public  Library. 

Librarian,  F.  B.  Graves,  Alameda. 
1906    Library,  Superintendent  of  Schools  of  Santa  Clara  County. 

County  Superintendent  of  Schools,  D.  T.  Bateman,  Hall  of  Records,  San  Josc5. 
Mechanics-Mercantile  Library,  San  Francisco. 

Librarian,  Frederick  J.  Teggart,  99  Grove  St.,  San  Francisco. 

Pasedena  Public  Library. 

Librarian,  Miss  N.  M.  Russ,  Pasedena. 

University  of  Southern  California. 

President,  George  F.  Brovard;  Liljrarian,  Sarah  K.  Miller,  Los  Angeles. 

COLORADO 

LIFE    director 

1883  Aaron  Gove,  A.M.,  '78,  Dartmouth  Coll.;  LL.D.,  '88,  Univ.  of  Colo. 

Ex-Superintendent  of  Schools,  care  of  "  Colorado  School  Journal,"  room  408,  Charles 
Bldg.,  Denver. 

LIFE  members 

1884  Emily  A.  Hayward,  A.M.,  Antioch  Coll. 

3224  Bryant  St.,  Denver. 

1886  Frank  Howard  Clark,  B.Didac,  '83,  Univ.  of  Kans,;  A.M.,  '01,  Univ.  of  Colo. 

1905,    President-Treasurer  of   The  Centennial   School   Supply  Co.,  and  Editor  of  "  Rocky 
Mountain  Educator,"  1725  Stout  St.,  Denver. 

active  members 

1884    James  H.  Baker,  A. R., '73,. \.M., '76,  LL.D.,  '92,  Bates  Coll. 

1892,    President  of  University  of  Colorado,  Boulder. 
Robert  H.  Beggs,  B.Sc,  '68,  111.  Coll.;  M.Sc,  '00,  Ft.  Worth  Univ.;  A.M.,  '00,  Denver  Univ. 
1880,    Principal  of  Whittier  School,  University  Park. 

1887  Charles  V.  Parker,  B.Sc,  '07,  A.M.,  '03,  Denver  Univ. 

iyo6.    Superintendent  of  Schools,  Julcsburg. 
Z.  X.  Snyder,  B.Sc,  '76,  A.B.,  '78,  Ph.D.,  '85,  Waynesburg  Coll. 

189 1,  President  of  State  Normal  School  of  Colorado,  Greeley. 

1892  Lewis  C.  Greenlee,  Grad.  '78,  State  Nor.  Sch.,  Edinboro,  Pa.;  A.M.,  '95,  Waynesburg  Coll. 

1904,    Superintendent  of  Schools,  105 1  Marion  St.,  Denver. 
William  Henry  Smiley,  A.B..  '77.  Harvard  Univ.;   A.M..  '06.  Univ.  of  Denver. 

1892,  Principal  of  East  Side  High  School,  1115  Race  St.,  Denver. 

1893  Charles  A.  Bradley,  '77,  U.  S.  Mil.  .\cad. 

1894,    Principal  of  Manual  Training  High  School,  Denver;  res.,  R.  F.  D.  No.  i.Montclair. 
James  W.  Scott,  A.B.,  '95,  Duqucsne  Coll. 

1899,    Principal  of  Lowell  School,  1320  N.  Nevada  Ave.,  Colorado  Springs. 
1895     H.  M.  Barrett,  A.B.,  '90,  A.M.,  '93,  Allegheny  Coll. 

1903,    Principal  of  Central  High  School,  Pueblo. 
A.  E.  Beardsley,  B.Sc,  '78,  Cornell  Univ.;  M.Sc,  '98,  Univ.  of  Colo. 

1892,    Professor  of  Biology,  State  Normal  School,  1412,  10th  St.,  Greeley. 


Colorado)  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  753 

CO  LORADO— Con/in  !«•</ 

1895  George  Lyman  Cannom,  A.M.,  '00,  Denver  Univ. 

1887.    Instniclor  in  Geology  and  Geography.  E;i.st  Side  High  School,  1014  J'ennsylvania 
St.    Denver. 
William  \'.  Casey. 

iSgj,    Superintendent  of  Schools,  820  Pine  St.    Boulder. 
Charles  Ernest  Chadsey.  .\  B..  'qi.  A.M.,  Vv  Lelanl  Stanf  )r  i    Jr.   Univ  .    .\  N[.,  '(,4     Ph.D.. 
'q7.  Columbia  Univ. 
1807.    Assistant  Superintendent  of  City  SchooLs,  1322  Marion  St..  Denver. 
Fred  Dick,  A.M.,  Hamilton  Coll. 

Principal  ol  Normal  and  Preparatory  School,  1S43-4S  Glcnarm  St.,  Denver. 
John  Dietrich. 

i8g6.    Superintendent  of  City  Schools,  922  X.  Weber  St.,  Colorado  Springs. 
Elwood  Waite  Elder,  .A.B.,  '01,  .-V.M.,  '04,  Princeton  Univ. 

1900,    Instructor  in  Physics,  East  Side  High  Schtxil,  Denver;  P.  O.,  Montclair. 
John  B.  Garvin,  B.Sc,  *86,  Univ.  of  III. 

i8q2,    In.struclor  in   Chemistry,   East    Side   High   School,   Dist.  No.   i,    4531    Grove  St., 
Denver. 
John  Francis  Keatino,  .\.B.,  '92,  Ohio  Wes.  Univ. 

1896,  Superintendent  of  Schools,  South  Side,  1627  Carteret  \\e.,  Pueblo. 
Clara  Louise  Little. 

1891,    Teacher  in  Maria  Mitchell  School,  Denver. 
Dora  M.  Moore. 

1893,    Principal  of  Corona  School,  1031  Emerson  St.,  Denver. 
Emanuel  Stuver.  B.Sc.  '77.  .M.Sc.'Ss.  Nat.  Nor.  Univ.;    M.D.,  'So,  Ohio  Med.  Coll.;    Ph.D..    95. 
Wyo.  Nor.  and  Scientific  Coll. 
216  E.  Oak  St..  Ft.  Collins. 

1896  GuRDON  R.  Miller.  Ph.B.,  'i)i.  Syracuse  Univ. 

1905.    Department  of  History  and  Sociology,  State  Normal   Schcxil;   res.,  1865,  10th  Ave., 
Greeley. 
Mrs.  Z.  X.  Snyder. 

Greeley. 

1898  Emily  H.  Miles. 

1904,  Teacher  of  Drawing,  West  Side  High  School,  147  W.  isi  .\ve,  Denver. 
RlcHAR!>  H.  Pratt.  Brig.  Gen.  U.  S.  A  :    LL.D..  '98.  Dickinson  Coll. 

Room  708  E  and  C  Building;   res..  The  Perrenond.  Denver. 
H.  W.  ZiRKLE.  .\.B.,  '83.  Polytechnic  Inst.,  Va.;  A.M.,  '00,  Univ.  of  Colo. 

189J,    Principal  of  Elmwood  School,  365  Sherman  Ave.,  Denver. 

1899  Carolyn  L.  Bryant.  . 

93 S  Spruce  St..  Boulder. 
Charles  Bartlett  Dyke.  .\  B..  '98.  \j.-\.\n  1  Stanford.  Jr.  Univ.;  .•\..M..'99.  Columbia  Univ. 

Assistant  Superintendent  of  City  Schools,  973,  14th  St.,  Boulder. 
Richard  D.  Ewino,  B.Sc,  '96,  Univ.  of  .Mich. 

1902,    .\gent  for  American  Book  Co.,  P.  O.  Box  1043,  Colorado  Springs. 
Mrs.  Helen  Lorinc,  Grenpell,  A..M.,  '04,  Univ.  of  Denver. 

1905,  Professor  of  Philosophy  and  Dean  of  Women,  Colorado  Stale  .Vgricultural  College, 

Fort  Collins;   address.  1264  Columbine  St.,  Denver. 
Ezra  Eliot  Lollar,  .\.  B.,  Vj-  Ottcrljcin  Univ.;  Grid.  "96,  St.  Nor.  Sch..  Tcrre  Haute.  Ind. 

Villa  Grove. 
HoMKR  S.  Philips,  Ph.B.,  '83,  Oskaloosa  Coll. 

1890,    Princi|>al  of  Logan  School,  Dist.  No.  2,  84  S.  Sherman  Ave,  Denver. 
Elizabeth  Hope  Skinnkh. 

1895,    I'riniip.il  of  L>juisa  .M.  .Mcott  .Sthool.  2500  Boulevard  F..  Denver. 
Henry  B.  Smith,  A,B  ,   94.  Hirvar.l  Univ  ;    A  M,    V.,  .\t.«)rrt  Hill  Coll 

1897.  Instructor  in  Latin,  West  Siiic  High  School.  3(18  S   Grant  .\ve..  Dcnwr. 
ifyx>     Benjamin  A.  Sweet.  M.Sc,  'oo,  AM,  '91.  Wmtfield  Coll.;   Ph.B..  93.  III.  We«.  Univ. 

1906,  Instructor  in  English  and  S«ience.  North  Denver  High  .School.  Denver. 
Daniel  E,  Phillips,  AH.,  '93.  AM.,  '94,  Univ  of  N,ishvillr;  Ph  I)  .  '98,  Clark  Univ. 

iK<y(,    P^olc^vJr  of  i'hili'viphy  and  I^duialion,  l'ni\rrMly  of  Denver,  UnivrrMly  Park. 
1901     Will  Gra.vt  CiiAMnrBS,  .M  Sr  .  '</>,  St    Nor.  Sch  ,  Indian.-),  Pa.;  .\.M  ,  '97.  Ijifayelte  Coll. 

1904,    PrulcKsor  uf  PnyiholoKy,  .Stair  .Normal  School,  lolli  Ave.  and  ioth  St.,  Grrclcy, 
Carkna  M.  Lee.  Ph  B,,  '>>S.  Ph  M  .  *w.  Univ  of  WfKMier 

1900,    Head  of  De(urtmcnl  of  Engli\h,  High  School,  H08,  1  ilh  .St.,  Greeley. 
Walter  Hamm'>ni>  Ni'iioi.s,  II  S<  ,  '01.  Univ.  of  Mich.;  A.M.,  '01,  Columbia  Univ. 

llfM,   iA\\  Si  .  Boul'Irr. 
Daniel  Pomerov  TAVi.fiR.  A  B  ,  '00.  A  .\I  ,  '03,  Univ.  of  Colo. 
190^1.    Suiirrinlrndrni  ol  vhoolii.  Monie  V'i*la. 
190J     John  VALrsTiNE  Chone.  Pd.U..  'oi,  Pil.M..  "04.  Colo.  Si.  N<»r.  S«h. 
'5»J.  ylh  Ave.,  Greeley. 
C.  Valentine  Kirbv. 

1902.  Inxlrurtor   In  Art  and  Manual  Training,  Manual  Tr-iininn  Hiah  School,   m.,  ias% 

Emcrnon  .Sl  .  Denver. 
E.  R.  Thomas.  B  Sr     "99  low*  St   Coll 

igoj.    Teacher  <•{  .Mulhrmalid,  Alh  Grade*,  Public  S>h'«>lii.  1209  I'..  Hih  Sl.,  Puelilo. 
1903     Fredeiick  p.  Al'htin,  PhU  ,  "oo.  Univ  of  Colo. 

1903,  SuiJcrinlendrnt  of  City  !>»h«ioU,  P.  f ).  Box  293,  Ixudville. 


754 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Colorado 


CO'LOKK'DO— Continued 

1903  SanfordBell.A.B., '98,  A.M., '99.  Indiana  Univ.  ,,     .      ^      „     ,, 

1903,    Professor  of  Education,  University  of  Colorado,  544  Alarine  St.,  Boulder. 
Henry  White  Callahan,  A.B.,  A.M.,  Ph.D. 

Head  Master  of  Colorado  State  Preparatory  School,  Boulder. 
Charles  Milton  Carter,  Art  Master,  '79,  Mass.  St.  Nor.  Art.  Sch. 

Director  of  Art,  Public  Schools,  617  Kittredge  Building,  Denver. 
Annette  E.  Ferris,  A.B.,  '96,  Univ.  of  Ind.;    A.M.,  '00,  Univ.  of  Colo. 

1902,    Principal  of  High  School,  620  E.  Main  St.,  Trinidad. 
Frank  H.  Hopkins,  B.Sc,  Tarkio  Coll.,  and  '01,  Univ.  of  Colo. 

1902,  Principal  of  Blanco  County  High  School  and  (1904)  Superintendent   of    City  and 

County  Schools,  Meeker. 
Alice  Marie  Krackowizer,  B.Sc,  and  B.Ed.,  '06,  Univ.  of  Chicago. 

1906,    Training  Teacher,  State  Normal  School;    in   care  of  Charles  W.  Waddle,  19th  St. 
and  10th  Ave.,  R.  F.  D.,  No.  3,  Greeley. 
Frank  H.  Loud,  A.B.,  '73,  Amherst  Coll.;  A.M.,  '99,  Harvard  Univ.;  Ph.D.,  '00,  Haverford  Coll. 
Professor  of  Astronomy,  Colorado  College,  1203  N.  Tejon  St.,  Colorado  Springs. 

Frank  F.  Thompson,  B.L.,  '96.  Mo.  St.  Univ. 

1904,  Superintendent  of  Schools,  804  Rudd  Ave.,  Canon  City. 

1904  Katherine  L.  Craig. 

1905,  State  Superintendent  of  Public  Instruction,  1025,  19th  h\c.,  Denver. 

Margaret  Giddings. 

1903,    Supervisor  of  Kindergartens  and  First  Primary  Grade,  1551  Downing  .Ave.,  Denver_ 
A.  Gideon,  B.L.,  '92,  Univ.  of  Cincinnati;  Ph.D.,  '01,  Univ.  of  Marburg,  Germany. 

1903,  Professor  of  Modern  Languages,  Colorado  State  Normal  School,   1863,   loth   Ave., 

Greeley. 
Thom-AS  B.  McDonough. 

Superintendent  of  Schools,  Montrose. 
Bertrand  De  Ralph  Parker,  Ph.B.,  '95,  Univ.  of  Pa. 

Julesburg, 

Richard  Parsons. 

Principal  of  Columbian  School,  121  Pearl  St.,  Denver. 
Helen  M.  Pratt. 

Teacher  in  Ashland  School,  531  Emerson  St.,  Denver. 

George  W.  Smith,  Ph.B.,  '96,  A.M.,  '02. 

Principal  of  Schools,  Fowler. 
A.  N.  Thompson,  Pd.B.,  '97,  Colo.  St.  Nor.  Sch.;  Ph.B.,  '00,  Colorado  Coll. 

1903,  Principal  of  Steele  School,  2012  N.  Tejon  St.,  Colorado  Springs. 
Charles  W.  Waddle,  A.B.,  '01,  A.M.,  '03,  Colorado  Coll.;   Ph.D.,  '05,  Clark  Univ. 

1905,    Assistant  Superintendent  of  Training  School  and  Training  Teacher,  Upper  Grammar 
Grades,  State  Normal  School,  R.  F.  D.  No.  3,  Box  106,  Greeley. 

1905  George  W.  Loomis,  A.B.,  '86,  A.M.,  '96,  Albion  Coll. 

1905,  Superintendent  of  City  Schools,  District  No.  i,  Centennial  Bldg.,  Pueblo. 
Emory  E.  Smiley,  A.B.,  '03,  Univ.  of  Denver. 

1906,  Superintendent  of  City  Schools,  Durango. 

1906  J.  H.  Allen,  A.M..  '91,  Haverford  Coll. 

1904,  Superintendent  of  City  Schools,  525  Ouray  Ave.,  Grand  Junction. 
Dorothea  K.  Begcs,  A.B.,  '06,  Denver  Univ. 

1906,    Professor  of  German,  Denver  University,  University  Park. 

Frederick  B.  Bolles. 

Superintendent  of  Schools,  Rocky  Ford. 
William  T.  Fletcher,  B.Sc,  'go,  Pacific  Univ.;  A.M.,  '06,  Columbia  Univ. 

Principal  of  High  School,  District  No.  i.  Centennial  High  School,  Pueblo. 
Louise  Morris  Hannum,  B.Sc,  '91,  Wellesley  Coll.;   Ph.D.,  '94,  Cornell  Univ. 

Dean  of  Girls,  and  Head  of  English  Department,  State  Normal  School;   res.,  1604 
9th  Ave.,  Greeley. 
DoRUS  R.  Hatch,  A.B.,  A.M.,  Univ.  of  Denver. 

Principal  of  Hyde  Park  School,  408  Charles  Building,  Denver. 
Milton  C.  Potter,  Ph.B.,  '95,  Albion  Coll.;  Ph.M.,  '03,  Univ.  of  Chicago. 

1903,    Superintendent  of  Schools,  Idaho  Springs. 
Mrs.  Bella  B.  Sibley,  Pd.B.,  '98,  Pd.M.,  '04,  Colo.  St.  Nor.  Sch. 

1900,    Primary  Training  Teacher,  State  Normal  School;  res.,  1717,  loth  Ave.,  Greeley. 
Stanford  L.  Stoner,  A.B.,  '09,  Ohio  North.  Univ.;   B.Sc.  '04,  Univ.  of  Chicago. 

1905,  Principal  of  High  School;  res.,  821  Harrison  Ave.,  Leadville. 

R.  W.  Whalen. 

1905,    Supervisor  of  Writing,  Public  Schools,  ii8  N.  Weber  St.,  Colorado  Springs. 

institutions 

1897    State  Normal  School  at  Greeley. 

President,  Z.  X.  Snyder;  Secretary,  Vernon  McKelvey,  Greeley. 

1902  University  of  Denver,  Library. 

Chancellor,  H.  A.  Buchtel,  University  Park. 
University  of  Colorado,  Library. 

President,  James  H.  Baker;  Librarian,  Alfred  E.  Whitaker,  Boulder. 

1903  Public  Library,  Denver. 

Librarian,  Charles  R.  Dudley,  Denver. 


Connmioitl      LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  755 

COLOR.\V)0—Ci»UinufJ 

1905  CoBi'RX  Library  of  Colorado  College. 

President.  William  I".  Slocum,  Librarian.  M.  D.  Ormes.     Colorado  Spriogs. 

1906  McClelland  F'i-blio  Library. 

Librarian,  Mary  L.  Slrang.  Royal  Park.  Pueblo. 

CONNECTICCT 

life  mkmbkr 
1871     James  B.  Mfrwin. 

1S67.  Editor  of  "  American  Journal  of  Education,"  I>?clurer  on  Literary  and    Educational 
Subjects.  Middlelield. 

ACTIVE    MEMBER;; 

1870    David  X.  Camp.  .V.M..  'sj-  Vale  Coll. 

i8ss.    Manager  of  New  Britain  Library,  9  Camp  St.,  N'ew  Britain. 
1889    Charles  W.  Deane,  .\..\L.  '84,  Ph.D..  '02,  .MIcgheny  Coll. 

1893,    Superintendent  of 'Schools,  2670  .Main  St.,  Bridgop^jrt. 
189s     Nathan  Lee  Bishop. 

1877,    Superintendent  of  Central  District  Schools,  7  Huntington  PI.,  Norwich. 
Charles  H.  Keyes,  A.B.,  '78,  St.  Johns  Coll. 

1898,    Superintendent  of  Sch<x)ls,  .South  District.  9  Madison  St.,  Hartford. 

1896  E.  Hermann  .\rnold,  NLD.,  '04,  Yale  I'niv. 

1895,    Director  of  New  Haven  Normal  School  of  Gymnastics,  46  York  Sq.,  New  Haven. 

1897  Berlin-  Wright  Tinker,  A.B.,  '88,  A.M.,  '80,  Bates  Coll. 

1897,    Superintendent  of  Schools.  08  Randolph  .Ave.,  Waterbury. 

1898  Arthcr  Deeri.n  Call.  Ph.B..  '96.  .A.M..  '05.  Brown  L"niv. 

1904,    Supervising  Princifxil  of  Second  North  District,  18  Shultas  PI.,  Hartford. 

1899  Waterman  Rufus  Burnham. 

1904,  Corporate  Member  of  Norwich  Free  Academy  Corporation,  362  Main  St.,  Norwich. 
Watson  Nicholson,  A.B.,  '92,  Lcland  Stanford  Jr.  Univ.;  .•V.M.,  '95,  Harvard  I'niv.;  Ph.D.  '03,  Yale 

Univ. 

1905,  Instructor  in  English.  Yale  University,  329  Whalley  .\vc..  New  Haven. 
William  North  Rk  e,  A.B.,  '65,  A.M.,  '68,  Wesleyan  Univ.;  Ph.D.,  '67,  Yale  Coll.;  LL.D..  '86,  Syra- 
cuse Univ. 

1867,    Professor  of  Geology,  Wesleyan  University,  31  College  PI.,  Middletown. 
1901     Ralph  L.  Baldwin. 

1904,   Supervisor  of  Music,  Public  Schools,  81  Tremont  St.,   Hartford. 
Frederick  St.  John  Hitchcock. 

1900,    Supervisor  of  Manual  Training,  Connecticut  School  for  Boys,   171   Britannia  St., 
Sicriden. 
Mrs.  Helen  Brown  Keves. 

9  Madison  St..  Hartford. 
Clinto.v  S.  Marsh    A.B..  '91,  Cornell  I'niv. 

190O,    Suix-rintendcnt  of  Township  Schools,  Wallingford. 
Willis  I.  Twitchell,  A.B.,  .Middlcbury  Coll. 

Principal  of  We.>)l  .Mid<lle  .School,  31  .\twood  St.,  Hartford. 
I90J     Mrs.  Makv  R,  Gale  Davis.  Pd..\L  '04.  S.h.  of  Ped.,  N,  Y,  Univ. 

Educational  Lecturer.  865  Iranistan  Ave.,  Bridgeport, 
W.  Allen  Dri'SHEL    B.Sc..  '96,  N'al.  Nor.  Univ.;    .\.U..  'os.  Yale  I'niv. 

■  90s,    Graduate  Student  in  Yale  University,  47  Lake  PI.,  .New  Haven. 
Mrs.  Martha  Krcg  Genthe,  Ph.D.,  '00,  Univ.  of  Heidelberg,  Grrniany. 

KJ02,    ln.struclor  in  Beacon  Schuul,  24  Sumner  St.,  Hartlord. 
Fra.nk  Oscar  Jones,  A.B.,  '97,  Brown  Univ. 

1900.    .Supervising  Printiixil  of  Dwighl  Di^lriii,  and  (I'fOi)  .\gcnl  of  Slate  Board  of  Ivluca- 
lion,  450  lii|gcwi¥>d  ,\ve  .  New  ll.iten. 
Frku  .\.  Verplani  K.  A.B  .  'HH,  Yale  Univ. 

iH>ji.    .SuiMTinlendcnt  ol  .SiliooU,  and    Prindiul  of  Slate  Training  School.  3<i(i  Main  Su 
South  .Manchester. 
1903     Fravk  Herbert  Beeok,  A  B  ,  'H\.  Yalr  I'niv. 

1900,    Su|)crinlcndcnt  ol  SchixiU,  87  Orange  Si  .  .New  ll.ivrn. 
Frank  Warren  Eaton,  .\.1J.,  '94,  A..M.,  '9^,  Harvanl  Univ. 

it^M.    Su|icrinlei>(Jcnl  uf  SlIiuuU,  Naugdluik. 
William  F.  Gibhon. 

1906,  InMrudor  in  High  School,  Wallingford 

ClIARLKH   DANirL   Him  .  A  B     LI.  B     Yalr  I'niv  ;    LI.  B     lown  Si    I'niv. 

Srtrriaryfil  Stale  Board  of  I'Aluialinn,  (°a|ittol  liuilding.  Ilartfurd. 
StANIFV    II.    HoLMKs,  A.B  .  '«7.  A.M  .  '90,  Coll.V  Coll. 

190^1,    Su|ierinlcndcnl  of  Sihu»U,  119  lliuarll  Si..  IVew  Brilain 
Florkncr  Koitii  Jkvnisgh. 

I **9'2,  Tea< her  in   Kitfhlh  Gr.idr  and  High  ShIi-ioI   Drpariniml.  Cmirr  Schuul,.  i  Jennings 
I -I  .  Norwalk. 

UrNjAMiv  Jr.i^iN. 

I  i'>;,    Supcrviwir  of  Mu«ic,  Public  ScHimiIh,  ss  Dwighl  Si.,  New  Haven. 


--5  NATIONAL  EDUCATIONAL  ASSOCIATION  [Connecticut 

CONNECTICUT— Con/Jnwed 

1903         AUD     .     ^^^^- -pgjjj,]^g^  jjj  jjQr^(.g  ^^nn  School,   Teachers  College;    res.,  1525  Amsterdam 'Ave., 
New  York;  home  address,  9  Madison  Ave.,  Hartford. 
L.  B.Matthias,  B.C.S., '89,  B.Sc, '93,  Mt.  Union  Coll.  „.  i.     c-  u     ,  d     1  ■     u  c. 

1898,     Principal     of     Commercial    Department,    High     School,     37     Buckingham     St., 
Bridgeport. 
Mrs.  M.\ud  King  Murphy,  A.B.,  '88,  Vassar  Coll. 
206  Livingston  St.,  New  Haven. 
Wilbur  F.  Nichols,  A. B., '80,  A.M., '85.  Amherst  Coll.  t  ■  •      .       c.      xt 

Supervising     Principal,   Public   Schools,   Eaton    District,   31    Livingston   St.,   New 
Haven. 
A.  E.  Peterson,  A.B.,  '92,  A.M.,  '97.  Tufts  Coll. 

1905,  Principal  of  High  School,  Danbury. 

Alice  E.  Reynolds.  ^.  .    ^      ,„ 

1898,    Supervisor  of  Primary  Schools,  328  Mam  St.,  West  Haven. 
Edward  Armington  Sammis,  Ph. B.,  '95.  Brown  Univ.  ,   ,r-  ^  c  ,      ,         ^  c-       o. 

1896     Head  of  Commercial  Department,  and  Master  of    H.gh  bchul.  <.o  Grove  St.,  Stam- 
ford. 
Edward  B.  Sellew,  A.B.,  '90,  WiUiams  Coll. 

1904,    Supervising  Principal,  Lovell  District,  807  Orange  St.,  New  Haven. 
E   Hershey  Sneath,  A.B.,  '81,  Lebanon  Valley  Coll.;   B.D.,  '84,  Ph.D.,  '90.  Yale  Univ. 

1898,    Professor  of  Theory  and  Practice  of  Education  and  Director  of  the  Summer  School 
of  Arts  and  Sciences,  Yale  University,  285  Whitney  Ave.,  New  Haven. 

S.  P.  WiLLARD,  A.B.,  Yale  Univ. 

Agent  of  State  Board  of  Education,  Colchester. 
Clarence   H.  Woolsey.  A.B.,'90,  Harvard  Univ. ;  LL.B., '92.  N.Y.  Univ.;    A.M., '95.  PhD-.  '97, 
Washington  Univ. 

1906,  Superintendent  of  Schools,  Middletown. 

1904  Walter  D.  Hood,  A. B.,  '94.  Yale  Univ.     ,       ^   ^,    ,  ,    o       r    j  ,-  a 

190J,    Superintendent   of    Schools   of   Shelton    and    Stratford;    res.,    245    Coram     Ave., 
Shelton. 

1905  Edwin  C.  Andrews.  A.B.,  '89,  Williams  Coll. 

1904,    Superintendent  of  Schools,  149  S.  Cliff  St.,  Ansonia. 

Frank  A.  Berry.  ,       „  ^      ,^     , 

1900,   Teacher  of  English,  High  School,  8  Foster  St.,  Danbury. 

Henry  T.  Burr  M.Sc,  '00.  Harvard  Univ. 

1904,    Principal  of  State  Normal  School,  122  Windham  St.,  Willimaatic. 

Charles  Hubbard  JuDD,  A. B., '94.  Ph.D., '96.  ,    ,.     ^  e  u     ■    ^^  ,    n  • 

Assistant  Professor  of  Psychology,  and  Director  of  the  Summer  School,  Yale  Uni- 
versity;  res.,  318  Willow  St..  New  Haven.. 
John  Russell  Perkins.  A.B.,  '89,  A.M.,  '92    Dartmouth  Coll. 

1904,    Principal  of  Normal  School,  345  Main  St.,  Danbury. 

1906  Harry  M.  Gerry,  A. B., '98,  Colby  Coll.  ,    >,    ^    .    ^,.  ,     <.  ,      1    r^ 

1903,    Educational  Director  of   Hillyer  Institute,  Y.  M.  C.  A.  Night  School,  Drawer  10, 
Hartford. 
Lawrence  Houghton  Parker,  A.B.,  '02,  Tufts  Coll. 

1906,    Principal  of  High  School;  res..  96  S.  Main  St.,  West  Hartford. 

institutions 

1899    Connecticut  Agricultural  College. 

President,  Rufus  W.  Stimson;  Librarian,  Edwina  M.  Whitney,  Storrs. 

1901     Board  of  Education,  New  Haven,  Conn. 

Superintendent,  F.  H.  Beede,  New  Haven. 

Free  Public  Library,  New  Haven. 

Librarian,  W.  K.  Stetson,  New  Haven. 

Yale  University,  Library.  „,   ,      „    ,       .,       r  -,      •       t  l 

President,  Arthur  T.  Hadley;  Secretary,  Anson  Phelps  Stokes,  Jr.;   Librarian,  John 
Christopher  Schwab,  New  Haven. 

1002    Hartford  Theological  Seminary.  ,     ,      „    ^,  ^        .^         .  , 

President,  W.   Douglas  Mackenzie;  Librarian,  Charles  S.  Thayer,  Case  Memorial 
Library,  Hartford. 
New  Britain  Institute. 

Care  of  David  N.  Camp,  New  Britain. 

Silas  Bronson  Library.  ,  ^       .  o 

President  of  Library  Board,  John  O'Neill;   Librarian,  Helen  Sperry,   Grand  St., 
Waterbury. 

1903    Ansonia  Library,  The. 

Librarian,  Anna  Hadley,  Ansonia. 

Ferguson  Library. 

President,  Jas.  B.  Williams;  Librarian,  Miss  E.  Van  Hoevenberg,   Stamford. 

Stratford  Library  Association. 

President,  George  W.  Fairchild;  Librarian,  Frances  B.  Russell,  Stratford. 

1O04    The  Peck  Library,  Norwich  Free  Academy. 

Principal,  Henry  A.  Tirrell;  Librarian,  Nancy  M.  Pond,  Norwich. 


ColumbbJ         LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  -j^-j 


DELAWARE 


ACTIVE    MEMBERS 


iSgo    George  \V.  Twitmyer,  A.M.,  '&i,  Franklin  an.l  Marshall  Coll.;  M.Sc,  'go.  St.  Nor.  Sch.,  Mansfield, 
Fa.;  Ph.D..  '03.  Lafaycllc  Coll. 
1030.    Superintendent  of  Schools.  1023  .\dams  St..  Wilmington. 
iSqJ     Ed\vin.\  Blanche  Kri'se.  .\.M.,  '00,  Lincoln  Univ. 

iS7().    Principal  of  Howard  High  School.  20O  E.  loth  St.,  Wilmington. 
1S06     A.  H.  Berli.n.  A.m..  'S8,  Hamilton  Coll. 

iSSS.    Principal  of  High  School,  822  Adams  St.,  Wilmington. 
1^32     Mary  NL  Tirner. 

1S92.    Principal  of  the  Willard  Hall  Grammar  Schixil;  res..  looi  Madison  St..  Wilmington. 
IQ03     .\rthlr  R.  S.'Aii).  .\.H.. 'g3,  Wilmington  Coll.;  .v. M., 'q4.  Haverford  Coll. 

1903,    .Superintendent  of  Free  Schools  of  New  Castle  County,  503  W.  21st  St.,  Wilmington, 
igos     Fi.ovn  Palmer  Johnson,  .\.H..  '00.  Cornell  I'niv. 

In  charge  of   Boys'  High  Scluxil,  and  Teacher  of   Latin  and  Greek.  4th  .in J  West 
Sts.,  Wilmington. 
Herschel  a.  N'orris,  .A.B.,  'q7,  .V.M..  'gS,  Princeton  Univ. 

iSog.    Principal  of  Wilmington  Friends'  School,  819  W'ashington  St.,  Wilmington. 

institutions 

1901     Principals'  Round  Table,  Wilmington. 

Librarian.  Mary  C.  L  Williams.  Wilmington. 
Wilmington  Lnstitcte  Free  Library. 

Librarian,  .\nhur  L.  Bailey,  Wilmington. 

DISTRICT  OF  C()LU.MliL\ 

LIFE    OIRECTORS 

1876     WiLLLVu  ToRREV  HARRIS,  .^.M..  '6o,  Yale;  LL.D.,  '70.  Univ.  of  Mo.;  '04.  Univ.  of  Pa.;  'q5,  Yale  Univ.; 
'oO;   Princeton  Univ.  .\M.,  Ph.D.. '93.  Brown  Univ.;  Ph.D., 'w,  Univ.  of  Jena, 
Germany. 
Ex-Commissioner  of  Education  of  the  United    States,  1360  Fairmont  St.,  N.  W.. 
Washington. 
1880    James  Ormons  Wilson,  .\.M.. '74.  Dartmouth  Coll. 

1892,    Secretary  of  .\mcrican  Colonization  Society,  450  Pennsylvania  .Ave.,  N.  W.,  Wash- 
ington. 

LIFE  members 

1870    John  Wesley  Hoyt,  A.M.,  Ohio  Wes.  Univ.;  M.D..  Eclectic  Med.  Coll..  Cincinnati.  O.;  LL.D.  Univ. 
of  .Mo. 
Chairman  of  National  University  Committee  of  400.  The  Victoria,  Washington. 

1876    Samuel  S.  Laws.  D.D. 

»733  Q  St..  N.  W..  Washington. 

1S80     John  Hitz. 

1887,   Superintendent  of  Volia  Bureau,  1601,  3Slh  St.,  Washington. 

1884    Ale-x.  Graham  Bell,  LL.D.,  Ph.D.,  M.D. 

1 331  Connecticut  Ave.,  Washington. 

ACTIVE     MEMBERS 

1891     F.LMER  Ellsworth  Brown.  A. B.. '89.  Univ.  of  .Mich  ;  Ph.D.. '90.  Hallr. 

1906.    Commissioner  of  Education  of  the  I'nitcd  States,  Bureau  of   Education,  Washington. 
1894     Susan  Plf.ssser  Polukk,  Gra>l.  of  Kg.  .Nor.  Inst.,  Berlin.  Prus.sia. 

Princi|jal  of  Kindergarten  .Normal  Institution,  1426  Q  St..  N.  W..  Waahinglnn. 
189s     Allan  Davis.  B.Sc.,  'i/a.  .M.Sc,  V).  Columbian  Univ.;  LL.M.,  '93.  Na«-  Law  School.  Washington. 

1890.    Princi|>al  of  Business  High  Sthool,  900.    nth  St..  S.   E..  Washington. 

Anna  Tolman  Smith. 

Btucau  of  Education,  Wa.shington. 
1896     Rebwca  Stonkroaij,  Grad.,  Oswego  Nor.  S<h.;  .M.D.,  '0.1,  Nat.  Univ. 

i8«9,    Dircdnr  of  Phymcal    Training,  Public  SihooU,  Webster  SchiM>l,   loth  anil  il  St».. 
WaNliington. 

1898     Eli/abktii  V.  Brown. 

1904,    Direttor  of  Primary  Inslruition.  13W  Euilid  St.,  N   W  ,  Washing!. in. 
Wiiliam  Hamilton.  A  B  .  'K4,  .Moravian  Cull  .  Pa  ;   A  \l..  '94.  Ph.D..  'oi.  Columbia  I'niv 

i»«o,    Agrni  of  Kiirrau  ol  Eiluialioii  Inr  Alanka  uml  ( ii>o4)  Ix-ilurrr  in  Dr|MtlMirnt  of  Hist- 
lory.  (irorge  WaHliinglon  Univrritity;  nddrens.  Bureau  of  Education.  WamhingluD. 
Mm.  Nora  LiNnrKiiKU';  llor.oFi.snrRi.i  u. 

1HM7.    leather  ol  German,  Central  High  School,  ijos  Q  St.,  N.  W.,  Wa-Uiington. 

HosMr.R  M.  JoiiNiioN. 

i</»,    Suiirrviung  I'rinciiKil,  I'ublii   Sihooln.  Wasliinglon;   res..  Maple  Ave.  Anactwtla. 
Abtcmas  Mabth*.  A..M.,'77.  Yale  Univ.;  Ph.D.. 'Hi,  Kulgcri  Coll.;  LL.D., '85.  Iiill»dale  Coll.;  Fellow 
ol  the  A.  A.  A.  .S. 
U.  S   Coa*!  and  Gcotlrlli  .Survey,  Editor  ond  Publisher  n(  the  "Mnllirmaliial  Maga 
line,"  and  ol  the  " .Malhrmaliial  X'inilor."  153$  Columbia  St.,  N   W  .  Wnnhitiginn. 
WlJ4ri»Lf>  SroTT  MoVTciMiRV.  A  B  , '78,  A  M..'>^>.  Darlmoulh  Cull  ;M  I)  , '90,  Howard  Univ  ,  Mrd. 
Dr|)t. 
1900.    AAMMant  Sujirrintendenl  ol  Public  S«b<»iU.  iiji.»,  iilb  Si  ,  .N.  W  ,  WaOiingloo. 


7SS 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Columbia 


DISTRICT  OF  COLUMBIA— CoM/wwei 

1898  LovicK  Pierce,  A.B.,  '60,  Emory  Coll. 

1S93,    Chief  Clerk  in  Bureau  of  Education,  911  Massachusetts  Ave.,  N.  W.,  Washington. 
Alex.  Summers,  B.Sc,  '76,  .\.M.,  '93,  Univ.  of  Tenn. 

1894,    Statistician  in  U.  S.  Bureau  of  Education,  Washington. 

1899  Arthur  U.  Craig,  B.Sc,  '95,  Univ.  of  Kans. 

1901,    Teacher  of  Mechanical  Drawing,  Armstrong  Manual  Training  School,  Washington; 
res.,  Realholme,  Anacostia. 
Edward  Allen  Fay,  A.B.,  '62,  A.M.,  '65,  Univ.  of  Mich.;  Ph.D.,  '81,  Johns  Hopkins  Univ. 

1866,    Professor  and  Vice-President,  Gallaudet  College,  3  Kendall  Green,  Washington. 
Merrill  Edwards  Gates,  A.B.,  '70,  A.M.,  '73,  Univ.  of  Rochester;  Ph.D.,  '80,  Univ.  of  St.  of  N.  Y.; 
LL.D.,  '82,  Princeton  Univ.  and   Univ.    of   Rochester    '92,  Williams   Coll.    and 
Columbia  Univ.;  L.H.D.,  '86,  Columbia  Univ. 
Ex  President  of  Rutgers  College  and  of  Amherst  College,  1309  Rhode  Island  .\ve., 
Washington. 
Harlan  Updegraff,  A.M.,  '98,  Columbia  Univ. 

1907,    Alaskan  As."istant  to  the  Commissioner  of  Education,  Washington. 

1900  F.  W.  Booth.  B.Sc,  '77,  Iowa  .Agri.  Coll. 

1899.  General    Secretary  American  Association  to  Promote  the  Teaching   of    Speech   to 

the  Deaf,  1525,  35th  St.,  N.W.,    Washington. 
William  E.  Chancellor,  A.B.,  '80,  A.M.,  '95,  Amherst  Coll. 

1906,    Superintendent  of    Schools,  District  of  Columbia,  1319   Fairmont  St.,  Washington. 
Louis  L.  Hooper,  .4.B.,  '89,  A.M.,  '98,  Harvard  Univ. 

190a,    Head  Master  of  Washington  School  for  Boys,  3901  Wisconsin  .\ve.,  Washington. 
Alexander  T.  Stuart,  Ph.B.,  '69,  A.M.,  '04,  Columbian  Univ. 

1906,    Director  of  Intermediate  Instruction,  Franklin  School    Building;    res.,  16,  4th  St., 
S.  E.,  Washington. 
1931     Dick  J.  Crosby,  M.Sc,  '00,  Mich.  Agri.  Coll. 

Agricultural  Education  Expert,  Office  of  Experiment  Stations,  U.  S.  Department  of 
Agriculture,  Washington. 
Mary  Ella  Given. 

1898,    Principal  of  Chevy  Chase  School,  1761  U  St.,  Washington. 
Lucy  Ella  Moten.  Grad.,  '75.  St.  Nor.  Sch.,  Salem.  Mass.;   M.D.,  '97.  Med.  Coll.,  Howard  Univ. 

1883,    Principal  of  Washington  Normal  School  No.  2;  res.,  728,  4th  St.,  N.  W.,  Washington. 
^902     J.\MES  A.  Burns,  C.S.C,  Ph.D..  Catholic  Univ.  of  .\merica. 

1900,  President  of  Holy  Cross  College,  Brookland. 

P.  M.  Hughes,  A.B.,  '86,  Johns  Hopkins  Univ.;  LI..B.,  '90,  LL.M.,  '91,  Columbian  Univ 
1906,    Assistant  Superintendent  of  Schools.  318  B  St.,  S.  E.,  Washington. 

1903  John  Lee  Brooks,  A.M.,  '93,  Southwestern  Univ.;  B.D.,  '00,  Drew  Theol.  Sem. 

Professor  of  English  and  Mathematics,  Eastern  High  School,  Washington. 
John  A.  Chamberlain,  B.Sc,  '87,  Worcester  Poly.  Inst. 

1906,    Supervisor  of  Manual  Training,  Public  Schools,  cor.  7th  St.  and  Rhode  Island  Ave., 
N.  W.,  Washington. 
Willet  M.  H.ws,  M.Agri.,  '82,  Iowa  St.  Coll. 

1904,  Assistant  Secretary  of  .■\griculture,  Department  of  Agriculture,  Washington. 
Ernest  Lawton  Thurston,  C.E.,  '03,  Columbian  Univ. 

Head  of  Department  of   Business  Practice  and  Training,  High  Schools.  1449  Irving 
St.,  N.  W.,  Washington. 

1904  Channing  Rudd,  LL.B.,  LL.M.,  M.E.,  D.C.L. 

President  of  the  Intercontinental  Correspondence  Universitv,   1100-1108,   14th  St., 
N.  W.,  Washington. 

John  P.  S.  Neligh. 

Head  Resident,  Neighborhood    House,  Social    Settlement,  456  N  St.,  S.  W.,  Wash- 
ington, 

1905  William  W.  Black.  A.B.,  '98;   A.M.,  '99,  Univ.  of  111. 

1906,    Supervising   Principal,  7th  Division,  District  of   Columbia;   res.,  412  T  St.,  N.  W., 
Washington. 
Ida  May  Daly. 

1905,  Head  of  English  Department,  McKinley  Manual  Training  School,  Geneseo  Place, 

Lanier  Heights,  Washington. 
Herbert  Augustine  Smith,  .X.B.,  '89,  Ph.D.,  '97,  Yale  Univ. 

Editor  for  the  Forest  Service,  U.  S.  Department  of  ,\griculture,  Washington. 

1906  John  F.  Fenlon,  A.M.,  '93,  St.  Mary's  Univ.,  Md.;   D.D..  '00,  Minerva  Univ.,  Rome. 

1903,    Rector  of  St.  Austin's  College,  Brookland. 
Sarah  E.  Simons.  A.B.,  '97.  A.M.,  '00.  Leland  Stanfoid  Jr.  Univ. 

Head  of  English  Department,  High  Schools  (while);    re  ■    1420,  N   St.,  Washington, 

institutions 

1902     George  Washington  University,  The. 

President,  Charles  Willis  Nccdham;   Librarian,  Alfred  F.  W.  GcLmi-lt,  15th  and  H 
Sts.,  Washington. 

1905  Public  Library  of  the  District  of  Columbia. 

Librarian,  George  F.  Bowerman,  Wasliington. 

1906  Catholic  University  of  America,  The. 

Rector,  Rt.  Rev.  D.  J.  O'Connell,  Washington. 

Howard  University  Library. 

President,  Wilbur  P.  Thirkield;   Librarian.  Flora  L.  L.  Johnson,  Washington. 


Georgia]  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  759 


I-LORIDA 


ACrn'E    MEMBERS 


i8q3     Wii.iiAM  N.  SHEAts.  A.B.,  '7j,  A.M.,  '76,  Emon-  Coll. 

iQot).    Principal  of  Lcim  County  HiKl>  Silux)!.  Tallahassee. 

1806  N.xTHAS-  Benjamin  YoiNr.,  A.B.,  'S«,  A.M.,  '01.  OUcrlin  Coll. 

1901,    President  of  State  Normal  and  Industrial  School,  Tallahassee. 

1807  Davw  Williams. 

Principal  of  School,  Brandon. 
1S98     LVDWIG  WlLHKLM  BlTIIHOI  z.  A.M.,  '04,  Kla.  St.  Coll. 

1905,    Dean  of  State  School  for  Teachers,  Florida  State  College  for  Women,  Tallahassee. 
1000     Miss  Clem  Hampton. 

ii>os.    Chief  Clerk,  Department  of  Education,  Tallahassee. 
1901     WiLLL\M  B.  Hare. 

1900,  Principal  of  State  School  for  the  Blind,  Deaf,  and  Dumb,  St.  .Augustine. 
Mary  Sydney  Johnston. 

1905,    Professor  of   Latin  and  Mathematics,  Stale  School  for  Teachers,  Florida   I'cnialc 
College,  Tallahassee. 
1003    John  C.  Calhoun,  B.Sc,  C.E.,  '72,  .V.M.,  '73,  Wa.shinRton  and  Lee  Univ. 

1000,    Professor  of  German  and  Romanic  Languages,  Florida  State  College,  Tallahassee. 
John  William  MrCLrNc,  B.Sc,  '86,  Westminster  Coll. 

Superintendent  of  City  Schools,  1900  Morgan  St..  Tampa. 

1904  William  D.  Carn.  B.Sc  'qi.  N'at.  N'or.  I'niv. 

Superintendent  of  Public  Instruction  of  Marion  County.  Ft.  King  .Vve..  Otala. 
.\lbert  a.  Murphree,  .A.B.,  '04.  .A.M..  '02.  I'niv.  of  Nashville. 

1905,    President  of  Florida  State  College  for  Women,  Tallahassee. 

J.  A.  Ormond. 

Marianna. 
Robert  M.  Ray,  A.B.,  'So,  Clinton  Coll. 

Principal  of  Graded  and  High  School,  Plant  City. 

Macd  Schwalmeyer. 

1897,    Teacher  in  Summcrlin  School,  and  (1903)  Supervisor  of  Primary   Grades.   Bartow. 
Andrew  Sledd,  .\.B.,  A.M.,  '94,  Randolph  Macon  Coll.;  A.NL,  '96,  Harvard  Univ.;  Ph.D.,  '03,  Yale 
Univ.;  LL.D.,  '05,  3.  C.  Coll. 

1904,  President  of  the  University  of  the  State  of  Florida,  Lake  City. 

1905  Edward  Bradford  Eppf„s. 

1905,  Superintendent  of  Public  Instruction  for  the  County  of  Ix-an  and  City  of  Tallahassee, 

Tallahassix'. 

Hallie  C.  Lewis. 

1904.    Critic  Teacher  in  Mixlel  School,  Florida  State  College   for    Women.   Tallahassee^ 

R.  Eric  Hall,  B.E..  '89. 

County  Superintendent  of  Public  Instruction,  Court  House.  Miami. 

William  S.  M.  Pinkham. 

Superintendent  of  Public  Instruction  of  St.  John's  County,  St.  Augustine, 

Robert  L.  Tt  hnfr 

1901,  County  Superintendent  of  Public  In.-itruction,  Invernes.s. 

1906  William  M.  Holi.oway. 

190s.    Slatf  Superintendent  of  Public  Instruction,  Tallahassee. 

ISSTITl'TION 

1890    John  B.  Stetson  University. 

President,  lincoln  Hulley,  DeLand. 

GEORGIA 

active    HKMniRS 

1M7     EtTLEt  B.  Smith,  A.M.. '«>,  Emory  Coll  ,       .       „         .,         .... 

1H95,    Driwrtmrni   >.(   Fnglish  and   Dean  of  Faculty,  Slate   Normal  Sihonl.     t  j  \t>   I  rime 
Ave.,  Alhrnii. 

ffUW    GeoRcB  B.  HutD.  ......  I 

190J.    Princiijol  of  lieach  Inslituir,  sii  Hariit  Si    L.uil.  Savannah. 

1R94     Oru  AsilMoRr,  A  M  .  Univ.  of  Ga. 

iH</),    Su|icrinlcni|enl  of  SchonU,  Savannah. 
Genar.r.  Glenn  Bond,  .\.M.,  '9?,  Univ.  of  (ia. 

1891.    Sujicrmlcndrnl  of  Cily  SthiioU,  Cily  Hall,  Athrn*. 
Lawton  B.  Evans,  AM.  I'niv  i.f  (;». 

Su|<r>mlrndcnl  o(  Publir  Sthunln,  4X  M«Inlo»h  Si..  Aukum.i 
William  Martin  Slaton.  A  M..  '91.  Univ  of  (;a. 

iMoJ.    PrinuiMl  of  »oy»'  Hiirli  S.hiMj|,  14J  Jackioo  Si..  AlUnla. 

1895     GisTAVLs  RKiiAiti  Girss.  !M>  V.  "^"\/."." 

PrrMdrnt  of  N-.til.  '  •.Urge.  Dahlonrga, 

JojEWi  Spincm  Stewart.  A.B, 'Hi.  ' 

190J,  l'rofc»iM.f  o(  Scion'Uij  i.Jui*;t-4t.  Luiiuui)  "t  i.i..ii»i-».  ''  Millrd«r  Ave,  Athrni, 

1897     LroNiDAA  M    Laki.rim.  A  n  , '76.  Univ  of  Ga,  ,  ,.       .  ,  ..       1    ,  ,  ,      .1  u; 

i»97,   Awt«unl  Supenniendcnt  of  bchooU  uid  Secretary  of  Board  of  r.<lu(alion,  4%  W. 
Harris  St  .  AlUnia. 


76o  NATIONAL  EDUCATIONAL  ASSOCIATION  [Georgia 

GY.O'S.Glh— Continued 

1897  William  F.  SLATO>f,  A.M.,  '51,  Emory  Coll.,  and  '94,  Univ.  of  Ga. 

1879,    Superintendent  of  Public  Schools,  336  Courtland  St.,  Atlanta. 
Jessie  May  Snyder. 

Principal  of  Model  School,  Georgia  Normal  and  Industrial  College,  Milledgeville. 
John  Charles  Woodward,  A.B.,  '88,  N.  Ga.  Agri.  Coll.;  A.M.,  '99,  Univ.  of  Ga. 

1901,  President  of  Georgia  Military  Academy,  College  Park  (near  Atlanta). 

1898  Carleton  B.  Gibson,  A.M.,  '85,  Univ.  of  Ala. 

1S96,    Superintendent  of  Schools,  318,  nth  St.,  BealKvood,  Columbus. 
Henry  Pearson,  A.B.,  '88,  A.M.,  '92,  Claflin  Univ. 

1895,    Instructor  in  English  Language  and  Literature,  State  Industrial  College,  College. 

1899  James  C.  Harris,  A.M.,  '85,  Univ.  of  Ga. 

1892,    Superintendent  of  Public  Schools,  103,  2d  Ave.,  Rome. 

1900  B.  K.  Benson. 

Agent  for  D.  C.  Heath  &  Co.,  201  Lucile  Ave.,  Atlanta. 
Marion  Luther  Brittain,  A.B.,  '86,  Emory  Coll. 

1900,    Superintendent  of  Fulton  County  Schools,  Court  House,  Atlanta. 
William  Campbell  Warfield. 

Southern  Manager  for  The  Macmillan  Company,    Fourth  National  Bank  Bldg., 
Atlanta. 
Mrs.  Walton  H.  Wiggs. 

160  W.  North  Ave.,  Atlanta. 
Richard  R.  Wright,  A.B.,  A.M.,  Atlanta  Univ.;  LL.D.,  Wilberforce  Univ. 
1891,    President  of  State  Industrial  College,  College. 

1901  Eugene  C.  Branson,  .\.M.,  '97,  Trinity  Coll.,  N.  C,  and  '98,  Univ.  of  Nashville. 

1900,    President  of  Georgia  State  Normal  School,  Athens. 

E.  A.  Pound,  A.B.,  Emory  Coll. 

1895,    Superintendent  of  Public  Schools,  Waycross. 
Theodore  Toepel,  M.D.,  '99,  Coll.  of  Physicians  and  Surgeons,  Atlanta. 

1899,  Physical  Director,  'and  (1906)  Director  of  Hygiene,    Public  Schools,  929  Candler 

Bldg.,  Atlanta. 
Joseph  Henry  Walker,  A.B.,  '87,  Univ.  of  Ga. 

Department  of  Mathematics,  State  Normal  School,  Athens. 

1902  William  B.  Merritt,  A. B., '85,  Emory  Coll. 

1903,    State  School  Commissioner,  Capitol,  Atlanta. 
Joseph  Coachman  Wardlaw,  A.B.,  A.M.,  '95,  Emory  Coll. 

1905,  Professor  of  Latin,  Georgia  Normal  and  Industrial  College,  Milledgeville. 
Wade  H.  Wood. 

1902,  Superintendent  of  County  Schools,  Sandersville. 

1903  Ernest  W.  Childs,  A.B.,  '96,  Mercer  Univ. 

1900,  Superintendent  of  Schools  of  Randolph  County,  Cuthbert. 
B.  C.  Davis. 

1889,    Director  of  Music,  Public  Schools,  214  Rawson  St.,  Atlanta. 
Thomas  Harry  Garrett. 

1903,  Principal  of  Girls'  High  School,  412  Reynold  St.,  Augusta. 
George  K.  Howe,  B.Sc,  '01,  Worcester  Poly.  Inst. 

1002,    Superintendent  of  Shop  and  Instructor  in  Mechanic  Arts,  Atlanta  University,  Atlanta. 
Charles  H.  S.  Jackson,  A.M.,  LL.D.,  Mercer  Univ. 

President  of  Bessie  Tift  College,  Forsyth. 
William  Heard  Kilpatrick,  A.B.,  '91,  A.M.,  '92,  Mercer  Univ. 

Principal  of  High  School,  Columbus. 
George  Frank  Oliphant,  A.M.,  99.  Univ.  of  Ga. 

1906,  Superintendent  of  Georgia  Academy  for  the  Blind,  Macon. 
Mansfield  Theodore  Peed,  A.M.,  '78,  Randolph- Macon  Coll.,  Va. 

1889,    Professor  of  Pure  Mathematics  and  Astronomy,  Emory  College,  Oxford. 
Linton  B.  Robeson,  A.B.,  Emory  Coll. 

Managing  Agent  for  Ginn  &  Co.,  125  N.  Pryor  St.,  Atlanta;   res..  Marietta. 

F.  F.  Rowe,  A.B.,  '96,  A.M.,  '98,  Davidson  Coll. 

1900,    President  of  R.  E.  Lee  Institute,  Thomaston. 

1904  R.  J.  H.  De  Loach,  A.B.,  '98.  A.M.,  '06.  Univ.  of  Ga. 

1906,    Botanist  in  Charge  of  Plant-Breeding  and  Plant-Pathology,  Georgia    Experiment 
Station,  Experiment  P.  O. 
Thomas  Jackson  Woofter.  Grad.,  '81,  W  Va  St.  Nor.  Sch.;  L.I.,  '85.  Peabody  Nor  Sch.;  A.B., 
'89,  Univ.  of  W.  Va.;   A.M.,  '93.  Ph.D.,  '00,  Univ.  of  Nashville. 

1903,  Professor  of  Philosophy  and  Education,  University  of  Georgia.  Athens. 

1905  N.  H.  Ballard,  B.E.,  Univ.  of  Ga. 

1900,    Superintendent  of  Schools,  906  Richmond  St.,  Brunswick. 
Luther  M.  Blount,  A.B.,  '94.  Nannie  Low  Worthen  Coll. 

1904,  County  School  Commissioner,  Wrightville. 
Norman  Clarence  Miller,  A.B.,  Emory  Coll. 

Georgia  Agent  of  Ginn  &  Co.,  713  Lee  St.,  .\mericus. 
Miss  Raiford  Sneed,  A.B. 

Principal  of  Brantley  Institute,  Senoia. 
Emily  P.  Wilburn. 

1903,    Director  of  Manual  Training,  Hancock  County  Schools,  Sparta. 


lUinois)  LIFE,  ACTIVE,  AXD  CORRESPOXDIXCJ  MEMBERS  -jtl 

GEORG  l.\— Continued 
lOos     Carleton  B.  Chapman. 

Superintendent  of  Public  Schools  of  Macon  and  Bibb  Counties.  245  Boml  St.,  Macon. 
1906     R.  H.  Powell.  Jr..  A.B..  04.  Mcrccr  Univ.;   .\.M..  'qS.  Univ.  of  Colo. 

1906.    Professor  of  English.  Georgia  .Normal  and  Industrial  College.  MilledgCN-illc. 

INSTITUTIONS 

i8g5     .Vtla.nta  University. 

President,  Rev.  Horace  Bumstcad;  Librarian,  Mary  E.  I^inc,  .\llanta. 
Univf.rsity  of  Gkorom,   Library. 

Chancellor.  David  C.  Barrow;   Librarian.  D.  Burnet,  .'\thens. 
180Q     Mercer  University,   Library. 

President.  S.  V.  Jameson;   Librarian.  Sallie  G.  Bo<inc.  Macon. 
1901     Board  of  Education  of  Kui.ton  County. 

County  Superintendent,  .\L  L.  Brittain,  .\tlanta. 
Emory  College,  Library. 

President,  J.  E.  Dickey;    Librarian,  H.  H.  Stone.  0.\ford. 

1905  Marist  College, 

President,  John    E.  C}unn,  D.D.;  Liljrarian,   Rev,  George  S,  Rapier,   289  Ivy  St., 
Atlanta. 

1906  Georgia  Normal  and  Industrial  College. 

President,  M,  M,  Parks,  Milledgeville. 

IDAHO 

active  members 
189s     J.  E.  Turner,  A.B..  '94.  A.M..  '06.  Lincoln  Univ. 

Superintendent  of  Public  Schools,  Payette. 
James  E.  Williamson,  A.B.,  '82,  A.M.,  '87,  Wabash  Coll. 

1903,  Superintendent  of  City  Schools,  11 14  Fort  St.,  Boise, 
1898    John  W.  Daniels,  A.B.,  '76,  A.M..  '79,  Bates  Coll. 

1904.  Superintendent  of  City  Schools,  Bank  St.,  Wallace. 

1901  Jauf.s  .v.  MacLk.an,  .\.B.,  '92,  L'niv.  of  Toronto;   A.M.,  '93,  Ph.D.,  '94,  Columbia  Univ.;  LL.D..  '05. 

Univ.  of  Colo. 

1900,  President  of  the  University  of  Idaho.  Moscow. 
Walter  R.  Siders,  B.Sc,  '91,  Fremont  Nor.  Sch. 

1899,    Superintendent  of  City  Schools,  730  N.  Garfield  Ave.,  Pocatello. 

1902  Alfred  C.  Carlson,  A.B.,  '00,  .X.M..  '97,  Yale  Univ. 

Superintendent  of  City  Schools,  Wciscr. 
X903    John  W.  Faris. 

1901,  Principal  of  The  .\cademy  of  Idaho,  Pocatello. 

Way  L.  Scott. 

Ex-State  Superintendent  of  Public  Instruction,  Boix. 

1905  William  Rkkd  Bishop.  Ph.B.  '07,  Univ.  r)f  Chicago. 

1904,    Supcr\-i.sor  of  Training  ScHimjI  and  Teacher  of  Pedagogy,  Psychology,  and  History 
of  Education,  State  Normal  School,  520,  9th  .\vc.,  Lewiston. 

A.  G.  Sears. 

1902,  Superintendent  of  Public  Schools.  Idaho  Falls. 

1906  Geor<;e  Andrew  Axi.ink.  .\.U..  92.  .\..\I..  'o^.  Parvms  Coll. 

1904,    President  of  State  Norma!  Sihixil.  .Mbion. 
S.  Belle  Ciiambfrlain. 

.State  Suiwrintcndent  of  Public  In.siruction,  Boi.sc. 

State  Normal  School.  I^wi.^ton. 

President.  George  H.  Black,  Lcwi.ston. 

institi-'tion 
190J     UsivEiLsrrv  of  Idaho. 

President.  J.-ui.  .\.  Maclxan;    Librarian,  Belle  Sweet,  .M<i»cow. 

i</-j6    State  Normal  School.  I.ewist<in. 

President.  George  M.  Black,  Lewiston, 

ILLINOIS 

Lirr.   DIRECTORS 

itW.     Albrrt  Kr.vsoi.DH  Taywr,  Ph.B.,  '72,  I'h  I).,  'M2,  Lincoln  Univ. 

1901,    President  of  the  Jame*  Milliken  Univcnily,  313  W.  Main  Sl  ,  Drtaiur. 
if87     CiiARLr-H  I.  Parker. 

Print  i|jiil  of  .S<julh  Chicago  High  ScIukiI,  891.  7'"  •''  .  Chit  ago. 
iHiyy     John  Wii.I.IsTO!*  (Vkik.  a  M  .'8/..  Kn..x  (•■ill  ;  LI.  I)  .  'in,  Ulatkburn  Univ 

1H90,    Prr%itlrnt  of  Northern  lllinom  .Sutc  .Normal  Sthool,  t)c  Kalli. 
i8gi     Joshua  Pmr.  A.B,.  '(>%,  AM  .  '68.  Univ.  of  Chicafto, 

1H74,    Sufirrintendent  of  City  School*,  Jef»cyYfll«. 

LlfK  uruBrRR 

|8/>4       J     I'.    Llir.MHAIIOT. 

107  I)r«rl<orn  St.,  Chitago.  • 

1870     Ira  Whufr  Ai.i.in,  A  B  ,'<o.  lUmilitm  Coll  ;  A  M  ,'?»,  Antioch  Coll.;  LL.B.,'<S3.  Albany'  Ijiw  5>ch.; 
I.L  I>  .  '74.  Union  Chriniian  Coll. 
K718  .Madixm  Ave  ,  (?hitago. 

1880    Gr.oRi.F.  P.  Brown. 

Editor  n(  "School  anJ  Home  Education,"  304  E.  Walnut  St.,  Illoominglon. 


762  NATIONAL  EDUCATIONAL  ASSOCIATION  [Illinois 

IIAAHOIS— Continued 

ACTIVE    MEMBERS 

1879     William  Nicholas  Hailmann,  A.M.,  '64,  Univ.  of  Louisville;  Ph.D.,  '8=;,  Ohio  Univ. 

Head   of  Department  of  Psychology,    Chicago   Normal   School    6519   Yale   Ave., 
Chicago. 
1884     Albert  Robbins  Sabin,  A.M.,  (honorary)  '68,  Middlebury  Coll. 

1901,  Principal  of  Irving  Park  School,  2509  N.  44th  Court,  Chicago. 

1886  Louis  Milton  Dili.man. 

Educational  Publisher,  521  Wabash  Ave.,  Chicago. 
Augustus  F.  Nightingale,  A.B., '66,  A.M.,  '69,  Wes.  Univ.,  Conn.;  Ph.D., '91,  Upper  Iowa  Univ.; 
LL.D.,  '01,  Simpson  Coll. 

1902,  Superintendent  of  Schools  of  Cook  County,  1997  Sheridan  Road,  Chicago. 

1887  John  Cole  Ellis. 

Educational  Publisher,  American  Book  Company,  521  \\'abash  Ave.,  Chicago. 

1889  O.  F.  Barbour. 

1866,   Principal  of  Kent  School,  512  N.  Court  St.,  Rockford. 

1890  Henry  R.  Corbett,  B.Sc,  '89,  Hastings  Coll.;  Ph.M.,  '00,  Univ.  of  Chicago. 

Ex-Stale  Superintendent  of  Schools  of  Nebraska;  5707  Monroe  Ave.,  Chicago. 
Charles  Alexander  McMurrv,  Ph.D.,  '88,  Halle. 

Educational   Author,   De   Kalb;    (1906)    Acting   President   of   Southwestern   State 
Normal  School,  California,  Pa. 
William  Lucas  Steele,  A.M.,  '80,  Monmouth  Coll.;  Ph.D.,  '00,  Knox  Coll. 

1885,    Superintendent  of  City  Schools.  462  N.  Cherry  St.,  Galesburg. 
William  C.  Stevenson,  Grad.  '89,  Kans.  St.  Nor.  Sch,;  LL.B.,  '02,  Columbian  Univ. 

1904,    Director  of  School  of  Commerce  and  Finance,  The  James  Milliken  University;   res., 
945  W.  Wilham  St.,  Decatur. 
Pr.LEG  R.  Walker. 

1884,   Superintendent  of  Schools,  716  N.  Church  St.,  Rockford. 

1891  Herbert  F.  Fisk,  A.B., '60,  A.M., '63,  D.D.,'88,  Wes.  Univ.,  Conn.;  LL.D., '99,  Allegheny  Coll.,  and 

'04,  Northwestern  Univ. 

1888,    Professor  of  Pedagogy,  Northwestern  University,  1625  Judson  Ave.,  Evanston. 
Dana  Warren  Hall,  A.M.,  '93,  Colby  Coll. 

1894,     High  School  and  College  Department,  Ginn  &  Co.,  378-388  Wabash  Ave.,  Chicago. 
Mellen  a.  Whitney,  A.B.,  '90,  A.M.,  '93,  Colby  Coll. 

1896,    Superintendent  of  Schools,  721  Spring  St.,  Elgin. 

1892  C.  M.  Bardwell. 

1896,    Superintendent  of  East  Side  Schools,  60  S.  Lincoln  Ave.,  Aurora. 
Mrs.  M.  E.  Ferris-Gettemy,  M.  L.,  '97,  Knox  Coll. 

246  N.  Academy  St.,  Galesburg. 
Henry  Talbot. 

1899,    Supervisor  of  Drawing,  Public  Schools,  Monroe  Annex,  East  St.  Louis. 

1893  John  J.  Allison. 

216  Iowa  Ave.,  Joliet. 
Orville  T.  Bright. 

1903,  Principal  of  James  R.  Doolittle  School,  6515  Harvard  Ave.,  Chicago. 
Archibald  O.  Coddington,  Litt.M.,  '83,  Univ.  of  111. 

1906,    Principal  of  Mancel  Talcott  School,  938  Summerdale  Ave.,  Chicago. 
Mrs.  J.  N.  Crouse. 

1890,  Principal  of  Chicago  Kindergarten  College,  1200  Michigan  Boul.,  Chicago. 
Fred  R.  Nichols. 

1891,  Instructor  in  Physics,   Richard  T.   Crane   Manual  Training  High  School,   223   S. 

Homan  Ave.,  Chicago. 
Mrs.  Alice  H.  Putnam. 

1881,    Superintendent  of  Chicago  Froebel  Association,  5515  Woodlawn  Ave.,  Chicago. 
Lucy  S.  Silke. 

1890,   Assistant  Special  Teacher  in  Drawing,  Public  Schools,  3307  Rhodes  Ave.,  Chicago. 
Alice  E.  Sollitt. 

1890,    Principal  of  Kenwood  School,  4020  Prairie  Ave.,  Chicago. 
Volney  Underbill,  Ph.B.,  '71,  LL.B.,  '75,  Univ.  of  Wis. 

187s,    Principal  of  Carpenter  School,  Chicago;   res.,  701  Washington  Ave.,  Wilmette. 

1894  Charles  H.  Congdon. 

Publisher,  378  Wabash  Ave.,  Chicago. 
Ira  T.  Eaton. 

Publisher,  Eaton  &  Co.,  378  Wabash  Ave.,  Chicago. 
Mrs.  Frances  Smallwood  Lane,  B.Sc,  '65,  Genesee  Coll.;  M.Sc,  '80,  Syracuse  Univ. 

430  W.  Adams  St.,  Chicago. 
Livingston  C.  Lord,  Pd.D.,  '00,  LL.D.,  '04,  Univ.  of  111. 

1898,  President  of  Eastern  Illinois  State  Normal  School,  Charleston. 

1895  John  Nichols  Adee,  Ph.B.,  '91,  Northwestern  Univ. 

1904,  Superintendent  of  Schools,  524  S.  Chestnut  St.,  Kewanee. 
O.  P.  Barnes. 

Publisher,  378-388  Wabash  Ave.,  Chicago. 
William  H.  Campbell. 

1899,  Principal  of  D.  S.  Wentworth  School,  6037  Kimbark  Ave.,  Chicago. 
Joseph  H.  Collins,  A.B.,  '75,  A.M.,  '78,  La  Grange  Coll. 

Ex-Superintendent  of  City  Public  Schools,  715  S.  7th  St.,  Springfield. 


IlUnob)  LIFE,  ACTIVE,  AXD  CORRESPOXDIXG  MEMBERS  .  763 

I  LLIN'OIS— Con/ini«'d 
iSos     Henry  C.  Cox,  A.M.,  '73,  Abingdon  Coll. 

18^4,    Principal  of  Farragut  School,  23d  St.  and  Spxiulding  Ave.,  Congress  Park,  Chicago. 
M.w  M.  Crockett. 

i8gi.    Principal  of  Irving  School.  823  Broadway,  Quincy. 
Edward  C.  Delamo. 

1877,    Assistant  Superintendent  of  Schools,  172  .\shland  Boul.,  Chicago. 
Joseph  Hewett  Freeman,  .\.M.,  '88,  Bates  Coll. 

igo2.    Superintendent  of  IlUnois  Schawls  for  the  Blind,  Jacksonville. 

ESOCH  .\.  G.ASTUAS. 

i8t)2,    Sujjerintendent  of  City  Schools,  464  W.  North  St.,  Decatur. 
William  M.  Giffiv,  .V.M.,  '82,  I^wrence  Univ.;  Pd.D.,  '04,  State  .\or.  Coll.,  M.  Y. 

1S89,    Princip.il  of  Frances  E.  Willard  School;  res.,  7O43  Union  .\ve.,  Chicago. 
Newell  D.  Gilbert,  .\.B.,  '70,  .\.M.,  '82,  111.  Wes.  Univ. 

1899,    Superintendent  of  I'uhlic  Sch(X)ls,  and  (1901)  Director  of  Practice  School,  N'orlhcrn 
Illinois  State  Normal  Schtxil.  Di'  K.alb. 
James  Lincoln  Goodknk.iit,  .\.R.,'7r.  Cumberland  Univ.;  B.D.,'70,  Union  Theol.  Sem.,  N.  Y.-  D  D  . 
'qo,  Wayncsburp  Coll.;  LL.D,,  '03,  Cumberland  Univ. 

1904.    Half-Owner  and  Business  Manager,  The  Courier  Co..  520  Tremont  St..  Lincoln. 
Robert  A.  Haight.  A.R.,  '75.  A.M.,  '78,  Shurtleff  Coll. 

1881,  Superintendent  of  Schools,  1129  Warren  St.,  .\lton. 
Elizabeth  Harrison. 

Principal  of  Chic.igo  Kindergarten  College,   1200  Michigan   Boul.;    res.,    300  N. 
Waller  St.,  Chicago. 
NL\rv  S.  L.  Hartioav,  .M.D.,  '05.  Harvey  Med.  Coll. 

1903.    Princif)al  of  The  Harvard  School,  6758  Wentworth  .\ve.,  Chicago. 
Mary  Hartmann,  .A.NL,  '88.  Lombard  Univ. 

18S2,    Instructor  in  Mathematics,  Illinois  State  Normal  School,  209  .Normal  .\ve.    Normal. 
William  H.  Hatch. 

1902,    Superintendent  of  Schools,  Oak.  Park. 
Harry  Helmer. 

.Agent  for  D.  C.  He.ath  &  Co.,  378  Wabash  .\ve.;   res.,  34  .\ldine  Sq..  Chicago. 
Chaiu.es  Hertel,  M.Sc,  Cent.  Wes.  Coll. 

1894,    Superintendent  of  Scho<jls  of  St.  Clair  County,  Courthouse,  Belleville. 

AUALIE  HOFEB. 

1906,    Principal  of  Peslalozzi-Froel)el  Kindergarten   Training  Schtx)!,   Chicago  Commons; 
res.,  180  Grand  .\ve.,  Chicago. 
Francis  Austin  Kendall. 

1888,   Suf)erintendent  of   Schools  (Ea,st  Side);    (1894)  Secretary  and    .Manager  of   Illinois 
Pupils'  Reading  Circle,  31  E.  Jefferson  Ave.,  Napcrville.| 
Effie  J.  Kilbourne. 

1891,    Head  .\!>sistant  in  Kenwood  School,  5313  Washington  .\ve.,  Chicago. 

Vashti  a.  Lambert. 

18H6,    Teacher  in  Beaubien  School,  4283  Milwaukee  .\ve.,  Chicago;  res..  Palatine. 

Leslie  Lewis.  A.B.,  '66.  A..M.,  '69,  Yale  Coll. 

1890.    District  Superintendent  of  Schools,  5605  Madison  .Ave.,  Chicago. 

WiLLUM  S.  Mack. 

Western  Manager  of  The  Prang  Educational  Company,  378  Waba.sh  .\ve.,  C'liiiago. 

J.  J.  McGlynn. 

i88«,    Teacher  of  Science,  High  Schoil;  Royal  Hotel,  Exst  St.  Louis. 

Kate  S.  O'Learv. 

1882,  Teacher  in  Public  SchooLs,  ao8  S.  Hickory  St..  J.iliet. 

C.  M.  Parker. 

Publisher  of  "The  School  News."  613  W.  Adams  St..  Taylorville. 

Erastl's  H.  Scott. 

Publi.sher,  378  Wabash  Ave.,  Chicago. 
LiLLiE  S.  Stephenson. 

i«<>«,   Teacher  in  6th  Grade,  Park  Ridge  School,  1028  Dempster  St.,  Kvaniiton. 
Frank  D.  Thomson,  /\.B.,  '92,  A.M  ,  'gs.  Knox  (!"ll. 

1K95,    Priniipal  of  HiKh  School,  529  .\.  Cherry  St.,  Galoburg. 
Samlkl  B.  Touij.  A.B..  Univ.  of  .Miih.;    A  .M.,  Univ.  of  \a»hvillc. 

Agent  of  Amcriian  Book  Comiuny,  521  WaUi.th  Ave..  Cliiiagii. 
Edwin  O.  Vaile. 

Oak  Park. 
William  Edward  Watt,  PhD., '00,  Taylor  Univ. 

1885.    Princi|ial  of  Graham  School,  4453  Emerald  Ave..  Chicago. 
Olivkr  S.  WF.Mcr.ri.   \  M  .  '1;^.  S«  l»  .  'i;j,  Brown  Univ. 

18K3.    pMiui|<iil  o(  l<iil«-rl  .\    Waller  HikIi  StluKil,  Chicago;   rr»  .  14^  S.  7lh  Ave  .  .Maywiiod. 
Daniel  A.  Wiiitf,  A.B.,  '8j.  Harvard  Univ  ;  I.L  B..  "yj,  Ijikc  Formi  Univ. 

iH<yi.    Print i|wl  ol  Everett  Scho<ji.  40s.  33d  St..  Chiiago. 

Harry  G   Wii  son. 

1879,    kcprencnlativc  of  American  Bciok  Co.,  521  W»ba»h  Ave.,  Chicogo. 

1896     .Mary  Eilfkn  AiiriN. 

hAiKir  of  "Public  Librarim,"  15&  WabaUi  Ave.,  Chicago. 
C.J.  Albfbt,  B.Sf   and  AM  .'tH.  Il.ildwm  Univ 

•Manager  <<(  the  .Mbert   Trailier*'  Ai/rmv,  17H  Waba«h  Ave.,  Cliiiago. 


764  NATIONAL  EDUCATIONAL  ASSOCIATION  [lUinois 

ILLINOIS— Co«<tnwei 

1896    Alfred  Bayliss,  jNI.Sc,  '73,  Hillsdale  Coll. 

Principal  of  Western  Illinois   State    Normal   School;   res.,  225  W.  Carroll   St.,  Ma- 
comb. 
Charles  A.  Bennett,  B.Sc,  '86,  Worcester  Polytechnic  Inst. 

1897,    Professor  of  Manual  Arts.  Bradley  Polytechnic  Institute,   and    Editor  of  "Manual 
Training  Magazine;"   res.,  424  Columbia  Terrace,  Peoria. 
William  J.  Button. 

Editorial   Department,   American   Book   Co.,   521-531    Wabash    Ave.;    res.,    581 1 
Madison  Ave..  Chicago. 
Mrs.  Elizabeth  Blanchard  Cook,  B.L.,  '65,  A.M.,  '72,  Wheaton  Coll. 

President  of  Chicago  Woman's  Educational  Union,  316  Washington  Boul.,  Chicago. 
George  W.  Davis. 

1892,  Principal  of  Hawthorne  School,  832  Judson  Ave.,  Evanston. 
William  T.  Dix. 

Secretary  of  the  Thomas  Charles  Co.,  80  Wabash  Ave.,  Chicago. 
William  Curtis  Dodge. 

1900,    District  Superintendent  of  Schools,  ^268  Kenmore  Ave.,  Chicago. 
Mabel  Edwards  Dougherty,  A.B. 

906  Glen  Oak  St.,  Peoria. 
Hugh  Austin  Foresman,  A.M.,  '90.  Lafayette  Coll. 

Educational  Publisher  (Scott,  Foresman  &  Co.),  378  Wabash  Ave.,  Chicago. 
G.  Charles  Griffiths. 

1893,  Principal  of  Motley  School,  5715  Midway  Park,  Austin  Station,  Chicago. 
John  W.  Henninger,  B.Sc, '81,  M.Sc.,'84,  LL.B.,'91,  McKendree  Coll.;  Ph.M. 

Graduate  Student,  University  of  Chicago;    res.,  6433  Monroe  Ave.,  Chicago. 
Margaret  MacDonald. 

1886,    Teacher  in  Public  Schools,  6314  Stewart  Ave.,  Chicago. 
James  F.  McCullough. 

Agent  for  Silver,  Burdett  &  Co.,  378  Wabash  Ave.,  Chicago. 
Mrs.  Lida  B.  McMurry. 

1900,    Training  Teacher,  Primary  Department,  Northern  Illinois  State  Normal  School,  336 
College  Ave.,  De  Kalb. 
Mrs.  Sarah  J.  O'Keefe. 

1885,    Principal  of  Jefferson  Park  School,  Chicago;  res.,  Arlington  Heights. 
F.  B.  Ormsby. 

1895,    Principal  of  Perkins  Bass  School,  6550  Lafayette  Ave.,  Englewood  Station,  Chicago. 
W.  B.  Owen. 

Agent,  Publishing  House,  Ginn  &  Co.,  Chicago;  res.,  851  Grove  St.,  Jacksonville. 
Charles  Newton  Peak,  A.B.,  '84,  Moore's  Hill  Coll.;    Ph.B.,  '86,  Ind.  Univ. 

190S,    Superintendent  of  Schools,  304  E.  College  Ave.,  Greenville. 
Mary  I.  Purer. 

1893,    Principal  of  La  Fayette  School,  86  Pine  Grove  Ave.,  Chicago. 
W.  F.  Rocheleau. 

1899,  Editor  of  Educational  Publications,  236  Leland  Ave.,  Ravenswood,  Chicago. 
Mabel  E.  Smallwood. 

1892,    Teacher  of  Biology,  Hoyne  Manual  Training  High  School;  res.,  430  W.  Adams  St., 
Chicago. 
Edward  E.  Smith,  A.B.,  B.Sc. 

1900,  Editor  and  Business  Manager,  4615  Woodlawn  Ave.,  Chicago. 
W.  W.  Speer. 

1901,  Teacher  of  Psychology  and  Pedagogy,  Art  Institute;  res..  The  Yale,  6565  Yale  Ave., 

Station  O,  Chicago. 
Franklin  N.  Tracy. 

1881,    Superintendent  of  City  Schools,  316  Harrison  Ave.,  Kankakee. 
John  J.  Wilkinson,  Ph.D.,  '98,  Univ.  of  Leipzig. 

1902,  Professor  of  English,  Elmhurst  College,  320  Kcnilworlh  Ave.,  Elmhurst. 
James  Douglas  Williams,  A.M.,  '72,  Hillsdale  Coll. 

Manager  of  Maynard,  Merrill  &  Co.,  203  Michigan  Ave.,  Chicago. 
Ida  Mortimer  Windate,  A.B.,  A.M.,  Ohio  Wes.  Univ. 

1902,    Instructor  in  English,  High  School,  126  Clinton  Ave.,  Oak  Park. 
1897     Richard  H.  Allin,  B.D.,  '62,  Univ.  of  Iowa. 

Manager  of  School  Map  and  Globe  Department,  Rand,  McNally  &  Co.,  121  Frank- 
lin Ave.,  River  Forest,  Chicago. 
Carl  Edward  Bacon,  A.B.,  Harvard  Univ. 

Allyn  &  Bacon,  Publishers,  378  Wabash  Ave.,  Chicago. 
Paul  Valentine  Bacon,  A.B.,  '98,  Harvard  Univ. 

Agent  for  Allyn  &  Bacon,  Pul>li.shers,  378  Wabash  Ave.,  Chicago. 
William  J.  Bartholf,  A.B.,  Univ.  of  111.;  B.Sc,  Ind.  Nor.  Sch. 

1888,    Principal  of  Von  Humboldt  School;  res.,  12  S.  Sacramento  Ave.,  Chicago. 
J.  Stanley  Brown,  .\.B.,  '80,  Denison  Univ.;  A.M.,  '91,  Arlington  Coll. 

1803,    Superintendent  and  Principal  of  Township  High  School,  115  Dewey  Ave.,  Joliet. 
Edwin  Giluert  Cooley,  Ph.B..  '95,  Univ.  of  Chicago;    LL.D..  Univ.  of  III. 

1900,    Superintendent  of  Schools,  Tribune  Building,  Chicago. 
Mrs.  Cornelia  S.  Crane. 

2559  Michigan  Ave.,  Chicago. 


i:i.noUl  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  765 

ILLIN'OIS— Co«/in««f 

1897     LETrriA  L.  Doase. 

1898,    Teacher  in  Public  Day  Schools  (or  the  Deaf,  170  S.  Francisco  Ave.,  Chicago. 
M.  LuELLA  Dodge,  Grad..  '05.  Columbia  Coll.  of  Kjcprcssion. 

i8(j8.    Teacher  in  .Alexander  Bcaulx'in  School,  Chicago;  res.,  3463  Forest  Glen  Ave. ,  Forest 
Glen,  Chicago. 
Mary  C.  Foote. 

1801,    Principal  of  School,  124  .\uburn  PI.,  Rockford. 
Mr.*;.  Medora  Dodoe  Gammon.  Grad..  FroelK-l  .Asso..  Chicago,  and  .Milwaukee  St.  .N'or.  Sch. 

1905.    Kindergarten  Director,  20yy  N.  Paulina  St..  Ravenswood.  Chicago. 
Mary  Gillespie. 

1893,   Superintendent  of  Schools,  Winnetka.  ^ 

Arthcr  V.  Greenuan. 

Superintendent  of  West  .Aurora  Public  Schools,  248  Galena  St.,  Aurora. 
Frank  H.  Hall. 

1903,    Superintendent  of  Illinois  Farmers'  Itistitutes,  487  N.  Lake  St.,  .Aurora. 
Herbert  B.  Hayden. 

1900,  Superintendent  of  City  Schools,  1105,  20th  St.,  Rock  Island. 
Dudley  Grant  Hays,  I.L.B.,  '03,  Lake  Forest  Univ.;   LL.M.,  '04,  111.  Coll.  of  Law. 

1905,  Principal  of  Eugene  Field  School,  sso  W.  60th  PI.,  Rogers  Park,  Chicago. 
Samuel  H.  Heidler. 

933  S.  sth  St.,  Springfield. 
Mrs.  Ella  .\.  HrBBARH. 

1898,  Supervisor  of  Primary  Schools,  412  N.  Eastern  Ave.,  Joliet. 
C.  H.  Kammann,  B.L.,  Univ.  of  111. 

1903,    Principal  of   McKinley  School,  2408  Main  St.,  Peoria. 
Carl  J.  Kroh. 

1899,  Head  of  Physical  Tr-iining  Department,  College  of  Education,  University  of  Chicago, 

Hitchcock  Hall,  Chicago. 
Cephas  H.  Leach. 

1889,  Principal  of  .\.  H.  Burley  School,  523  Greenleaf  .Ave.,  Rogers  Park  Station,  Chicago. 
Charles  D.  Lowrv. 

1906,  Principal  of  Wicker  Park  Schools,  807  Kenilworth  Ave.,  Chicago. 
Mary  T.  McCowes. 

1905,    Head  of  Deaf  Oral  Department,  Chicago  Normal  School,  6550  Yale  .Ave.,  Chicago. 
Ansa  McKilix)p. 

1886,    Head  .Assistant  in  Graham  School,  740  W.  47th  PI.,  Chicago. 
John  .A.  Moldstad.  .A.B..  '94.  Lulhcr  Coll..  and  '00.  Univ.  of  Wis.;    B.D..  '06,  Concordia  Sem. 
Pastor  of  St.  .Mark's  Lutheran  Church,  Tripp  and  Wabansia  Aves.,  Chicago. 
Royal  T.  .Moroan,  A.B.,  '74,  A.M.,  '77,  Wheaton  Coll. 

1886,    County  -Superintendent  of  Schools,  710  College  Ave.,  Wheaton. 
Frank  L.  Morse,  A.B.,  '86.  A.M.,  '8o,  Brown  Univ. 

Principal  of  Burr  .School.  043^  .Monroe  Ave.,  Chicago. 
Daniel  Baldwin  Parkinson,  A..M.,  '74,  Ph.D.,  '98,  McKcndrce  Coll. 

iH'>8,    President  of  Southern  Illinois  .Normal  University,  401  W.  Walnut  St.,  Carbondale, 
Mary  Reid  I'ierck. 

iH(>H,    .Music  Department,  .American  Book  Co.,  531-531  Wabash  .Ave.,  Chicago. 
Frederick  William  Plapp,  .A.B.,'Si;,  .A  M  ,'91,  Dartmouth  Coll. 

i4i/o,    .Assistant  in  Jefferson  High  School,  2549  N.  42d  .Ave.,  Irving  Park  Station,  Chicago. 

ROBFKT  H.   RENNIE. 

i8«9,    Principal  of  Grcsham  School,  817  W.  87th  St.,  Chicago. 

William  S.  Shearer. 

I'ublishing  firm  of  .N'cwson  &  Co.,  378  Waba>h  .Ave.,  Chicago. 

Eva  A.  Smedley. 

1898,    Principal  of  .Noyes  Street  School,  Evanston;  res.,  138  WclU  St.,  Chicago. 

Edwin  R.  SMmi. 

General  Agent  for  D.  C.  Heath  &  Co.,  378-388  Wabasih  Ave.;  Victoria  Hotel.  Chicago. 
John  H.  Stf.hmav. 

1881.    I'rin>i|i.il  of  .Avondalc  School,  1571  Kimliell  .Ave.,  Xjuinn  S<j.,  Chicago, 
Albert  Le  Kov  Stevenson,  B  St.,  'Mj,  V.  Ind.  Nor.  Sih. 

1885,    Principal  of  Lincoln  Elementary  School,  48^*  .N.  Clark  Sl.,  Chicago. 
John  F.  Wirgs. 

1890,  Principal  of  Sangitmon  School,  Decatur, 

|8<>8     Edwin  Or  \Nr  Dr.xrfii,  B  P'l  ,'91,  AM  ,'91,  Brown  Univ  ;  PhD, '99,  Columbia  Univ. 

ii>oo,    VtiAcwit  of  Ivlucalion.  Oniverikily  of  Illinois,  903  W,  (<rccn  St.,  Urbann. 
Catiiarinf.  C;or,<;iN. 

Tca<her  in  ('ity  SthooU,  537  I^  Salle  Ave.,  Chicago, 
John  Calvin  Hann*.  A  B  ,'81,  AM  .'84,  Univ  of  W<Knter. 

|8<>H,    Printi|jai  of  Oak  Park  and  Kivrr  Fomi  Tuwnikhip  High  Schiiut,  739   N     Oak  Park 
Ave.,  Uok  Park. 

Abram  W    Hmiiiih.  a  n,.  '80.  A  M  .  'Sj.  Weileyan  Unlv  ;    Sr  D  .  '94;    FUiwdoin;    Ll«l)  ,  '00.    I.'niv 
of  '.i    Bruntwirk:    f,L  l»  ,  'oj,  Uniy  of  Mr  ,    LI.,  D  .  '04    Wr»lrv.in  Univ. 
iijcjii.    Prritidrni  o|  .Surtliwrtlrrn  Univentily,  1745  Chicago  Ave.,  Kvannlon. 

Geomce  Hfnrv  Howf.  Ph  B     'H7.  Ill    W"    Univ  ,    Ph  I)  .  '90 

1901,  I'rofeMwjr  of  M.ilhrmalKK.  Slair  .Normal  Univemily;  rr«.,  408  Normal  Avt,  Normal. 


y66  NATIONAL  EDUCATIONAL  ASSOCIATION  [lUinois 

ILT^WOIS— Continued 

1898  Franklin  Winslow  Johnson,  A.B.,  '91,  A.M.,  '94,  Colby  Univ. 

1905,  Principal  of  The  Academy  for  Boys,  of  the  University  of  Chicago,  2210  Rinaldo  Ave., 

Morgan  Park. 
Vernon  Griffith  Mays,  Ph.B.,  '94,  Albion  Coll.;   A.M.,  '05.  Univ.  of  Mich. 

1906,  Superintendent  of  Schools,  418  S.  Galena  Ave.,  Dixon. 

Chadncey  F.  Newkirk. 

Manager  of  Educational  Department,  Rand,  McNally  &  Co.,  160  Adams  St.;   res., 
2482  N.  Hermitage  Ave.,  Chicago. 

J.  H.  PUGH. 

Agent  for  D.  C.  Heath  &  Co.,  626  Decatur  St.,  Lincoln. 
Ralph  Richard  Upton,  A.B.,  '92,  Yale  Univ.;    LL.B..  '93,  LL.M.,  '94.  Columbian  Univ. 

1902,    Principal  of  Streator  Township  High  School,  303  S.  Bloomington  St.,  Streator. 

1899  J.  Edward  Bangs. 

1902,    Deputy  State  Superintendent  of  PubUc  Instruction,  Capitol  Building,  Springfield 

Francis  G.  Blair,  B.Sc,  '07,  Swarthmore  Coll. 

1906,    State  Superintendent  of  Public  Instruction,  629  S.  2d  St.,  Springfield. 
Lx)uis  James  Block,  A.B.,  '68,  A.M.,  Ph.D.,  Washington  Univ. 

1895,    Principal  of  Marshall  High  School,  614  Washington  Boul.,  Chicago. 
Isaac  B.  Burgess,  A.B.,  '83,  A.M.,  '86,  Brown  Univ. 

1892,    Professor  of  Latin  in  the  Academy  of  the  University  of  Chicago,  2333  Berkeley  Ave., 
Morg.in  Park. 
Joseph  Carter. 

Ex-Superintendent  of  City  Schools,  Champaign. 
Wayland  J.  Chase,  A.B.,  '87,  A.M.,  '89,  Brown  Univ. 

1898,    Assistant  Professor  of  History,  and  (1899)  Dean  of  the  Academy  of  the  University 
of  Chicago,  Morgan  Park. 
George  Victor  Clum,  A.B.,  '93,  Ohio  State  Univ.;  A.M.,  '05,  Univ.  of  Wis. 
1898,    Superintendent  of  Schools,  Earlville. 

Ida  M.  Cook. 

1886,    Principal  of  Nathanael  Greene  School,  3207  Prairie  Ave.,  Chicago. 

Mrs.  Mary  E.  Gilbert. 

Principal  of  Longfellow  School,  3207  Prairie  Ave.,  Chicago. 
William  Gardner  Hale,  A.B.,  '70,  Harvard  Coll.;    LL.D.,  '95,  Union  Coll.,  and    '96,  Princeton 
Univ. 
1892,    Professor  and  Head  of  Department  of  Latin,  University  of  Chicago,  5757  Lexington 
Ave.,  Chicago. 
WiNFiELD  Scott  Hall,  B.Sc,  '87,  M.D.,  '88,  M.S.,  '89,  Northwestern  Univ.,  Chicago;  M.D.,  '94, 
Ph.D.,  '95,  Leipzig,  Germany. 
1895,    Professor   of   Physiology   in    Northwestern   University   Medical   School,   2431-2437 
Dearborn  St.,  Chicago;  res.,  Berwyn. 
Ira  Woods  Howerth,  A.B.,  '93,  Harvard  Univ.;  A.M.,  '94,  Ph.D.,  '97,  Univ.  of  Chicago. 

1902,  Assistant    Professor  of   Sociology,   University   of   Chicago;   home   address,  Valpa- 

raiso, Ind. 
Clyde  Park  Lamar,  B.Sc,  '93,  A.B.,  '97,  Valparaiso  Coll.;  LL.B.,  '03,  Northwestern  Univ.-  Ph.M., 
Univ.  of  Chicago 

1903,  Instructor  in  Chemistry.  Economics,  and  Commercial  Branches,  Medill  High  School, 

5406  Drexel  Ave.,  Chicago. 
Jeptha  E.  Lemon'.  A  B.,  '83.  Univ.  of  Mich. 

1894,    Superintendent  of  Schools,  528  Maple  Ave.,  Blue  Island. 
Anthony  Middleton. 

1906,    Superintendent  of  Schools,  119  W.  Mozon  Ave.,  Dwight. 
R.  Keable  Row,  A.B.,  '97,  Queen's  Univ.,  Can. 

Publisher,  215  Wabash  Ave.,  Chicago. 
John  J.  Schobinger. 

1876,    Dean  of  Harvard  Preparatory  School,  4651  Drexel  Boul.,  Chicago. 
Delos  H.  Smalley. 

Representative  of  .Atkinson.  Mentzer  &  Grover,  350  Wabash  Ave.,  Chicago;    home 
address.  Fond  du  Lac.  Wis. 
Alexander  Smith,  B.Sc,  '86,  Edinburgh  Univ.;  Ph.D.,  '89,  Munich  Univ. 

1894,    Professor  of  General  Chemistry,  University  of  Chicago,  Chicago. 
Ella  C.  Sullivan. 

igoo.    District  Superintendent  of  Schools,  Victoria  Hotel,  Chicago. 
Charles  W.  Turner.  A.B..  Colby  Coll. 

Agent  for  Silver,  Burdett  &  Co.,  378  Wabash  Ave.,  Chicago. 
Estus  Eugene  Webster,  A.B.,  '03,  Univ.  of  Mich. 

1902,    Superintendent  of  Schools,  1127  W.  Lafayette  Ave.,  Jacksonville. 
Eugene  Alonzo  Wilsom.  M.Pd.,  '99,  Mich.  Nor.  Coll.;   A.M.,  '06,  Univ.  of  Chicago. 

1906,    Surjerinlendent  of  Schools,  3330  Oak  Park  Ave.,  Berwyn. 
George  W.  Webster,  M.D.,  '82,  N.  W.  Univ.  Med.  Sch. 

Professor  of  Physical  Diagnosis  and   Clinical  Medicine,  Northwestern  University 
Medical  School,  70  State  St.,  Chicago. 
1900     William  Edward  Andrews,  .\M.,  '84,  A.M.,  '88,  Blackburn  Univ.;  Ph.D.,  '00,  111.  Was.  Univ. 
1894,    Principal  of  Township  High  School,  700  S.  Clay  St.,  Taylorville. 
Cornelia  Dorothy  Bingham. 

1905,    Assistant  Head  of  Deaf  Oral  Department,  Chicago  Normal  School;  res.    6550  Yale 
Ave.,  Chicago. 


Illinois] 


LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  767 


ILUaOlSr— Continued 

,003     Clacdk  Brown.  ^^^^^^  Superintendent  of  Schocils.  547  E-  South  St..  Princeton. 

George  N.  Carm.\s,  .\.B.,  'St,  L'niv.  of  Mich  .  d  1       c.      rK;.,^,, 

1896,   Director  of  Lewis  Institute.  Madison  and  Robcy  Sis.,  Chicago. 

Joseph  W.  E^R'^'JT;^.^.^^   g^^^^  ,406-1407  Ashland  Block,  so  Clark  St..  Chicago. 
DxviD  Feimlfy.  \.r'.  •«..  l'niv.  of  Mich.;   LL.D..  '05.  Univ.  of  111  ;   L.H.D.^'oft JJlackburn  Univ. 
1900,    President  of  Illinois  State  Normal  UniN-crsity,  207  N.  School  St..  N'ormal. 

Fnwiv  O-scooD  Grovfr.  B.L..  '04,  Dartmouth  Coll.  %i.  .      u   » 

Edvmn  OSGOOD  ^«ONFR.^B  aijd  member  of  firm  of  .Mkinson.  Ment/.or  &  Grover.  350  \N  abash  .\vc.. 

Chicago. 

SAMrEL  E.  HARWoon^  A^M.;p..Jnd^^^^^^^        ^^^.^.^^   ^^,^^^„  ,„.„,,^  ^..,^^.,  ^^■,^,^,^,  Car- 

bondale. 
Manfred  Ja«ks  Ho,^  "kyi^lS- 'YiurloC'state  Normal   Universitv.  :o,  S.  Broadway,  Normal. 
ROBERT  L"^^--^- /^;;;?3;  j^^lAi^Jlr^elllf 'V^^^'^erteau  Ave.  Irvin«  Park.  Chicago. 
Samuel  B.  ^^^^»^^^.^^  Principal  of  Western  Illinois  State  Norm.il  School.  61 .  W.  Adams  St..  Macomb. 
O.  J.  KtR.N.  County  Superintendent  of  Schools.  216  Paris  .\vc.,  Rotkford. 

Leopold  E.^.  hl'-^^cher  of  Mathematics.  Lyons  Township  High  School.  I.1  Grange. 

Charles  E.  Mann,  M.Sc,  '70,  Albion  Coll. 

,903,    Superintendent  of  Schools,  Batavia. 

Newman  ^]^'^^^':^r\:!'Z^^iy  of  Chicago  Press,  S5.S  Wo«llawn  Ave.,  Chicago. 

FnwABD  Carlton  Page.  AM.,  'S8,  Northwestern  Univ.  ,   ,.  .      ,  a         .      a.— 

Edward  ^^"""^pf^^fj^^;  „<  •Hi.'ory,  Northern  Illinois  State  Normal  School.  3"  Augusta  Ave. 

De  Kalb. 
George  H.  Rockwood,  A.B..  '79,  A.M... '82.  Dartmouth  Coll. 

,900,    Princiixil  of  .Austin  (Chicago)  High  School.  228  N.  Ea.st  .■\^c..  Oak  1  .ark. 

V    r    Rn<:<:ETER.  A.M..  '71.  Marietta  Coll.  .      /-■  ■ 

E.  C.  KOSSETER.  ■^^^^^p73.^^  ^j^j.||  j^.^j^  g^j^^,_  ^_^  g   „^^^.^^,,  .^^.^    ^^„^„„^  Chicago. 

John  D.  Shoop.  p^^^-p^  ^j  Holdcn  School,  6928  Stewart  Ave..  Chicago. 

Jesse  I^«f^«'™.p,,i„j,„d,„t  of  Schools.  2,9  Central  Ave.,  Highland  Park. 

InHN  Kay  Stableton,  B.Sc.  '82.  A.M..  '87,  Ohio  Wcs.  Univ. 

John  Kay  fj*»'-'^„p^'^„„.„jc„j  „{  City  Schools,  i.i  E.  I.ocu.st  St.,  Bloom.ngton. 

G.  Warren  Tavlor^^.^^  ^^  ^^^^^^  ^.^^^l^^_  ^^    ^^^_  ^^  Washington  St..  Springfield. 

Hfshy  Silas  TiBBiTS,  A.B., '86,  Univ.  of  Mich.  „•        •  ■ 

HLNRY  ^»-*^"p^„'ri,„,  J,  j„,,„  Spry  Sch.M.l,  Chicago;  res..  R.v.rs..lo. 

Mary  E.  Vauohan.^^^^^^  Superintendent  of  Schools.  4>S  Warren  Ave..  Chicago. 

Mu«    FiiA  Flagg  Vounc.  Ph.D.,  '00.  Univ.  of  Chicago. 

Mrs.  E«-LA^hLAGG^l.ot^^.^^^  ^.^  ,^^^^  ^.^^^^^^  ^1^^^,   ^^^,  „^^^.^^j  ^^^^    Chicago. 

,90.     James  E.  A-«;'",%^;;-i;^J'j,'iS,:!Ji'„i«h  School,  .063H  Pros.^c.  Ave.,  Chicago. 

E.  T.  AusT.N.^B.Sc..^UnW.j.f^Nn^       ^^^  ^^,^^_^  ^^^^^,.p  ^j^,  g,^^,,  ^„,.  ,„,  ,,,,,..  s.erl.n,. 

M.R.AM   Br...LEY.  5^p^„,^„j^„,  „,  p„,,,i,  s,,,..,|s.  54.  C.rnr^e  S,  .  W.-ukcgan. 

Fruman  n.   BtXKJDGOon.  AH.  '90.  Upper  Iowa  l'niv 

i,^,.    Su,«rrintendcnt  of  Ci.y  SchooU.  Monmouth. 

HrsRV  E.  Brows,  Ph  H  .  'w,  l"wa  Coll.  l  1  1  -1 

,90j.    PrmciiMl  of  High  School,  111  J,  Joth  St..  Rock  Wand. 

H.  C.  C..ENr.Y  A  B,  Yale  Univ.^^^^  ^  ^  ^.^^^  ^^^  ^^,^^^^,_^  g^^   ,^,  ^^,^,.„^  ^^^  Chicago. 

r.rr.  U    CiAWfiiiAW    B  Sc.,  '</>,  Worc«^tcr  Poly    InM 

F.r.D  D.  C«^Y"priAd,«l  of  Franklin  S.lu«l,  i.S  Callmdrr  Ant  ,  Peoria. 

Frasu  WrK)UV»N  Da.iis.;.  B.S.     Ph  B     A  B  .  '9V  low.  Coll 

r.ANK        -'i         ,.^,„,j,„,  „,  (•.,||,„un  S<h.».l.  (,%\i  Perry  A»t..  Chicago. 

{.■•iwrvx  nirKiSH<i<<    \1  D..'Hl,  Woman'*  Mr«F  Coll.  ..     ,    „       ,-..• 

I-RANCM  l'"^'"'**','.;;^,;/„,'„,  ,Y.,,^y  Mrdi.al  O.llcgr.  ,07  N    Clark  St  .  Chicago. 

JAMES  C.  D°<-""^^p,^,,,i,,,^  American  Book  Co.  „.  W.ba.h  Ave,,  Chicago. 

SAMUrt  J.  f^';'-;'j;„,^;,:^ro.'i:;hn!,U  oi  R«k  l.l.na  County,  ,040.  »d  S...  Rode  Mand. 

A.  Flamaga!*.       p^,^,^^^    ^,^  Wal>a«h  Ave  ,  Chicago. 

Caroline  ^^"^^.^.^  j,,;^  S,.„  Normal  School.  6, .  W,  Adam.  St  .  Macomb, 


768  NATIONAL  EDUCATIONAL  ASSOCIATION  [Illinois 

llAAl^Oli— Continued 

1901  Margaret  A.  Haley. 

Teacher  of  Sixth  Grade  Elementary  Schools,  3402  Wabash  Ave.,  Chicago. 

Celia  Hefter. 

1886,   Teacher  in  City  Schools,  4347  Champlain  Ave.,  Chicago. 

Florence  Holbrook,  A.B.,  Univ.  of  Chicago. 

1889,    Principal  of  Forrestville  School,  5535  Monroe  Ave.,  Chicago. 

A.  P.  Johnson. 

1906,    Superintendent  of  City  Schools,  936  VV.  Illinois  St.,  Urbana. 

Homer  H.  Kingsley,  A.B.,  '81,  Univ.  of  Mich. 

1886,    Superintendent  of  Schools,  1229  Judson  Ave.,  Evanston. 

Rosa  A.  Lang. 

1883,    Teacher  in  Arnold  School,  27  IJncoln  PL,  Chicago. 
Frank  Albert  Larck,  A.M.,  '86,  Northwestern  Coll. 

Principal  of  Harriet  Beecher  Stovve  School,   cor.   W,ibansia  Ave.  and  Ballou  St., 
Chicago. 
Louis  Briggs  Lee,  B.L.,  '88,  Univ.  of  Mich. 

Representative  of  .American  Book.  Co.,  235  S.  Elmwood  St.,  Oak  Park. 
Charles  L.  Manners,  LL.B.,  '88,  McKendree  Coll. 

Principal  of  High  School,  548  N.  12th  St.,  East  St.  Louis. 
Anna  L.  Mayer. 

188S,    Teacher  in  City  Schools,  759  W.  13th  St.,  Chicago. 
James  Rariden  Meek,  A.B  ,  '97,  Ind.  Univ. 

1903,    Teacher  of  English,  Richard  T.  Crane  Manual  Training     High  School,  5710  Mid- 
way Park,  Austin  Sta.,  Chicago. 
Louis  Celestin  Monin,  Ph.D.,  '92,  Lake  Forest  Univ. 

1893,    Professor  of  Economics  and  Philosophy,  and  (1903)  Dean  of  Cultural  Studies,  Armour 
Institute  of   Technology,  and   Dean  of  .\rraour  Scientific  Academy,  3250  Prairie 
Ave.,  Chicago. 
SiGEL  E.  Raines,  A.B.,  '97,  Ind.  Univ. 

1903,    Superintendent  of  City  Schools,  242  Walnut  St.,  Freeport. 

Edward  S.  Smith. 

Manager  of  Educational  Publishing  Co.,  228  Wabash  Ave.,  Chicago. 

Margaret  Stuart. 

1882,    Teacher  in  City  Schools,  537  La  Salle  Ave.,  Chicago. 

Mary  E.  Tobin. 

1899,    Principal  of  Hammond  School,  824  Jackson  Boul.,  Chicago. 
John  A.  Wadhams,  M.Sc,  Hillsdale  Coll. 

1890,    Principal  of  James  Monroe  School,  2453  Lowell  Ave.,  Chicago. 
Adda  P.  Wertz,  A.M. 

Training  Teacher,  Southern  Illinois  Normal  University,  Carbondale. 
Charles  Zueblin,  Ph.B.,  '87,  Northwestern  Univ.;  B.D.,  '89,  Yale  Univ. 

1902,    Professor  of  Sociology,  University  of  Chicago,  38  Madison  Park,  Chicago. 

1902  S.  H.  BoHN,  Ph.B.,  '97,  DePauw  Univ. 

1902,    Superintendent  of  Schools,  211  S.  Sycamore  St.,  Centralia. 
Harry  F.  Brewer,  A.B.,  '91,  Nat.  Nor.  Univ.;  A.M..  '04,  Columbia  Univ. 

Attorney  at  Law,  6522  Monroe  St.,  Chicago. 
George  A.  Brown,  C.E  ,  '81,  Univ.  of  Mich. 

1897,    Assistant  Editor  of  "School  and  Home  Education,"  lui  N.  Prairie  St.,  Bloomington. 
Lucy  E.  Browning,  Ph.B.,  and  Ed.B.,  '06,  Univ.  of  Chicago. 
Elgin. 

Horace  G.  Butler. 

1902,    Representative  of  Henry  Holt  &  Co.,  378  Wabash  Ave.,  Chicago. 
Otis  W.  Caldwell,  Ph.D.,  '98,  Univ.  of  Chicago. 

1899,  Professor  of  Botany,  Eastern  Illinois  State  Normal  School,  Charleston. 
Aaron  Hodgman  Cole,  A.B.,  '84,  A.M.,  '87,  Colgate  Univ. 

1905,    Instructor  in  Biology  and  Projection,  Chicago  Normal  School,  6022  Monroe  Ave., 
Chicago. 

Nellie  C.  Collins. 

1901,    Teacher  of  Shorthand  and  Typewriting,  High  School,  569   Monmouth  Boul.,  Gales- 
burg. 
Lillie  Crittenton. 

1894,  Teacher  in  Public  Schools,  997  Flournoy  St.,  Chicago. 
Henry  H.  Edmunds. 

1901,    Superintendent  of  City  Schools,  Ru.shville. 
Ada  M.  Fleming. 

1895,  Music  Department,  Ginn  &  Co.,  378  Wabash  Ave.,  Chicago. 
L.  H.  Griffith,  B.Sc,  Franklin  Coll. 

Superintendent  of  Schools,  452  N.  Jackson  St.,  Danville. 

Frank  Dickinson  Haddock,  A.B.,  '00  Olivet  Coll. 

1906,    Superintendent  of  City  Schools,  Box  256,  Champaign. 

Richard  D.  Harlan,  A.B.,  '81,  A.M.,  '84,  D.D.,  '02,  Princeton  Univ.;   LL.D.,  '04,  Union  Univ. 
Ex-President  of  Lake  Forest  College,  Lake  Forest. 

B.  F.  Hart,  M.Sc,  '95,  Ohio  Nor.  Univ. 

1900,  Director  of  Commercial  Department,  Township  High  School,  436  Wright  St.,  La  Salle. 


lUinois]  LIFE,  ACTIVE,  AXD  CORRESPOX  1>I \C7  MEMBERS  769 

ILLINOIS— Con/i>iM<d 

H>02     Miss  Louie  L.  Kilbourn,  B.L.,  '82,  Univ.  of  Minn. 

i8g4.   Teacher  in  Public  Schools,  5404  Kimbark  Ave.,  Chicago. 

J.  B.  McManis. 

iSoo,   Superintendent  of  City  Schools,  La  Salle. 
O.  L.   M.\.NCHF.STKR.  .\  R..  '86.  A.M..  '89.  Dartmouth  Coll.;   LL.D..  '06,  III.  Wes.  Cniv. 

1801,    Teacher  of  I^itin,  German,  and  Economics,  State  Normal  University,  70s  S.  Broad- 
way, Normal. 
Ida     Migmkll.  Ph.B..  '91.  Univ.  of  Mich. 

1894,  rrincipil  of  Bryant  School,  1580  Jackson  Boul.,  Chicago. 

Eliakiu  Hastings  Moore,  A.B.,  '83,  Ph.D.,  '85,  Yale  Univ.;  A.M.,  Ph.D.  (honorary),  '99,  Univ.  of 
Gollingcn;  I.L.D.,  '04,  Univ.  of  Wis. 
1892,    Profes-sor  and  ( i8o<))  Head  of  Department  of  Mathematics,  The  University  of  Chicago, 
5607  Monroe  Ave.,  Chicago. 
\V.  M.  Morton. 

Agent  of  American  Book  Co.,  521  Wabash  Ave.,  Chicago. 
Mrs.  Mary  Darrow  Olso.v,  A.B.,  '82,  .Mleghcny  Coll. 

1890,    Principal  of  McCosh  School,  6036  Jefferson  Ave.,  Chicago. 

Mary  O'Reilly. 

1895,  Teacher  in  Public  Schools,  180  Humboldt  Boul.,  Chicago. 

Charles  H.  Ostranper. 

Principal  of  William  Penn  Nixon  School,  1104  Tripp  Ave.,  Chicago. 

SwEN  Frankli.n  Paksiin. 

1899,    Profes.s<)r  of  Mathematics,  Northern  Illinois  State  Normal  School,  De  Kalb. 

Bertha  Payne. 

1901,  Head   of  Kindergarten  Training   Department,  School   of  Education,  University  of 

Chicago,  5744  MonriK"  Ave..  Chicago. 
Mary  O.  Pollard,  A.B.,  '06,  A.M.,  '00,  Middlebury  Cull. 

1905,    Instructor  in  English.  High  .School,  1304  Benson  .Xve.,  Evanston. 

Gilbert  P.  Randle. 

1902,  Superintendent  of  City  Schools,  Mattoon. 

Grace  Reed,  A.B.,  '84,  Univ.  of  Chicago;  LL.B.,  '96,  Kent  Coll.  of  Law. 

1894,    Principal  of  John  B.  Drake  School,  3716  Forest  Ave.,  Chicago. 

Mary  Robson. 

1897,   Teacher  in  Public  Schools,  640s  Yale  Ave.,  Englewood,  Chicago. 

Anna  E.  Rogers. 

1902,    Superintendent  of  Schools  of  Douglas  County.  Tuscola. 

Hannah  Schiff. 

1890,    Principal  of  Mulligan  School,  327  Dearborn  Ave.,  Chicago. 
Robert  M.  Smith,  A.M.,  Glasgow  Univ. 

1899,  Suptrvi.sor  of  .Manual  Training  and  Household  .Arts,  628  Tribune  Building,  Chicago. 
Rt.  Rev.  J.  La.ncastkr  Spalding,  A.M.,  LL.D., '02,  Columbia  Univ.;  S.T.D., '65,  Univ.  of  Louvain; 

LL.D.    '04,  Western  Reserve  Univ. 
Bi.shop  of  Peoria,  607  Madison  .\ve.,  Peoria. 

Jasper  R.  Sparks. 

Western  Agent  for  Little.  Brown  &  Co..  378  Wabash  .\vr..  ChicagtJ. 

CiJktJDius  U.  Sto.vf.,  B.Sc,  W.  111.  Nor.  Coll. 

1902.    Suix-rintenilent  of  IV<iria  County  Schools,  sio  Hamilton  St.,  Peoria. 
Willis  E.  Tower,  B.Sc.,  '9.),  Univ.  of  III. 

1897,    InslrucKjr  in  Englewoo<l  High  School,  444  N.  Normal  Parkway,  Chicago. 
George  Edgar  Vincent,  A.B.,  '85,  Yale  Univ.;  Ph.D.,  V>,  Univ.  of  Chicago. 

1900,  Professor  in  Department  of  Sociology.  University  of  Chicago,  5737  Lexinglun  Ave  . 

Chicago. 

May  B.  Wallace.  . 

1890,    Teacher  in  Public  ScIkkiIs,  6921  Prinirlon  Ave  .  Chicago. 

1903     Anna  .M.  .\llkn.  „  ,      ,  ».,..•         .         .,      • 

Supervisor  of  Music,  Public  Schools,  20$  N.  .Madison  Ave  ,  I'roria. 

Richard  H.  Arms,  A.B  ,  '90.  Harvard  Univ. 

Proiirietor  of  The  (iiford  SchtKil,  2141  Calumet  Ave.,  t  hlcago. 
Anna  (j.  Bafr. 

iH«j,    Teatlirr  in  City  S<.h<j<ils,  271  <.)aklry  B<iul  .  (  huago. 
Cur/oki)  Wnisim  B*iis».s,  A  B  .  'H9.  B  f)  ,  'i,j,  V.ilr  Unlv  ,  A  M  ,  'gi.  Univ   of  Chirngo 

llonnrary  Srirel.irv  .incl  ('h.iirin.in  of  Ktn  ulivr.  Intrrndtional  ('oniinilirr  on  .Moral 
Training,  I-;ikc  ForeM. 

Nu-LiF.  T.  Havnm.  .        „     , 

1H94.    Teacher  in  City  SthooU.  55i  La-Sallr  Ave  .  (  hicago. 

Sarah  J    Bavsm. 

1887,   Teacher  In  City  School*,  J5J  I-aSallc  Ave..  C  hlrago. 

LlU.)NORA    BrcK. 

1901,  Teacher  in  John  W<»rlhy  School,  j6  S.  \So«kI  Si  ,  (  hitago. 

Br.NiAMiN  Fraski.in  UrcK,  a  H  . '91   I'niv  of.Mi.h  .     ,    .  _, 

1901.    Priniiinl  of   I^c  View  High  Stlxiol,  W    Athland  and  living  Turk  Koul  .  Chicagtr. 

Mary  jAncv)-*  Clark. 

if>3i.    .Sujirrvivir  of  .Music  40^  W   KM>ir.ido  Si  .  I>p«nlur 
HiRBiRT  I.    Conn,  A  It  . 'H7.  A  M  . '-x..  Wr  Irv.in  Iniv  ,       .       .    .      . 

iHiyj.    I'rofrMor  ami  Head  ol  I>r|Mitinenl  of  .Malhemaliim,  I>fwui  InXllule.  Chicago 


770  NATIONAL  EDUCATIONAL  ASSOCIATION  [Illinois 

YLLmOlS— Continued 

1Q03     George  A.  Coe,  Ph.D.,  'gi,  Boston  Univ. 

1891,    Professor  of  Philosophy,  Northwestern  University,  620  Clark  St.,  Evanston. 
Clarence  Elmer  Comstock,  A.B.,  '88,  A.M.,  '91,  Knox  Coll. 

1897,  Professor  of  Mathematics,  Bradley  Polytechnic  Institute,  Peoria. 

G.  W.  Conn,  Jr. 

1902,  Superintendent  of  McHenry  County  Schools,  Woodstock. 

LlLLL-VN    S.    CUSHMAN. 

1903,  Instructor  in  Art,  School  of   Education,  University  of   Chicago,  6030  Jackson  Park 

Ave.,  Chicago. 
Minna  C.  Denton.  B.Sc,  '00,  A.M.,  '01,  Univ.  of  Mich. 
1906,    Instructor  in  Lewis  Institute,  Chicago. 
Theresa  J.  Donnelly. 

1898,  Teacher  in  Public  Schools,  487  Dearborn  Ave.,  Chicago. 
Garrett  Droppers.  A.B.,  '86,  Harvard  Univ.,  Ph.D. 

Professor  of  Political  Economy,  University  of  Chicago,  Chicago. 
Frank  D.  Farr. 

Western  Manager  for  Silver,  Burdett  &  Co.,  378  Wabash  .Vve.,  Chicago. 
Earl  B.  Ferson,  Art  Master,  '83,  Mass.  Nor.  Art.  Sch. 

1884,  Teacher  of  Mechanical  Drawing  and  Machine  Design,  Chicago  Manual  Training 
School,  and  (igo6)  Department  of  Engineering,  University  of  Chicago,  39s  E. 
S8th  St.,  Chicago. 

Eliz.'Vbeth  G.  Finkler. 

Teacher  in  Public  Schools,  182 1  Oakdale  Ave.,  Chicago. 
Margaret  L.  Finnegan. 

1897,   Head  Assistant  in  Jefferson  Park  School,  3028  Our  St.,  Jefferson  Substation,  Chicago. 
Katharine  A.  FitzPatrick. 

1890,  Teacher  in  Horace  Mann  School,  3421  Parnell  Ave.,  Chicago. 
Stephen  A.  Forbes,  Ph.D.,  '84,  Ind.  Univ.;  LL.D.,  '05,  Univ.  of  HI. 

Professor  of  Zoology,  University  of  Illinois,  1209  Springfield  Ave.,  Urbana, 
Charles  Herbert  Harrington,  A.B.,  '91,  A.M.,  '94,  Knox  Coll. 

1900,  Superintendent  of  PubUc  Schools,  Buda. 

Horace  N.  Herrick,  A.B.,  'go,  Harvard  Univ.;  A.B.,  '86,  A.M.,  '91,  Eureka  CoU. 

i8g7,   Teacher  of  Greek  and  Latin,  R.  A.  Waller  High  School,  284  Sunnyside  Ave.,  Chicago. 
Thomas  Franklin  Holgate,  A.M.    '89,  Univ.  of  Toronto;    Ph.D.,  '93,  Clark  Univ.;    LL.D.,  '05, 
Univ.  of  111. 
i8g3.    Professor   of   Applied   Mathematics,  (1002)  Dean  of   the  College   of   Liberal  Arts, 
Northwestern  Lfniversity,  617  Library  St.,  Evanston. 
William  Thomas  Jackson,  A.B.,  '8g,  A.M.,  '90,  Eureka  Coll.;  A.B.,  '94,  Harvard  Univ. 

1901,  Professor  of  Physics,  Eureka  College,  Eureka. 
Mary  Frances  Keane. 

1888,    Teacher  in  PubUc  Schools,  554  E.  Division  St.,  Chicago. 
Kate  Starr  Kellogg. 

1886,    Principal  of  Lewis  Champlin  School,  6565  Yale  Ave.,  Chicago. 
Marcellus  Madison. 

i88g.    Superintendent  of  Schools,  West  Chicago. 
C.  Riborg  Mann,  A.B.,  'go,  Columbia  Univ.;  Ph.D.,  '95,  BerUn. 

1896,   Assistant  Professor  of  Physics,  University  of  Chicago,  Chicago. 
L.  B.  Mansell,  A.B.,  Ewing  Coll. 

1901,    Superintendent  of  City  Schools,  Farmington. 
Fred  B.  Maxwell,  Ph.B.,  '87,  Beloit  Coll.;   Ph.D.,  '92,  Cornell  Univ. 

Teacher  of  Biology,  Wm.  McKinley  High  School,  Chicago;  308  Franklin  Ave.,  River 
Forest,  P.  O.  Oak  Park. 
Malcolm  Ross  McElroy,  A.B.,  B.M.,  '95,  A.M.,  '98,  Univ.  of  Wooster. 

1906.    Teacher  in  Thornton  Township  High  School,  65,  154th  St.,  Harvey. 
Mrs.  Frances  Pearson  Meeks,  Pd.M.,  '04,  Mich.  St.  Nor.  Coll.;   Ph.B.,  111.  Wes.  Univ. 

1905,  Teacher  of  History,  High  School,  Spring  Glen  St.,  Danville. 
Joseph  Aaron  Mercer,  A.B.,  '71,  Univ.  of  Mich. 

18H2,    Principal  of  Lincoln  School,  204  Flora  Ave.,  Peoria. 
Walter  Reynolds  Mitchell,  B.Sc,  '87,  Univ.  of  111. 

Department  of  Biology,  Hyde  Park  High  School,  433  E.  57th  St.,  Chicago. 
Alexander  A.  Moll,  A.B.,  '86,  Oberlin  Coll.;  A.M.,  '89,  Hopedale  Nor.  Coll. 

1891,  Teacher  in  Public  Schools,  6132  Prairie  Ave.,  Chicago. 
Mary  A.  Moynihan. 

1885,  Teacher  in  Public  Schools,  660,  37th  PI.,  Chicago. 
Mrs.  Emma  A.  Naylor,  B.Sc,  '72,  Lincoln  Univ. 

1896,  Principal  and  Teacher  of  Mathematics,  Mason  City. 
Eleanor  D.  O'Connor. 

1897,  Teacher  in  Nathaniel  Greene  School,  7140  Emerald  Ave.,  Chicago. 
Christopher  S.  Oglevke,  B.Sc,  '94,  D.Sc,  '05,  Lincoln  Univ. 

i8gs.    Instructor  in  Biology,  Lincoln  College,  1006  N.  Union  St.,  Lincoln. 
A.  S.  Pearse,  B.Sc,  Univ.  of  Ncbr.,  A.M. 

1906,  Teacher  of  Biology,  Lake  High  School,  335  E.  62d  St.,  Chicago. 
Lavinia  Ritter. 

Teacher  in  Public  Schools,  1734  Melrose  St.,  Chicago. 


lUinois]  LIFE,  ACTIVE,  AX D  CORRESPOXDIXG  MEMBERS  -j-jl 

ILLINOIS— Cc-n/ini«frf 

1903  Matilda  A.  Ritter. 

Teacher  in  Public  Schools,  1029  \V.  Montrose  Ave  ,  Chicago. 
Joanna  Elizabeth  A.  Seifert. 

iSoQ.    Teacher  in  I'ublic  Schools,  429  Center  St.,  Chicago. 
Jf.snie  E.  Slack. 

Teacher  in  Huron  Street  School,  265  E.  Huron  St.,  Chicago. 
Spencer  R.  Smith,  .\.B.,  Mich.  Univ. 

Principal  of  Wendell  Phillips  High  School,  319  S.  Park  .\vc.,  .Austin  Sla.,  Chicago, 
Philip  J.  Stoneberc.  .\.H.,  'oq.  .\.M..  '01.  Knox  Coll.;  A.M.,  'os,  Columl'ia  Univ. 

Student  at  Hanard  UnivtrMty;  home  address.  Bishop  Hill. 
Miss  Frank  E.  Trfmain. 

Teacher  in  Public  Schools,  886  Warren  .\ve.,  Chicago. 
Susannah  Usher,  B.Sc, '08,  Mas,s.  Inst,  of  Tech. 

1904,    Assistant   Professor  of  Household  Science,  University  of    Illinois,  1007  W.  Illinois 
St.,  Urbana. 
Mary  E.  Vance. 

189s,    Principal  of  Julia  Ward  Howe  School,  5739  Midway  Park,  .\ustin,  Chicago. 
Cl\'DE  Weber  V'otaw   .\.B.  '88,  .Amherst  Coll.;  B.D.,  '91,  Yale  Univ.;  Ph.D.,  '96,  Univ.  of  Chicago. 

1900,    .As.'iistant  Professor  of  .\ew   Testament  Literature,  University  of  Chicago,  5517  Wash- 
ington Ave.,  Cliicago. 
Anna  Waldschmtdt. 

Teacher  in  Public  Schools.  69  Grant  PI.,  Chicago. 

1904  G.  B.  Affleck.  A.B.,  '07.  Univ.  of  Manitoba,  Canada. 

1906,    Physical  Director.  Central  Y.  M.  C.  A.,  153  LaSallc  St.,  Chicago. 
Cuarlls  Frank  Atkinson. 

President  of  firm  of  Atkinson,  Mcntzcr  &  Grovcr,  Sch(M)l  Book  Publishers,  3SO-3.'!» 
Wabash  Ave.,  Chicago. 

Francis  B.  Atkinson. 

Editor  of  "The  Little  Chronicle,"  358  Dearborn  St.,  Chicago. 
Frederick  G.  Bonser.  B.Sc..  '01.  M.Sc,  '02.  Univ.  of  III. 

190s,    Director  of  Normal  Training  School,  State  Normal   School;   res.,  346  W.  Calhoun 
St.,  Macomb. 
Walter  F.  Boves. 

1902,    Superintendent  of  Knox  County  Schcx>U,  751  N.  Kellogg  St.,  Galcsburg. 
Thomas  H.  Briccs,  Jr.,  A.B.,  '06,  W;ike  Forest  Coll. 

1900,    Instructor  in  English,  Easttrn  Illinois  Stale  Normal  SchfK>l,  Charleston. 
Theodore  C.  Buroess,  .\.B.,  '83,  Hamilton  Coll.-.  Ph.D..  '08.  Univ.  of  Chicago. 

1904,    Director  of  Bradley  Polytechnic  Institute,  220  Clara  St.,  Peoria. 
JoH.v  Ellsworth  Cum,  A.B..  '86,  AM.,  '98.  Heiilelberg  Univ. 

1898,    Principal  of  High  School,  Earlvillc. 

Matif.  a.  Cobb. 

ic;o*>.    Kindergartner  in  City  Schools,  1087  Perry  St.,  Chicago. 

Harry  Adelbert  Dean. 

Su|»rintendent  of  .Schcxds  of  Kane  County,  Geneva. 

W.  W.  Earnest. 

1902,    Superintendent  of  City  Schixjls,  427  W.  Jackson  St.,  Macomb. 

Charles  H.  Elliott. 

1902,  Superintendent  of  Township  High  S<h(y)T,   res.,  322  S.  M.ipic  St  ,  C  rntrali.i. 

Henry  BENrnirr  Fisher,  .X.B.,  '</>,  Nurihwpstcm  Univ. 

ii/i.j,    Su|*rintendint  of  Sdiixils,  lienesco. 
Jasper  \.  Hunt,  AM  ,'75,  Allegheny  Coll.  ..  ,     ,    . 

Represent. \tivc  of  Kducalion.il  Publication"*,  521  \N.il>ash  Ave.,  Chicago. 

II.  J.  JoitlscH,  n.Sc  ,  '01,  Univ.  of  Chi(ago. 

1903,  Superintendent  of  SchooN,  Hinsdale, 

Silas  Jones,  A. B, '92,  Eureka  Coll.  ,     „  „        ,.      •. 

1900,    Profev*or  of  Sacrctl  Literature,  Eureka  College,  hurcka. 
William  H.  Jonkh,  B.Sc.,  '03.  N'orihweMern  Univ. 
907  Irving  St.,  Jolicl. 

Jamks  Kirk.  A  H.,'71,  A  M.,'74.  ,    ^ 

1M9S.     Teathrr  of  Higher  Malhemalii »  an.l  Melhixli.  Siulhern  Illinois  Norm.il  I  ni>TrMlv, 
CarliuDdalr. 

J.  ().  LrsLir.  ABA  M 

IHHH.     Prin<ip.il  of  High  S<h<i..l,  Ottawa. 
T110MA.H  WlL!MiN  Lisi.i.r.  A  It  ,  '93,  Davidwm  Coll  ;  Ph  D  ,  '<jH.  I.eip/.ig  Univ.;  Grad.,  '01,  Primrlon 
Thn>l   Scm. 

190?,    PrrMdrnt  ol  Itlatkbum  Collrgr,  nn-l  Pro(e»wir  .if  tlrrinnn  and  HUtory,  C«rHn»iUe. 
Daxikl  P.  Ma(  Mimas.  PhD. '<».  Univ  of  {•|<i..i«o. ,.  . ,,    e  •.     • 

1902,    Dim  lor  of  l>rt«arlnirnl  of  (^lil.l  Sniijy  «n<l  PnTig-igii  Invr»lig4tion,  Public  Sihmill, 
Rijom  80H.  141  DcarlKjrn  St,,  Chuago 
Kra!*<ih  M    M.  Kav,  B  1.  .  Univ  of  III 

|H..)<.    PriniilMl  of  Andervin  Schfuil.  134  ^^arTen  Ave  ,  (  hiiago. 
TiioM,\s  H   M'  Mi<  HUM.,  A  B  .  'W,.  \  M  .  'H.^,  Monmouth  Coll  ;  D  I)  ,  '03,  We»tmin»trr  Coll. 

1.23  J,    PrcMiient  of  .Monmouth  College,  .M<mm<JUth. 

G.  W.  L.  MerKER 

Supcrintemlent  of  Public  School*,  i>o  "    I'mr  St  .  (  anton. 


772  NATIONAL  EDUCATIONAL  ASSOCIATION  flllinois 

llAAJ<iO\'s>— Continued 

1904  Charles  W.  Minard,  A.B.,  '84,  A.M.,  '87,  Ph.D.,  '94,  111.  Wes.  Univ. 

Principal  of  Marquette  School,  Chicago;  res.,  518  N.  4th  Ave.,  Maywood. 
George  William  Myers,  B.L.,  '88,  M.L.,  '91,  Univ.  of  111.;   Ph.D.,  '96,  Univ.  of  Munich,  Bavaria. 

1901,    Professor  of  Teaching  of  Mathematics  and  Astronomy,  School  of  Education,  Univer- 
sity of  Chicago,  6444  Greenwood  Ave.,  Woodlawn,  Chicago. 
William  Garrett  Padfield. 

1934,    Principal  of  Webster  School,  1616  St.  Louis  Ave.,  East  St.  Louis. 
Clementina  Paranteau. 

1882,    Teacher  in  Anderson  School,  601  W.  North  Ave.,  Chicago. 
Effie  M.  Pike. 

1903,    Principal  of  Longfellovf  School,  707  S.  Scoville  Ave.,  Oak  Park. 
D.  Walter  Potts. 

1896,  Principal  of  Horace  Mann  School,  East  St.  Louis. 
David  B.  Rawlins,  Ph.B.,  Northwestern  Univ. 

1903,    Superintendent  of  Schools,  1230  Park  Place,  Quincy. 
Bertrand  Clifton  Richardson.  A.B..  '03,  A.M.,  '96,  Syracuse  Univ. 

1906,    Assistant  Principal  of  High  School,    536  E.  7th  St.,  Alton. 
Flora  C.  St.  Clair. 

1897,  Teacher  of  the  Deaf,  6916  Stewart  Ave.,  Chicago. 
Frederic  L.  Sims.  B.Sc,  '02,  De  Pauw  Univ.,  and  '03,  Univ.  of  Chicago. 

1906,    Principal  of  New  Trier  Township  High  School,  Kenilworth. 
Frederick  J.\mes  Volney  Skiff,  A.M.,  '05,  Colo.  Coll. 

1894,    Director  of  the  Field  Museum  of  Natural  History,  Chicago. 
Gerard  T.  Smith,  A.B.,  '96,  Albion  Coll. 

1906,    Superintendent  of  Public  Schools,  Library  Building,  Peoria. 
Jennie  Tazewell. 

1890,    Assistant  Superintendent  of  Schools,  315  Washington  St.,  Elgin. 
L  Harry  Todd. 

Principal  of  Longfellow  School,  331  Missouri  Ave.,  East  St.  Louis. 
Mildred  Esther  White. 

1906,    Teacher  in  Public  Schools,  288  Michigan  Ave.,  Chicago. 
Eva  Blaine  Whitmore. 

1884,    General  Superintendent  of  Chicago  Free  Kindergarten  .Association,  210  E.  33d  St. 
Boul.,  Chicago. 

William  F.  Young. 

Vice-President,  Benj.  H.  Sanborn  &  Co.,  378  Wabash  Ave.,  Chicago. 

1905  Edward  Anderson. 

Superintendent  of  Schools,  113  N.  Walnut  St.,  Springfield. 
William  Dawson  Armstrong. 

Musical  Director  of  Shurtleff  College  and  the  Western  Military  Academy,  420  Danforth 
St.,  Alton. 
W.  D.  Bannister,  .A.B..  '01,  Univ.  of  Mo. 

1 90s,    Principal  of  High  School,  Cairo. 
ZoNiA  Baber,  B.Sc,  Univ.  of  Chicago. 

1901,  Head  of  Department  of  Geography,   School  of  Education,  University  of  Chicago; 

res.,  5623  Madison  Ave.,  Chicago. 
John  .Strove  Brazier,  A.B.,  '86,  Marietta  Coll. 

Representative  of  Silver,  Burdett  &  Co.,  378  Wabash  Ave.,  Chicago;  res..  933  Lunt 
Ave.,  Rogers  Park  Sta. 
William  H.  Chamberlain,  Grad.,  111.  St.  Nor.  Univ. 

1906,    Principal  of  Cyrus  H.  McCormick  School,;   res.,  6036  Ingleside  Ave.,  Chicago. 
Mrs.  Mary  D.  Cum.  bers,  B.Sc,  '05,  Columbia  Univ. 

Instructor  in  Chemistry  and  Home  Economics,  Rockford  College,  Rockford. 

Emma  M.  Church. 

1903,    Director  of  Normal  Art  and  Design  Departments,  Chicago  .Academy  of   Fine  Arts, 
6  Madison  St.,  Chicago. 
Elizabeth  F.  Daly. 

1886,   Teacher  in  Public  Schools,  322  N.  Franklin  St.,  Chicago. 

Julia  F.  Duffy. 

1894,   Te.acher  in  Public  Schools.  3301  S.  .Ashland  .Ave.,  Chicago. 
Leander  Dallas  Ellis,  A.B.,  '96,  Univ.  of  Kans. 

1905,  Sui»rintendent  of  City  Schools,  115  Keokuk  St.,  Lincoln. 
Willard  C.  Gore.  Ph.D.,  '01. 

1902,  Assistant  Professor  of  Psychology,  University  of  Chicago,  5329  Greenwood  Ave., 

Chicago. 
Horace  A.  Hollister,  A.B.,  '88.  A.M.,  '96,  State  Univ.  of  Iowa. 

1902,    High  School  Visitor,  University  of  Illinois;   res.,  106  E.  Green  St.,  Champaign. 
John  A.  H.  Keith,  A.B.,  '09,  A.M.,  '00,  Howard  Univ. 

1906,  Head  of  Training  Department,  Illinois  State  Normal  University;  res.,  702  S.  Broad- 

way, Normal. 
Frances  MacChesney. 

1879,  Teacher  in  Public  Schools,  6565  Yale  Ave.,  Chicago. 

Mary  S.  Mack,  B.Sc,  '02,  Teachers  Coll.,  Columbia  Univ. 

1902,    Supervisor  of  Primary  Instruction,  202  E.  Chestnut  St.,  Bloomington. 


Illinoi>l 


LIFE,  ACTIVE,  AXD  CORRESPOXDIXG  MEMBERS 


I  LLiy:OlS— Continued 

T,^..^..  H   MrMiiiw   \B    '-J    WL.'tS.  Ind.  St.  Univ.;  Litt.  D..'o8.  I'niv  of  Pa. 
,9os     John  H.  ^l^]J;'-'-^„f^^;,  oi'lJatin.  Nlonn^outh  College.  8.5  E.  Broadway.  Monmoutb. 

OSCAR  L.  ^^-^^-^^^,;^\^:::^'^^^:a^c.^  N„™al  School.64M  Kimbark  Ave. Chicago. 

John  E.  ^I';^=^«s„p^^i„,^„je„i  „f  Public  Schools,  925."  Baugh  Ave.  Kasl  St.I^.uis. 
Orris  J.  ^';;;^;';^^„p,ri„,,„,,e„,  ..f  Dorc  School.  Chicago;  res..  40..  7lh  Ave.  La  Grange. 
Sarah  L.  -^gO^y'jiJ'i^^'p^i^^^Veachers'  Training  School,  Lcland  Hold,  Springfield. 

Orett  Lyman  Munc.er. 

9  Drc.\cl  Square,  Chicago. 

Mrs.  C.  M.  P'^RKKr^  _^^^  ^^^^^  ^^^^„  ^_^  ^^,    ^^^^^  j,^     TaylorviUe. 

F.  O.  Perkins.     ^^.^^^^^   Manager  of   Longmans,  Green  &   Co.,  Publishers,  203   Michigan  Ave.. 

Chicago. 
Sophia  E.  P^j^tchard^^^^  ^  ^^^^.^  ^^^^^^  ^^^^  ^^^^^^  3^^,    ^^^.^^^^ 

Ix)u,SE  S.  QuACKENBUsn.  .^  p^^^.^  ^^^^^1^  ^^^  ^y  ^^^^  5^    ^^,^^^„ 

Waitfb  Dill  Scott   A.U.,  Northwestern  Univ.;  Ph.D.,  '00.  Univ  of  Leipzig.  Germanv. 

Walter  Dill  ^orr^^^^^'   p^^fessor  of    Psychology  an<l  Education,  Northwestern  L  n.versity,  2036 

Orrington  Ave..  Evanston. 
CHARLES  H.  SM.TH.^NrE..  ;8Sj  Corne"  Univ.  ^  ^^^  ^^.^^  ^^^^^    ^^^  ^.^.^^^  ^^  ..3^,^,  ^.^^^^  ,„j 

Mathematics,"  540O  Madison  Ave.,  Chicago. 
Mrs.  Co.s-sta^ce  "---Sm--,^^,^    ;„  Charge  of  Public  School  Music    School  of  Music,  Univer- 

sity  of  Illinois;   res.,  606  Lincoln  Ave.,  Lrbana. 

7    \(    SuiTH    \  B    '01    .A.M..  'o^;.  Dc  Pauw  Univ. 

Z.  M.  ^'''^»-]'%°;-i^{^i  High  SchcK.1,  44.  ErankHn  St.,  Danville. 

Tames  H.  Tifts.  A.B.,  '84.  LL.D.,  '04.  Amherst  Coll.;   Ph.D.,  V   Freiburg. 
"  1802,    Professor  of  Philosophy,  University  of  Chicago,  Chicago, 

CHARLES  M.  -^--^-^^^^.-i^^^,,,  Maihemalics,"  440  Kenw.nM  Terrace,  Chicago. 

Carroleane  TVRR.KLU  ^^  .^  p^^^|.^  ^^^1^  ^^^  ^^.    ^^„,,„,,,,,  s,..  Chicago. 

Emma  ^Veliwn.    ^^_^^^^^  .^  p^j^j.^  ^^^^^   ^^^^  ^^.   ^^^,,^^^^  3,     c:  icago. 

W.  H.  Wheeler.^^^^  ^^^^  Publisher.  20J  .Michigan  Ave..  Chicago. 

Lizzie  K.  Wooste^^^^^^^  ^^^  ^^^^  ^  ^^^^  1^  Publisher.  228  Walmh  Ave.,  Chicago. 

._>^     T  rcTVB   W     Babtiktt.  A.B.,  'os.  Wheatnn  Coll. 

,006     LESTER  ^^-^  "^"J^^^^;^';,  pVindixil  of  Public  Sch.x,ls,  Sugar  Grove. 

Nathamel  »--;;:,;);^,i,;j^Jf;,'^i  |^:^uSI;n,'LWn>i.yof  Chicago;  r«..  560.  Madi.on  Ave.. 

Chicago. 
Christopher^J.   nv«^- ,^„j^.„,  .,,  ciiy  Sch...ls,  Moloney  lil.ig..  OUawa. 
Anna  B.  ^•"^'"•"^;;|^^i„,,„j,„,  „,  Ogic  D.un.y  Sch«.l.,  400  N.  4.h  St.,  Oregon. 

"'"  •-  ^^:c^pr!!,:i:;;r'^'.w:iv.'::^;.  ni^ili'r^tiV' >^^      ^-"»""  """"'^ ^'-  ^- 

mal  SilKM.I;    rr».,  22O  College  Ave  ,  DiK.ilb. 

"^'"^  ^  ":;::;„^";^;;;;^:iJ'oi'j.'  ;:j^i!n;:'M;:;tin »::;;:  scho..,  riy.ie. 

M,  G.  '•-;;;^A;jl,,^:,;^:;:;;.!;L,s,h...N,2.o...hs,,.s,rrau.r 

N.THAN  P.^^-^^^^^^^i  [^  {^:;t^:;!,  a.,!  l^lu.a.ion  ..l   .1.  A.„cn.a„  Medual  \...U- 
lion,  loj  licarljorn  Ave..  Chitngo. 

Henry  '^•7;^««|[;S;d  Sccrcti^y o(  Th.  Rcll«i.m«  F.luca.ion  .V i.m    .„  I-.Salle  S,  .  Oii-ngo. 

W.  W.  f^"^'"^;,,^,.„,^„,,r„,  „,  i)rK.ilb  County  Sili.«U.  Sycamore. 

n»   Witt  Fl  wtoii    It  S<      "o^    I.iwfrnirl'niv       ,,.,,. 

Cj.    Sujcrintcndent  ..1  Public  S.h.«.U,  CharlCon. 

W.   K.  Fostr...     j.^p^„,^„,,,„,  „,    s.h.,oU  ol    USallr  County.  Oiiaw...    until  J.u.r   iM    Mmdola; 
after  June  i*l    Ottawa. 


774 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Illinois 


ILLWOIS— Continued 

1906  WiLLARD  L.  German. 

Superintendent  of  Schools,  Polo. 

Cyrus  Stover  Grove. 

1902,  Superintendent  of  County  Schools,  Freeport. 

Hapgood's,  Chicago,  111. 

President  H.  J.  Hapgood,  Hartford  Bldg.,  140  Dearborn  St.,  Chicago. 

John  Henry  Heil.  A.B..  '95,  Univ.  of  Chicago. 

1903,  Superintendent  of  Public  Schools,  2320  Isabella  Ave.,  Morgan  Park. 
William  Russell  Hornbaker.  A.M.,  '93,  De  Pauw  Univ. 

1900,  Principal  of  Oliver  Goldsmith  School;    res.,  3217  Ivison  Ave.,  Berwyn. 
RoscoE  M.  Ihrig,  Ph.B.,  '01.  Univ.  of  Wooster. 

1903,    Teacher  of  German,  High  School;   res.,  408  Oak  St.,  Danville. 
William  H.  Ives,  A.M.,  Syracuse  Univ.;   LL.B.,  N.  Y.  Univ. 

Resident  Director  and  Western  Manager,  D.  C.  Heath  &  Co.,  378  Wabash  Ave., 
Chicago. 

Edmund  W.  Jeffries. 

Secretary  of  American  Manual  Training  Co.,  300  Wabash  Ave.,  Chicago. 

Charles  E.  Joiner,  B.Sc,  '91.  A.M.,  '95.  Ewing  Coll. 

1903,    Superintendent  of  City  Schools,  Rochelle. 
Warren  Jones,  A.B.,  '02,  Univ.  of  III. 

1905,    Superintendent  of  Public  Schools.  Elburn. 
Robert  James  Kellogg,  A.B.,  '91,  Ph.D..  '96,  Cornell  Univ. 

1903,    Professor  of    Modern   Languages,  The  James   Millikin  University;    res.,    748  W. 
Eldorado  St.,  Decatur. 
Charles  E.  Lawyer,  B.Sc,  '98,  Knox  Coll. 

Principal  of  High  School;  res.,  358  W.  Pine  St.,  Canton. 
Clarence  H.  LeVitt. 

1901,  Superintendent  of  City  Schools,  Bclvidere. 
Walter  Libby,  A.M.,  Univ.  of  Toronto;   Ph.D.,  Clark  Univ. 

1905,  Professor  of  Education,  Northwestern  University;   res.,  1709  Ridge  Ave.,  Evanston. 
John  A.  Long,  A.M..  '91,  Ohio  Wes.  Univ. 

1906,  Superintendent  of  Schools,  214  Grover  St..  Joliet. 

Willl\m  Y.  Ludwig. 

Superintendent  of  County  Schools,  Court  House,  Danville. 

Frank  L.  Miller. 

Superintendent  of  Schools,  15410  Ixxington  .^ve.,  Harvey. 
B.  C.  Moore. 

Superintendent  of  McLean  County  Schools,  Bloomington. 

James  G.  Moore. 

Superintendent  of  Schools,  Lexington. 
Mrs.  Mary  Bloomer  Page. 

Director  of  Chicago  Kindergarten  Institute,  40  Scott  St.,  Chicago. 
Arthur  B.  Rowei.l,  .^.B.,  '95,  Yankton  Coll. 

1903,    Superintendent  of  Schools,  Glenroc. 
R.  L.  Sandwick,  A.B.,  '95,  Leland  Stanford  Jr.  Univ. 

1903,  Principal  of  Deertield  Township  High  School;  res.,  229  Central  Ave.,  Highland  Park. 
Henry  Field  Stout. 

1903,    Superintendent  of  Schools,  Genoa. 
Daniel  A.  Tear,  Ph.D.,  '06,  Univ.  of  Chicago. 

1895,    Principal  of  Wm.  Gladstone  School;   res.,  6543  Ellis  Ave.,  Chicago. 
Gregory  Dexter  Walcott,  A.B., '97.  Brown  Univ.;   A.M., '99,  Ph.D., '04,   Columbia  Univ.;  B.D., 
'00,  Union  Theol.  Sem..  New  York  City. 
1905,    Professor  of  Greek  and  Philosophy,  and  Dean  of  Blackburn  College,  Carlinville. 
E.  E.  Wheeler. 

Member  of  Firm  of  W.  H.  Wheeler  &  Co.,  203  Michigan  Ave.,  Chicago. 

John  Hamilton  Whitten. 

1903,    Superintendent  of  Public  Schools,  Onarga. 

1907  John  A.  Mentzer,  Ph. I!.,  '98,  Univ.  of  Chicago. 

Member  of  firm  of  Atkinson,  Mentzer  &  Grover,  350  Wabash  Ave.,  Chicago. 

Ernest  E.  Olp,  A.B.,  '00,  Northwestern  Univ. 

Manager  of  Chicago  Office,  Fisk  Teachers'  Agency,  203  Michigan  Ave.,  Chicago. 

institutions 
life  director 
1890    State  Teacher's  Association  of  Illinois. 

President,  J.  A.  Mercer,  Peoria;    Secretary,  Miss  Caroline  Grotc,  Macomb. 

active  members 

1897  John  Crerar  Library,  The. 

Librarian,  Clement  W.  Andrews,  Chicago. 
Lincoln  College  of  The  James  Millikin  University. 
President,  J.  H.  McMurry,  Lincoln. 

1898  Chicago  Public  Library,  The. 

Librarian,  Frederick  H.  Hild,  Chicago. 

Illinois  State  Normal  University. 

President,  David  Felmley;  Librarian,  Ange  V.  Milner,  Normal. 


Indiana]  LIFE,  ACTIVE,  AX D  CORRESPOXDIXG  MEMBERS  TJS 

ILLISOIS—Cottlinufd 

Newberry  Library. 

I'residcnt  of  Board  of  Trustees,  E.  W.  Ulatchford;  Librarian,  J.  V.  Cheney,  Chicago^ 
iSgg     Office  of  Superintenhent  of  Pvblic  Instruction,  State  of  Illinois. 

Supcrinicndent,  Francis  G.  Ulair,  SprinKlicld. 
Eastern  Illinois  State  Normal  School. 

President,  Livingston  C.  Lord;  Librarian,  Mary  J.  Booth,  Charleston. 
Northern  Illinois  State  Normal  School. 

President,  John  W.  Cook,  De  Kalb. 
Public  Library,  Rockford, 

Librarian,  Jane  P.  Hubbell,  Rockford. 
S<'HOOL  of  Education.  I'nivkrsitv  of  Ciiicaco. 

Librarian.  Irene  Warren,  Chicago. 
Southern  Illinois  Normal  University. 

President,  Daniel  B.  Parkinson;    Librarian,  Edna  Hester.  Carbondalr. 
University  of  Chicago. 

President,  Harry  Pratt  Judson;   Librarian.  Zella  .\llen  I)ixson.  Chicago. 
University  of  Illinois,  Library. 

President,  Edmund  J.  James;  Head  Librarian,  Katharine  L.  Sharp,  Urbana. 
Wheaton  College. 

President,  Charles  A.  Blanchard,  Wheaton. 

1900  Armour  Institute  of  Technology. 

President,  F.  W.  Gunsaulus;  Librarian,  Mrs.  Julia  Beveridge,  Chicago. 
Oak  Park  Public  Library. 

President,  H.  A.  Taylor;   Librarian.  Miss  Kva  L.  Moore,  Oak  Park. 

1901  Gail  Borden  Public  Library. 

Librarian,  Katherine  L.  .\bbott.  Spring  and  Milwaukee  Sis.,  Elgin. 

Peoria  Pitblic  Library. 

President,  John  E.  Keenc;    Librarian.  E.  S.  Willco.x,  Pc-oria. 
1002     Columbia  College  of  Expression,  The. 

President.  .Mary  A.  Blood;  Secretary,  Phtrbe  M.  Roberts.  7th  Floor,  Steinway  Hall, 
Chicago. 
Evanston  Public  Library. 

Librarian,  Mary  B.  Lindsay,  Evanston. 

Illinois  State  Library. 

Slate  Librarian,  rx-ofiicio  James  A.  Rose,  Springfu-ld. 

Lombard  College. 

President,  Lewis  B.  Fisher;   Dean,  Frederick  W.  Rich,  tialesburg. 

Northwestern  College. 

President,  H.  J.  Kickhocfer;  I.ilirarian,  S.  L.  Umbacli,  Na|)crville. 

NoRTHWr.STERN  UNIVERSITY,   LIBRARY. 

A.ssistant  Librarian,  I>odilla  .\mbrosc,  Evanslon. 
WF.STFRN  Illinois  State  .N'hrmai.  S<  ikwh.. 

Priniiiul,  Alfred  liuyliss,  Macomb. 
1004    East  St.  Louls  Public  Library. 

Librarian,  J.  Lyon  WmxJruff;  8th  St.  ami  Broadway,  Eiist  St.  Ix>ui« 

RucKfOKD  College. 

President,  Julia  11.  (Julliver.  koikford. 

ZioN  Educational  Institutions,  Libkaky. 

\  ice  President,  11.  iJ    Hrasclield;  Librarian,  F.  11.  Chamberlain,  Zion  City 

INDIANA 
Lirr.  member 

1S76    Moses  Cobb  Stt\'fn'!.  AM, 'H  J,  I^arlham  Coll.  .,  .       .  ,         ... 

il«j,    Profrsv.r  uf  lliglier  .Mathcmalii*  (F.menlus).  Purdue  InixTnity.  us  KuMrll    St., 
Lafayette. 

A(TIVr.   MKUniRO 

i8Hs     Mary  E.  NiriioLiMiN. 

Prinripol  of  Normal  Sthcml,  m?  I»ri«a<lw.iy.  In<linna|>iili<. 
i88g    James  C.  Hlack,  IM  .M  ,  '04.  IM  D  .  "oS,  S«h.  of  Pe<l  ,  Uiiiv  of  Ciiy  ..f  New  York 

n/32.    Head  of  De|Mninenl  of  lliMory.  High  S»li<«.l.  J04  W  .  i.ith  St.,  Aiulrr«>n. 

|H.x»     A.MNA  Sl'TIR.  .  ,  ,.         , 

1901,    Prinii|nl  of  the  High  Stliool  Drimrlmrnl  in  Siirlman  Seminary.  Atlanta,  Ua.;  home 
■dijrru,  s>JO\  F    Wa>hitigl<in  .S|  ,  linlianaliili*. 

1H91     Mlhs  N.  Crowev. 

|H«4,    AMlMant  Su|jrfinlrn!rnt  ..(  S.hi«>U,  lilu  College  Ave  .  Inillana|iill4. 

1893    William  I/iwr.  Hhvan,  I'h  \)  ,'<)>.'  .  .        , 

Kjoi.    I're»ident  of  Indu:  Hi»  N.  Cullrge  Ave  .  iUiaimington. 

WiLiiAM  P  Hart,  HSf  .'Ml,  M  S<  .       .   >  .i     ,.(   UnW. 

looj.    Suijcrintendrnt  iif  (iiy  SthooU,  $j  Poplar  St  ,  lluniinitlon 

HoRAfE  G.  W.M)DY,  II  *V  .  V  .t    V.r    Univ 

.Su|«:.  S    l.<KU«l  St  .  Crrrm  a»tlr 

1804    GroRGE  W.  HrnrroN,  A  (oil 

I90J.    I'riii.  i,  .«.l.  liidianaKolU. 


776 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Indiana 


INDIANA— Cow/iwMed 

189s    H.  B.  Brown,  A.M. 

President  of  Valparaiso  University,  53  Jefferson  St.,  Valparaiso. 

Frank  W.  Cooley,  B.Sc,  '81,  M.Sc,  '86,  Lawrence  Univ. 

1902,  Superintendent  of  Schools,  7tli  and  \'ine  Sts.,  Evansville. 
Thomas  F.  Fitzgibbon,  Grad.,  '90,  Ind.  St.  Nor.  Sch.;  A.B.,  '97,  Ind.  Univ. 

1901,    Superintendent  of  Public  Schools,  734,  7th  St.,  Columbus. 
Cyrus  William  Hodgin,  A.M.,  '88,  Earlham  Coll. 

1887,    Professor  of  History,  Earlham  College,  222  Central  Ave.,  Richmond. 
Calvin  N.  Kendall.  A.B.,  '82,  Hamilton  Coll.;    A.M.,  '00,  Yale  Univ. 

1900,  Superintendent  of  Public  Schools,  312  N.  Meridian  St.,  Indianapolis. 

1896  George  F.  Bass. 

Institute  Instructor  and  Lecturer,  Knights  of   Pythias  Bldg.,  cor.  Pennsylvania  and 
Massachusetts  Aves.,  Indianapolis. 
Mrs.  Eliza  A.  Blaker. 

1882,    Superintendent  of  Indiana  Kindergarten  and   Primary  Normal    Training  School, 
2320  N.  Meridian  St.,  Indianapolis. 
Robert  I.  Hamilton. 

1904,  Superintendent  of  City  Schools,  316  N.  4th  St.,  Vincennes. 
Joseph  R.  Houston,  M.Sc,  '93,  Moore's  Hill  Coll. 

1896,    Superintendent  of  PubUc  Schools,  .\urora. 
C.  M.  McDaniel,  B.Sc,  '85,  A.M.,  '93. 

1905,  Superintendent  of  Schools,  392  Hohman  St.,  Hammond. 
William  A.  Millis,  A.M.,  Ind.  Univ. 

1900,'  Superintendent  of  Schools,  607  S.  Water  St.,  Crawfordsville. 
Benjamin  F.  Moore. 

1899,    Superintendent  of  City  Schools,  618  W.  sth  St.,  Marion.  ' 

Thomas  Abbott  Mott,  A.M.,  '98,  Earlham  Coll. 

1896,    Superintendent  of  Schools,  Garfield  School,  Richmond. 
Flora  Roberts,  B.Sc,  '87,  M.Sc,  '98,  Purdue  Univ. 

1904,  Superintendent  of  Schools,  Chalmers. 
Howard  Sandison,  A.M.,  '89,  Ind.  Univ. 

1890,    Vice-President  of  Indiana  State  Normal  School,  404  N.  Center  St.,  Terre  Haute. 
David  W.  Thomas,  A.B.,  '72,  A.M.,  '75,  De  Pauw  Univ. 

1886,    Superintendent  of  City  Schools,  506  Lexington  Ave.,  Elkhart. 
William  H.  Wiley   A.B.,  '64,  A.M.,  '67,  Butler  Univ. 

Educational  Writer,  451  N.  7th  St.,  Terre  Haute. 

1897  Adelaide  Steele  Baylor,  Ph.B.,  '97,  Univ.  of  Chicago. 

1903,  Superintendent  of  City  Schools,  108  E.  Hill  St.,  Wabash. 
Francis  M.  Merica,  B.Sc,  '96,  Wm.  Taylor  Univ.;  Ph.B..  '97,  Univ.  of  Chicago. 

1905,  Superintendent  of  PubUc  Schools,  Garrett. 

Edwin  S.  Monroe,  Ph.B.,  '96,  111.  Wesleyan  Univ.:  A.M.,  '97,  Hanover  Coll. 

1903,    Superintendent  of  City  Schools,  701  N.  Gentry  St.,  Frankfort. 
Henry  C.  Montgomery,  A.B.,  '80,  A.M.,  '86,  Hanover  Coll.;  A.M.   '91,  Univ.  of  Mich. 

1892,    Superintendent  of  Schools,  217  N.  Walnut  St.,  Seymour. 
Will  A.  Myers,  A.B.,  '96,  A.M., '99,  Ind.  Univ. 

Principal  of  High  School,  620  N.  Jefferson  St.,  Hartford  City. 
Robert  Alexander  Ogg   B.Sc,  '72   A.M.,  '92,  Ind.  Univ. 

1898,  Superintendent  of  City  Schools,  216  W.  Sycamore  St.,  Kokomo. 
Justin  N.  Study,  A.M.,  '73,  Ohio',Wes.  Univ. 

1896,  Superintendent  of  Public  Schools,  Ft.  Wayne. 

1898  Edward  G.   Bauman,  Grad.,  '90,  Ind.  St.    Nor.  Sch.;  Ph.B.,  '96.    111.  Wes.  Univ.;    A.M.,  '98  (pro 

mcrilo).  Cent.  Wes.  Coll.,  and '99,  III.  Wes.  Univ. 
1903,    Superintendent  of  City  Schools,  829  Main  St.,  Mt.  Vernon. 
Fassett  a.  Cotton,  A. B., '02,  Butler  Univ.;  Ph.B., '02.  Univ.  of  Chicago;  LL.D., '05,  Franklin  Coll. 

1903,    State  Superintendent  of  Public  Instruction,  Room  27,  State  House,  Indianapolis. 
Mrs.  Laura  Dale  Floyd. 

906,  145th  St.,  East  Chicago. 
John  Anderson  Wood,  Grad.,  '89,  Ind.  St.  Nor.  Sch.;  A.B.,  '97,  A.M.,  '02,  Ind.  Univ. 
1898,    Superintendent  of  City  Schools,   12 10  Clay  St.,  La  Porte. 

1899  Charles  H.  Copeland,  A.B.,  '96,  A.M.,  '97,  Ind.  Univ. 

1897,  Superintendent  of  Public  Schools,  409  S.  Main  St.,  Fairmount. 
Frank  F.  Heichway,  B.Sc,  '88,  Valparaiso  Univ. 

1896,  Superintendent  of  Schools,  Crown  Point. 
Orville  C.  Pr.\tt,  Ph.B.,  '95,  De  Pauw  Univ. 

1897,  Superintendent  of  Schools,  Danville. 

1900  RuFUS  J.  Dearborn,  Grad.,  '00,  Ind.  St.  Nor.  Sch.;  A.B.,  '04,  Ind.  Univ. 

1905,    Head  of  Department  of  History,    Indiana    Central  University,  University   Heights, 
Indianapolis. 
John  W.  Hamilton. 

1890,    Superintendent  of  Schools,  Monticello. 
LnciEN  B.  O'Dell. 

1901,  Superintendent  of  Schools,  711  N.  Meridian  St.,  Brazil. 
William  C.  Smith. 

1905,    Director  of  Winona  Technical  Institute,  E.  Michigan  St.,  Indianapolis. 


Indiana)  LIFE,  ACTIVE,  AND  CORRESPOXDI XU  MEMBERS  -j-ji 

INDIANA— CoM/iMM^rf 
iQoo     Jaues  Harnev  T0MI.IN. 

1894,  Superintendent  of  Schools,  197  W.  Hroadway,  Shell lyville. 
Harry  Brite  Wilson.  AH..   05.  Ind.  I'niv. 

1902,    Superintendent  of  City  Schools,  51  \V.  King  St.,  I'ranklin. 
William  A.  Wirt.  Ph.B.,  '98,  De  Pauw  Iniv. 

1899,    Superintendent  of  Public  Schools,  324  W.  Wasliington  St.,  Uluffton. 

1901  Mrs.  Frances  M.  Be.^cii,  Grad.,  'Si,  Ind.  St.  Nor.  Sch. 

1877,    Teacher  in  Public  Schools,  210  S.  7th  St.,  Terra  Haute. 
NJrs.  Esse  Bissell  Dakin,  B.Sc,  'So,  Cornell  Univ. 

1891,    Head    of    Dep;irtment    of    Mathematics,  and   (1905)   .\ssistant    Principal  of    High 
School,  410  W.  Washington  St.,  South  Bend. 
Manfred  W.  Dkpl-ty.  H..Sc..  '92.  So.  Ind.  Nor.  Coll.;  A.R.,  '04.  A.Nf.,  '05,  Ind.  Lniv. 

1905,    Superintendent  of  City  Schools,  Columbia  City. 
WiLBl'R  .K.  FisKE,  .\.M..  De  Pauw  I'niv. 

1891,    Instructor  in  Physical  Science,  High  School,  Richmond. 
Alice  Louise  Harris. 

1902,  Super\isor  of  Kindergarten  and  Primary  Schools,  Oftice  of  Board  of    Education, 

7th  and  \'ine  Sts.,  Evansville. 
Fk\nkli.n  S.  Ho\t.  B.Sc.,  '93.  Boston  Univ.;  .\.M.,  '05.  Columbia  Univ. 

1901.    .•\ssistant  Superintendent  of  Schools,  312  N.  Meridian  St.,  Indianapolis. 
James  H.  Jkffrey.  .V.B.,  '98,  Ind.  Univ. 

1901,    Superintendent  of  City  Schools,  Gas  City. 
L.  .\.  McKnicht. 

1899,    Superintendent  of  Benton  County  Schools,  Fowler. 
Charles  S.  Meek,  A  B.,  Univ.  of  Ind. 

1901,  Superintendent  of  Schools,  High  School,  Elvvood. 
James  B.  Pearcy,  Ph.B.,  '88,  Butler  Univ. 

1905,     Superintendent  of  Schools,  412  W.  12th  St.,  .\nderson. 
Oscar  Morton  Pittengf.r,  .\.B.,  '96,  Ind.  Univ. 

1904,  Superintendent  of  Schools,  211  E.  Broadway,  1'.  <).  Bt>x  682,  .Me.xandria. 
George  L.  Roberts,  .\.B.,  '94,  Ind.  St.  Univ. 

1903,  Superintendent  of  City  Schools,  445  "The  Johnson,"  Muncie. 
Fra.ncis  M.  Stalker,  \.U.,  '84,  .\.M.,  '87,  Princeton  Univ. 

1904,  Profes.sor  of  History  of  Education.  Indiana  Slate  Normal  School,  y  14  S.  5th   St.,  Tcrre 

Haute. 

1902  Oscar  R.  Baker. 

1895,  Superintendent  of  Schools,  150  South  St.,  Winchester. 
Lotos  D  Coffman.  .A.B.,  '01;,  Ind.  Univ. 

1905,  SuixTintendent  of  Schools,  810  Xlulbcrry  St.,  Conncrsvillc. 
HuMER  B.  UirKEV. 

1903,    Superintendent  of  Public  Schools,  Lowell. 
Ellis  H.  Drake.  Grad..  '94.  Ind.  St.  Nor.  .Sch.;   A.R..  '04.  Ind.  Univ. 

1906,  Superintendent  of  Public  Schools,  501  S.  3d  St.,  Elkhart. 
Eldo  Lewis  Hespricks,  A.B.,  '94,  I'ranklin  Coll.;  A.M.,  't/t),  Ind.  Univ. 

1902,  Su|x-rintcndcnl  of  SchuoLs,  Delphi. 

Robert  L.  Kelly,  Ph.B.,  '88.    Flarlham  Coll.;  Ph.M .,  '99.  Univ.  of  ChicaRo. 

1903,  President  of  Earlham  College.  800  National  Road  W,,  Earllum. 
Hf.nrv  Lester  Smith,  .X.H  ,  'i>H,  ,\ M  ,  '90.  Ind.  St.  Univ. 

1905.  SujxTvLsing  Principal  of  SihiioU.  314  .N.  Wa.shington  St.,  liloumington. 
.M11./1  H.  Stuart,  A.B.,  '98.  Ind.  Univ. 

Teacher  in  .Manual  Training  Hii{h  School,  2927  N.  Senate  .\ve.,  IndianapoU*. 

1903  (iKORCilA    A.  AlF.XASIiEH. 

i8i>ij,    Suixrrvi.sing  Principal  of  Schools,  807  N.  Pcnniiylvaniji  St.,  Indianaiiolis. 
Robert  J.  .\\.t.\,  A  B.,  A.M.,  In<l.  Univ.;  Ph.D.,  Univ.  of  Pa. 

1891,    ProfcKtor  of  .Malhemali<H,  Indinnn  UnivrrMty,  and  (1903)  Editor  of  "  Educator  Jour- 
nal," aog  Forest  PI.,  Blooininglon. 
I»ui.4  A.  lUfD.s. 

■  (X>2,    Su|irrviM>r  of  Manual  Training,  City  ScliuoU,  tub  N,  Meridian  St.,  IndianapoUi. 
KiiWAKl)  Baii.ilv  IliRi.r,  A.B.,  '91,  ltr<jwn  Univ  .  Mu<.ll.,  '04,  Yale  Univ. 

1901,    SuijrrviMjf  of  Nluoii,  Publu  SthooU,  1912  N,  Pcnunylvania  Si  ,  Indianapulit. 

I.VlJlA    R.    Bl.AICIt. 

iH<29,   SuprrviMng  Principal  of  Public  SchooU,  414  Fullun  St.,  Indianaimliii, 

A.HNA    B«(X-KHAiniKN. 

1901,   SuprrvUing  Princi|Ht  <if  Siluiob.  1401  Urilcfuniain  Si  ,  Indiaiia|iitli<. 

AocLAiuK  Carman 

■  H9<i,    Princitul  ol   Munic   Drtnrlmrnl,   Indiana   hulitulloo  fur   Edutalimi  of  the  Blind; 

res.,  923  N.  Prnnaylvanla  Si..  Iiuiunii|ii>li>. 

K.  Katk  Carman. 

02)  N,  PeniMylvania  St.,  Indiaiuimlin. 

I».  R.  Ei.i.AnAiior«,  A  ».,  '92.  Ind   Univ. 

tH<2S.    Printitil  of  High  Sthoiit,  31  S.  isih  Si.,  Kkhmund. 
William  Cmfstfr  Goihk,  Grad  ,  'oj.  Ind   Si    Nor.  Sth. 

I90I.   Su|jriinirni|rni  o(  Ciiv  S«lw«.l».  221  V.   North  Si,  GrcTofidd. 

KmnfsT   O    Hol.l  AM>.  a  II  .  "y^    Ind    lniv 

lijof..    A.VKxialc  PrulcMi'r  ol  lAluialiua.  Imliaiu  UnlvrnUiy.  liluoniingiuo. 


778  NATIONAL  EDUCATIONAL  ASSOCIATION  [Indiana 

INDIANA— Co«/iMMe<f 

1903  Richard  Otto  Johnson. 

1889,    Superintendent  of  Indiana  State  School  for  the  Deaf,  cor.  Slate  and  Washington  Sts., 
Indianapolis. 
Charles  Allen  Prosser,  A.B.,  DePauw  Univ.;   B.L.,  Univ.  of  Louisville. 

1900,  Superintendent  of  Schools,  1220  Elm  St.,  New  Albany. 

Ellsworth  Robey. 

1904,    Superintendent    of    County  Schools,   and   Member  of  State   Board  of  Education, 
Kokomo. 
Leon  Lewis  Tyler.  LL.B.,  '00,  Univ.  of  Mich.;   A.B.,  '06.  Earlham  Coll. 

1901,  Principal  of  Fairmount  Academy,  Fairmount. 

1904  Harold  Barnes,  A.B.,  '92,  Kans.  St.  Univ. 

1903,  Superintendent  of  City  Schools,  Princeton. 
Elmer  B.  Bryan,  A.B.,  '93,  Ind.  Univ. 

1Q05,    President  of  FrankUn  College,  Franklin. 

Harry  O.  Buzzaird. 

Superintendent  of  Monroe  County  Schools,  412  E.  4th  St.,  Bloomington. 
John  C.  Hall,  A.B.,  '00,  Univ.  of  111. 

1900,    Superintendent  of  City  School,  210  La  Porte  Ave.,  Whiting. 
Jacob  W.  Holton,  A.B.,  '02,  Ind.  Univ. 

1906,    Superintendent  of  Schools,  Sullivan. 

William  A.  Stecher. 

1904,  Director  of  Physical  Training,  PubUc  Schools,  1723  Broadway,  Indianapolis. 

Samuel  Wertz,  A.M.,  Hartsville  Coll. 

1888,    Principal  of  High  School,  1202  Pearl  St.,  Columbus. 

1905  William  E.  Baugh,  A.B.,  '02,  Howard  I'niv. 

1904,  Teacher  in  City  Schools,  1122  Fayette  St.,  Indianapolis. 
R.  Katharine  Beeson. 

Supervisor  of  Elementary  Schools,  Stockton  House,  Lafayette. 

John  A.  Bergstrom. 

1899,    Professor  of  Education,  Indiana  University,  Bloomington. 
Jacob  Grant  Collicott,  A.B.,  Ind.  Univ. 

Principal  of  High  School,  113  Powell  Ave.,  Evansville. 

Homer  L.  Cook. 

1903,  Superintendent  of  County  Schools.  2301  W.  Washington  St.,  Indianapolis. 
WiNFiELD  Augustus  Denny,  A.B.,  .\.M.,  Ind.  Univ. 

1905,  Principal  of  High  School,  135  W.  8th  St.,  Anderson. 
Frederick  Louis  Fagley,  B.Sc.  '05,  Moore's  Hill  Coll. 

Professor  of  History  and  Science  of  Education,   and  Head  of  Normal    Department, 
Moore's  Hill  College,  Moore's  Hill. 
LuLA  Cobleigh  Grove. 

1904,  Supervising  Principal  of  City  Schools,  2s  The  Wyandot,  Indianapolis. 
Evangeline  E.  Lewis,  .'\.B.,  '94,  Ind.  Univ. 

189s,    Teacher  of  Mathematics,  High  School,  168  N.  Jefferson  St.,  Huntington. 
C.  McHenry  Marble,  Ph.B.,  '85,  B.Pd.,  '00. 

1904,  Superintendent  of  Public  Schools,  414  E.  Chestnut  St.,  Jeffersonville. 
Mary  S.  Mulligan. 

1901,    Supervisor  of  Instruction,  304  W.  13th  St.,  Anderson 
Alva  Otis  Neal,  B.Sc,  '92,  M.Sc.  '95,  Franklin  Coll. 

1905,  Superintendent  of  City  Schools,  611  E.  2d  St.,  Madison. 

Mrs.  James  M.  Noel. 

1895,  Teacher  in  Public  Schools,  313  E.  St.  Clair  St.,  Indianapolis. 

EiTEL  RusKiN  Ray,  A.B..  '01,  A.M..  '02,  Ind.  Univ. 

Supervising  Principal  of  Public  Schools,  2419  Talbott  Ave.,  Indianapolis. 
William  H.  Sanders,  A.B.,  '95.  A.M.,  '96.  Ind.  Univ. 

1905,  Superintendent  of  City  Schools,  323  S.  Grant  St.,  Bloomington. 
Joseph  Hiram  Scholl,  Grad.,  '03,  Ind.  St.  Nor.  Sch.;    A.B..  '98,  Ind.  Univ. 

1904,    Superintendent  of  Schools,  635  N.  Jackson  St.,  Rushville. 
1906     Francis  E.  Andrews,  A.B.,  '74.  A.M.,  '84,  Marietta  Coll.;  Grad.  '94.  Ind.  St.  Nor.  Sch. 

1904,  Principal  of  High  School;   res.,  421  Mechanic  St.,  Jeffersonville. 
Mary  L.  Clark. 

1896,  Supervisor  of  Primary  Instruction,  Public  Schools,  26  Matilda  St.,  Huntington. 
Charles  Clifford  Coleman,  Ph.B.,  '04.  A.M.,  '05,  DePauw  Univ. 

1906,  Superintendent  of  City  Schools,  622  S.  3d  St.,  Clinton. 
WiLBER  R.  Curtis,  B.Sc,  '95,  Valparaiso  Univ. 

1905,  Suptrintendent  of  Lake  County  Schools,  Crown  Point. 
Ellis  Burke  Gibbs,  A.B.,  Ind.  Univ. 

1905,    Superintendent  of  Schools,  North  Manchester. 
Robert  F.  Hight.  A.B.,  '88.  Ind.  Univ. 

Superintendent  of  Schools.  Columbia  Flats,  Lafayette. 
Louis  W.  Keeler.  Ph.B..  '00,  Univ.  of  Mich. 

Superintendent  of  Public  Schools,  211  E.  6th  St.,  Michigan  City. 
Mary  A.  Kerr,  A.B..  '05,  Ind.  Univ. 

1901.    I'rincipal  of  Central  School;    res.,  416  E.  2d  St.,  Bloomington. 
W.  P.  Mokgan.  A.B.,  '00.  Ind.  Univ. 

J906,    Superintendent  of  City  Schools.  1633  S.  5th  St.,  Terre  Haute. 


Iowa]  LIFE,  ACTIVE,  AND  CORRESPOXDINC,   MEMBERS  --jg 

ISm.WA— Continued 

1906    J.  Edward  Xewell,  A.B..  '07.  A.M..  04.  Oiicrln-in  Tniv. 

1905,  Principal  of  High  Sthool,  East  ChitaKo. 

J.    F.    XlNER. 

Superintendent  of  City  Schools.  Mishawaka. 
CAia  B.  Sputh. 

1906,  Physical  Director.  Butler  College;   res..  German  Ilnuv.  Initi.ma|«ilis. 
J.  W.  Stott.  A.B..  'o.v  Intl.  I'niv. 

1905,  Superintendent  of  Schools.  Brookvillc. 

INSTITUTIONS 

189s     Wabash  College 

President,  William  P.  Kane;  Librarian,  H.  S   Wedding,  Crawfordsville. 
1897     Indiana  State  Library. 

State  Librarian.  Dcmarchus  C.  Brown,  State  House.  Indianapolis. 
Indiana  State  Normal  School 

President,  William  W.  Parsons,  Terre  Haute. 
Valparaiso  University. 

President,  H.  B.  Brown;  Librarian,  O.  P.  Rin.sey    Valparaiso. 

1899  Indiana  University,  Library. 

President,  William  Lowe  Bryan:  Librarian,  W.  E.  Jenkins,  Bloomington. 

1900  Butler  College,  Library  (Bona  Thompson  Memorial). 

President,  Scot  Butler;   Librarian.  Margaret  Carlisle.  InJian.ip  >lis. 
1904     Elkhart  Carnegie  Library. 

Librarian.  Ella  F.  Corwin,  Elkhart. 
High  School,  Anderson. 

Superintendent,  James  B.  Pcarcy,  412  W.  12th  St.,  Anderson. 
1906    Emeline  Fairbanks  Memorial  Library. 

Librarian,  Mrs.  Sallic  C.  Hughes,  Terre  Haute. 

IN'DIAN  TERRITORY 

life  members 

1884    George  Beck,  M.Sc.,  '63   Univ.  of  Mich. 

1901,    U.  S.  School  Sup)crvisor,  Chickasaw  Nation,  Tishomingo. 

1886    G.  I.  Harvev. 

Wagoner. 

active  members 

1900  Elihu  B.  Hinshaw,  A.B.,  '86,  A.M., '90,  Hivassee  Coll. 

1897,  Superintendent  of   Blofimlicid  Seminary,  and  (1001)  Chickasatv  National   Normal 

iJircctor  and  I'rc^idcnt  of  Examining  Board,  Colbert. 

1901  Edgau  A.  Allen.  B  .Sc..  '87.  Kans.  .Xgri    Coll. 

U.  S.  Indian  Service,  Wyandotte. 
1903    John  Downing  BENEOirr. 

1H99.    Superintendent  of  Schools  for  Indian  Territory,  Mu-^kogec. 

1903  A.  Grant  Evans. 

1898,  President  of  Henry  Kendall  College.  Muskogee. 

Charles  Evans,  B  5>c.,  I^banon. 

Superintendent  of  City  Schools,  Ardmore. 

1904  Mary  F.  Russell. 

1906,  MonitreM  in  Public  School,  Salliuw. 

1906    Calvin  Ballard. 

1899,  United   States   Schof)l   Supervivir,   Chott.iw    .Nation   in    Indi.in    Territory.   Siiulh 

McAlcstcr. 

IOWA 

LirK  uruiiKu.s 

1884    William  A.  Willis,  A  B  ,  'ftj,  AM  .  V,,,  Brloit  Coll. 

Proprietor  and  Principal  of  l'>w.i  City  Academy,  308  Churih  St.,  Iowa  City. 
1880     Rt.  Rr.v.  John  J.  KrAsr,  D.D..  I-ival;  LI. D  ,  Harvard  Univ. 
iijTKi,    ArchliLtliop  uf  Dubuque,  Dubui|ue. 

A<TIVC   MKMDCBS 

1884    Hammnf.  H.  Ftr.r.n,  B.Sc..  '69.  M  Sc  .  '78,  A  B  ,  'Ho.  AM.  'R.»,  C.«t>cII  Coll. 

1H70,    Profciuvir  o(  Etonomicit  and  S.«  i..li.«y.  ('•imrll  Collriir;  rc».,  (<o\.  Mh  St..  Ml.  Wmon 
William  pLrrairR  Kino.  A.B  . '^7.  A  .M  .  V«.  Ohio  Wm    Univ.;    ».I),. '70.  III.  Wc«.  Univ.;  LL.I». 
'H7.  Slair  I'niv   of  Iowa  and  Ohio  Wc«    Unlv, 
1863,    Pre»ident  o(  Cornell  Collrnr,  Ml.  Vernon. 

1889  HrNRvSaBIN.  A  M.,  AmhrrM  Coll  ;  LI.  I)  .'g,.  I)r.ikr  ftiiv  ; '04.  Cornell  Coll  ; 'o^.  Stale  Unit.  o(  Iowa. 

Ki  Sl.ilc  Sui<rrmtrndcnt  ol  Public  Inilruitton.  jio  Manhattan  Bl»Kk.  I)e«  Moinr*. 
Homri  H.  SrRRLr.v.  Ph  B..  '73,  B.D..  '7^.  A.M..  '76.  LI.  I)  .  '01   State  Univ.  ol    Iowa;  'v".  Penn  Coll. 
itWi,    Prr^idmt  <4  St.  .Nor.  Sch,.  >3o4  .Normal  Si.,  CctUr  Filli. 

1890  OzRO  PArrr.«s'»N  FkwTWirK,  A  B.,  '7H,  ly»mbard  Coll 

1889,    Superintcn/lcnt  ol  .SchciuU,  313,  8lh  Ave  .  Clinton. 


78o  NATIONAL  EDUCATIONAL  ASSOCIATION  [Iowa 

IOWA — Continued 

1894  Ashley  Van  Storm,  Ph.B.,  '98,  Hi.  Wes.  Univ. 

1906,    Superintendent  of  City  Schools,  1033  Woodlawn  St.,  Iowa  City. 

1895  James  Johnson  Billingsley,  B.Sc,  '92,  Valparaiso  Coll. 

Superintendent  of  Schools,  PauUina. 

E.  D.  Y.  CuLBERTSON,  B.D.,  '80,  St.  Nor.  Sch.,  Cedar  Falls,  la. 

R.  F.  D.  s,  Fairfield. 

O.  E.  French. 

189s,    Superintendent  of  City  Schools,  602  N.  Maple  St.,  Creston. 
Philip  Cady  Hayden. 

1892,  Director  of  Music,  Public  Schools,  729  Frankhn  St.,  Keokuk. 

Joseph  Jasper  McConnell,  A.B.,'76,  B.Didac.,'78,  A.M. ,'80,  St.  Univ.  of  Iowa;  LL.D.,'04,  Coe  Coll. 

igoi,   Superintendent  of  Public  Schools,  1724  B  Ave.,  Cedar  Rapids. 
J.  J.  Nagel,  Ph.B.,  '98,  111.  Wes.  Univ. 

1870,    Principal  of  Grammar  School  No.  4,  906  W.  Locust  St.,  Davenport. 
Franklin  T.  Oldt,  A.M.,  Lafayette  Coll. 

1895,  Superintendent  of  City  Schools,  1240  Locust  St.,  Dubuque. 
Etta  Suplee. 

Supervisor  of  Primary  Training,  Stale  Normal  School,  Cedar  Falls. 

1896  Amplias  Hale  Avery. 

1902,  Superintendent  of  City  Schools,  Spencer. 

RichaRD  C.  Barrett,  A.M.,  '04,  Cornell  Coll.;  LL.B.,  '04,  Drake  Univ. 

1904,    Professor  of  Civics,  State  College  of  Agriculture  and  Mechanic  Arts;  res.,  912  Story 
St.,  Ames. 
Austin  Norman  Palmer. 

President  of  Cedar  Rapids  Business  College  and  Editor   of  "American  Penman," 
■  Cedar  Rapids. 

Hattie  Adelia  Phillips. 

1894,    Supervisor  of  Kindergartens,  1159,  26th  St.,  Des  Moines. 
J.  B.  Young,  A.B.,  '61,  A.M.,  '64,  Middlebury  Coll. 

1878,    Superintendent  of  Schools,  422  E.  14th  St.,  Davenport. 

1897  Horace  T.  Bushnell. 

1S73,    Principal  of  Grammar  School  No.  8,  330  South  Ave.,  Davenport. 
Irene  Garrette. 

1897,  Principal  of  Jefferson  School,  708,  3d  Ave.,  Cedar  Rapids. 

B.  J.    HORCHEM. 

1898,  Principal  of  Audubon  School,  315  Bluff  St.,  Dubuque. 

F.  E.  Lark. 

1896,  Superintendent  of  Schools  of  Monona  County    Onawa. 

George  Edwin  MacLean,  Ph.D.,  '83,  Univ.  of  Leipzig;  LL.D.,  '95,  Williams  Coll. 

1899,  President  of  the  State  University  of  Iowa,  Iowa  City. 
V.  L.  Wilson. 

General  Agent  for  American  Book  Co.,  Ottumwa. 
FiNLEY  M.  Witter,  B.Sc,  A.M.    '76,  Univ.  of  Iowa. 

1901     Superintendent  of  Schools  of  Muscatine  County,  4th  and  Cherry  Sts.,  Muscatine. 

1899  Edwin  Diller  Starbuck,  A.B.,  Ind.  Univ.;   A.M.,  Harvard  Univ.;   Ph.D.,  Clark  Univ. 

1906,    Professor  of  Philosophy,  State  University  of  Iowa;  res.,  7  E.  Bloomington  St.,  Iowa 
City. 

1900  Frederick  E.  Bolton,  B.Sc,  '93,  M.Sc,  '96,  Univ.  of  Wis.;  Ph.D.,  '98,  Clark  Univ. 

1900,  Professor  of  Science  and  Art  of  Education,  State  University  of  Iowa,  1019  College  St., 

Iowa  City. 
William  F.  Cramer,  A.M.  and  M.Sc,  Cornell  Coll. 

Superintendent  of  Public  Schools,  601  Corning  St.,  Red  Oak. 
L  C.  HiSE. 

1898,  Superintendent  of  Plymouth  County  Schools,  Le  Mars. 
Thomas  B.  Hutton,  B.  Sc,  '91,  Iowa  St.  Coll. 

1904,  Superintendent  of  City  Schools,  1312  Court  St.,  Le  Mars. 

C.  H.  Maxson,  B.Sc,  '91,  B.D.,  '99,  St.  Univ.  of  Iowa. 

1906,    Sujjerintendent  of  City  Schools,  Ackley. 
Charles  Eldred  Shelton,  A.M.,  '82,  LL.D.,  '02,  Iowa  Wes.  Univ. 

1899,  President  of  Simpson  College,  Indianola. 

1901  Hill  McClelland  Bell,  A.B.,  '90,  A.M.,  '91,  Drake  Univ.;   LL.D.,  '05,  Simp.son  Coll. 

1903,  President  of  Drake  University,  1091,  26th  St.,  Des  Moines. 
Francis  M.  Fultz,  Ph.B.,  '86,  A.M.,  '89,  St.  Univ.  of  Iowa. 

1899,  Superintendent  of  City  Schools,  1018  Jefferson  St.,  Burlington. 
J.  M.  Hussey,  M.Sc,  Chillicothe  Nor.  Sch.;  Pd.B.,  Western  Nor.  Coll. 

1893,  President  of  the  Western  Normal  College,  Shenandoah,  and  of  Southern  Iowa  Normal 

School,  Bloomfield;  res.,  Shenandoah. 
Katharine  Irwin  Hiitchison,  A.B.,  '81,  A.M.,  '84,  Monmouth  Coll. 

1905,  Dean  of  Women  and  Professor  of  Pedagogy  and   Hi.story,  Parsons  College,  Ballard 

Hall,  Fairfield. 
J.  C.  King. 

Superintendent  of  City  Schools,  120  Story  St.,  Boone. 
O.  J.  McManus,  B.Didac,  '94,  M.Didac,  '96. 

1900,  County  Superintendent  of  Schools,  and  (1902)  Memlicr  of    State  Board  of  Edu- 

cational Examiners,  iiio  E.  Pierce  St.,  Council  Bluffs. 


Iowa]  LIFE,  ACTIVE,  AND  CORRESPOXDING  MEMBERS  7S1 

low. K—Coit'inued 
1901     Adnah  Clifton  Kewell,  B.S:.  in  E.E.,  '02,  Univ.  of  Mich. 

iSg4,    Supcrvisjir  of  Manual   Training,  Public  Schools,  West  Dcs  Moines;   res.,  loii,  i,Sih 
St.,  I)es  Moines. 
Annie  E.  Packer,  M.Sc.,  '74,  Whitticr  Coll. 

1900.    Superintendent  of  Schools  of  Henry  County.  E.  Washington  St..  Mt.  I'leasant. 
Z.  C.  Thornbvrc,  B.  Did.-ic.,  'o.l.  M.  Oi<lac.,  'ot>. 

igoi.    Superintendent  of  Schtxjis  of  Polk  County.  1211  E.  12th  St.,  Des  Moines. 
I0O3     Clarence  Dwight  Bakkr.  .X.H.,  Macalesti-r  Coll. 

Representative  of  D.  Appleton  &  Co.  in  the  West,  2923    Brattlcboru  Ave,  Dcs 
Moines. 
William  Bell. 

Principal  of  High  School,  304  X.  Lincoln  St.,  Crcston. 
Clarmae  Budde,  Orad..  '05.  St.  Nor.  Sch.,  Winona,  Minn. 

Teacher  in  Public  Schools,  Marcus. 
William  pRANKLrN  CHEVALreR,  A.M.,  Marietta  Coll. 

nwi.    Superintendent  of  Schools,  217,  4lh  St.,  Muscatine. 
J.  W.  DiCKMAN,  Ph.B.,  '88,  Ph.M.,  '91,  Upper  Iowa  Univ.;  A.M.,  '04,  Cornell  Coll. 

1898,    Professor  of  Economics  and  Sociology  and  Vice-President,  Upper  Iowa  University, 
Fayette. 
F.  W.  El^E,  A.B.. '06,  Penn  Coll.;  A.M., '97,  Haverford   Coll.;   M.Didac, '01,   Iowa   St.    Nor.   Sch. 

1905,  Su|x?rintendent  of  City  Schools,  301  N.  A  St.,  Oskalcwsa. 
Clementi.ve  Jacobs. 

Teacher  in  Primary  Grade,  Public  Schools,  Guttcnbcrg. 
W.  H.  McCauley. 

President  of  Capital  City  Commercial  College,  4th  St.  and  Grand  .Ave.,  I>es  Moines. 
Cap  E.  Miller,  M.Didac,  Iowa  St.  Nor.  Sch. 

1902,  Superintendent  of  Schools  of  Keokuk  County,  Sigoumey. 
W.  M.  Stevens. 

Superintendent  of  City  Schools,  191 1  Pierce  St.,  Sioux  City. 

WiLLLAM  H.  StONER. 

General  .Agent  for  American  Bcx>k  Co.  in  Iowa,  692,  17th  Si..  Des  .Moines. 

1903  Ethelda  Bcrc.e,  Ph.B.,  '89,  Cornell  Coll. 

1906,  Teacher  in  Public  Schools.  Palouse,  Wash.;   home  address.  Mt.  \'ernon. 
C.  A.  FuLLERTO.N,  M.Didac,  la.  St.  Nor.  Sch. 

1897,    Profc-ssor  of  Vocal  .Music,  Iowa  State  Normal  School,  3:16  Normal  St.,  Cedar  Falls. 
Jakes  E.  Moore.  BE..  '98.  Lincoln  Nor.  Univ.;    B..Sc.,  '06,  Upjier  Iowa  I'niv. 

1903,  Superintendent  of  City  Schools,  Fayette. 
George  He'nbv  Mullin. 

1902,  Sufx-rintendcnl  of  City  Schools,  1029  Central  .Xve.,  Fort  Doilge. 
A.  W.  Stiart,  A.B.,  '63.  A.M.,  '66.  Bowdoin  Coll. 

Superintendent  of  Schools,  217  W.  Wcxxlland  .\ve.,  Ollumw.i. 

Kmua  Flint  Wilkins. 

1891,    Teacher  in  Public  Schools,  611,  4th  Ave.,  Clinton. 

1904  Edwin  F.  .\uams.  .\.B.,  '87,  Ohio  Wes.  Univ. 

General  Agent  for  (iinn  &  Co.,  418  S.  6th  St.,  Cedar  Ra|>iils. 
William  Alubicii. 

1904,  Superintendent  of  City  Schools,  Board  of  E<Iucntion  OflTice,  Keokuk. 

Chari.ks  H.  Bailkv.  B.Sc,  '03.  Columbia  Univ. 

1905,  Director  of  Manual  Training,  State  Normal  School;   res.,  709  TremonI  St.,  Cedar 

Falls. 
R.  B.  Cbonk,  Ph.B.,  '97,  St.  Univ.  of  Iowa. 

1903,  Su|iiriiii<ndcnt  of  City  ScIkkiIs,  318  E.  7th  St.,  Wuhinglon. 
W.  P.  Johnson,  B.Sc.,  Nor.  Iml.  Nor.  5>ch. 

1900,    Superintendent  of  Cily  SchwiN,  Carroll. 
Mbs.  Eliza  G.  Kleinso>i(;k.  IM.M.,  '04.  St.  Nor.  Sch..  Greeley,  Cob. 
Des  .Moincn. 

TiiouA-s  B.  MARKKniRV. 

1903,  Su|<erinlendent  of  SthooU,  .Mor.nia. 

M/.av  Jkan  .MiLLKR. 

1904.  Ilend  of  Kinflcrgarlen   Dr|Mrtnipnl.  RiMhroler    .N'ormal  TrnininK  School.  JoM  VjlM 

Ave  .  K'Khnler.  .N    V  ,   home  addrriM.   "  Bluff  View,"  South  wlh  A»T.,    Manhall- 
town. 

HoWARK  T.  Pr>IIT«. 

1906,  .Superintendent  of  SchouU.  I'raine  City. 

CiiARi.KH  K.  Pvr.  B  Sc..  '01.  Cornell  Coll. 

190J,    Suiirrinlrndrnl  of  S>hnol«,  GultenlierS. 
John  F   Ri'if.s,  M  S< .,  'H7,  Iowa  Wr.   Univ. 

i<x>4,    .Stale  Sujicrinicndcni  of  Public  Inttrutticm,  1001.  »oth  St..  I)e«  Moinea. 
John  p.  Rvan,  A  B  ,  Cornell  Univ. 

1902,  l'rufe«<ur  uf  Public  Spcakinic,  1110  Vt'ett  St..  Grinnell. 
C.  R.  Sriioooir,  B.Sf.,  '91,  I-rnoi  Coll. 

Ivlilor  of  Drjiarlment  of  Home  Study.  "MIdUmI  ScmwiU,"  Dr»  Mnine* 
ALniBT  BovvTr>N  Stmumi.  a  M  .  '03.  Unlv    of  Mich  ;    D  D.,  'oo,  Lawrence  Unlv  ;    LL.I).,    'oj. 
I>r.ikr  I'niv 

1903.  Prc^dent  of  Iowa  State  College,  Ame». 


[Kansas 


,po5     W.S..V  N.  C.^r^^:^^^^£:l.,  5th  Ave.  Counci,  Bluffs. 

MAV  GENEVIEVE  Lo^-G..^^^  ^^  ^^^.^^^  ^,^^^^i„„,  p,,Uc  Schools,  .04  W.  Mi^er  St.,  Mason  Cuy. 
WX.UAM  0;£^I^'--^,etd'fn^  Good  Block,  Des  Moines. 

,po6     W.  F.  Barr,  Ph.B.^;o3.  ^^  ^^^^^,  g^.^^j,  j^rake  University.  .5x4  Kingman  Ave..  Des  Mo.nes. 
W.  A.  B.ANnEN.URO,Jl.B_.,  p^ake  Ig^^^^^        ^^^  ^   ^^.^^^  g,,  M..son  City. 
Ht:oHS.B.EE.M.^^B^;o.A^.WB^c^^^^ 
A.  L.  Ct..K,  B.Sc^in  M^E.  Univ.^o^f  Mich^^^  ^^^^  ^^^p^^^,   ^es  Moines. 

O.XVEK  MORTON  f--Ue'nVoYlffls^8;V  6th  St.,  Sheldon. 

-•  -■  -— ^:  ^^:^--^--^tiv  To  .  V.  Simpson  Coll. 
W—  E.^mM,.^TON,^A^M^  ^^^^^to^,.,  I^ndianola. 

JOSEPH  S.  McCowAN^Ph^B.;g5.pA^M^.;o°-^I^^^^^^^ 

^-^  -  ^^"s;:p^in;S£-^-S^o^t  ^H^J  (^t). 

Aaron  Palmer,    g^p^^j^j^^^ent  of  City  Schools,  Marshalltown. 

MA.KICE  R--«p^4i;,^-or(£.  nth  School,  .833  Brattleboro  Ave.,  Des  Moines. 

E.  L.  R----  ■^sVTme^niVof  atTl^^^^^   Maquoketa. 

F.ANK  L.   SM^--^t^.;:fs«e^re1.1^^^^^^^  res.,  6.5  E.  Mth  St.,  Daven- 

port. 
C.  C.  Wtt-LAR.  Ph^B^.^03.  Dr^ke  Univ^^^^  ^^^^^^  ^^^ 

JOHN  E.  WtNTER.^A^B.^^^;.  Ho^pe  Coll.,  A^B.,;o6^Un,.  ^.^^  M  ^^.^^  ^^^^^^^  3^^  ,^,,  Orange 
City. 

INSTITUTIONS 
X897       STATE  NORMAL  SCHOm^CEOAR  FaLLS.^^^^_  ^^^^^  ^^^^^^ 

STATE  UNivERSiTVpOFjowA.^^^^^^  ^^^.^  MacLean;   Librarian,  M.  G.  Wyer  Iowa  City. 
1900     lowA  College.      ^^^^.^^^^   j    ^   t.  Main;   Secretary,  J.  S.  McCowan,  Grinnell. 
ipoi     Iowa  State  Colleoe,.L.bra^v^  ^^^^^^^  Librarian,  Vina  E.  Clark,  Ames. 
X003    CoE  College,  Lib^rarv-^^^^  ^^  wilberforce  Smith,  Librarian,  Mary  1.  Amidon,  Cedar  Rapids. 

Iowa  State  Library  ^  Librarian,  Johnson  Brigham,  Des  Moines. 
x9o6     DAVENPORT  P"B"£i  ElBR^.^RV^^^^^  ^    ^^^^    Davenport. 

KANSAS 

LIFE    DIRECTOR 

x886     A.V  JJ^-WETT,  A.Br57,  Middlebury  Coll. 

life  members 

Anderson  Griffith  Campbell. 
Council  Grove. 

NATHANIEL  COOVE^R.^^^^^^  ^^  ^^^_  ^..,^^^ 

Edward  T.  Fairchild^  superintendent  of  Public  Instruction ,  Topeka. 

HENRV  G.  L---.  ^S;;«i' j::S;^k^n-  Avc  Topeka. 

A.  H.  LIMERICK,    g^^^^^^y  ^j  Chautauqua  Assembly,  .303  E.  .  uh  Ave.,  Winfield. 

John  MacDonald^^.^^^  ^^  "Western  School  Journal,"  734  Kansas  Ave.,  Topeka. 


Kansas]  LI FE,  ACTI VE,  AX D  CORRESPONDI XG  MEM BERS  78^ 

ILKSSAS— ton  I  in  uc  J 

1886    J.  H.  Miller. 

Socrctar>'  of  Extension  Work,  Kans,i«  Agricullural  College,  Manhattan. 
Thomas  Watson  Roach,  .\.B.,  '70,  M.Sc.,  '00,  Mi.  I'nion  Coll.. 

1903,    President  of  Kansas  Wesleyan  University,  Salina. 
George  E.  Rose,  B.D..  '83,  Univ.  of  Kans.;  M.Sc,  '08,  Kans.  St.  Agri.  Coll. 

1903,    Superintendent  of  Schools,  Roscdalc. 
Thomas  A.  Sawhill,  AM.,  '74.  .Amherst  Coll. 

Postmaster   Concordia. 
Aaro.s  Schuyler,  A.M..  '60.  O.  Wcs.  Univ.;LI..D.,  '73,  (lllerbein;  Ph  D.,  'q8,  Kans.  Wcs.  Univ. 

Professt)r  of  Philosophy  and  Higher  Mathematics,  Kansas  \\'esleyan  University,  1316 
S.  Santa  I"c  St.,  Salina. 
EIdmu.vd  Stanley,  A.M.,  '91,  Penn  CoU. 

1898,  President  of  Friends'  University,  1813  University  .\ve.,  Wichita. 
D.  C.  TaLOTsoN. 

621  Filmorc  St.,  Topcka. 

active  members 
1884    Jasper  N.  Wilklvson. 

Ex- President  of  State  Normal  School,  1127  Rural  St..  Emporia. 
1886     Arvin  S.  Olin,  A.B.,  '92,  Ottawa  Univ.;  A.M.,  '94,  Univ.  of  Kans. 

1899,  Professor  of  Education,  University  of  Kansas,  1134  Louisiana  St.,  Lawrence. 
1891     Frank  Russell  Dyer,  A.M.,  '88,  M.Pd.,  '93,  Ohio  Nor.  Univ.,  A.M.,  '93,  Ohio  Wes.  Univ. 

iQOiJ-^ssistant  State  Superintendent  of  Public  Instruction,  609  N.  Topeka  Ave..  Wichita. 

1893  Francis  Hi'ntincton  Snow,  .A.B.,'62,  .A.M., '65,  Ph.D.  '81,  Williams  Coll.;  LL.D.,'90,  Princeton  Univ. 

1866,    Professor  of  Organic  Evolution,  Systematic  Entomology,  and  Meteorology,  Univer- 
sity of  Kansas,  1345  Louisiana  St.,  Lawrence. 

1894  Elva  Enola  Clarke. 

1893,  Librarian  of  State  Normal  School,  1025  Constitution  St.,  Emporia. 
O.  P.  M.  McClintock. 

1897,    Principal  of  Clay  School,  1311  Buchanan  St.,  Topeka. 
189s     Fenella  Dana. 

1889,    Principal  of  Ward  School,  913  Tyler  St.,  Topeka. 
L.  H.  Mlrlln,  A.B..  '91,  S.T.B.,  '92,  De  Pauw  Univ.;  D.D.,  '97.  Cornell  Coll.;  S.T.D.,  '97,  Denver 
Univ.;  B.D.,  '99,  Garrett  Biblical  Inst. 

1894,  President  of  Baker  University,  Baldwin. 
Miss  C.  S.  Newell. 

,  1890,    Teacher  in  Public  Schools,  917  W.  14th  St.,  Topeka. 

Walter  Garver  Riste. 

Principal  of  Decatur  County  High  Schcjol,  Otx'rlin. 
David  F.  Shirk,  .X.H.,  '01;.  rricn^ls'  Univ..  Wiihiia.  Kans. 

1902,    Superintendent  of  City  Schools,  330  E.  loth  St.,  Newton. 
Nathan  T.  Veatch,  (Jrad.,  '81.  St.  Nor.  Univ.,  III. 

1901,  Superintendent  of  City  Schools,  $2$  Mound  St.,  Atchison. 
John  William  Wii„s<^)N.  A.B..  '90.  Drake  Univ. 

1H96,    Principal  of  Atchinson  County  High  Schtxil,  EfTingham. 

1897     .Mrs.  Gaston  Boyd. 

Teacher  of  Voice  and  Physical  Culture,  408  W.  Broadway,  Newton. 

Charles  A.  Boyle. 

1893,  Director  of  Dei>artment  of  Mu.sic,  State  Normal  School,  831  Constitution  St.,Empori«. 
L.  A.  IjOWTHER,  A.U.,  '94,  State  Univ. 

1896,    Sujjerintendcnt  of  City  School.^,  617  Exchange  St.,  Emporia. 

H.  B.  Peairs. 

Supcrinicndent  of  Haskell  Institute,  Indian  Indu.slrial  Training  School,  I.awrrDce. 

Fra.vk  p.  Smith,  A.  B.,  '78,  Ind.  Univ.;  A.M.,  'go.  Buker  Univ. 

1894,  Su[>crinlcndent  of  City  Schools,  102O  Ohio  St.,  Ijwrence. 

i8<>8     (;koR(,k  E.  Knkj-i-kk,  A.m. 

President  of  ilighlaml  Univrmity,  Highland. 
iHtjtj     I-'kederkk  B.  .Abbott,  Ph  D..  '•>«,  .Marlyn  C>i\\. 

tfiijH.    Traihcr  of  .Manual  Training,  Stale  Normal  School,  101$  Constitution  St.,  EmparU 

Joiis  Hamlin  Gi/itfki.tkb. 

Vice-President  of  Kaniuui  State  .Normal  S<.h<M>l;   rr«..  io»$  Stale  St..  Rm|«tria. 

T.  S.  JoHSHON. 

1906.    Field  .Manager.  Scientific  American  Gimpiling  l)e|j»nmcnt,  los  S    Julinte  A»t.. 
.Manhattan. 
John  W.  SpiNDLr-B.  A  B  ,  '^f>.  AM  .  '9^,  Ohio  We».  Univ  ;  B  I.  ,  'H>,  Cincinnati  Ijw  Sch. 
1891,    Su|irrinicnilcni  >i(  City  .SchooU,  uij  Menor  St..  Winlield. 

1900     Thoma.h  B.  Hknbv,  am,  'oH.  ''niv   of  Kant 

315  N.gtb  St.,  Independence. 

IQOI     Camrik  Godi>ari>. 

njoi.    I'rinii|jal  of  (;nrrirld  School.  420  W    i.lli  Si  .    loirka. 

Horace  Z.  Wii.nr».  tJrad  .  '02.  Mi<h   N<ir.  Coll 

1902.  Hr.ifl  of   Drinrtmrni  of   School  Admini»traii<.n.  Kanta*  S<il»  Normal  Scbi«>l,  1127 

.Market  St..  Empiiria. 
1902     Inslev  Le  Yantis  DAViiorr. 

LzSlalc  Su|irriotcndeni  of  Public  Intiruiiion.  Topeka. 


NATIONAL  EDUCATIONAL  ASSOCIATION^ 


[Kansas 


784     

KANSAS— Con/iMwed 

,,0.     ROBKKX  F.  f^--l,^^2^^':^f^%'^^'^^^  City  Hall,  Wichita. 

FRANK  SXKONO,  A-M.^P^.D.  Ya^  ^^  ^^^^^^_  Lawrence. 

.,03    E.UABKTH  GJ---,t^-- ;iiSL^^^^^^^^  Cor.  pth  and  Minro  Ave..  Kansas  City 

GEORGE  W.  I^'^^l'l^^p^v^^endent  of  Schools,  235,  5th  Ave.,  Leavenworth. 

Margaret  J.  Minis  B.Sc'oT,Kans^ St-  Agr^^^^^^^^^  _  ^^^  Moro  St.,  Manhattan 

,,03,    Librarian  of  Kansas  State  Ag^^^^  ^^^^^^  ^^     ,^^   ^^^^^^^  Coll.;  LL.D., 

Nathan  Jackson  Morrison  AH.,  53,  i^-^-.  °°' 

:884     Pr^ttde'Jt  o^Tairll^t  College,  and  Professor  of  Philosophy,  ,547  Fa.r.ount  Ave.. 

Wichita. 

AUCE  B.  P— -•  B,f  i^Eati^-fnd  ^eratnigh  School ,  6,3  W.  8th  St.,  TopeWa. 

C.  S..KER  R--  p,,.,,,dent  of  City  Schools,  71.  W^  ^^-'-'j^tardTv'""' 

HERBERT  T.:v.0R  WHENS,  S.T^^^^^^^^^  ^-^^  A.g.,^  ^^'^fS^  V  Tcnnysoo  Heights. 

,,04    JOSEPH  T.  ALB.N,  A.M., '.75,  De  Pauw  Umv. 

EnwiN  ^--^l-^i^^^i:°^A  CU^Schools,  HoUon. 

^•^•^--'?.^^S:;^r4i^;nt'.JSh^SeUa. 

Mrs.  Nannie^E.  P^a™^,^  ^^^^.^  g^j^^^l^_  ^^8  S.  £!„,  St..  Pittsburg. 

M.  E.  PEARSON,    g^^p^^j^^^^d^^,  „f  Schools,  193^  N.  i4th  St.,  Kansas  City. 
William  S- PJ^cken.^^.^^^  ^^  ^^^^^^^  ^^,^^^^  S^^^,  Normal  School,  Hays. 
,905     SANDERS  W.  BLACK^^^^^  ^^  ^^^.^^^^^^  ^^^  Horticulture,  Cherokee  County  High  School,  Columbu.. 
^-  ^-  """"[Igs,    Superintendent  of  City  Schools,  Fort  Scott. 

^-  "•  """'"go"    Superintendent  of  Schools,  114  W.  8th  St.,  Pittsburg. 

WILLIAM  S.  Hjt;sN^E^R,^A3^,  ;o^3,  O  U-Jefferson  St.,  Junction  City. 

M.  LomsE  Jo--jAM/8^i^Umv.^of ^^cK ^^  ^^^^^  ^^^^^,  3^,^„,_  ^,^  Mechanic  St..  Emporia. 

George  S.^Murr^v.^  ^^  Department  of  Commerce,  Kansas  State  Normal  School,  Emporia. 

MARV  ALICE  WHITN^.^,  A-B^- ;°3,  Umv.^of ^Mich^^^  ^.^^^^^  ^^^  Law,  Kansas  State  Normal  School; 
res.  827  Market  St.,  Emporia. 

,,06     FELIX  E.  ^^^^^^l^lV^fcl^rr^^r-^  ---^^.^""Tr-o'^Stniv. 

J—  Hi,^^i^^o?^^s^sS^er:^rSriy.f&M:^d^e,  Emporia. 

ANDREW  J-  Lo;^^-p,,i,tendent  of  City  Schools,  629  E.  5th  St.,  Cherryvale^ 

w-  s.  ---^-^..^-^^Ph^^s  °{:^^^^Sg?"i^^^^^ 

J.  M.  RHODES,  A^^..Ind.S.^U;nv^^^M.  ^v^^^    ^^^  _  ^^^^  ^^^^,^^^,^„  St.. 

-™-^  -  -■^i3ilS.^^-y'sch^^:6S^e^^:^^^ 

ROWLAND  HKNRVpRiT....E,^Phil^^oo.Um  ^^^^^^  3^^,,  formal  School;    res.,  833 

Merchant  St.,  Emporia. 

E--  '■    ^;;^rliSrin^i^t-.^1chK-Harper. 

INSTITUTIONS 
I.lFE    MEMBERS 

,886    Board  oe  Educatwn,.  Ab™^  ^^^^^^    ^^^^^^^^^^  ^^  ^  ^^j^^^^^  ^^ilene. 

BOARD  OF  E°"'^*™^^S°L.?  mtiiohn;  Clerk,  W.  T.  Coolidge,  Dodge  City. 


Kentucky]  LIFE,  ACTIVE,  A\D  CORRESPONDING  MEMBERS  7S5 

^.KSS.KS— Continued 

1886    Board  or  Edccation.  City  of  Ottawa. 

President,  J.  E.  Bycrs;  Clerk,  F.  .\.  W.i.i.ile.  (Jtl.iwa. 
Board  of  Education*,  SKDr.wir»:. 

Superintendent,  Robert  N.  Halbert;   Clerk.  G.  P.  .Schoulen,  Soilgwick 
Riley  County  Educational  .Vssociation. 

President,  L.  G.  Folsom.  Manhattan:   Secretary,  Mary  .M;ixwcll,  Lconardvillc. 
Teachers'  Association  of  Cowley  County. 

President,  Henrietta  V.  Race;   Secretary,  N'cllic  Chase,  Winficld. 

active  uf.ubers 
1807    Kansas  State  Acricitltural  Collec.e. 

President,  Ernest  R.  Nichols;  Librarian.  MarRarct  J.  Minis,  Manhattan. 

1899  Midland  College. 

President,  Rev.  M.  F.  Troxcll;  Librarian,  Robert  J.  Peters,  .\tchison. 
1000    Free  Public  Library,  Topeka. 

President,  Edward  Wilder;  Librarian,  Mrs.  E.  S.  Lewis,  Topeka. 
iQOj     University  of  Kansas,  Library. 

Chancellor,  Frank  Slroni?;  Librarian.  Carrie  M.  Watson,  I-awrence. 
IQ03     Baker  U.s-iversitv,  Library. 

President,  L.  H.  Murlin;  Librarian,  Mrs.  E.  M.  Wood,  Baldwin. 
1905     Kansas  State  Library. 

Librarian,  J.  L.  King,  Topeka. 
State  Normal  School  of  Kansas.  Library. 

President,  Joseph  Henry  Hill,  Emporia. 
Western  Branch  Kansas  State  Normal  School,  Library. 

Principal,  W.  S.  Pitkcn.  Hays. 

KENTL'CKY 

life  uember 

1877     William  Henry  Bartholomew,  LL.D.,  '01,  Ky.  St.  Coll. 

1881,    Principal  of  (iirls'  High  School,  426  E.  Gray  St.,  Louisville, 

active  members 
i88g     Georoe  J.   Ramsey.  A.M..  "So.  Hampden  Sidney  CdII.;   LL.I)..  "08.  S.  W.  Prcsliy.  I'niv, 

Chairman  of  the  State  Camiwign  Commiltee  for  I'opular  Lducalion,  Elsmorr  P.irk 
Lexington. 
1891     McHesry  Rhoads.  A.M.,  West  Ky.  Coll.;  Ph.M.,  Hartford  Coll. 

1900,    Superintendent  of  City  Schools,  525  GrifTith  Ave.,  Owensl>oro. 

1803    Edgar  H.  Mark. 

1894.    Su|jcrintendi-nl  of  Schi>ols.  420  W.  Walnut  St..  I^misville. 
1804     Arthur  Cary  Fli-,shman.  A.M..  Columbian  I'niv. 

1907.    Deiwrtment  of  Pedagogy.  Kentucky  State  College,  Lexington. 
189s     LrviNCSTONE  McCartney. 

1903,    Suijcrintcndcnt  of  Schools,  cor.  Center  and  Green  St.'*.,  HenderMin. 

1896  John  Morris.  A.M.. 'oi,  f>hio  t'niv. 

1895,    Superintendent  of  Public  Schools,  839  Scott  St.,  Cuvington. 

Ida  RLTX)Lr. 

1895,    Principal  of  the  Monsarral  School.  2417  W.  Chestnut  St.,  I.nuisville. 

1897  John  Grant  Crabbk,  A.B  .  AM.,  <)hi<i  We*.  Univ  ;   M.Pd.,  Ohio  Univ. 

1890,    Suijcrintcndcnt  of  City  Sthools,  jio  h.  Winihexter  Ave.,  Aohland. 
John  Milton  Gimm.iams,  A.H  ,  Crni.  Nor.  Coll  ■  A.M..  '98. 

IU04.    Teacher  in  .S<iUlhcrn  .Normal  .Schtiol,  f>jo,  nth  .St  ,  Kuwling  (Wren. 
Reubkn  Post  Hailk'k.  AH,  'Hi,  A  M  ,  './.,  Valr  Univ 

I'rintipal  of  Boys'  High  School,  1140,  jd  Ave  ,  I.oui.tvillc. 

Anna  C.  Roth. 

it/35.    Trathcr  of  Englinh.  Commerdal  Sch'ml.  1441  W.  Chnanul  Si  .  I>iuii>\illr. 

1898  John  Wibt  I)insm<>rf,  A.M  .  '01.  Itrrrn  Coll. 

I'/x,,    Otan  ol  .Normal  l>r|i.iiliiirnt  and  I'roltMw.r  of  Prdagogy,  Brrra  {'ollrgr,  Hrtrj. 
Milkh  El-crni:  Marsh,  A  B  .  'oi.  f)brrlin  Coll 

Ucan  of  Academy  of  Berea  College,  Berra. 
William  »  Pirrv.  A  M  ,  '91.  Kv  Si   Univ 

PnniltMl  ul  l'ul»h>   '    '       '  W    Walnul  Si  ,  I./nil»vllle 

1H99  Isaac    MitoIILL.  B  S<      'Ko    A  B  V-  i  h  .    A  M       y?    HauoNrr  (nil 

I'rimilnl  ol  S    \\     i  ilrgialr  InMilulr.  (  amplielUvllle. 

1900  S.  L.  Frocok.  am,  'Mo,  Brthcl  Coll 

.Su|irrinicodcni  "I  SthooU.  Grrenvillr. 

1901  Jamf*  W   Rrai.sir.  B  S<  . '.,!    *  "    '  '    Tri  Stale  N«if  Coll 

i8.y4,    Prin<i|Mlo(l  -18,  i7ih  Si,  AiJilamI, 

Erniat  P    CiiAriN    M  I      ■-..  •  ..      .  ^      .      ,    ,.. 

\,r,\,    Prm<i|Mlol    .Sl.Uiu.l    Ironing  II  ..,j<  Brmik  St  ,  I.nui»v(l1f, 

GtoRor,  Aiirv  Hrii»»i  1 .  B  S  . '.yi.  A  M  , '.>i.  v  I'h  H  , 'o».  (  olumbia  I'nlv. 

190ft.    I'rriudeni  of  Highland  Collrgr    '.'  -^ 

W.T.St.  Clair.  A.B. '80.  AM  .'07.  rrntrr  Coll.  Ky  .,...,„, 

i8«7.    Head  of  Uiin  l>e|iBrlmrnt.  Male  High  S<h"'.l.  i4»M  (.arvin  PI  .  I  nui>v<llc. 


^86  NATIONAL  EDUCATIONAL  ASSOCIATION  [Kentucky 

KENTUCKY— Cowimw^d 

1901     Frederick  Floyd  Thwing,  A.B.,  '89,  Oberlin  Coll.  .  ,  ^  ,      ,  r.      ,  c-     t      •    -n 

1902,    Instructor  in  Mathematics,  Manual  Training  High  School,  2214  Brook  St.,  Louisville, 

1002     Faustin  S.  Delany,  A.B.,  '78,  A.M.,  '96,  Wilberforce  Univ. 

1906,    Director  of  Colored  Department,  Kentucky  Institution  for  Education  of  the  Blind  , 
cor.  Haldeman  and  Letterle  Aves.,  Louisville. 
Clarkson  W.  Houser,  M.D.,  '00,  Louisville  Nat.  Med.  Coll. 

1882,    Teacher  of  Mathematics,  High  School,  1200  W.  Chestnut  St.,  Louisville. 
Alfred  Livingston,  B.Sc,  '87,  Southern  Nor.  Sch. 

1906,    Principal  of  High  and  Manual  Training  School,  Henderson. 

1903  James  H.  Fuqua,  Sr.,  A.M.,  '59,  Bethel  Coll.,  LL.D. 

1904,    State  Superintendent  of  Public  Instruction,  Frankfort. 

J.  Byron  LaRue. 

1901,    President  of  Owensboro  College,  1503  Frederica  St.,  Owen.sboro. 

Edwin  E.  MacCready. 

1904,    Supervisor  of  Manual  Training,   Male  High   School;    res.,   1315    Edenside  Ave., 
Louis\ille. 

Enos  Spencer. 

1892,    President  of  Spencerian  Commercial  School,  6th  and  Main  Sts..  Louisville. 

1904  Frederick  J.  Corl.  ■,  ■  ,    c-  ^. 

1892,    In  charge  of  Drawing  Department,  Du  Pont  Manual  Training  High  School,  cor. 
Brook  and  Oak  Sts.,  Louisville. 
C.  M.  LiEB,  A.B.,  Univ.  of  Mo. 

1904,    Superintendent  of  Schools,  High  School,  Paducah. 

John  Maddox. 

1903,    Superintendent  of  City  Schools,  304  Taylor  Ave.,  Bellevue. 
Alexander  Reed  Milligan,  A.B.,  '61,  A.M.,  '64,  LL.D.,  '02,  Ky.  Univ. 

1S70,    Professor  of  Latin,  Kentucky  University,  376  S.  Broadway,  Lexington. 
Irene  T.  Myers,  Ph.D.,  '00,  Yale  Univ. 

1903,  Dean  of  Women's  Department,  Kentucky  University,  Lexington. 
Sarah  Logan  Rogers,  Grad.,  Teachers  Coll.,  New  York. 

1904,  Primary  Supervisor,  PubUc  Schools,  iig  \V.  St.  Catherine  St.,  Louisville. 
Elizabeth  Graeme  Barbour,  A.B.,  '96,  Bryn  Mawr  Coll. 

Head  of  English  Department,  Girls'  High  School;    res.,  1223,  4th  Ave.,  Louisville. 

J.  P.  W.  Brouse. 

1904,  Superintendent  of  City  Schools,  Somerset. 
1905     Thomas  Crittenden  Cherry,  A.B.,  '90.  Southern  \or.  Sch. 

1905,  Suix:rintendent  of  City  Schools,  College  St.,  Bowling  Green. 
D.  S.  Clinger,  B.Sc,  '03,  Nor.  Normal  Univ. 

Superintendent  of  Public  Schools,  1035  E.  2d  St.,  Maysville. 
George  Burbridge  Frazee,  Jr.,  B.M.E.,  '02,  Ky.  State  Coll. 

1903,    Teacher  in  Manual  Training  High  School,  108  E.  Jacob  St.,  Louisville. 
Joseph  William  Ireland,  A.B.,  '02,  A.M.,  '03.  Centre  Coll. 

1905,  Superintendent  of  City  Schools,  Logan  Ave.,  Stanford. 
Mary  K.  Keating. 

1903,    Principal  of  California  School,  414  W.  Chestnut  St.,  Louisville. 
A.  J.  Kinnaman,  A.B.,  '99,  A.M..  '00,  Indiana  Univ.;   Ph.D..  '02.  Clark  Univ. 

1906,  Dean  of  Pedagogy,  Western  State  Normal  School,  Bowling  Green. 
R.  G.  Lowrey.  A.B.,  Central  Univ  .  Ky. 

1890,    Principal  of  High  School,  Nicholasville. 
James  K.  Patterson,  M.Sc,  Ph.D.,  Hanover  Coll.;   LL.D.,  Lafayette  Coll.;  F.  R.  H.  S. 

1869,    President  of  State  CoUcge  of  Kentucky,  College  Campus,  Le.xington. 
S.  S.  Robinson,  A.B..  '03,  Central  Univ. 

Principal  of  Schools,  Ovventon. 
Homer  Oscar  Sluss,  A.B.,  '95,  Western  Reserve  Univ. 

Principal  of  High  School,  1444  Madison  Ave.,  Covington. 

Jessie  Stewart. 

Head  of  the  Department  of  Mathematics,  Girls'  High  School,  1331  Brook   St.,  Louisville, 
William  H.  Tharp,  A.M.,  '72,  M.M.  Coll. 

Principal  of  University-Flexner  School,  1047  Second  St.,  Louisville. 
1906     H.  H.  Cherry. 

President  of  the  Western  Kentucky  State  Normal  School,  Bowling  Green. 
H.  L.  Eby,  A.B.,  '06,  N.at.  Nor.  Univ. 

1906,    Superintendent  of  Public  Schools,  302  Taylor  Ave.,  Bellevue. 
Burris  a.  Jenkins,  A.M.,  S.T.D.,  Harvard  Univ.;   D.D.,  Ky.  Wes.  Univ. 

1901,  President  of  Kentucky  University,  Lexington. 
Carolina  Kopmeier. 

1882,    Principal  of  Portland  School;   res.,  1408  Washington  St.,  Louisville. 
A.  S.  Mackenzie,  A.M.,  '02,  Univ.  of  Glasgow,  Scotland. 

1899,    Professor  of  English  and  Logic,  State  College  of  Kentucky,  Box  208.  Lexington. 
J.  E.  Mannix,  B.Sc,  '81,  Cent.  Nor.  Coll. 

1902,  Superintendent  of  Schools.  Lancaster. 

Thomas  B.  McCartney,  Jr.,  A.B.,  '95,  Milligan  Coll.;    A.M..  '02    Ph.D..  '02,  Univ.  of  Va. 

1902,    Professor  of  Greek,  and  (1906)  Dean  of  Faculty.  Kentucky  University,  Lexington. 
Ellsworth  Regenstein 

Superintendent  of  Schools,  522  E   4th  St.,  Newport. 


Louisiana)        LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  ygy 

KEXTUCKV— C'onii»ii«-</ 

1006     Bkttie  M.  Robinson,  A.R.,  GcorRciown  Coll. 

1905.    Principiil  of  High  Sthool.  Lancaster;   home  address,  Campbclls\ille. 
Christian  Kkrdinand  Ri-uoi.n.  LL.B  .  "qo.  A.K.,  'oi.  Cniv.  of  Kans. 

1005.    Acting    Professor   of   Chemistry  and    Physics,   Clark   Lecturer  on  Stimulants  and 
Narcotics,  and  (lyoo)  Acting  Dean,  Uerea  College,  lierca. 
RoscoE  T.  Whittinohill.  Pd.B..  '03.  Ky.  Si.  Coll. 

1900.  Assistant  Principal  of  High  School;   res.,  323  \V,  sth  St..  Owensboro. 
1907     Caroline  B.  Bovrcard. 

iSgi,    Supervisor  of  Music.  City  Schools,  1024  Hepburn  .-\ve..  Louisville. 

institutions 
1903     Berea  College,  Library. 

President,  William  G.  Krost;  Librarian,  Kupheniia  K.  Corwiu,  Berea. 

MJO4       I^)LMSVILLE    FREF.    PlBl  10    LiHRARV. 

librarian,  William  !•".  Yust,  Louisville, 
1906     Lexinc.ton  Pi-Bi.ir  Library. 

Librarian,  M.  K.  Bullitt,  Lexington. 

LOUISIANA 

ACTIVE    MEMBERS 

1889     Miss  Marion  Brown,  Grad.,  '77.  Peabody  Nor.  Sem..  .and  '88,  St.  Nor.  Sch..  Oswego.  N.  Y. 

1902,  Vice-Principal  of  McDonogh  High  School  No.  3,  740  Esplanade  .Ave.,  .New  Orleans. 
1892   George  Soul£. 

President  of  Sould  Commercial  College  and  Literary  In.slitute,  603  St.  Charles  St., 
New  Orleans. 

1894  .Miss  H.  .\.  Suter. 

1878,    Principal  of  .McDonogh  High  School  No.  2,  636  Jackson  .\\e.,  New  Orlearu. 

1895  Warren  JIaston.  .\  B..  '71.  B.Sc..  St.  Univ.  of  La. 

1888,    Superintendent  of  Schools,  1O28  State  St.,  New  Orleans. 

1896  B.  C.  Caldwell. 

1896,    President  of  Slate  Normal  School,  Natchitoches. 
Eveline  A.  Waldo. 

1885,  Kindergarten  Training  Teacher,   1337  State  St.,  New  Orleans. 

1897  Clara  G.  Baer,  Grad.,  '91,  Pos.se  Gymnasium,  Boston. 

1891,    Professor  of   Physical    I.duiation.   Newcomb  G»llege.  't'ulane   UniN-ersily.  2722  St. 
Charles  .\ve..  New  Orleans. 
Branut  V.  B.  Dpcon,  A.B.,  '70.  A.M..  '73,  Cornell  Univ.;  LL.D.,  '90.  S.  W.  Univ.,Tenn. 

1886,  President  of  H.  Sophie  Newcomb  Memorial  College,  1220  Washington  .\ve..  New 

Orleans. 
1899    James  Eowin  .•\nniroTT.  B.Sc,  '04.  .\,M  ,  'o<;.  Columbia  I'niv. 

11/34,    PrincilKil  of  .Newman  .Manual  Training  School.   1831   Peters  .\ve.,  N'l-w  Orleans. 
1906    C.  H.  Carson,  Jr..  A.B.,  '83,  Emory  Coll. 

1898,    Profcs.sor  of  Chenii.>try  and  Physics,  I>oui.siana  Indu^t^i.ll  Institute,  KuMon. 
1901     Nicholas  L.  .\.  Bai'kr,  B.Sc.,  '97,  .\ M  ,  '<w,  Tulanc  I'niv. 

1901,  .Vssistant  Suiierinli-ndrni  of  Public  Schools,  3425  Canal  .St.,  .New  Orleans. 
John  Robinson  Connifp.  .\  B     '04.  Tul.mc  I'niv. 

1901,    yVisistant  SuixTintcndent  of  Public  Sthools.  4013  Prytania  St..  New  Orleans. 
K.  W.  Perkins,  A  B..  '72,  A.M.,  '7';.  Ph  t)  .  '9,1,  Bucknrll  Univ 

1931,    President  of  Leiand  University,  7o"J  St.  Charles  Ave.,  New  Orleans. 
ifXJ2     Ki.wiN  BooNK  Craigiieaij.  a  B  .  '81.  AM..  "««.  Central  rolli-gr;    LI.  0  .  "98.  Univ  of  Mo. 

1903,  President  of  Tulanc  Univcriiiy  of  Louisiana,  .New  Orlcar>». 

.Catiierink  Kelly. 

Priniipal  of  McDonogh  School  .No,  i,  2346  l-aurcl  .Si.,  .New  Orlcan.«. 
LizziK  Kkllv. 

Princiixil  of  .McDonogh  School  .No.  4,  2225  Conjaance  St.,  New  Orlcan*. 

1903     .Morto.v  A.  ALDBini.  A.B.,  'os.  Harvard  Univ.;  Ph  D  .  '97.  Halle 

1901,    ProfcMor  of  Eioiiomiiii,    Tulanc  Univcrialy  o(  I.ouiKtalu,  .New  Orleatu. 
Jamks  B.  .Vswell,  a  B..  '93,  IValH.ly  Coll  ,  A  M  ,  •!>«,  Univ   of  NaJivllle, 

1904,  Slate  Supcrinlrndrnl  of  Public  Education    Stale  llouir,  B.ii.ni  l<..ugc. 

JuiSIK  SpKARISG,   .\  B  .    "o^.    Nrwiomb  Coll 

190s,     Teacher  in  High  .School,  87 1  Cotton  St  ,  Slirrvrl»»rt. 
i.>34     EowiM  LrwiH  STrPiir.ss,  A  B  ,  '92.  La    Stair  Univ  ;    Pd  M     '.j;    Pd  D  .  W  New  S'urk  Univ. 

1900.  Prr«i<lrnl  of  S<«ilhwr«rm  lymiMan.i  hvluMrul  ln«liiulr.  and   l-Ulilor  of    "  IxuiiUiU 

School  Review."  I^fayrltr 
STKrHKS  S    TlloM*s    A  B  .  Nal    Nor    t'niv 

19/ 1,    Print i|mI  of  High  S<li.»il.  .\r<.idia. 
190s     I.Ksfssr.  Jirsirii  AiirM^s    A  B     '<)j    A  \I      ■>h   ChriMitn  Briw   (!oll  ,  Tcni. 

1901,  Pari«h  .Sui«-rinirni|rnl  of  I'ublu  S<hiioU    l.dfa)-rtlr 

Tmomah  I>.  Ilovo  A  M    '72   LI,  D    '97 

rrrsidcnt  of  Louiiuana  Stale  Univrrwly,  Baton  Kougr. 

CvRi's  J.  Brown. 

.Suprrinlrndcnl  of  Sch<ioU  of  llirrvillc  P«n«h    l'l.i<|Urminf 

Marcarkt  C.  Hanh^in.  L   of  I  .  iVaU-ly  Nor    Coll.  ,.„.,>, 

1901,    Primi(ml  of  .New  (.)rlran*  N<irmal  School.  ii4»  <  on»lamc  Si  ,  Nrw  Orl«an». 


^88  NATIONAL  EDUCATIONAL  ASSOCIATION  [Maine 

LOUISIANA— Cow/tnitet/ 

1905  Robert  Emmet  Hingle. 

1904.    County  Superintendent  of  Schools,  Pt.  de  la  Hache. 

Victor  Leander  Roy.  B.Sc,  '9°- 

1904,  Superintendent  of  Aroyelles  Parish  Schools,  Marksville. 
D.  B.  Showalter.  '88,  Juanita  Coll. 

Superintendent  of  Schools,  Ascension  Parish,  Donaldson viUe. 

1906  S.  A.  Alleman,  A.B.,  '98,  La.  St.  Univ. 

1905,  Parish  Superintendent  of  Public  Schools,  Napoleonville. 
H.  J.  Beadle,  A.B.,  '93,  A.M.,  '97,  B.Sc,  '01,  Jefferson  Coll., 

1893,    Professor  of    English;    1903,  Head  of  Bookkeeping  Department,  Jefferson  College, 
St.  James  College,  Convent. 
Timothy  Oscar  Brown,  B.Sc,  '80,  Nor.  Sch.,  Dickson,  Tenn. 

Superintendent  of  Public  Education  of  Onachita  Parish,  207  Miro  St.,  Monroe. 

D.  F.  Dudley,  B.Sc,  '88. 

1906,  Superintendent  of  City  Schools,  1505  Hodges  St.,  Lake  Charles. 

W.  G.  Evans. 

1905,    Parish  Superintendent  of  Schools,  235,  23d  Ave.,  Covington. 

Clarence  Cherrington  Henson,  A.M.,  '03,  Columbia  Univ. 

Vice-Principal  of  Isidore  Newman  Manual   Training  School,  1628    State  St.,   New 
Orleans. 
Christopher  Edwin  Ives,  A.B.,  '90,  La.  St.  Univ. 

1 90s,    Principal  of  East  Carroll  High  School,  and  Parish  Superintendent  of   Education, 
Lake  Providence. 

John  E.  Keeny. 

State  Institute  Conductor  and  Assistant  State  Superintendent  of    Education,  408 
N.  Boulevard,  Baton  Rouge. 

John  McNeese. 

1888,    Parish  Superintendent  of  Schools,  1105  Reid  St.,  Lake  Charles. 

George  W.  Reid. 

1904,  Superintendent  of  City  Schools,  701  Jackson  St.,  Monroe. 

Charles  F.  Trudeau. 

1905,  Parish  Superintendent  of  Schools,  New  Roads. 

institutions 
1901     New  Orleans  Normal  School. 

Principal,  Miss  Margaret  C.  Hanson;  Librarian,  Grace  Seeds,  1142  Constance  St., 
New  Orleans. 
1906    Assumption  Parish  Teachers'  Association. 

President,  Charles  J.  O'Farrell;  Secretary,  Miss  Anna  K.  Fey,  Napoleonville. 
State  Normal  School,  Natchitoches. 

President,  B.  C.  Caldwell,  Natchitoches. 


LIFE  member 

1889  Edmund  Wentworth  Wright,  A.B.,  '66,  A.M.,  '69,  Harvard  Coll. 

1901,    Principal  of  High  School,  Old  Orchard. 

active  members 

1890  Merritt  Caldwell  Fernald,  A.B.,  '61,  A.M.,  '64,  Ph.D.,  '81,  LL.D.,  '02,  Bowdoin  Coll. 

Professor  of  Philosophy,  Emeritus,  University  of  Maine,  54  Main  St.,  Orono, 
1892     W.  J.  Corthell,  A.B.,  's7,  A.M.,  '60,  Waterville  Coll.,  LL.D.,  '88,  Colby  Univ. 
Calais. 

189s    John  S.  Locke. 

1894,    Superintendent  of  Schools  and  President  of  York  Institute,  42  Middle  St.,  Saco. 

William  Wallace  Stetson,  LL.D. 

189s,    State  Superintendent  of  Public  Schools,  Augusta. 
1901     Myron  E.  Bennett. 

Ex-Superintendent  of  Schools,  Sanford. 
Walter  Earle  Russell,  A.B.,  '93,  Wesleyan  Univ. 

190S,    Principal  of  State  Normal  School,  Gorham. 
William  Henry  Snyder,  A.B.,  '85,  A.M.,  '88,  Harvard  Univ.;  D.Sc,  Colby  Coll. 

Wayne. 
Charles  Lincoln  White,  A.B.,  '87,  A.M.,  '90,  Brown  Univ.;  D.D.,  '02,  Bowdoin  Coll. 
1901,    President  of  Colby  College,  33  College  Ave.,  Waterville. 
1903     Viola  Marie  White. 

1888,    Instructor  in  Geography,  Botany,  and  Drawing,  State  Normal  School,  Gorham. 
1903     Alfred  Williams  Anthony,  A.B.,  '83,  A.M.,  '86,  Brown  Univ.;  D.D.,  '02,  Bates  Coll. 

1887,    Professor  in  Cobb  Divinity  School,  Bates  College,  336  College  St.,  Lewiston. 

Mrs.  Bertha  M.  Babb. 

Principal  of  School  of  Domestic  Science,  43  Casco  St.,  Portland. 
George  H.  Babb,  M.E.,  '90,  Univ.  of  Maine. 

1894,    Principal  of  Walker  Manual  Training  School,  43  Casco  St.,  Portland. 
M.  Grace  Fickett,  A.B.,  '96,  Tufts  Coll. 

1897,    Instructor  in  Department  of  English,  Gorham  Normal  School,  Gorham. 


MarylanJ]  LIFE,  ACTIVE,  A\D  CORRESPONDING  MEMBERS  789 

MAINE— Co/i/ifiuerf 

1903     Drew  T.  Harthorn-,  A.B.,  '04,  A.M.,  'q7,  Colby  Coll. 

Principal  of  High  School,  Rumford  Kails. 
WiLLi.\M  Dkwitt  Hyde,  A.R.,  '70,  Harvard  Coll.;  D.D.,  Harvard  L'niv.,  and  Bowdoin  Coll.;  LL.D.i 
Syracuse  l'niv 
President  of  Bowdoin  College,  Brunswick. 
Edgar  .\lonzo  Kaiiari.,  AM.,  'qo,  Bowdoin  Coll. 

1005.    I'rincipal  of  High  School,  167  Main  St..  Brunswick. 
Georc.e  H.  I).  I.'.VMorRKi  X.  .X.B..  '97. 

1005,    l'rinii|xd  of   Traip  .\cademy,  Kittery. 
Edward  H.  McLaciims,  A.B.,  'S3,  A.M.,  '86,  Dartmouth  Coll. 
ii>oi,    Superintendent  uf  Schools,  60  Pearl  St.,  Bath. 
Wii.   II.   Morton. 

1898,    .\ssistant  Teacher  of  Manual  Training,  43  Casco  St.,  Portland. 
George  Colby  Plrington.  .\  B  .  '78,  AM..  'Hi,  Bowdoin  Coll. 

1883,  Principkd  of  Slate  .Normal  School,  58  High  St..  I'armington. 
B.  P.  S.sow,  A.B.,  '55,  A.M.,  '58,  Bowdoin  Coll. 

Lit)rarian  of   Parsons  Memorial   Library,  and   Superintendent  of   Public  Schools, 
Alfred. 
Mary  .\bigaii-  Stevf.ns. 

189s,    Head  of  Engli.sh  Dejjartment,  High  School,  374  Main  St.,  Lcwiston, 

Rt.  Rev.  Louis  S.  Walsh.  S.T.L..  J.C.L..  '83.  D.D. 

Roman  Catholic  Bishop  of  Portland,  307  Congress  St.,  Portland. 
1004    Lucy  Hale  Tapley. 

Superintendent  of  Teachers'  Profes.sional   Department,  Spelman  Seminary,  Atlanta, 
Ga.;  home  address,  West  Brooksville. 

1905  George  Emory  Fellows,  Ph.D.,  'go,  Heme;  L.H.D..  '02,  I^iwrence  Univ.;  LL.D.,  'oj,  Bowdoin  Coll. 

19C'2,    President  of  The  L'nivcrsiiy  of  .Maine,  Orono. 

1906  William  H.  Brownson.  A.B  .  '77.  A..\I..  '06.  Colby  L'niv. 

1905,    Superintendent  of  Schools.  Portland. 
Payson  Smith,  A.M..  '03.  Tufts  Coll. 

1903.    Superintendent  of  Schools,  185  Main  St.,  Auburn. 

institutions 
1903     Bates  College,  Library. 

President,  George  C.  Chase;  Librarian,  Caroline  A.  Woodman,  Lew.ston. 

U.siVERSiTY  OP  Maine,  Library. 

President,  Gwjrgc  Emory  Fellows;  Librarian,  Ralph  K.  Jones,  Orono. 

1906      PORTLA.S'U  PfBLIC  LiBRAKV. 

Librarian,  Alice  C.  Furbush,  Portland. 

MAkVI.A.M) 
life  member 

1876    Sarah  E.  Richmond.  ,      ,      ,  .,    ,.        .        .... 

187s,    Vice- Principal  of  State  Normal  ScIkkjI,  jjoS  Ma<lis<>n  Ave.,  Bultimore. 

aitive  members 

1885     Henry  Alexander  Wise.  Grad.  of  V.  Mil.  Inst.  ,,..,11  c      i.  1  • 

KXX),    First  .Vs-sistant  SuiJcrmlciidrnt  of  Schools,  1 1  \\  .  .Mulberry  St.,  Baltimore. 

1891  John  E.  .McCahan,  A.M.,  V)9.  Di'kins-.n  Coll. 

1884,  A.ssi.stant  Superinundent  .if  Public  StiKN.U.  507  N.  Carrolllon  Ave.,  Baltimore. 

1892  James  H.  Van  Sickle.  A. B..  V),  A.M., '98,  l'niv.  of  Colo  ,...,,  ,      .       * 

K^oo,    Sujirrintcnilent  of  In.struition,  Sihoi>l  .\ilniiniMrati»ii  Buildiim.   my  l.iiulrii  Atc. 
Baltimore. 

1894       -'I-        ■^'JJJ,,^     A.v-KiatePrinci|ulnf  Friends' School,  I43J  MtCulloh  St..  Hahimore. 
lH,/.     DanielC.  (iMMAS,  A.B,  AM  ,  LLl).,  ValeCnll.  and  Iliirvard  Coll. 

PrntidrnI  Kmmlujt  of  J.ihim  Mo|jkin»  lnivTr»ily.  and  K»  Prc»i<lcMl  of   I  lie  (  .iriKgie. 
InMiiuiion  «(  Wa>liini{lnir.   ren.,  614  Park  .\vc.,  Uallimorc. 
II ARkv  Marc  RowK,  PhlJ.,'9J.  Waynn.burtt  Coll. 

Srcrrlury  and  Irrasurcr  of  the  SailU-r  Rowc  (  o.,  it  vt.  l-ayrllc  SI  ,  lUltlmure, 

1807     '/a(  HAHIAII  C    Kb^igii.  

1900,    Prinii|xil  of  Franklin  lliRh  School,  Rrl»ter«town. 

I/oBA  S<i»rr.  AM  .  'o<   Columbia  L'niv.  .  ,  ,.  ., 

I90<J,    A»»i»l.iiil  Dcin  of  .National  Park  .Seminary,  l<irr»t  iiirn. 

I8.P4     Thomah  FrLL.  AM  .  Ph  l>  ,  I.LI)     

188A.    Prcnidcnt  o(  Si   John  »  (  ollnje,  Anna|i<>ll*. 

L)irert>rt^  ol   UlKiralory  of  l'>yihi>l<i«y  and  INyihurgy.  Chevy  Ch».*  Cinle,  Chevy 
i'.ha.»c. 

Albert  J.  (JMisDr.R.  .  .  ...         ,  ,.  i    1. 

1806    VlccPriniiiMl  of  StIuKil  No.  6>.  and  In.iruii..r  "(  Uiin  and  (.crman  in  Pirt«raiory 
Sthiwl  Deinrtmeni;  jo»8  W.  .N.Jrth  Ave  .  Uallimorc. 

PrimiiMl    '  •  "      -nil  Sthool  No.  ».  t-roMburc 

M.  Bauh  SrrPHESH,  A  M  •  C..1I  .  Ph  I)  .  'oi.  \V».h  Coll. 

Stale  Su|-  1  Public  l-lilinalton,  Anna|»>ll»;   rr»  .  Drnlon. 


ygo  NATIONAL  EDUCATIONAL  ASSOCIATION  [Maryland 

UK&Y'Lk'HT)— Continued 

1898  John  Thomas  White,  Grad.,  '78,  Mercersburg  Coll.;  A.B  ,  '78,  A.M.,  '84,  Franklin  and  Marshall  Coll. 

1900,  County  Superintendent;  Secretary  and  Treasurer  of  Board  of  School  Commissioners, 

24  S.  George  St.,  Cumberland 

1899  A.  Marsh.\ll  Elliott,  A.B. , '66,  A.M.    '78,  Haverford  Coll.;  A.B.,  '68,  Harvard  Coll.;   Ph.D.,  '77, 

Princeton  Univ.;  LL.D.,  '91. 
1876,    Professor  in  Johns  Hopkins  University,  18  E.  Eager  St.,  North  Baltimore. 
Edward  H.  Griffin,  D.D.,  Amherst  Coll.;   J,I,.D.,  Princeton  Univ.;    '05,  Williams  Coll. 

1889,    Professor  of  the  History  of  Philosophy  and  Dean  of  the  College  Faculty,  Johns  Hop- 
kins University,  Baltimore. 
lyoo     F.DWiN  Hebden,  a.m.,  '01,  Dickinson  Coll. 

Principal  of  Group  "A"  Public  Schools;  res..  Tuxedo  Park,  Station  L,  Baltimore. 
Mrs.  Elizabeth  E.  Pippin. 

1894,    Vice-Principal  of  High  School,  Denton. 
1931     Virgil  Mores  Hillyer,  A.B.,  '97,  Harvard  Univ. 

Head  Master  of  Calvert  School,  10  W.  Chase  St.,  Baltimore. 
Jacob  Grape,  A.B.,  '86,  A.M.,  '89,  St.  John's  Coll.,  Md. 

1902,  Group  Principal  of  Schools,  2430  N.  Calvert  St.,  Baltimore. 
1902     Albert  S.  Cook,  A.B.,  '95,  Princeton  Univ.;   A.M.,  '06. 

Superintendent  of  Baltimore  County  Schools,  Towson,  Sta.  A,  Baltimore. 
ino,5     Willard  C.  Aldrich. 

1896,    Instructor  in  Manual  Training,  Jacob  Tome  Institute,  Port  Deposit. 
Herbert  Ernest  Austin,  B.Sc,  '90,  Worcester  Poly.  Inst. 

1892,    Professor  of  Sciences,  State  Normal  School,  324  E.  22d  St.,  Baltimore. 
John  Shaw  French,  A.B.,  Bowdoin  Coll.;   Ph.D.,  Clark  Univ. 

1898     Professor  of  Mathematics,  Jacob  Tome  Institute,  Port  Deposit. 
James  Frederick  Hopkins. 

1906,    Director  of  Maryland  Institute,  Howard  St.,  Baltimore. 
Sarah  Pielert. 

1891,    Principal  of  School  6,  District  15,  Baltimore  County,  Bengies. 
Ira  Remsen,  A.B.,  '65,  Coll.  of  City  of  N.  Y.;  M.D.,  '67,  Coll.  Phys.  &  Surg.,  N.  Y.;  Ph.D.,  '70,  G6t- 
tingen;  LL.D.,  Columbia,  Princeton,  Yale,  Toronto. 

1901,  President  of  Johns  Hopkins  University,  Baltimore. 
Eleanora  Robe. 

1901,    Vice-Principal  of  School  No.  38,  1037  N.  Eutaw  St.,  Baltimore. 
Arthur  Francis  Smith,  A.B.,  '92,  A.M.,  '97,  West.  Md.  Coll. 

1900,  Principal  of  Central  High  School,  Box  12,  Lonaconing. 
Henry  Zoller,  Jr. 

Principal  of  Group  2.  Public  Schools,  1323  W.  Lanvale  St.,  Baltimore. 

1904  Caroline  A.  Drought. 

1901,  Principal  of  School  29;   res.,  901  Cold  Spring  Lane,  Baltimore. 
J.  Montgomery  Gambrill. 

Head  of  the  Department  of  History  and  Civics.  Baltimore  Polytechnic    Institute, 
and  Editor  of  the  "Maryland  Educational  Journal;"  2102  Chelsea  Terrace,  Balti- 
more. 
Shadrach  Simpson,  Ph.D. 

County  Superintendent  of  Schools,  Westminster. 
.\nne  Belle  Townsend. 

Training  School  for  Nurses,  Johns  Hopkins  Hospital,  Baltimore. 
Howard  E.  Young. 

1901,    Vice-Principal  of  School  No.  115,  1832  Druid  Hill  Ave.,  Baltimore. 

1905  Mary  E.  Ford. 

1904,  Teacher  of  English,  State  Normal  School  No.  2,  Frostburg. 
William  J.  Holloway. 

1903,  Teacher  of  Physics,  and  Manual  Training,  State  Normal  School,  Baltimore. 
Cora  B.  Jackson.  A.B. 

Teacher  of  English,  Hi'^h  School,  513  Mosher  St.,  Baltimore. 
Edward  Martin  Noble,  A.B.,  and  A.M.,  Washington  Coll.;   A.B.,  Swarthmore  Coll. 

County  Suiierintendent  of  Schools,  Denton, 
n.  T.  Pratt. 

Supervisor  of  Practice,  1934  Druid  Hill  Ave.,  Baltimore. 
Olin  R.  Rice,  A.B.,  '99,  Dickinson  Coll. 

Principal  of  Beall  High  School,  Frostburg. 
Margaret  M.  Robinson. 

1889,    Principal  of  Girls'  High  School,  Frederick. 
George  Washington  Ward,  Ph.D.,  '97,  Johns  Hopkins  Univ. 

igos,    Principal  of  State  Normal  School,  Lafayette  and  Carrollton  Aves.,  Baltimore. 
Henry  Skinner  West,  A.B.,  '93,  Ph.D.,  '99,  Johns  Hopkins  Univ. 

1906,    A.ssistant  to  Superintendent  of  Public  Instruction,  School  Administration  Building, 
Baltimore. 
Archibald  C.  Willison,  A.B.,  '85,  West.  Md.  Coll. 

1905.  Superintendent  of  Allegany  County  Schools,  57  Union  St.,  Cumberland. 

1906  Oscar  B.  Coblentz.  A.B..  '01.  St.  John's  Coll.,  Md. 

Superintendent  of  Schools  of  Frederick  County,  Frederick. 
Thomas  L.  Gibson. 

1905,    Professor  of  English.  Maryland  State  Normal  School;    res.,  841  N.  Fremont  Ave., 
Baltimore. 


Massachuscu>]  LIFE,  ACTIVE,  AXD  CORRESPONDIXG  MEMBERS  791 

MARY  LASH— Continued 
1906     Edward  \V.  Havilant). 

i8go.    Instructor  in  Mathematics,  History  and  Science  in  Forms  II  and  1 .  The  Jacob  Tome 
Institute.  Port  Deposit. 
Robert  H.  Wright.  B.Sc.  '07.  L'niv.  of  N'.  C. 

iQoft.    Principal  of  Kastern  High  Schixil,  Broadway  ami  Mnrlh  .Vvc  IJ.ihimorc. 

institutions 
1890    Johns  Hopkins  L'nivkrsity. 

President,  Ira  Remsen;  Librarian,  N.  Murray,  Kallimure. 
Woman's  Collegk  of  Frkdfrick.  Thf. 

President,  J.  H.  .\ppli-;  Librarian,  Susan  Garrett,  Fredcritk. 
looa     Washington  Coi'nty  Free  Library,  Hagerstown. 

President  of  Hoard  of  Trustees,  Edward  W.  Mcalcy.  Librarian,  Mary  L.  Tilcomb, 
Hagerstown. 
1903     Woman's  College  of  Baltimore,  The. 

Pre.sident,  John  F.  Gonchrr;  Registrar.  W.  II    Mallbic.  St.  I'aul  and  ijd  Sis.,  Balti- 
more. 

1005  Baltimore  City  College.  Library. 

Principal.  Francis  A.  Soper;    Librarian.  Ahcc  W.  Reins,  Howard  and  Center  Sis., 
Baltimore. 
PiBLic  School  Library.  .Xdministration  Btilding. 

Clerk  to  Suiwrintendcnt.  Flora  M.  Pfoulz,  Madison  and  L;ifayelle  .Aves.,  Billimorc, 

1006  Enoch  Pratt  Free  Library. 

Librarian.  Bernard  C.  Steiner,  Baltimore. 
Jacob  Tome  Institute. 

Direaor,  Francis  Ransom;  Librarian,  Mary  K.  C.ililwcll    I'nrt  Dcixisit. 

MASSACHUSETTS 

life  director  . 

1892     Charles  W.  Eliot,  .A. B., 'sj.  Harvard  Coll,;  LL,D., '69,  Williams  Coll.,  Princeton  l'niv., '70,  Yale 
Coll. 
1869,    President  of  Harvard  University,  17  Quincy  St.,  Cambridge. 

life  members 

1884     John  Bascom,  LL.D.,  '73,  .\mherst  Coll.,  and '05,  Univ.  of  Wis.;  I). P., '7?,  Iowa  Coll.;    LL.D. '97, 
Williams  Coll, 

Ex-Proft.s,v)r  of  Political  Siience,  Williams  CollrRc,  P.irk  Si,,  Willianislown. 
1886     William  .\uGVSTfs  Mowrv.  .\M.,  Brown  Univ.;  Ph  O,,  Bales  Coll, 

Writer  and  Ix'cturer,  17  Riverside  ik\..  Hyde  Park. 

•  Philo  Jesse  Williams,  .A.M..  '57,  .Madison  Univ.;  D.D.,'76,  Univ.  of  Kans. 

516  Broadway,  Everett. 

active  members 
1884     Frank  .\.  Fitzpatrick, 

93  Summer  .St.,  Boston, 
1888     Will  S.  Monroe.  A  B..  '94.  LeIamI  .Slanford  Jr,  Univ, 

iH</>,    Del«artment  o(  Pedagogy  and  Psychology,  Stale  N'ormal  School,  Wcslfield. 

1890  Ai.BF.rt  Gardner  Bmvues,  .\.M  .  'c.i.  .-Xmher-d  Coll. 

Prin(i|ul  I%mrritus  of  State  .\ormal  Sthool,  Bridgewaler. 
John  E.  Bradley.  Ph.D..  '70.  Univ.  ..f  \.  Y  ;   A  B..  Vn.  AM  .  68.  LL.D.,  '93.  William*  Coll. 
1901,    I)islriit  Su|jrrinlendcnl  ul  SchooLs,  Ranilolph. 

1891  Granville  Stanley  Hail,  A  B.  "67,  AM  . '70,  LLI).. 'K.,.  William*  Coll;  Ph.D.. '78.  Harvard  Univ.; 

LI,  D,,  'HH.  Univ.  of  .Mich,  and  '01.  John»  Hopkin*  Univ. 
1888,    President  of  Clark  University,  04  WiKKllamI  St.,  WorccMcf. 
Daniel  C.  Hfath.  A  B.,  'tiH  A  M..  '71.  Amher-u  Coll. 

1M7O,    ivlucaliunal  Publuilirr,  wo  BoyUliin  St.,  Boklon. 
Amy  .Morris  Homans. 

iHXy,    Director  of  Boston  .Normal  S<ho<)l  of  GymnaMim,  97  Hunlinglon  .\vr  ,  Bo*lon. 
RavGrkcne  HfLls«i.  A.B  .'/>9.  AM,  '7).  D  S<  ,  '94.  Brown  Univ  ;  A  .M  ,  '9?.  H.irvard  Univ. 

i8q).    Head  .Muter  uf  EnKliAh  High  School,  17  Hurlburt  St.,  (jinbridgr. 
ALBttT  Leonard,  AH  ,  'km,  A  M  ,  "gi.  ohif.  Univ  ;  Ph  I)  ,  '94.  Hamilum  Coll 

1HM7.    F>lilor  ••!   lournal  of  Pnl.igiigy  anil  (lvo>)  in  (-xlutatiniul  De|iannirni,  Houfhloo, 
.Mirtlin  L  Co  ,  4  Park  Si  .  ll./»ion, 
A.  Kvr.tsr.  SiiLts.  A  B,.  '67,  A  M  .  '70.  Vale  Univ. 
3  Wijod  PI.,  hitihburi 

Alvis  F.  Pr.AHF,  AH.  '-is.  AM.  '7K,  Brown  l'niv 

iH<>H,    With  N.  fc.  Publulunc  Oi.  and  Wiiuhip'a  Trathen'  .Kgrncy.  »oA  Hracoa  St.,  Roiinn. 

Ei.izARr.TH  HriFN  Prtav 

iH-ji,     Icathrrof  I'  •   •     ^    rmal  S< html.  TlllinflhaM  Hill,  llrldgrwalrr. 

John  Tiirirv  Pri.hi  r.  Ph  l>  n. 

iKH),    .Agent  for  M  I  of  luluialion,  M  Trtniilr  S(.,  WrM  .Newtoo. 

189J     Oii.ANixi  .Mfrriam  ItAKrt 

Publinhrr,  499  .Alain  .Si  ,  Sprlngfirl'l. 

MiLToM  Bradlfy 

Treawrrr.  Milum  Bradley  Co.,  siS  Suie  St.,  Springfield. 

•  Died  M.r.l,  ,1    i.^,- 


792 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Massachusetts 


MASSACHUSETTS— Con/i«Mci 

1892  Robert  Comfort  Metcalf,  Litt.D.,  '05,  Tufts  Coll. 

1902,  Superintendent  of  Schools,  2  Wildwood  Terrace,  Winchester. 

William  Wells  Tapley. 

Assistant  Treasurer  and  Manager,  Milton  Bradley  Co.,  Springfield. 
George  Augustus  Walton,  A.M.,  Williams  Coll. 

Ex-Agent,  State  Board  of  Education  from  1869-95,  68  Chestnut  St.,  West  Newton. 
Arthur  K.  Whitcomb,  A.B.,  '73,  Dartmouth  Coll. 

1891,  Superintendent  of  Schools,  City  Hall,  Lowell. 
Albert  Edward  Winship,  Litt.D.,  '98. 

Editor  of  "Journal  of  Education,"  29A  Beacon  St.,  Boston. 

1893  Frank  Irving  Cooper. 

Wayland. 
George  H.  Martin,  A.M.,  '79,  Amherst  Coll.;   Litt.D.,  '05,  Tufts  Coll. 

1904,    Secretary  of  Massachusetts  Board  of  Education,  388  Summer  St..  West  Lynn. 
Edwin  P.  Seaver,  A.M.,  LL.B.,  Harvard  Univ. 

Ex-Superintendent  of  Schools,  Boston;  res.,  Waban. 
Charles  Herbert  Thurber,  Ph.B.,  '86,  Cornell  Univ.;  A.M.,  '90,  Haverford  Coll.;  Ph.D.,  '00,  Clark 
Univ. 

1903,  Member  of  firm  of  Ginn  &  Co.,  Publishers,  29  Beacon  St.,  Boston. 

1894  Frederick  Elmer  Chapman. 

1890,    Director  of  Music,  Cambridge  Public  Schools,  126  Oxford  St.,  North  Cambridge. 
Benjamin  C.  Gregory,  A.B.,  CoU.  of  City  of  N.  Y.;  L.H.D.,  Rutgers  Coll. 
1902,    Superintendent  of  Schools,  98  BeUingham  St.,  Chelsea. 
189s     Sarah  Louise  Arnold,  A.M.  (honorary),  '02,  Tufts  Coll. 

1902,  Dean  of  Simmons  College,  Boston;   res.,  9  Crescent  Ave.,  Newton  Centre. 

Clarence  C.  Birchard. 

1901,    Educational  Pubhsher,  221  Columbus  Ave.,  Boston. 
J.  E.  Burke,  A.B.,  '90,  A.M.,  '93,  Colby  Univ. 

1904,    Assistant  Superintendent  of  Schools,  Boston;  res.,  66  Alban  St.,  Dorchester  Centre. 
Roland  W.  Guss,  Grad.,  '81,  State  Nor.  Sch.,  Pa.;  A.B.,  '88,  A.M.,  '91,  Wes.  Univ.,  Conn. 

1897,    Instructor    in    Natural    Science,    State    Normal    School,    405    Church    St.,     North 
Adams. 
Isaac  Freeman  Hall,  A.M.,  '04,  Dartmouth  Coll. 

189s,    Superintendent  of  Pubhc  Schools,  City  Hall,  North  Adams. 
Paul  Henry  Hanus,  B.Sc,  '78,  Univ.  of  Mich.:   LL.D.,  '06,  Univ.  of  Colo. 

1901,    Professor  of  the  Theory  and  Practice  of  Education,  Harvard  University,  15  Phillips 
PI.,  Cambridge. 
Albert    Bushnell  Hart,  A.B.,   '80,  Harvard  Univ.;    Ph.D.,   '83,   Freiburg,  Baden;   LL.D.,   '02, 
Richmond  Coll.  and  '05,  Tufts  Coll. 

1897,  Professor  of  History,  Harvard  University,  19  Craigie  St.,  Cambridge. 
Alonzo  Meserve. 

1886,    Principal  of  Bowdoin  School,  87  Linden  St.,  Allston  Station,  Boston. 
Charles  H.  Morss,  A.B.,  '80,  A.M.,  '82,  Harvard  Univ. 

1895,  Superintendent  of  Schools,  Summit  Road,  Medford. 
James  Phinney  Monroe,  B.Sc,  '82,  Mass.  Inst,  of  Tech. 

Author,  79  Summer  St.,  Boston. 
Charles  W.  Parmenter,  A.B.,  '77,  A.M.,  '86,  Ph.D.,  '95,  Tufts  Coll. 

1894,    Head  Master  of  Mechanic  Arts  High  School,  Boston;  res.,  80  Upland  Road,  North 
Cambridge. 
Baroness  Rose  Posse. 

1892,  Editor  of  "Posse  Gymnasium  Journal"  and  (1896)  Director  of   Posse  Gymnasium, 

206  Massachusetts  Ave.,  Boston. 
Charles  Arthur  Sibley,  A.B.,  '87,  Amherst  Coll. 

Member  of  Firm  of  C.  A.  Sibley  &  Co.,  120  Boylston  St.,  Boston. 
Sidney  Fuller  Smith,  Grad.,  '84,  U.  S.  Naval  .Acad.;   M.Sc,  '01,  M.P.L.,  '04,  George  W'ashington 
Univ.;   LL.B.,  '02,  LL.M.,  '03,  Nat.  Univ. 
7  Hampden  St.,  Swampscott. 
John  Gilbert  Thompson,  A.B.,  '86,  A.M.,  '94,  Dartmouth  Coll. 

189s,    Principal  of  State  Normal  School,  11  Weymouth  St.,  Fitchburg. 
Henry  Whittemore,  A.B.,  '66,  Dartmouth  Coll. 

1898,  Principal  of  State  Normal  School,  State  St.,  Framingham. 
1896     Charles  H.  Ames,  A.B.,  '70,  A.M.,  '73,  Amherst  Coll. 

Educational  Publisher  with  D.  C.  Heath  &  Co.,  120  Boylston  St.,  Boston;  res.,  300 
Highland  St.,  West  Newton. 
George  Peters  Armstrong,  B.Sc,  '03,  Harvard  Univ. 

1896,  Superintendent  of  Schools  of   Belmont  and  (1906)  Lexington,  27  Orchard  St.,  Bel- 

mont. 
William  Clinton  Bates,  A.B.,  '77,  Harvard  Coll. 

1903,  Superintendent  of  Schools,  13  Forest  St.,  Cambridge. 
Wallace  C.  Boyden,  A.B.,  '83,  A.M.,  '86,  Amherst  Coll. 

1900,   Head  Master  of  Boston  Normal  School;  res.,  221  Walnut  St.,  Newtonville. 

George  W.  Brown. 

1886,    Principal  of  Jackman  School,  38  High  St.,  Newburyport. 

Joseph  G.  Edgerly. 

187S1    Superintendent  of  City  Schools,  37  .\tlantic  Ave.,  Fitchburg. 


Massachusetts]  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  793 

MASSACHUSETTS— rofi/i«i/«/ 
1806     Henry  Dwh-.ht  Hf.rvev.  A.B..  'So.  A.M.,  'q6,  Deni.-wn  Univ. 
1S9S,    Superintendent  uf  Schools,  Maiden. 
Herbert  J.  Jones,  Ph.R.,  '04,  Cornell  Univ. 

ipoo,    Superintendent  of  Schools,  Central  Worcester  Union,  Holden. 
Lincoln  Owen.  .\.H.,  '80,  .A.M.,  '02.  Colby  Univ. 

i8<)3.    Master  of  Rice  Training  School,  53  Montvicw  St.,  \\'e.sl  Roxbury. 
Walter  Scott  P.arker.  B.Sc,  Dartmouth  Coll. 

1S04,    .Vssistant  Superintendent  of  Public  Schcxils.  School   Commitlcc  R<xims.  Mason  St., 
Boston. 
Myron  T.  Pritchard.  .\.B.,  '78.  Boston  Univ. 

Master  of  Everett  School,  Boston;  res.,  125  School  St.,  Roxbury. 
DtJDLEY  A.  Sargent,  A.B.,  '7<;.  A.Nf.,  '78,  S.D..  '04,  Bowddin  Coll.;  M.D.,  '78,  Yale  Univ. 

1880,    Director  of  Hemenway  Gymnasium,  Harvard  University,  27  Everett  St.,  Cambridge. 
F.  E.  Spacldinc,  .\.B.,  '80,  .Amherst;  Ph.D.,  '04,  Univ.  of  Leipzig. 

1904,  Superintendent  of  Schools,  Ncwtonville. 
Kirk  X.  Washburn. 

One  of  the  Publishers  of  Webster's  International  Dictionary,  409  Main  St.,  Springfield. 
Richard  Waterman.  B.Sc..  '92.  Ma.ss.  Inst,  of  Tech. 

Secretary  to  Edward  A.  Kilcne.  of  William  Kilene's  Sons  Co.,  453  Washington  St., 
Boston. 

1897  .Vrthir  C.  Boyden,  .\.B.,  '76.  A.M.,  '81,  .\mhcrst  Coll. 

1906,  Principal  of  State  Normal  School,  Bridgcwater. 
Jacob  H.  Carfrey.  Ph.B.,  '02,  Ph.M.,  '95,  Syracuse  Univ. 

1905,  Superintendent  of  Schools,  126  W.  Chestnut  St.,  Wakefield. 
Gertrude  Edmund,  Ph.D.,  'g.i,  B.Sc,  'q6,  N'cw  York  Univ. 

1898,    Principal  of  Training  School  for  Teachers,  Lowell. 
William  Edwin  Hatch,  A.li.,  '75,  .A.M.,  '78,  Bowdoin  Coll. 

18S8,    Superintendent  of  Schools,  166  William  St.,  New  Bedford. 
Edwin  .\.  Kirkpatrick.  B.Sc,  '87,  Ph.M.,  '89,  Iowa  St.  Coll., 

1897,    Department  of  Psychology  and  Child  Study,  State  .Normal  School,  Fitchburg. 
Thomas  E.  Thompson. 

1895,  Superintendent  of  Schools,  109  Walnut  St.,  I.cominster. 

1898  Edwakd  O.  Clark. 

1902,    .\gent  for  Milton  Bradley  Co.,  120  Boylston  .St.,  Boston. 
George  Wells  Fitz,  M.D.,  '91. 

483  Beacon  St.,  Boston. 
Wilbur  Fisk  Gordy,  .\.Sl.,  '02,  Wcsleyan  Univ.,  and  '03,  Marietta  Coll. 

1904,    Superintendent  of  Schools,  37  .Avon  Place,  Springfield. 
Leo.nakd  Worcester  Wii.li\ms.    .A.B.,  '95,    Hanover   Coll.;    .A M  ,  '99.    Princeton   Univ.;    Ph.D., 
'01.  Brown  Univ. 

1907.  Instructor  in  Harvard  Medical  School,  Boston. 
Fra.nk  Fuller  Mur!>o<:k,  .A.M.,  '00,  Williams  Coll. 

1896,  Principal  of  State  Normal  School,  375  Church  St.,  North  .Adams. 

Mrs.  Ellen  H.  Richards,  A.B.,  '70,  AM..  '73.  Vassar  Oill.;  SB.,  "7?.  MaNS.  Inst,  of  Tech. 

1884,    Instructor  in  .S;inilary  Chemistry    .Ma.ssachusctt»  Institute  of   Trchnology,  Boston. 
1890     Lyman  Richards  .Ai.len,  B.Sc,  '<>H,  llarvanl  Univ. 

iH<>«,    In'.irudor  in  History  and  Geograiihy,  State  Normal  School,  Liwrence  .Ave,  North 
Adam-s. 
William  .A.  Baldwin,  B.Sc.,  '97.  Harvard  Univ. 

1897,  Principal  of  Stale  .Normal  School,  ily.innis. 

Frank  F.  Cohirn.  All..  '70,  Amherst  Coll. 

l'riiui|ul  of  Slate  Normal  Sihool,  I»well. 
William  .Moruls  Davis.  B  S<  .  '(»).  M  K.,  '70.  Harvard  Coll. 

ili<;9,    .SturgisHooper  l'rofcv.i»r  of  (JeoUjuy,  Harvard  Universilv.  17  Frantit  A\t.,  I  ambridgr. 
Edwin  H.  Hail,  Ph  D.,  'Ho.  Johns  HonVini  I'niv  ;    I.I   I).,  "os,  It.mdi.in  (nil 

1H95,    I'rofcjisor  of  |•hy^ils,  llarvard  University,  30  I.angdiin  .St.,  Cambriilge. 
ClIARLtH  H.  Haskink.  A.B..  '87.  Ph  I)  ,  '90,  J.>hn->  Hopkin*  Univ. 

1902,    I'rofcssor  of  History,  Harvard  University,  is  Prcucolt  Hall,  Camlirid|e, 

May  E.  .Mlrkav. 

i<^4.    "Kin<ler({iirtcn  Krvirw."  $1  Arunhnrt  .Ave..  S|iringfirld. 

Iy)UM  PlIILIP  Namii,  A..M.,  Amher»t  Coll. 

100$,   Submn»:rr  in  Wanhington  AlUlon  School,  0  .Maniifirld  St..  AlUliin. 

J.  A»BtRV  PiTUAV  ..        e    1 

,  ;  2W.  I.afayrtlr  St  ,  Salrm. 

iiiutr  ii(  TrthiuiloKy,  and  (1A07)  Curalor  o( 

Il.t    I...A1  :    ll..)lt'j|l  -St   .   Iluoton. 


William  I 


Maurk  r.  B.  SMmi,  AH  ,  'y^,  ^ 

1904,    Tcaihrr  in  llir."  ' '" 

Charlih  F.  WAMsrR,  AH  ,'79.  AM  '    '11.  „„,,,, 

tH>jH.    Prtntjinl  ol   I  hr  I  •  sthorj,  8,7  Male  St..  Springfield, 

ELUABrrM  J'«r.niiNr.  W'kii.wa»i>. 

PriniiiMl  'if  Private  .School.  319  .MarlUirfiugh  Si     Ibwifin, 
Charlkh  F,  A.CiRRiiii.  A  ». 'M7.  A  .M  .'KM.  Harvard  Univ 

1891,    Prole»iif»r  ol  HiM«jfy,  Ma»Mrhuiietl»  InMiiutr  i.f  lr<hnol<i«y.  ilminn. 


7P4  NATIONAL  EDUCATIONAL  ASSOCIATION  [Massachusetts 

MASSACHUSETTS— Co«/wiMf(i 

1890    Sarah  Fuller. 

1S69,    Principal  of  the  Horace  Mann  School  for  the  Deaf,  122  Concord  St.,  Newton  Lower 
FalLs. 
Mrs.  Ellor  Carlisle  Ripley. 

1902,  Assistant  Superintendent  of  Schools,  1247  Commonwealth  Ave.,  Bostnr. 
Elmer  I.  Shepard.  .\.B.,  '00,  A.M.,  '04,  Williams  Coll. 

1906,    Instructor  in  Mathematics,  Harvard  University;    res.,  473   Broadway,  Cambric'ge. 

1901  F.  A.  Bagnall,  A.B.,  '00,  Wesleyan  Univ. 

1901,    Superintendent  of  Schools,  47  Summer  St.,  Adams. 
Stratton  D.  Brooks,  A.B.,  '96,  Univ.  of  Mich.;  Pd.B.,  '90,  Pd.M.,  '09,  Mich.  St  Nor.  Coll.;  AM  ,  '04, 
Harvard  Univ. 
1906,    Superintendent  of  City  Schools,  School  Committee  Building.   17  Ranclegh    Road, 
Boston. 
Frank  P.  Davison. 

Superintendent  of  Schools,  Montague;  res..  Prospect  St.,  Turner's  Falls. 
Edward  R.  Goodwin,  A.B.,  '76  A.M.,  D.C.U.,  Bates  Coll. 

1894,    Principal  of  Classical  High  School,  15  Germain  St.,  Worcester. 
George  W.  Holden. 

President  of  the  Holden  Patent  Book  Cover  Co..  231  Main  St.,  Springfield. 
Miles  Carter  Holden. 

Secretary  of  the  Holden  Patent  Book  Cover  Co.,  67  St.  James  Ave.,  Springfield. 
Henry  Lefavoor.  A.B.,  '83,  Ph.D.,  '86,  LL.D.,  '02,  Williams  Coll.,  and  '05,  Tufts  Coll. 

1901,    President  of  Simmons  College,  Boston. 
Frank  Herbert  Palmer,  A.B.,  '75,  A.M.,  '78,  Amher.st  Coll. 

1900,    Managing  Editor  of  "Education,"  Room  21,  50  Bromfield  St.,  Boston. 
Frank  Edson  Parlin,  A.M.,  '89,  Bates  Coll. 

1900,  Superintendent  of  Schools,  Quincy;  res.,  19  Winthrop  Ave.,  Wollaston. 
Bertram  C.  Richardson,  A.B.,  '98,  Colby  Coll. 

1903,  Sub-master  of  Rice  Training  School,  3  Gaylord  St.,  New  Dorchester. 
Alfred  L.  Saben,  A.B.,  '93,  A.M.,  '96,  Dartmouth  Coll. 

1899,    Principal  of  High  School,  25  School  St.,  Manchester. 

1902  Richard  Cobb,  A.B.,  '92,  Harvard  Univ. 

1904,  Head  Master  of  Milton  Academy,  Milton. 
H.  F.  Cutler,  A.B.,  '86,  Amherst  Coll.,  A.M.,  '04. 

1890,    Principal  of  Mt.  Hermon  Boys'  School,  Mt.  Hermon. 
Irving  H.  Gamwell,  A.B.,  '96,  Brown  Univ. 

1901,  Superintendent  of  Schools  and  Principal  of  High  School,  cor.  Main  and  High  Sts., 

Franklin. 

E.  E.  Gaylord. 

1899,    Director  of  Commercial  Department,  High  School,  11  Baker  Ave.,  Beverly. 
Frank  M.  Gilley,  A.B.,  '80,  Harvard  Univ. 

1882,    Instructor  in  Physics  and  Chemistry,  High  School,  21  John  St.,  Chelsea. 
Theodore  Hough,  A.B.,  '86,  Ph.D.  '93,  Johns  Hopkins  Univ. 

IQ03,    Professor  of  Biology,  Simmons  College,  Boston. 
Augustus  H.  Kelley,  A.M.,  '75.  Colby  Univ. 

1888,    Principal  of  Lyman  School,  57  Montview  St.,  W.  Roxbury  District,  Boston. 
Arthur  Orlo  Norton,  A.M.,  '90,  Harvard  LTniv. 

1899,  Instructor  in  Harvard  L'niversity,  61  Sparks  St.,  Cambridge. 

Mary  E.  Parker.  A.  B.,  '88.  Wellesley  Coll.;   A.M..  '98.  Univ.  of  Pa.,  and  '99   Radcliffe  Coll. 

1905,  Department  of  Education,  Simmons  College;   res.,  164  Newbury  St.,  Boston. 
Charles  L.  Simmons,  Ph.B.,  Taylor  Univ.;  A.M.,  Gale  Coll. 

1900,  Superintendent  of  Schools,  66  Western  .\\e.,  Westfield. 
Charles  E.  Stevens,  A.B.,  '86,  A.M.,  '89,  Bates  Coll. 

1894,    Superintendent  of  Schools,  Stoneham  and  Saugus,  9  Cedar  Ave.,  Stoneham. 
1003     Otis  Hervey  Adams.  A.M.,  '83,  Williams  Coll. 

1906,  Superintendent  of  Schools,  Leicester. 

John  Charles  States  Andrew,  A.B.,  '96,  A.M.,  '98,  Harvard  Univ.;  S.  T.  B.,'02,  AndoverTheol.  Sem. 
Instructor  in  History  and  Commercial  Geography,  High  School,  Lynn;  res..  Crest 
Ave.,  Beachnont. 
Mrs.  Fannie  Fern  Andrews,  A.B.,  '02,  Radcliffe  Coll. 

Lecturer  and  Writer  on  Educational  Subjects.  378  Newbury  St.,  Boston. 
Melville  A.  Arnold. 

1894,    Principal  of  the  Renfrew  School,  29  Summer  St.,  .Adams. 

F.  G.  Atwell,  B.Sc,  '88,  Dartmouth  Coll. 

1931,    Superintendent  of  Schools  of  Templeton,  Hubbard.son,  Phillipston,  and  Royalston; 
res.,  4  Prospect  St.,  Baldwinsville. 
Asa  George  Baker.  A.B.,  '88,  Amherst  Coll. 

Of  the  G.  &  C.  Mcrriam  Company,  6  Cornell  St.,  Springfield. 
Fred  C.  Baldwin,  B.Sc,  '81,  Dartmouth  Coll. 

1893,   Master  of  Forster  School,  63  Sycamore  St.,  Winter  Hill,  Somerville. 
Mrs.  Lucia  Gale  Barber. 

Private  Studio,  Mental-Physical  Education,  The  Ludlow,  Copley  Sq.,  Boston. 

Thomas  H.  Barnes. '.A.M..  'o^  (honorary).  Tufts  Coll. 

1869,    Master  of  Gaston  School,  Boston;  res.,  773  Broadway,  South  Boston. 


\ 


Massachusetts]  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  795 

MASSACHfSETTS— Con/iniW 
1003     ARrm  K  J.  Bean,  B.Sc.,  '80.  Woncsior  Poly.  Inst. 

IQ04,    City  Director  of  Manual  Training,  64  Oread  St..  Worcester. 
Hector  L.  Belisi.e,  A.B..  'q6,  HarvanI  Iniv. 

HKxj,    Principal  of  John  K.  Rollins  School,  6  Sheridan  St.,  Ijwrence. 
Frask  Howe  Benedut. 

Superintendent  of  Schools,  AuburnSulIon  I)istria.  Sutlon. 
Clarence  John  Blake,  M.D., '65,  H.irvard  I'niv. 

Profe-sstir  of  Otology,  Medical  Depiirtnicnl,  Harvaril  Iniversilv,  res..  236  Marlbor- 
ough St.,  Boston. 
Clifford  S.  BRAGr>ON.  .\.B..  '00.  Bowdoin  Coll. 

1006,    Head  of   Ucpiirtment  of  Mathematics,  Technical    High  Sthool;    res.,   iq  Harvard 
St.,  Springfield. 
Percy  Shields  Bra\ton,  .V.B.,  'qo,  Harvanl  I'niv. 

ii>o3.    Head  of    Dcixirtmcnt  of  Mathematics,  High  School,  Medford-    res,  136  Allston  St 
West  Medford. 
James  W.  Brehaut,  A.B..  '02.  Harvard  Univ. 

1898.    Superintendent  of  Schools,  37  Grcvc  St.,  North  .\ttlelxirough. 
Fr.\nk  E.  Briggs.  .\.B..  '04.  Bowdoin  Coll. 

1006.    Principal  of  High  Sthool,  Lancaster. 
Jaues  H.  Burdett. 

Sub-master  in  Bennett  School,  Boston;  res.,  12  Chestnut  St.,  Dedham. 
Alfred  Kdcar  Birton.  SB.,  '78.  .ind  C.E..  '81.  Bowdoin  Coll. 

1H84.    I'rofcssor  of  Topographical  Engineering,  and  (1Q02)  Dean  of    Massachusells  Insti- 
tute of  Technology;    res..  0$  Bowers  St.,  .Vewtonville. 
Kenyon  I,.  BiTTERFiKLD.  B.Sc,  'oi.  Mich.  .Xgri.  Coll.;    A.M..  'oi.  I'niv.  of  Mich. 

1006.    President  of  Massachusetts  .Vgricullural  College,  .\mhersl. 
Stephen  Perkins  Cabot,  .V.B.,  '02,  Harvard  I'niv. 

100 1,    Teacher  of  Modern  L;jnguages.  St.  George's  Schixil,  N'ew|K)rl.  R.  I  ;  res..  71  Chestnut 
St.,  Boston. 
Mrs.  Ella  Lyman  Cabot. 

1905.  Member  of  Mass;ichu.setts  Board  of  Education  an<l  Memlter  of  RadclitTe  Council, 

190  Marllxjrough  St.,  Boston. 
Seth  Howard  Ch.\ce,  AM  ,  '03,  .\.M.,  V>,  Brown  Univ. 

1906,  Superintendent  of  Schools,  Tcwksbury-Dracut  District,  97.  18th  Si.,  Lowell. 
J.  Henry  Ci.Ar.o. 

190.';.    Princi[jal  of  Hosmer  Grammar  School,  Walertown. 
Eliza  L.  Clark. 

Principal  of  the  Sar.ih  Fuller  Home,  03  Woburn  St.,  West  .Ml^lford. 
George  L  Clapp,  .V.B.,  '95,  Harvanl  Univ. 

1903,    Superintendent  of  Schools,  47  .Montvale  .\ve.,  Woburn. 
Bubton  M.  Clough,  A.U.,  '00,  Bowdoin  Coll. 

1906,    Princijjal  of  High  School,;    res.,  21  Summer  St.,  E;Lsihani|i(on. 
C.  O.  L0UI.S  Collin,  M  D..  'i>8.  Harvard  Univ. 

Instructor  in  .Vnaiomy  and  Gymnastics,  Boston  Normal  ScIukjI  of  GymnaMics,  97 
Huntington  Ave.,  Boston. 
FxANCis  Joseph  Coni  in,  .A.B..  '01.  Harvard  Univ. 

iiX>i,    Teacher  in  High  ScIkkjI,  16  Bayswater  Si.,  East  BoHlon. 
John  M.  Consumv,  A  I«.,  '.>o,  AM,  '92,  Holy  Cross  Coll  ;  M  D  ,  'oo.  Harvard  Univ. 

Traihrr   in   Harvanl    I'nivrrsiiy    Mrdiial    SiIiihiI,    mid    Mrdiial    Ins|irclor,    Boston 
Public  ScluMils;   res.,  183  Harvard  St.,  Dorchester  Centre. 
WiiLiAM  C.  CR\wroRi..  A  B.,  'Hi.  AM  .  '«";.  Colby  Coll. 

1903.    Master  in  Washington  .MUlon  Diitlrict,  Boslun;   re*.,  59(1  Cambridge  St.,  .MUion 
Gbafton  Dulanv  Ci'siiiso,  A.H.,  A.M.,  LL.B.,  Harvard  Univ. 

16H  Beacon  St.,  iloMon. 
Thomas  W.  Davis,  A  B.,  'W..  William*  Coll. 

1H81.    .Master  of   Harvard  School,  Cambridge;    re».,  Wawrley. 
Mary  K.  I'.Qus  Dekn. 

I'raihrr  of  Malhemalic*  and  lliilory  of  .\rl.  PunchanI    Frrr  Srhnut,  173  .Main  Si  , 
Aiulovcr. 
GEoacE  Ellsworth  Dawhon.  A  B..  '87,  Univ.  of  Mich  ;    Ph  D..  '97.  Clark  Univ 

1903.    I'mfrMor  u(  Kducalion,  Ml.  Ilolyokr  College;    rr«.,  114    llelmoni  .Ave  .  S|irini|firld , 
QuiNcv  K.  Dm  tcmuAs. 

Hs  <'cniral  Si..  .Somerwlle. 
Orlrmiio  Walm  Dimii'k. 

iHMi,    Primi|ul  of  Wc!U  Sthool,  liiHlon;  rr«  ,  m  Ku»vII  .\vr  ,  Walertown. 
WiNrRKU  XlfMOM  Donovan-,  ah  ,  'ijj,  .\M  ,  '9^.  Colby  Coll. 

1901,    AoAiManl   Profrwuir  of    Biblical  lnirr|irrlali(in,   Nrwton  Throlucital   ln<liluli>in,  17 
Kt|>lry  Terr  I-     s... .   ..  < 

MAar.ARirr  L.  Dovtr,  Grnd  ,  '  .  114m,  M«%« 

1H93,   Tra'hrr  in  I'  .    tr»  ,  j  i  llarTiwwi  Si  ,  Naiiik. 

Frank  Diir.w.  A  it  '■ .  luliaiu  I  na  ,  Ph  D  .  '9t.  Clark  Univ 

1H96,     I  .iY  anil  Sthool  llyfirnr,  Slair  N'<irmal  SiHotI,  4/    Ch^nnint 

Wm    P    Divirvv.  A  H  .   97   <»t"-riin  Coll, 

Hjrjii.    (irndualr  .Siiidrni    Dr|iar1mml  of  l-^luialion.  lUrtjnl    Uiiivrrtti;',   rr*  .  i>  Coti.inl 
Hall.  Camtirldtr. 


7q6  national  educational  association  [Massachusetts 

MASSACHUSETTS— Con/w«e(f 

1903     Flora  T.  Edgecomb,  Grad.,  '95,  St.  Nor.  Sch.,  Worcester,  Mass. 

Teacher  in  Public  Schools,  32  Chatham    St.,  Worcester;    permanent  address,  62 
Mechanic  St.,  Fitchburg. 
Joseph  Burke  Egan,  A.B.,  '99,  A.M.,  '02,  Creighton  Univ.;  .\.B.,  '04,  Harvard  Univ. 

Sub-master    in   Washington    Grammar    School,    Boston;    res.,    72    G    St.,   South 
Boston. 
Luther  F.  Elliott. 

IQ05,   Superintendent  of  Civil  Service  Department,  Boston,  Y.  M.  C.  A.  Private  Laboratories; 
res.,  23  FrankHn  St..  Watertown. 
S.  Maria  Elliott. 

1902,  Instructor  in  Household  Economics,  Simmons  College,  118  Charles  St.,  Boston. 
Amoritta  E.  Esilman. 

1882,    Assistant  Teacher  in  George  Putnam  District,  Ellis  Mendell  School,  66  School  St., 
Roxbury. 
George  William  Evans,  A.B.,  '83,  Harvard  Univ. 

1905,  Head  Master  of  High  School,  Charlestown. 
Walter  Elmore  Fernald.  M.D.,  '81,  Bowdoin  Med.  Coll. 

1S87,    Superintendent  of  Massachusetts  School  for  the  Feeble  Minded,  Waverley. 
Albert  Gardiner  Fisher,  .\.B.,  70,  A.M.,  '78,  Brown  Univ. 

Proprietor  of  Fisher  Teachers'  Agency,  120  Tremont  St.,  Boston. 
Laura  Fisher. 

1895,  Director  of  Public  Kindergartens,  292  Marlborough  St.,  Boston. 

Lester  A.  Freeman. 

1903,  Superintendent  of  Schools  of  Fo.xborough  and  (1905)  Seekonk;   res.,  Foxborough. 
George  E.  Gay,  A.M.,  '75,  Bates  Coll. 

1906,  Superintendent  of  Schools,  21  Newcomb  St.,  Haverhill. 
Mary  Anna  Gove. 

1896,  Teacher  in  George  Putnam  School,  Boston;  res.,  19  Dixwell  St.,  Roxbury. 

Emma  Beede  Gulliver. 

1902,    Master's  Assistant,  Hyde  School,  53  Ashford  St.,  Boston. 
Mrs.  Hiram  Hall,  Grad.,  '82,  N.  E.  Cons,  of  Music. 

Private  Teacher,  118  Charles  St.,  Boston. 
Nathan  C.  Hamblin. 

1901,  Principal  of  Tabor  Academy,  Marion. 

Walter  Irving  Hamilton. 

1905,    Principal  of  Thomas  Donaghy  School,  27  Buttonwood  St.,  New?  Bedford. 
George  Harris,  D.D.,  '83,  Amherst  Coll.,  '99,  Harvard  Univ.,  '01,  Yale  Univ.;  LL.D.,  '99,  Dart- 
mouth Coll. 
1899,    President  of  Amherst  College,  Amherst. 
William  Walter  Hastings,  A. B., '86,  A.M. ,'93,  Maryville  Coll.;  A.M.,'94,  Ph.D.,'96,  Haverford  Coll. 
Instructor  in  International  Y.  M.  C.  A.  Training  School,  1086  State  St.,  Springfield. 
William  Moore  H.\tch,  A.B.,  '86,  Dartmouth  Coll.;  LL.B.,  '89,  LL.M.,  '00,  Columbian  Univ. 

Nenr  England  Manager  for  Silver,  Burdett  &  Co.,  221  Columbus  Ave.,  Boston. 
Ernest  L.  Hayward,  A.B.,  '90,  Amherst  Coll. 

1895,    Teacher  of  German  and  History,  High  School,  148  High  St.,  Taunton, 
Harriet  S.  Hayward. 

1899,    Supervisor  of  Primary  Schools,  37  Wyman  St.,  Brockton. 
Caroline  Hazard,  A.M.,  '99  (honorary),  Univ.  of  Mich.;    Litt.D.,  '99.  Brown  Univ.;    LL.D.,  '05, 
Tufts  Coll. 
1899,    President  of  WeUesley  College,  The  President's  House,  Wellesley. 
Lillie  Anderson  Hicks. 

1899,  Supervisor  of  Practice  Teaching,  State  Normal  School,  Bridgewater. 
Lula  a.  L.  Hill. 

1883,    Assistant  in  Wells  School,  37  Pinckney  St.,  Boston. 
George  Preston  Hitchcock,  A.B.,  '92,  Amherst  Coll. 

1905,    Headmaster  of  High  School,  64  Brington  Road,  Brookline. 
Charles  A.  Hobbs,  A.B.,  '80,  A.M.,  '84,  Harvard  Univ. 
Private  Tutor,  6  Sidney  St.,  Watertown. 
Franklin  W.  Hobbs,  S.B.,  Mass.  Inst,  of  Tech. 

1902,  Chairman  of  School  Committee,  78  Upland  Road,  BrookHne. 
Stanley  H.  Holmes,  A.B.,  '87,  A.M.,  '90,  Colby  Coll. 

1902,    Superintendent  of  Schools,  61  Columbus  Ave.,  Haverhill. 
Irving  Williams  Horne,  A.B.,  '86,  A.M.,  '90.  Bowdoin  Coll. 

190S,   Assistant  in  EngUsh  High  School,  17  CUnton  St.,  Lynn. 
George  S.  Houghton. 

1889,    Sub -master  of  Lawrence  School,  Bo.ston;  res.,  25  Howard  St.,  Reading. 
Mary  Alice  Houghton. 

1900,  Private  Secretary  and  Recorder,  226  Marlborough  St.;  res.,  Hemenway  Chambers 

Westland  Ave.,  Boston. 
William  W.  Howe,  A.B.,  '95,  Harvard  Univ. 

1901,  Sub-master  of  Martin  School,  37  Kingsdale  St.,  Dorchester. 
Alfred  F.  Howes,  A.B..  '87.  A.M.,  '92.  Amherst  Coll. 

Superintendent  of  Schools,  Southern  Berkshire  District,  Sheffield. 
Mrs.  Mary  Bates  Hunt. 

ipoi.    Principal  of  Hancock  Grammar  School,  61  Winifred  Road,  Brockton. 


Massachusetts)  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  797 

MASSACHUSETTS— Con/i«tt*<i 

1903     S.  C.  HcTTHiNSON.  A.B..  '02,  A.M.,  '05.  Syracuse  I'niv. 

1900,  Superintendent  of  Schools  of  Wayland,  Dover,  and  Sudbury;   res.,  Cochituate. 
Agnes  Irwin.  LL.D.,  '05.  Iniv.  of  West.  Pa  :   Liii  D.,  '90,  I'niv.  fof  Pa.;   LL.D.,  '06,  St.  Andrews- 

1S94,    Dean  of  RadclitTe  College,  Cambridge. 
AsHER  Johnson  Jacobv,  Pd.M.,  'oS.  New  York  I'niv. 

1901,  Superintendent  of  Schools,  .Milton;  res,,  cor.  Belcher  Circle  and  Church  PI.,  East 

Milton. 
George  Ellsworth  Johnson,  .A.B.,  '87,  A.M.,  '00,  Dartmouth  Coll. 

1906,    Superintendent  of  Schools,  230  Fairmount  Ave.,  Hyde  Park. 
William  .-X.  Johnston,  B.Sc.,  '92,  Nfa.ss.  Inst,  of  Tech. 

1906,    As-sociate  Professor  of  Mechanical  Engineering,  Ma-ssachusetts  Institute  of  Technology 
Boston. 
Frederick  Lincoln  Ken-dall,  A.B..  '90,  A.M.,  '93,  Carleton  Coll.;  and  .\.B., '91,  Harvard   Univ. 

1899,    Superintendent  of  Schools,  Chelmsford,  Carlisle,  and  Dunstable;  res,,  Chelmsford. 
Frederic  W.  Kini^mav. 

1905,    Superintendent  of  Schools,  Walpole  and  .Medlield;  res.,  Common  St.,  Walpole. 
Thos.  H.  H.  Knight. 

1897,   Junior  Master  of  Girls'  High  School,' Boston;  res.,  386  Fraaldin  St.,  Melrose  Highlands, 
Gaetano  Lanza,  B.Sc.,  C.  and  M.E.,  Univ.  of  Va. 

Proffs.sor  of  .\pplicd  .Mechanics  in  Charge  of  the  Department  of   Mechanical  Engi- 
neering, Massachusetts  Institute  of  Technology,  22  W.  Cedar  St.,  Boston. 

GUSTAF  LaRSSON. 

Principal  of  Sloyd  Training  School,  39  N.  Bcnnet  St  ,  Boston. 
Watson  Clark  I.ea,  Ph.B.,  '93,  Ohorlin  Coll.;  .\.M.,  '02,  Harvard  Univ. 

1902,  Superintendent  of  Schools,  Millbury-Oxford  District;  res.,  Millbury. 
Florence  Eugenie  Leadbetter. 

.\ssistant  in  Roxbury  High  School,  Boston;  res.,  867  South  St.,  Roslindale. 
Maud  Gertrude  Leadbetter. 

Assistant  in  Roxbury  High  School,  Boston;  res.,  867  South  St.,  Roslindale. 
Frank  M.  Leavitt. 

1893,    Assistant  Director  of  Drawing  and  Manual  Training,  Dudley  ScIuxjI,  Boston;   res., 
32  Akron  St.,  Roxbury, 
HouER  Pierce  Lewis,  !\.\\..  '74.  Dartmouth  Coll. 

1903,  Sujx-rinti-ndent  of  City  Schools,  3  Monadnnck  Roail,  Worcrstir. 
Leo  Rich  Lewis,  .\.B.,  Tufts  Coll.;  \.\\.  and  .A.M.,  Harvard  Univ. 

189s,    Professor  of  Hi.story  and  Theory  of  .Music,  Tufts  College;  P.  ( ).,  Tufts  College. 
Arthur  .\.  Lincoln. 

1897,    Sub-master  of  Mather  School,  29  Percival  St.,  Dorchester. 
John  MacDuffie,  .\.B.,  '84,  Harvard  Univ.;  A.M.,  Ph.D.,  '95,  Lombard  Coll. 

1890,    Principal  of  the  .MacDufTie  SchcK>l  for  Girls,  182  Central  St.,  Springfield. 
James  Mahoney,  A.B.,  '84,  .Amherst  Coll. 

1888,    .Master  of  I'.nnlisli  Hiith  .School.  270  Beacon  St..  Back  Bay,  Boston, 
Frank  M.  Marsh,  \M.,  '99,  Harvard  Univ.;  .\.NL,  '99,  Boston  Univ. 

1901,  Superintendent  of  Schools,  65  Green  St.,  Fairhavrn. 

Bertha  M.  McConkey. 

1902.  Supcrvi.sfir  of  Primary  Schools  and  Kindergartens,  10  .Monmouth  St.,   Springfield, 

James  H.  McCihdv,  M  D  ,  '05. 

International  Training  Schrxil  of  Young   Men's    Christian   .Xviociation,  4   Muiuu- 
chuselts  Ave..  Springfield. 
James  R.  McDonald.  A.B.,  '81,,  Williams  ('.ill. 

1904,  Manager  of   E<lu(alional   Dejwrtment,   Liillr,   Bmwn  A:  Co..   Boitlon;    H^   Brouki 

St.,  West  Medfor.l. 
W.  V.  McDuffef.,  A.B.,  '<i2.  Dartm<nith  Coll.;  A.M.,  'ah.  Harvard  Univ. 

i8c/),    Head  of  Clavsical  DeiKirtmcnl,  High  School,  37  Spring  .St.,  S|iringlield. 
Henry  C.  .Met<  alk,  A  B  .  '94,  Harvard  Univ  ;  I'h  D.,  •(;7,  Berlin. 

Profevsor  of  Political  Scicnic,  Tuft*  C4.lle«c;  P.  O.    Tuft*  College. 
Charles  Stubtf.vavt  .M<»obk  A.H.,  '73.  A.NL,  '00,  Hnrvnnl  Univ. 

1902,    AMiinlam  Recorder  of  Harvard  College.  10  1  rout  St.,  Caml>ridge. 
Joseph   Roswf.ll  H.xwi.kv  .Mihikk,  A  B..  '99.  A  .M  ,  '06,  lUwiun  Univ, 

(iraduule  Sludrnl,  Harvard  Univrmity;   ren  ,  j6  Whillier  St.,  Sla,  B.,  Cambridge. 
HoRAc  r.  Henry  .Morsj,  A  B.,  '00,  A.M..  '01,  Harvard  I'niv. 

u/yj,    Heiid  of  Drikirtiiirnt  «f  Hi»tory,  .Mt.  Hermon  U«iy»'  .School,  Ml    Hrrmnti. 

Cora  A.  .N'rwToN.  .      ^.       ,     ,.     , 

i8<>9,    Princi|wlof  Harrington  .Normal  and  Training  Scbnol,  Court  St.,  New  liedfurd. 

Frei.  H    .\'l(KF»viN,  A  B  , 'H/i,  A  M  . 'Kg.  Bale*  Coll. 

i.S<>8,    .Suijrrintendenl  of  .SchorjU.  77  U|jlum  St..  .Melni»r. 

C.  Maud  Norrih.  A,B.,  'oi.  Smith  Coll..  A.M..  'oj.  Motion  Univ. 

190J.    Traiher  in  hngli<ih.  High  School,  Newbury|«>rt ;  re»..  760  .Ma%»achu»cti»  Ave  ,  Cam- 
bridge. 

Caleb  A.  Page. 

Print  i|ml  of  High  School.  Melhuen. 

Fra,<<k  R.  Page.  A  B  .  '</>,  Harvard  Univ. 

\<yxt.    Sujierinlendenl  <»(  ,S<h4ii>U,  <6  Main  S«..  Walerlown, 
CoiwiN  F.  PAH'm,  A  B  .  '•,}.  Harvard  Univ  ;  AM    (honorary),  MuOiingum  Coll. 

1901.    Suiierinlemfenl  <i(  Clly  Schcjol*.  112  .Main  St..  Andover. 


798  NATIONAL  EDUCATIONAL  ASSOCIATION  [Massachusetts 

MASSACHUSETTS— Co«//«Mf(i 

IQ03     Charles  Francis  Park,  S.B.,  '92,  Mass.  Inst,  of  Tech. 

1906,    Assistant  Professor  of  Mechanical  Engineering,  Massachusetts  Institute  of  Technology, 
Boston. 
William  Dwight  Parkinson,  A.B.,  '78.  Dartmouth  Coll.;  LL.B.,  '81,  National  Univ. 

iSgS,    Superintendent  of  Schools,  W'altham. 
Frank  J.  Peaslee  A.M.,  '88.  Colby  Univ..  Ph.D..  '02,  American  Univ.  ' 

IQ3I,    Superintendent  of  Schools,  68  Baker  St.,  Lynn. 
Marshall  Livingston  Perrin,  A.B.,  '74,  AM.,  '76,  Harvard  Univ.;  Ph.D.,  '8g,  Gottingen. 

1891,    Professor  of  Germanic  Languages,  Boston  University,  and  (1893)  Superintendent  of 
Schools,  Wellesley;  res.,  VVashington  St.,  Wellesley  Hills. 
Mrs.  Annie  Moseley  Perry. 

1898,  Principal  of  Perry  Kindergarten  Normal  School,  18  Huntington  Ave.,  Boston. 
John  Henry  Pillsbury,  A.B.,  '74,  A.M.,  '77,  Wesleyan  Univ. 

1899,  Principal  and  Proprietor  of  Waban  School,  1690  Beacon  St.,  Waban. 
William  E.  C.  Rich,  A.B.,  '70,  A.M.,  '73,  Bates  Coll. 

i8gi.    Master  of  Christopher  Gibson  Grammar  School.  Bostcjn;    res.,  99  Moreland  St., 
Roxbury. 
Frederic  H.  Ripley. 

1898,  Principal  of  Longfellow  School,  1247  Commonwealth  Ave.,  Boston. 
Albert  Robinson,  A.B.,  '93,  Colby  Coll. 

1903,    Superintendent  of  Schools,  it  Warren   St.,  Peabody. 
Jennie  E.  Rogers. 

1903,    Teacher  in  Highland  Grammar  School,  Lowell;   res.,  Byfield. 
Peter  Roos. 

1896,    Director  of  Drawing,  Public  Schools,  24  Sacramento  St.,  Cambridge. 
George  Rugg,  A.B.,  '83,  Amherst  Coll.;  A.M.,  '03,  Harvard  Univ. 

1903,    Superintendent  of  Schools  of  Princeton,  Sterling,  and  Westminster;    address,  P.  O. 
Box  125,  Princeton. 
Annie  Coolidge  Rust. 

Principal  of  Froebel  School  of  Kindergarten  Normal  Classes,  99  Newbury  St.,  Boston. 
Joseph  F.  Ryan,  A.B.,  '97,  Dartmouth  Coll. 

New  England  Manager  for  D.  Appleton  &  Co.,  120  Boylston  St.,  Boston 
Eunice  J.  Simpson. 

18  Hovey  St.,  Newton. 
Robert  Orange  Small,  A.B.,  '96,  Bowdoin  Coll. 

1903,  Superintendent  of  Schools  of  Grafton  and  Upton;  res.,  Grafton, 
J.  Angelina  Smith. 

1900,  Principal  of  Dutcher  Street  School,  Hopedale. 
Edward  Southworth. 

1878,    Master  of  Mather  School,  Boston;  res.,  94  Greenleaf  St.,  Quincy. 
Gordon  A.  Southworth. 

Superintendent  of  Schools,  40  Greenville  St.,  Somerville. 
Homer  B.  Sprague,  A.B.,  '52,  A.M.,  '55,  Yale  Coll.;  Ph.D.,  '73,  Univ.  of  N.  Y. 

Lecturer,  The  Evans,  Newton. 
Mrs.  Margaret  J.  Stannard. 

Principal  of  The  Garland  Kindergarten  Training  School,  19  Chestnut  St., Boston. 
Lucy  Harris  Symonds. 

Principal  of  Kindergarten  Training  School,  82  St.  Stephen  St.,  Boston. 
Henry  P.  Talbot,  S.B.,  '85,  Mass.  Inst,  of  Tech.;  Ph.D.,  '90,  Leipzig. 

iSgg,    Professor  of  Inorganic  and  Analytical  Chemistry,  Massachusetts  Institute  of  Tech- 
nology, Boston. 
Harriet  Caroline  Taylor.  A.B.,  '99,  Radcliffe  Coll. 

1906,    Substitute  Teacher  in  Boston  High  Schools,  7  Park  Ave.,  Winche.ster. 
Edgar  E.  Thompson,  B.Sc,  '71,  Mass.  Agri.  Coll. 

189 1,    Supervising  Principal,  Public  Schools,  5  Jaques  Ave.,  Worcester. 
Mary  Kingsley  Tibbits,  A.B.,  '89,  Univ.  of  New  Brunswick,  Canada. 

1904,  Assistant  in  West  Roxbury  High  School,  Boston;    res.,  14  Greenough  Ave.,  Jamaica 

I'lain. 
Walter  Bradley  Tripp. 

189 1,    Teacher  of  Dramatic  Expression,  Emerson  College  of  Oratory,  and  (1899)  Professor 
of  Oratory,  Boston  College;  239  Huntington  Ave.,  Boston. 
Frederic  Allison  Tupper,  A.B.,  '80,  Harvard  Univ. 

1899,  Head  Master  of  Brighton  High  School,  7  Menlo  St.,  Brighton  District,  Boston. 
H.  W.  Tyler,  S.B.,  '84,  Mass.  Inst,  of  Tech.;  Ph.D.,  '89,  Erlangen. 

1893     Professor  of   Mathematics,  Massachusetts  Institute  of  Technology,  491    Boylston 
St.,  Boston. 
Frank  Vogel,  A.B.,  A.M.,  Harvard  Univ. 

Professor,  Massachusetts  Instttute  of  Technology;  res.,  95  Robinwood  Ave.,  Jamaica 
Plain. 
Mrs.  Lue  Stuart  Wadsworth. 

Past  .National  Patriotic  Instructor  of  National  Woman's  Relief  Corps,  19  Greenwich 
Park,  Boston. 

Arthur  B.  Webber,  A.B.,  '92    Harvard  Univ 

1906,    Superintendent  of  Schools,  Littleton. 
Sarah  Southworth  Webber. 

Private  Teacher  of  Gymnastics,  279  Highland  St.,  West  Newton. 


Massachusetts!  LIFE,  ACTIVE,  AXD   CORRF.SPOyDI>lC  MEMBERS 


799 


MASSACHUSETTS— ToM/iniW 

1003     Charles  H.  Westcott. 

1S97,    Sul>-mastcr  of  High  School,  135  Hawthorne  St.,  Maiden. 
F.  A.  Wheeler,  A'.H..  'q3,  Univ.  of  Vt. 

Superintendent  of  Schools,  Monson. 
Charles  T.  C.  Whitcojtb.  A.B.,  '83,  A.M.,  '86,  Amherst  Coll. 

iSgs,    Head  Master  of  High  School,  81  Ash  St..  Brotkton. 
Mairice  p.  WHn-E.  A.B.,  LL.B. 

190J.    .Assistant  Su|)erintendcnt  of   Public  Schools,  Mason  .St..  Boston;    res.,  iq  W.^llin^- 
ford  Koad,  Brighton. 
Frank  \V.  Whitney.  .\.B.,  'tq,  Boston  I'niv. 

1S97,    Principal  of  High  School,  3  Marion  Koad.  Wati-rlown. 
Frank  Branthsn  Wight.  A.U..  'q6.  Boston  Univ. 

Principal  of  Grammar  School,  Wanvick.  R.  I.;   ri-s..  Federal  St..  Kc.iding. 
Charles  .\.  Williams,  .\.B.,  '.S-t,  Williams  Cull.:  .A.M..  '05,  Harvard  Univ. 

1897,    Principal  of  High  School.  51  Feltim  St.,  Hudson. 
Charles  Talbot  WrMinnrRV,  .X.B..  '05.  Dartmouth  Coll. 

1903,    Principal  of  High  School,  47  Blossom  St.,  Fitchliurg. 
Edward  M.  Woodward.  .\.B..  '85.  .Amherst  Coll. 

Principal  of  South  High  School,  736  Pleasant  St.,  Worcester. 
Frederick  R.  Woodward,  .\.B..  '92,  Williams  Coll. 

189s,    Department  of  .Mathematics,  High  School,  168,  6th  St..  I-owell. 
John  Henry  Wright,  .\  B.,   73,  T.f.D..  '01.  Dartmouth  Coll.;  I,I,.D.,  '01,  We-^tem  Rexrve  Univ. 

Professor  of  CI  reck  and  Dean  of  The  draduatc  School  of  .\rts  and  Sciences,  Harvard 
University,  38  Quincy  St.,  Cambridge. 

1904  -Mrs.  (.).  M.  Baker. 

7  Dartmouth  Terrace,  Springfield. 
William  H.  BrRSiiAM,  A.B.,  '81,  Harvard  Univ.;  Ph.D.,  '88,  Johns  Hopkins  Univ. 

1896,     Professor  of  Pedagngy.  Clark  University,  Worcester. 
Edward  H.  Eldripoe,  .•^.^f.,  '95,  Temple  Coll. 

1902,  Director  of  5>ccretarial  School,  Simmons  College,  Boston. 
Gertrude  E.  Gaylord,  A.B.,  '00,  Mt.  Holyokc  Coll. 

8s  College  St.,  South  Hadley. 
Eugene  F.  Lohr,  A.B.,  '84.  Univ.  of  .Mich. 

Eastern  Manager  for  .-Xtkinson,  Mentzer  &  (".rover,  110  Boylston  St.,  Boston. 
.\nsa  Jane  McKeac.  Ph.D..  '00,  Univ.  of  Pa. 

1903,  Associate  Profess<jr  of  Pedagogy,  Wellesley  College,  55  .Stone  Hall.  Wellesley. 
JoRCEN  Conrad  Peterson,  .\.B.  '04,  Har\'ard  I'niv. 

190O,    Princijxil  of  High  Sthixil,  Norfolk. 
AucrsTlNE  I..  Raftkr.  A/Sf.,  'oJ.  Boston  Coll. 

1905,    .■\ssibtant  Suix'rintendcnt  of  Public  Si  liixiN,  Host. >n;  res.,  41  Hr.nllriM.  Dunhesler. 
Le  Roy  K.  Sawyer.  A.B.,  "oo.  Dartmouth  Coll. 

Montague. 
Miss  Theodate  L.  Smith.  A.B..  'Kj,  A.M.,  '84,  Smith  Coll.;  Ph.D..  'lA  Yale  Univ. 

1891,    Research  A.s-si.stant  tf>  ti.  Stanley  Hall,  Clark  University,  Worcester. 

1905  Henrv  Turner  Bah.fy. 

11/D3,    Editor  of  "The  School  Art»  Book,"  North  ScituAte. 
Clarkn<  t  Edward  Brotkway.  A.B.,  '78.  Bnie»  Coll. 

1899.    Sui«rintendcnt  of  S<liool<.  47  Hnnovrr  St.,  West  SiirinRfield. 
John  Smith  Burlev,  Ph.B  .  'i.k>.  M  Sc.  '05.  Wrslrynn  Univ  ,  Cnnn. 

ii>os,    Instructor  in  English.  B.  -M   C.  Durfer  High  .School,  njt  High  .St..  Fall  River. 
Paul  W.  Cabiiabt.  Ph  B..  '94.  Yale  Univ. 

With  G.  a:  C.  .Merriam  Co..  499  .Main  St..  Siiringfirld. 
W    H    H    Bryant.  A  M  .  '00.  Bair^  Coll.  • 

1K90,    Senior  Agent  for  (Jinn  4:  Co.,  »9  Beamn  .St.,  BoMon. 
John  A.  Dr.  Camp.  A  R  .  '00.  AM  .  'of,.  William*  Coll. 

I1/X3.    PriniiiMl  ol  High  S»h<H.I.  .Southworth  Ave..  WillUmMiiwii. 
Chailkh  H    Howk,  a  B  .  Dartmouth  Coll. 

tH)j%.    Prinii|ul  of  High  S«h<jr)l,  97  Chmlnul  St  ,  Walefield. 

AiLrs  P.  Kmth. 

Prin(i|j(U  of  John  H    Cliflord  .S«ho<il,  1:  Ri.l«T-.n  .St  .  Nr«  llrdl.ird. 

Irving  O.  PAi.Mr.R.  A  B..  'Ht.  AM.  ".^o,  Colby  Coll. 

1H97,    Scirnic  .Master,  .Scwton  High  S<hf>ol,  4ft  «Ml»  .St..  .Nrwumvillr, 

Jamm  Duncan  Pmiiiip«.  A  B    'y:   Harvard  Unlv 

Manager  of  i.<luialional   |)r|urlmrnl    HouKhlon.  Mifllin  K  Co.,  4  Park  St..  ll<«lon. 

Jamex  Sn«Gi<«  pRAV.  A  B..  '<J^.  Harvard  I'niv, 

iijo%,    AiiMttaiit  Pro(rMv>r  iil  l.andMa|r  An hltrdurr,  Harvai))  UnhrrWijr,  Cambridcr. 

CiiARLEA  Irving  Ri'T  .,.,..    ..      ... 

,H,j,j      \  >.,.,,..,  ,.(  \f„.„     li.l.lu  .SchinU.  6  .Mrlvillr  Si  .  Uorir»(rf 

BriNAin  MS'  '  .     .     . 

ttjo4  Sthoi»b.  I,»wrrnrr. 

t90/S       WiII.INGTOnF     A..I-.      HI!  .       \M       '<"■'■"'*.."'   ^'      c-L      .     ..       .. 

lyofi.    Head  o(  l,ngli»h  Dr|nrtincnl.  .Ml.  Mrrmoo  .Schtnil.  Ml.  Hrrnvin. 
Habrw  W.  Baker.  Ph.n.. 'pi.  Y.iU- Univ 

With  (;.  4  ('.  Mrrriam  (  o..  loM  Harvard  M  .  Stirin«rM>ld. 


8oO  NATIONAL  EDUCATIONAL  ASSOCIATION  [Massachusetts 

MASSACHUSETTS— Cowriwwerf 

1906    Alfred  G.  Bookwalter,  A.B..  '97,  A.M.,  '01,  Yale  Univ. 

State  Educational  Secretary,  Y.  M.  C.  A.,  for  Massachusetts  and    Rhode  Island, 
167  Tremont  St.,  Boston. 
Robert  E.   Burke,  B.Sc,  '99,  Harvard  Univ. 

1907,    Assistant  Superintendent  of   Boston  Public  Schools;  res.,  156  M.  St.,  South  Boston 
Fayette  K.  Congdon,  A.B.,  '94,  A.M.,  '97,  Syracuse  Univ. 

1905,  Superintendent  of  Schools,  20  Pomeroy  Terrace,  Northampton. 
Clarence  M.  Hall,  B.Sc,  '98,  M.Sc,  '99.  Worcester  Poly.  Inst. 

1906,  Teacher  of  Science,  Central  High  School,  69  Sherman  St.,  Springfield. 
C.  F.  Hodge,  A.B.,  '82,  Ripon  Coll.;    Ph.D.,  '80.  Johns  Hopkins  Univ. 

1906,    Professor  of  Biology,  Clark  University,  Worcester. 
James  P.  Porter,  A.B.,  '98,  A.M.,  '01,  Ind.  Univ.;   Ph.D.,  '05,  Clark  Univ. 

1904,    Instructor  in  Psychology,  Collegiate  Department,  Clark  University,  Worcester. 

INSTITUTIONS 

189s     Harvard  College,  Library. 

President,  Charles  W.  Eliot;  Librarian,  William  C.  Lane,  Cambridge. 

1897  Amherst  College. 

President,  George  Harris;  Librarian,  W.  I.  Fletcher,  Amherst. 
Boston  College. 

President,  Rev.  Wm.  F.  Gannon;   Librarian,  Thomas  T.  Gasson,  Boston. 
Perkins  Institution  and  Massachusetts  School  for  the  Blind. 

Acting  Director.  Almorin  O.  Caswell,  East  Broadway,  South  Boston. 
Westfield  State  Normal  School. 

Principal,  Clarence  A.  Brodeur,  Westfield, 
Williams  College,  Library. 

President.  Henry  Hopkins;  Librarian,  Charles  H.  Burr,  Williamstown. 

1898  City  Library  Associ.\tion  of  Springfield. 

President,  Nathan  D.  Bill;  Librarian,  Hiller  C.  Wellman,  Springfield. 
Free  Public  Library  of  the  City  of  Worcester. 

Librarian,  Samuel  Swett  Green,  Worcester. 
Smith  College. 

President,  L.  Clark  Seelye;  Librarian,  Miss  L.  W.  Lyon,  Northampton. 
State  Library  of  Massachusetts. 

State  Librarian,  C.  B.  Tillinghast,  State  House,  Boston. 
State  Normal  School,  Fitchburg. 

Principal,  John  G.  Thompson,  Fitchburg. 

1900  Massachusetts  Institute  of  Technology. 

Secretary,  D.  P.  Bartlett,  491  Boylston  St.,  Boston. 
Public  Library  of  the  City  of  Boston. 

Librarian,  Horace  G.  Wadlin,  Copley  Sq.,  Boston. 
Public  Library,  Malden. 

Librarian,  Miss  L.  A.  Williams,  Maiden. 
Salem  Public  Library. 

Librarian,  Gardner  M.  Jones,  Salem. 
Somerville  Public  Library. 

Librarian,  S.  W.  Foss,  Somerville. 
State  Normal  School,  Salem. 

Principal,  J.  A.  Pitman;    Secretary,  Fannie  B.  Deane,  Salem. 
Wellesley  College,  Library. 

President,  Miss  Caroline  Hazard;  Librarian,  Caroline  F.  Pierce,  Wellesley. 

1901  Adams  Public  Library. 

librarian,  Lucy  C.  Richmond,  Adams. 
College  of  the  Holy  Cross. 

President,  Rev.  Thom.as  E.  Murphy,  S.  J.;    Prefect  of    Studies,  Rev.  William  F. 
Clark,  S.J.,  Worcester. 
Forbes  Library. 

Librarian,  W.  P.  Cutter,  Northampton. 
Free  Public  Library,  New  Bedford. 

Librarian,  George  H.  Tripp,  New  Bedford. 
North  Adams  Public  Library. 

Librarian,  Mabel  Temple,  North  Adams. 
Public  Library  of  Fitchburg. 

Librarian,  George  E.  Nutting,  Fitchburg. 
Public  Library,  Lynn. 

Pre.sident,  Walter  O.  Faulkner;   Librarian,  Harriet  Louise  Matthews,  Lynn. 

1902  Andover  Theological  Seminary,  Library. 

Librarian,  Owen  H.  Gates,  Andover. 
Boston  University. 

President,  W.  E.  Huntington;  Librarian,  T.  B.  Lindsay,  12  Somerset  St.,  Boston, 
Cambridge  Public  Library. 

Librarian,  Clarence  W.  Ayer,  Cambridge. 
Mt.  Holyoke  College. 

President,  Miss  Mary  Emma  WooUcy;  Librarian,  Miss  6.  E.  Blakely,  South  Hadley. 


Michigan]  LIFE,  ACTIVE,  AXD  CORRESPONDING  MEMBERS  Soi 

M  ASSACHUSETTS— Co»i/i«tt<if 
IQ02     SiMiioss  College. 

Presidcnl,  Hcnrjr  I-cf.ivour;  Secretary,  Hester  Cunningham,  Boston. 
Tau.stos  Public  Library. 

Librarian,  Joshua  E.  Crane,  Taunton. 
1033     FiTZ  Public  Libr.-vry.  Chelsea. 

Librarian,  .\ledora  Jennctt  Simpson,  Chelsea. 
Hills  Library  of  thk  N'ewton  Theoloc.ical  Institution. 

President.  .Nath;in  E.  Wood;    Librarian.  Geo.  E.  Horr.  Newton  Center. 
Manchester  Public  Library. 

Librarian,  1).  L.  Uingham,  Manchester. 
Newburyport  Public  Library. 

Librarian,  J.  U.  Parsons,  Newburyport. 
Public  Library  of  Hrookline. 

Librarian,  Louisa  M.  Hooper,  Hrookline. 
Public  Library,  Lawrenxe. 

Librarian,  Wra.  .\.  Walsh,  Lawrence. 
1934     Brockton  Public  Library. 

ijt)rarian.  I'rank  H.  Whitmorr,  Brockton. 
1905     Clark  University,  Library. 

Librarian.  Louis  N.  Wilson.  Worcester. 
Rawliffe  Colle<;e.  Library. 

IJbrarian,  CaroUne  Farley,  Cambridge. 
ipo6     Greenfield  Public  Library. 

Librarian.  Mary  Ashley,  Grecntield. 
Haverhill  Public  Library. 

Librarian,  John  G.  Moulton,  Haverhill. 
J.  V.  Fletcher  Library. 

Librarian.  M;iry  P.  Bunce,  West  ford. 
Medford  Public  Library. 

Librarian,  Mary  K.  Sarjjent,  Mnlford. 

.MICHIGAN 

LIFE   I)IRE<rTORS 

189s     Hugh  A.  Graham,  A.B.,  '87,  A.M..  '<>2,  .\lbi.m  Coll.;  A.B.,  'go,  Univ.  of  Mich. 
i(>oi,    Commis-sioncr  of  SchiK)ls  of  Isabella  County,  .\lt.  Pleasant. 
Charles  G.  White,  A.B..  'Ho,  A.M., '«!,  Ph.D.,  V 

1.SS4,    Suix-riniendent  of  Scli<x)ls,  l^ke  Linden. 

active  ukmiiers 

1S84    John  A.  Stewart,  A.  H.,  'ts,  I'niv,  of  .Mich, 

i8<;4,    Suiierinlendent  of  Stluxil.-!,  908  Van  Buren  St.,  Bay  City. 
itWs     Edwin  .\.  Stro.sc,  .A.B., '58,  A.M., '65,  Cnion  Coll. 

1885.    Profes.sor  of  Physical  Stieiues,  State  Normal  College,  117  Normal  St.,  Yinilanti. 
1*87     William  Austin  Elms,  I.L.B., '.>■;,  Detroit  Cill,  of  I-iw;  (;r«.l  , ',H».  .Miih.  Stale  Nor.  Coll. 

i88s,    PriniiiKil  <jf  iJullield  Grammar  SiIkj-jI,  45  Bigg  St.,  Detroit. 

1889  Lewis  Hknkv  Jones. 

i(/3i,    PrcMclent  of  State  Normal  College,  730  ForeiH  .\vr.,  YikUUnti. 

J.  L.  SsvDKR,  A.B.,  'nil.  I'h  D.,  'yi,  Wi-MiniiiMer  Coll. 

tUt/),    Pri-sideiit  of  .Miihigan  Stale  Agricultural  College,  .\gricullural  College  P.  O. 

1890  Hr.NHV  Elton  Kratz,  .\..\L,  '77,  Ph.D.,  '90,  Univ.  of  WooMer, 

I90i,    Suixrinu-ndcnl  of  S«hix)l.s,  33  Church  St.   Calumet. 
i«v^     GiLJiAN  C.  FisHKR,  A.n. '69.  A  M    '8/..  Colby  Univ. 
Siinford  St.,  Mu.skrgon  Hiighl.s. 
John  B.  Nvkirk,  A  B.,  'H<;.  AM.,  'KM.  l|..ix-  (-..U 

189c;,    ProlcHVjr  <if  English  l-uiKu.iur  ami  I.ilcralure,  Hojie  College,  Hollaml. 
Hunrv  K.  pArrr-NGiLL,  1I.S<,,  '74.  Univ.  <if  Mith. 

1896,    Editor  ol  •'.Mixlerntor  Toiiits,"  430  I'.iwniicml  St.,  l.an«inc. 
WiiiiAM  Harold  Payne.  LI.  D.,  'HH.  Univ.  of  .Mich.;  Ph  I).,  'Ho.  Univ.  of  Naahville;  Liu  D.,  'gA, 
WrM    Univ.  of  Pa 
fix>i.    Prorri«.r  of  S<irncr  ami  Art  <>f  Teaihing,  Univernity  of  .Mlthigan,  W7  N.  Male  St., 
.\nn  Arlxir. 
Wiiiiam  Kobish  Wm'.iiT,  A  B.,  'o\,  AM,  '04,  Uiilv.  of  Mlih. 

1905.    Su|«-tinlrnilrnl  of  PubUc  S«h<»ilH.  lo/j  I  jnioln  St..  Benton  HarUir. 

1891  \.tr  Eaull  Amikov,  A  B  .'9'.  Mi«h.  Univ  ;  A  M  . '9H.  Harvar.l  Univ 

189K,    .SujicTinlciidcliI  of  Sihix.U,  4"<'  W.  I  IcOiniii  Si  ,  Iron  Minjnlain. 
I.AWiiKNiK  CAMraos- HiiL,  A  B  , '77   A  M, '97.  Univ  of  Miih  .... 

1903,    Prrwdrnt  an-l  Su|>rnnlrmJem  of  .Michigan  Military  Academy.  On  hard  I^ke, 
i8<j.i     I    kiMSFN  BlHiKip.  A  B  , 'H>.  Il»rv,ir.|.  I'h  I»  .  Univ   rt(  Ciniinnali 

Pfiniipal  i.f  I.aM.         i  Van  D)ke  Plate.   iMrtiil 

K   D.  I'almiii,  a  B  ,  'H-j.  A  M  .  '.,i.  I  '  .  '97.  Univ  of  Miih 

1905.    .Suiarintrndrnt  il 
IDaiuiiT  M.  Si.AiM.N.  I'h  B  ,'77.  Cniv,  of  .Mich 

1898,  .Suprrintendcnt  ol  Siboola  4  )i  S   jih  Ave.,  Ann  ArU*. 


8o2  NATIONAL  EDUCATIONAL  ASSOCIATION  [Michigan 

MICHIGAN— Con/mMe(i 

X894     DuRAND  William  Springer,  B.Sc,  '86,  Albion  Coll.;  C  P  A.   '06.        

^^  1893,    Director  of  Business  Department,  High  School,  857  Tappan  St.,  .'Vnn  Arbor. 

Allen  S  Whitney  A.B.,  '85,  Univ.  of  Mich. 

1899,    Professor  of  Pedagogy,  University  of  Michigan,  724  Monroe  St.,  Ann  Arbor. 

Tfi^r     VBTrnirnTrK  W  Arbury   A.B.,  '8%,  Univ.  of  Mich.  ,    „ 

1895  Frederick  W.  ^^^f^^^ig^^R-gp^^'g^^j^tive  of  Silver,  Burdett  &  Co..  102  N.  Grand  Boulevard,  East, 

Detroit. 
Frederick  Leroy  Bliss,  A.B.,  '77,  A.M.,  '01  (honorary),  Univ  of  Mich. 

1899,    Principal  of  Detroit  University  School,  69  trederick  Ave.,  Detroit. 
William  Gibson  Coburn,  A.B.,  '90,  Univ.  of  Mich      ^      ,    _      „      ,    „      , 

1895,  Superintendent  of  Schools,  92  N.  McCamly  St.,  Battle  Creek. 

1896  W.^rren  E.  CoNKLiNG.  Grad.  Mich.  St.  Nor.  Coll       ^      ,  „      .^ 

1896,  Superintendent  of  Schools,  404  Orchard  St.,  Dowagiac. 
Augustus  E.  Curtis,  A.B.,  '66,  A.M.,  '70,  Union  Coll. 

Instructor  in  Latin,  113  W.  Mauraee  St.,  Adrian. 
EdgarE.  Ferguson,  B.Pd., '96,  M.Pd., '99,  Mich.  St.  Nor  Coll 

189s,    Superintendent  of  City  Schools,  526  Bingham  Ave.,  Sault  Ste.  Marie. 
S.^MUEL  B.  Laird,  M.Sc,  '96,  McKendree  Coll.-,  B.Pd.,  '95   Mi  h  St    Nor.  Coll.;  A.M.  Univ  of  Mich. 
1902,    Professor  of  Psychology,  Michigan  State  Normal  College,  318  lorest  Ave.,  Ypsi- 
lanti. 
WiLLiAMLiGiiTBODY,B.Sc.,Mich.Agri.  Coll.;  B.Pd.,  Mich.  St.  Nor  Coll. 

Principal  of  Higgins  School,  Woodmere;  res.,  496  Dragoon  Ave.,  Detroit. 

David  Mackenzie,  A.M.,  Univ.  of  Mich.  ,      ,    .^ 

1904,    Principal  of  Central  High  School,  Detroit. 
John  Dowling  Schiller,  A.M.,  '87,  Hillsdale  Coll. 

Superintendent  of  Schools,  306  S.  4th  St.,  Niles. 

Omar  D.  Thompson.  ,      ,      r  -,,         ,   ^       .     t> 

Commissioner  of  Schools  of  Macomb  County,  Romeo. 

Luther  L  Wright,  A.B.,  '77,  Ripon  Coll.  .        ^       . 

State  Superintendent  of  Public  Instruction.  Lansing. 

1807  Francis  D.  Clarke,  C.E.,  Univ.  of  Mich. 

Superintendent  of  State  School  for  the  Deaf,  I'lint. 
Delos  Pall,  B.Sc,  '75,  M.Sc,  '82,  Univ.  of  Mich.;  DSc,  '98,  Albion  Coll  _ 

Professor  of  Chemistry,  Albion  College,  iioi  Michigan  Ave.,  Albion. 

losEPH  M.  Frost,  A.^L,  Hobart  Coll.  ,    ,  r     1 

Superintendent  of  Schools,  Hackley  School,  Muskegon. 

Nathan  Albert  Harvey,  Ph.D., '00,  111.  Wes.  Univ.  ...  ,.         c-.  .     ivt         1   /-  h  „ 

1904,    Department   of  Pedagogy  and   Psychology,   Michigan   State   Normal   College,   223 
Summit  St.,  Ypsilaiiti. 
Charles  O.  Hoyt,  A.M.,  Albion  Coll.;  Ph.D.,  '03,  Jena.  .        ,.         ^,         ,  „  „  t-       . 

1899,    Professor  of  Science  and  History  of  Education,  State  Normal  College,  417  lorest 
Ave.,  Ypsilanti. 
Wales  C.  Martindale,  LL.B.,  Detroit  Coll.  of  Law. 

1894,    Superintendent  of  Schools,  1452  Grand  River  Ave,  Detroit. 

Fred  Newton  Scott,  Ph.D.,  '89,  Univ.  of  Mich.  ,,.    ,  ,  «  * 

*^  Professor     of    Rhetoric,     University    of  Michigan,     1351     Washtenaw    Ave.,     Ann 

Arbor. 
Arthur  L.  Shaw,  B.Sc,  '94,  Olivet  Coll. 
R.  F.  D.  2,  Decatur. 

1808  Charles  H.  Cole,  A.B.,  '82,  A.M.,  '97,  Univ.  of  Mifh.  . 

^  Principal  of  Hoyt  School,  229  N.  Warren  Ave.,  Saginaw. 

^'-''"''^■V8X'p'^o?ekor''oYMattmltics,  State   Normal   College,    126   N.  Washington   St..  Ypsi- 

lanti. 
DiMON  H.  Roberts,  A.B., '92,  A.M., '9';,  Amherst  Coll.  c-    .     x-  ^nu  w   r  ^ 

UiMON  n     ^^^^^    Superintendent  of  Training  School,  Michigan  State  Normal  College,  307  W.  Con- 

gress  St.,  Y'psilanti. 

1809  WOODBRIDGE  N.  FeRRIS.  .     ^        .  t-i        c.      T7-      D        •  I. 

^^  1884,    President  of  Ferris  Institute,  s  S  Elm  St.,  Big  Rapids. 

Filsworth  Gage  Lancaster,   A.B.,    '8s,   A.M.,  '88,   Amherst    Coll.;    Ph.D.,    '97.    Clark    Univ.; 
LL.D.,  '05.  Colorado  Coll. 
1904,    President  of  Olivet  College,  OUvet. 
Frederick  Edwards  Searle,.A.B., '93,  Williams  Coll.  n^tmif 

1 90 1,    Director   of   Home   Department,   Detroit   I  niversity   School.    Detroit. 
James  W.  Simmons,  B.Sc, '74.  M.Sc, '79,  Hillsdale  Coll. 

Superintendent  of  City  Schools,  615  Saginaw  St.,  Owosso. 
Eugene  Clarence  Warriner,  A.B.,  '91,  Univ.  of  Mich. 

Superintendent  of  Schools,  413  Sheridan  Ave.,  Saginaw. 
Tnoo     L   R   Abbott.  B.Sc.  El.  Eng..  '94.  B.Sc,  Mech.  Eng..  '95.  AVorcester  Poly.  In»t 
,900     L.  K.  ^■^BBo  ^^^     Director  of  Manual  Training,  Pubhc  Schools,  117  Barclay  St.,  Orand  Rapids. 

Lewis  Flint  Anderson,  A.B, '03,  A.M., '02,  Univ.  of  Toronto.  ,  c  i,     1        ,  ir 

lewis  rLiM/^      i„j.,ructor  in   Psychology   and   Education,   Northern  State  Normal  School,   347  E 
Hewitt  Ave.,  Marquette. 

Oliver  G.  Frederick,  A.B.,  Univ.  of  Mich.  „       ,  t^  .    •. 

ULIVER  o.  rKt^    A35is'tan,  Superintendent  of  Schools,  50  Broadway,  Detroit. 


Michigan]  LIFE,  ACTIVE,  AXD  CORRESPOXDIXG  MEMBtRS  S03 

M I CH IG  A  S—Conlin  ued 

iprx)     Charles  \V.  Mickess,  B.L.,  'pg,  AAf..  '03,  Univ.  of  Mich. 

1004,    Suix'rintcndcnt  ot  Public  Schools,  80J  S.  Main  St.,  Adrian. 
Clara  Wodd  Minoins. 

i^>04.    Head  of  Kindergarten  Training  Department,  Alma  College.  Alm.i. 
Jennie  Louise  Thomas. 

Director  of  Thomas  Normal  Training  School,  550  Woodward  .\ve. .  Detroit. 
J.  H.  Trybom,  A.B..  '06,  H.-vrv.ird  Univ. 

Director  of  Manual  Training,  City  Schools,  50  Miami  .Ave.,  Detroit. 
George  Stockton  Waite. 

1904,  Superintendent  of  Manual  Training.  Stale  Normal  S<.h<xil,  ij<)  W.  Cedar  St.,  Kala« 

mazoo. 
1001     Margaretha  Marie  .\<;rnF.R.  .A.B.,  '00,  Univ.  of  Mich. 

ipoj.    Teacher  of  German,  High  School,  1001  N.  Fayette  St.,  Sagin.iw,  \V.  S. 
George  R.  Berkaw,  Ph.B.,  '01.  Albion  Coll. 

Princ;p;il  of  Harris  School,  310  VinewcxHl  .Ave.    Detroit. 
James  Irven  Brickf.r,  .\.B.,  '04,  Pd.B..  '05.  .A.M.,  '07.  Hilliwlale  Coll. 

1905.  Principal  of  .\rthur  Hill  High  Sch<Kj|,  in)  S.  Bond  St.,  Saginaw,  \V.  S. 
Ernest  Burnham,  Ph.B.,  '96,  .A.M.,  '02,  .Albion  Coll. 

1904,  Director  of  Rural  School  Dep;irtment,  Western  State  Normal  School.  509  S.  Rose  St., 

Kalamazoo. 
Ernest  P.  Clarke,  B.Sc.  Mich.  .Agri.  Coll. 

1899,    Superintendent  of  City  Schools,  1108  State  St.,  St.  Joseph. 

.Albert  P.  Cook,  .A.M.,  '99. 

1902,    Secretary  of  Alma  College,  .Alma. 

Webster  Cook,  A.M.,  '.S6,  Ph.D.,  '87,  Univ.  of  Mich. 

1899,    Principal  of  High  School,  516  Thompson  St.,  Saginaw. 

Edward  Page  Cl'mmings.  Ph.B..  '93.  Ur.iv.  of  Mith. 

1901.    Superintendent  of  City  Schools.  413  Howard  St.,  Grand  Hawn. 

John  P.  Everett,  .A.B..  '01,  Univ.  of  Mich. 

1905,  Suixrintendcnt  of  Schtnjl.s,  14  Lincoln  .Ave.,  Mt.  Clemens. 

Edward  Everett  Oallit.  .A.B..  Univ.  of  .\Iiih. 

1906,  Superintendent  of  Scho«j|s,  Chelsea. 

Ralph  Stillman  Garwood,  .A.B.,  '92,  Univ.  of  .Mich. 

1901,    Superintendent  of  Public  Schtxils,  512  E.  Mansion  St.,  Marshall. 

Charles  T.  Grawn.  Pd.M..  '97,  Mich.  St.  Nor.  Coll.,  A.M.,  '04,  Columbia  Univ. 
Principal  of  Central  State  Normal  School,  Mt.  Pleasant. 

W.  E.  Hanson,  Ph  B..  '97,  Albion  Coll. 

J903,    Suix-rinttndent  of  .Schfxils,  430  Oak  St.,  Manistique. 

Shattuck  O.  Hartwei.l  A.B.,  '88,  Amherst  Coll. 

1901,    Superintendent  of  Schools,  809  W.  Walnut  St.,  Kalamazoo. 

Regenia  R.  Hellf.r. 

1906,    Supervisor  of  Kindergartens.  Public  Schools,  Detroit. 

Arthur  Scott  Hudson,  .A.U.,  '90,  Univ.  of  Mirh. 

n^oft,    Sujierintenilent  of  Schools.  Big  Kapids. 
Fred  A.  jErrKRS.  Pd.M..  St.  Nor  O.ll  .  Mi.h 

Su|)crintcndcnt  of  Schixjls,  .Atlantic  .Mine, 
William  M.  Jollikfk,  B.Sc,  '96,  Ijiwrencc  Univ. 

Crystal  Ealls. 
Richmond  H.  Kirtland,  .A.B.,  '00,  Univ.  of  Mi.  Ii 

1904.    Sui>crinlendent  of  Sili'xiN,  701;  Cr.in.l  .\ve  ,  .\lrnominee. 
EoGENF.  La  Rowf.  a  B  .  '1/1.  A  M  .  "oS.  Univ  .,i  Mi.h 

1932,    Superintendent  of  SchooK,  B->x  H,  ILmcock. 
Walter  F.  Lewis,  B.Sc.,  '9^,  Univ.  of  Mich. 

tHi)<),    Suiirrintcndent  of  .SchooU,  Hij  Pr<»|iecl  St.,  Port  llur.m. 

Edward  C.  M.Carthv.  ..    .     ^.  .      .  .- 

K/jrj,    Dirr.lor    of    rommcfcial     l*r|«rlmrnt,    UrMrrn    lilgh     Schmil.     90    ^p^Jr^    S>l  . 
Detroit. 

George  J.  Miller.  ...,..,,  ...     -.    a  , 

190,.    Principal  of  WofKlward  Avenue  High  School,  70^  H«wlcy  St..  K«Um»ioo. 

W.  A.  MoRsr.  A  n  .  V.   Univ  of  Mich.      ...  ,„  .  .        ,^       , 

190 J,    I'rinciiwl  of  WeMrrn  High  School,  37^  \  incwcxwl  Ave  .  Prtroii. 
E.  C.  Nardin,  Ph  B.,  'Hi.  Univ.  of  Mi.h.,  Pd.H.,  '90.  Si.  .Vof.  Coll..  Mi<h. 

.MiKprrnl.mii. 
RifMARii  K   PiTSAW,  M  S«  .'.j<.  Univ  of  Mi.h.  1,    t.  ■■  1.     1  ll      1 

i8«^.    I*riMrtmrni  of  Phy»ical  Science  ami  Mathemallc*,  |-.««lern  Hith  School.  )}i  Shrn.lan 
Ave..  iJelroil. 
(HARLM  r   RfK.T.  (WmI    Mich  Si,  Nor  Coll  ,  P««  B.  W 

1904,    Sufirrmlrn.lent  of  SchixiU.  Ho»  bbb.  .Shcllijr. 
ELirHAirr  LiiM    T  S«  RtnsFR  ^.  „      ,.         . 

.SutirriMirnilrnt  <.f  .SchooU.  »oi  Oak  St.,  lUitwinini. 

1904     Ijbrorian  o|    Kmp^iymcnt    InMiiuti.m  for   the    Bliml,    Hnughlon   Avt..   Saginaw, 
W.  S. 


8o4  NATIONAL  EDUCATIONAL  ASSOCIATION  [MicUgan 

MlCBlGh^— Continued 

igoi    Laura  J.  Soper.  ,  ^  ,  . 

1902,  Teacher  of  Music    in   Thomas  Normal    Training  School,  550  Woodward  Ave., 

Detroit. 
Charles  Lyle  Spain,  A.B.,  '93,  Univ.  of  Mich. 

Principal  of  Detroit  Normal  Training  School,  and  Super\'isor  of  First,  Second,  and 
Third  Grades,  209  Melbourne  Ave.,  Detroit. 
George  Robert  Swatn,  A.B.,  '97,  Univ.  of  Mich. 

1900,  Principal  of  East  Side  High  School,  309  N.  Lincoln  Ave.,  Bay  City.- 
Templeton  p.  Twiggs,  LL.B.,  '96,  Detroit  Coll.  of  Law. 

Principal  of  Bishop  School,  517  Lincoln  Ave.,  Detroit. 

Mrs.  Mary  L.  Veenfliet. 

Proprietor  and  Principal  of  Alpena  Business  College,  Alpena. 

1902  R.  A.  Cochran. 

Sujaerintendent  of  Indian  School,  Mt.  Pleasant. 

F.  G.  Heumann. 

Member  of  Board  of  Education,  121  Cass  St.,  Traverse  City. 
Clara  Wheeler,  Grad.,  Grand  Rapids  Kg.  Tr.  Sch. 

1905,    Principal  of  Kindergarten  Training  School,  23  Fountain  St.,  Grand  Rapids. 

1903  Wm.  B.  Arbaugh,  A.B.,  '98.  Univ.  of  Mich. 

1 903,  Superintendent  of  Public  Schools,  607  Ellis  St.,  Ypsilanti. 
Nellie  Austin. 

1905,    Secretary  of   the  Kindergarten  Association  and  Training  School,   185  Barclay  St., 

Grand  Rapids. 
Eliza  Jane  Austin,  A.B.,  '99,  Univ.  of  Mich. 

1899,   Teacher    of    History  and    English,   Central    High    School,   1012    Trumbull  Ave., 

Detroit. 

Helene  C.  Christ. 

1889,   Teacher  of  German,  Central  High  School,  104  Washington  St.,  Grand  Rapids. 

Lelia  B.  Crabbe. 

Teacher   of    Manual    Training,  Pubhc  Schools,  Saginaw,  E.  S.;  res.,  709  Sheridan 
Ave.,  Saginaw. 
Carrie  B.  jEVifETT. 

Teacher  in  Pul^lic  Schools,  113  Fountain  St.,  Grand  Rapids. 
Mary  Editha  O'Brien. 

1902,    Teacher  in  Everett  School,  res.,  371  E.  Fort  St.,  Detroit. 
Maude  Elliott  Scollen. 

1902,  Instructor  in  Domestic  Art,  Public  Schools,  333  Howard  St.,  Saginaw. 

1904  Alvin  N,  Cody,  B.Sc,  '01,  M.Sc,  '02,  Univ.  of  Mich. 

1904,  Superintendent  of  Schools,  207  W.  8th  St.,  Flint. 
Chas.  E.  Cullen,  A.M.,  Univ.  of  Mich. 

1904,  Superintendent  of  Schools,  442  Norway  St.,  Norway. 
F.  Dayton  Davis,  Ph.B.,  Ph.M. 

Superintendent  of  Schools,  1418,  sth  St.,  Escanaba. 
R.  R.  N.  Gould,  A.B.,  Univ.  of  Mich. 

1901,  Principal  of  Central  High  School,  416  W.  Walnut  St.,  Kalamazoo. 
Philipp  Huber. 

Superintendent  of  Schools,  223  N.  Oakley  St.,  Saginaw,  W.  S. 
James  H.  McDonald,  A.M.,  '90,  Univ.  of  Wooster. 

1895,    Superintendent  of  Schools,  Rapid  River. 
Guy  D.  Smith,  A.B.,  '98,  Kalamazoo  Coll.,  and  '00,  Univ.  of  Chicago. 

1903,  Superintendent  of  Schools,  207  N.  Harrison  St.,  Ludington. 
Edith  May  Stone. 

Supervisor  of  Music,  Public  Schools,  401  Main  St.,  Jackson. 

1905  Wilson  R.  Andress. 

1894,     Michigan     Representative     of     Ginn     &      Co.,      738     Wealthy     Ave.,      Grand 
Rapids. 
James,  F.  Barker,  M.E,,  '93.  Cornell  Univ. 

1906,    Director  of  Hackley  Manual  Training  School,  Muskegon. 
George  William  Bell,  A.B.,  '97,  A.M.,  '00,  Boston  Univ.;   .'V.M.,  '02,  Harvard  Univ. 

1903,  Head  of  Department  of  History,  Olivet  College,  Box  256,  Olivet. 
Willis  T.  Bishop,  M.Sc,  Olivet  Coll. 

1905,  Superintendent  of  Schools,  303  College  Ave.,  Holland. 

Thomas  C.  Blaisdell.  A.B.,  '88,  A.M..  '90,  Syracuse  Univ.;   Ph.D..  '04.  Univ.  of  Pa. 

1906,  Professor  of   English   Literature,  Michigan  State  Agricultural  College    Agricultural 

College  P.  O. 
Kendall  P.  Brooks,  A.B.,  '97,  Alma  Coll.;  A.M.,  '00,  Univ.  of  Mich. 

1904,  Superintendent  of  Schools,  517  Spruce  St,,  Marquette. 
George  H.  Curtis,  A.B.,  '04,  Univ.  of  Mich. 

Superintendent  of  Schools,  Gaylord. 
Irene  Louise  Getty. 

County  Commissioner  of  Schools,  Kalkaska. 

Isaac  B.  Gilbert,  B.Sc,  Olivet  Coll. 

iQoi,    Superintendent  of  Schools,  440,  6th  St.,  Traverse  City. 

WiLLlA  David  Hill.  Grad.,  Mich.  St.  Nor.  Coll. 

Superintendent  of  Schools,  Crystal  Falls. 


Minnesota)         LIFE,  ACTIVE,  AXD  CORRESPONDING  MEMBERS  805 

MlCHlGAS—CotUinued 

100s    James  Hamilton  Barcroft  Kantt,  A.B.,  '03,  Univ.  of  Mich.;  A.M.,  '01.  Albion  Coll.  • 

1Q04,    Principal  of  Xorlhcrn  Slate  Normal  School,  Marquette. 
Gf.orc.e  .\.  McGee. 

1904,   Superintendent  of  Schools,  430  Stimson  St.,  Cadillac. 
John  T.  McManis.  Ph.D..  Univ.  of  Chicago. 

Profcsair  of  PsycholofO'  and  Education.  State  Xortnal    School,  8ii  S.  West  St.. 
KalamaziK). 

George  Edward  Parker.  .\.M..  '00.  Detroit  Coll.;   LL.B.,  '99.  Detroit  Coll.  of  Law. 

Princijxil  of  Russell  School,  1058  Trumbull  Ave.,  Detroit. 
Orr  Schtrtz,  A.B.,  '78,  Univ.  of  Mich. 

looi.    Supcrintcndrnl  of  Cily  Schixils,  Ncgaunee. 
Rutherford  Birchard  Seichman. 

Principal  of  Schools.  Gay  P.  O.;  res.,  63  N'.  Tam.ir.-ick  St.,  Calumet. 
William  H.  We.vtwortii. 

1906,    Student  at  University  of  Michigan.  802  Monroe  St.,  .\nn  Arbor. 
loo6     C.  H.  Carrick.  AM..  '02.  Univ.  <if  Mich. 

1906.    SuiJcrintendent  of  Schools,  J2j  N.  Main  St.,  Charlotte. 
T.  W.  Clemo.  A.B..  Albion  Coll. 

1904,  Superintendent  of  Schools,  Republic. 

Theodore  de  Lacuna,  A.B.,  '96,  Univ.  of  Cal.;   Ph.D.,  '01,  Cornell  Univ. 

1905,  As-sistant  Professor  of  Education,  Uni^•ersity  of    Michigan;    res.,  439  HaroiltOD  PL, 

Ann  Arbor. 
Wn.LiAM  Albert  Gree.son.  A.M.,  '79,  Univ.  of  Mich. 

1906,  Superintendent  of  Schools,  37  S.  College  Ave.,  Grand  Rapias. 
CLARION  W.  Longman. 

1905,    Superintendent  of  Schools,  Otsego. 
Edward  M.  McElroy.  B.Sc.  '93.  Mich.  Agri.  Coll..  and  '97.  Univ  of  Mich.. 

1901,    Superintendent  of  Schools,  Three  Rivers. 
H.  D.  NvTT. 

Representative  of  .American  Book  Company,  530  East  St.,  Flint. 
DwiGHT  Brya.nt  Waldo,  A.M  ,  '90,  .Mbion  Coll. 

1904.    Prindpal  of  Western  State  Normal  School;  res.,  410  Locust  St.,  Kalamazoo. 
Aaron  Frankli.n  Wood.  A.B..  '04. 

i90^j.    Su|XTintcndcnt  of  City  .Schcxjis.  70s  S.  Franklin  St.,  Mt.  Pleasant. 
William  H.  Woodlev,  .V.B..  Pd..\l..  Univ.  of  .Mich. 

Superintendent  of  Schools,  Charlevoix. 

INSTITUTIONS 

1807    PfBLic  Library  of  Detroit. 

Librarian,  Henry  M.  Utlcy,  Detroit. 

1898  General  Library,  University  of  Michigan. 

President,  James  B.  /\ngcll;   Librarian,  Theodore  W.  Kr)ch,  .\nn  Arbor. 

1899  Northern  State  Normal  School. 

Princiixil,  James  H.  B.  Kaye,  .Marquette. 
iQoo    Hillsdale  College. 

President,  Joseph  W.   .Mauck;   Librarian,  Jr.in  M.iriiii,  Hillsdale. 
Michigan  Statf.  N<>«mai.  C<ii.ikc;f  I.inRAxv.  Yi'siianti. 

President,  I.cwis  IL  Jones;  Librarian,  .Miss  G.  .M.  Walton,  Ypsilanli. 
1901     Kalamaz<k>  Public  Library. 

Librarian,  .Mi<u  L  C.  Rol>crts,  Kalamazoo. 

Michigan  State  Library. 

Stale  Librarian,  Mrs.  .Mary  C.  Spencer,  Ijinning. 
ii>o»    Central  Statf.  Normal  S<iioiii.,  Lihhahv. 

Printipil,  C  V.  Orawn,  Librarian,  Miss  M.  L.  Convert,  Ml.  Ple.tsant. 
Department  or  Public  Instruction,  Stat*-  of  Mhmigan. 
Su|jrrintcnflrnt,  L.  L.  Wrinht.  I.ansini(. 

Michigan  Aoricultuhai.  Coi.LEGr.,  Liiirakv. 

Prcsiitrni,  J.  L.  .Snyilrr;   Ubrarian,  .Mrs.  iJnda  K.  l^ndon    .\;;iKullural  Collete. 
Public  Library  <>f  Tiir  Cai.umkt  and  Hf.cla  Mining  Cij. 

Librarian,  .Mrs.  K.  S.  (Jriervm,  ('alumet, 

1903    HoYT  Public  Libraiv. 

Ubrarian,  Harriet  H.  Amen,  Sa«inaw. 
190s    WniTr.RK  Statf.  V'fv^t  *^..  icmi 

I  IJbr.irian.  F.»lh<-r  Hraillry.  K.il.iiii.i/'">. 

1906    Carnf-gif.  Pibi  1 

I  I-  •«  .Mountain, 

Grand  Rapids  Pibi.m    LiniAnv 

Ubrarian,  Samuel  H    Kamk.  Kymon  PuUic  Ubrary  Building.  Grjn  I  KapkU 

MINNESOTA 
Lirr.  t>iRrxioB 

1870    William  F.  Piiflph,  A.M..  '<».  Union  Coll.,  N.  Y. 

Ex  iJlreclof.  Stale  .Narmal  SrhooU   tog  Summit  Ave    M,  Paul. 


8o6  NATIONAL  EDUCATIONAL  ASSOCIATION  [Minnesota 

MINNESOTA— Con/wweii 

ACTIVE    MEMBERS 

1883    Irwin  Shepard,  A.B.,  '71,  A.M.,  '74,  Ph  D.,  '93,  Olivet  Coll. 

1893,    Secretary  of  National  Educational  Association,  118  W.  Wabasha  St.,  Winona, 
1800     Robert  Eduard  Denfeld,  A.B., '76,  A.M.,   78,  Amherst  Coll. 

1885,    Superintendent  of  Schools,  Central  High  School,  Duluth. 
Albert  Worthington  Clancy,  Grad.,  '71,  Nat.  Nor.  Sch. 

1880,   Publisher,  American  Book  Co.,  2516  Humboldt  Ave.,  South  Minneapolis. 

1893  Charles  Morison  Jordan,  Ph.D.,  '92,  Tufts  Coll. 

1892,  Superintendent  of  Schools,  615  E.  i8th  St.,  Minneapolis. 
A.  W.  Rankin,  A.B.,  '90,  Univ.  of  Minn. 

Professor  of  Education,  College  of  Education,  University  of  Minnesota,  915,  6th 
St.,  S.  E.,  Minneapolis. 

1894  George  B.  Aiton,  A.B.,  '81,  A.M.,  87,  Univ.  of  Minn. 

1893,  State  Inspector  of  High  Schools,  1601  University  Ave.,  S.  E.,  Minneapolis. 
Isabel  Lawrence. 

1879,    Superintendent  of  Training  Department,  Normal  School,  417,  2d  Ave.,  S.,  St.  Cloud. 
Mary  L.  Olds. 

1889,    Principal  of  Washington  School,  Central  High  School,  Duluth. 
Mrs.  Louise  Preece. 

Author  of  the  Preece  System  of  Physical  Training  and  Supervisor  of  Physical  Train- 
ing, PubUc  Schools,  3217,  14th  Ave.,  S.,  Minneapohs. 

1895  John  A.  Hancock,  M.L.,  '90,  Univ.  of  Wis.;   A.M.,  '93.  Leland  Stanford  Jr.  Univ. 

1901,  Director  of  Training  Department,  State  Normal  School,  Box  563,  Mankato. 
Irwen  Leviston,  A.B.,  '82,  A.M.,  '88,  Dartmouth  Coll. 

1900,    Ex-Superintendent  of  City  Schools,  480  Grand  Ave.,  St.  Paul. 
Waite  a.  Shoemaker,  Pd.D.,  '98,  N.  Y.  Univ. 

1902,  President  of  State  Normal  School,  713,  ist  Ave.,  S.,  St.  Cloud. 
James  W.  Strong,  A.B.,  '58,  A.M.,  '61,  D.D.,  '72,  Beloit  CoU.;  LL.D.,  '96,  111.  Coll. 

1903,  President  Emeritus  of  Carleton  College,  108  College  Ave.,  Northfield. 
Adolph  C.  Tibbetts. 

1900,  Superintendent  of  Schools,  Blue  Earth  City. 
Frank  A.  Weld,  A.M. 

1899,    President  of  State  Normal  School,  Moorhead. 

1896  C.  A.  Ballard,  B.Sc,  '94,  Univ.  of  Minn. 

1899,    Department  of  Biological  Science,  State  Normal  School,  Moorhead. 
R.  W.  Cranston. 

1903,  Agent  for  American  Book  Co.,  404  E.  26th  St.,  Minneapolis. 
James  J.  Dow,  A.B.,  '74,  A.M.,  '78,  L.H.D.,  '99,  Carleton  Coll. 

:87s.    Superintendent  of  School  for  the  Blind,  Faribault. 
M.  Adelaide  Holton. 

1901,  Supervisor  of  Primary  Schools,  Hampshire  Arms,  Minneapolis. 
Helen  Ford  Staples. 

1902,  Critic  Teacher,  State  Normal  School,  77  E.  Wabasha  St.,  Winona. 
John  A.  Vandyke,  '87,  Ph.B.,  '80,  Pd.B,  '90.  A.M.,  Univ.  of  Iowa. 

1906,    Superintendent  of  Schools,  Coleraine. 
William  Franklin  Webster,  A.B.,  '86,  Univ.  of  Minn. 

1893,  Principal  of  High  School,  1025,  5th  St.,  S.  E.,  Minneapolis. 

1897  William  A.  Bartlett,  B.Sc,  '87,  A.M.,  '90,  Iowa  Coll. 

1896,  Principal  of  High  School,  227  W.  Sanborn  St.,  Winona. 
Herbert  R.  Edwards,  Ph.B.,  '91,  Alfred  Univ. 

Superintendent  of  Public  Schools,  Worthington. 
Geo.  a.  Franklin,  Grad.,  '77,  So.  111.  Nor.  Univ., 

1906,    Superintendent  of  Schools.  406  Mankato  St.,  Atfstin. 
P.  P.  Kennedy,  B.Sc,  '90,  Univ.  of  Minn. 

189s,    Superintendent  of  Schools,  Fairmont. 
Charles  L.  Sawyer,  A.B.,  '88,  A.M.,  '91,  Dartmouth  Coll;  LL.B.,  '97,  Univ.  of  Minn. 

Ex-Principal  of  South  High  School,  1916  Columbus  Ave.,  Minneapolis. 
Hiram  Worcester  Slack. 

1876,    Principal  of  Teacher's  Training  School,  735  Olive  St.,  Si.  Paul. 

1898  E.  T.  Critchett,  A.B.,  '85,  A.M.,  '88,  Dartmouth  Coll. 

1894,  Superintendent  of  Public  Schools,  loi  S.  Broadway,  New  Ulni. 
Diedrich  a.  Grussendorf,  B.Sc,  '97,  Univ.  of  Minn. 

1904,  Superintendent  of  Schools,  Fairfax. 
James  H.  Harris,  A.B.,  '91,  Univ.  of  Mich. 

1906,    Supervisor  of   Grammar  and    Intermediate    Grades,  525    S.  5th    St.,  Minneapolis. 
I.  A.  Thorson,  '99,  Johns  Hopkins  Univ. 

President  and  General  Manager,  Northwestern  School  Supply  Co.,  and    Manager 
of  Minneapolis  Teachers'  Agency,  327-331,  14th  Ave.,  S.  E.,  Minneapolis. 

G.  O.  Virtue,  A.M.,  '93,  Ph.D..  '97,  Harvard  Univ. 

1897,  Instructor  in  History  and  Civics,  State  Normal  School-  res.,   758    W.  Broadway, 

Winona. 

1899  Fannie  P.  Farnsworth,  B.L.,  '88,  Univ.  of  Wis. 

1899,    Principal  of  High  School,  821  W.  5th  St.,  Red  Wing. 


Mianwota]        LIFE,'ACTIVE,  AND  CORRESPOXDIXG  MEM BERS  S07 

MINNESOTA— Co«;ifi«<d 

1899  D-  Lance. 

1906,    Principal  of  Humboldt  High  School,  ^375  Carter  Ave,  St.  Paul. 
Edward  M.  Leh.s-krts,  B.Sc.,  '01,  Univ.  of  Pa. 

1S96,    Dopartmcnt  of  Geography.  Stale  Normal  School,  and  Director  of  American  Bureau 
of  Geography,  450  E.  Sanborn  St.,  Winona. 
.\rthi.r  C.  Rogers.  B.Sc.,  '77.  Earlham  Coll.;   M.D..  '8j,  Univ.  of  Iowa;   LL.D.,  '05,  Earlham  Coll. 
1885,    Superintendent  of  Minnesota  School  for  Fecble-Minded  and  Colony  for  Epileptics, 
Faribault. 

1900  Joseph  S.  Gayi.ord,  .\.M.,  '06,  Harvard  Univ. 

i,Sy8,    Profcs-sor  of  Psychology  and  Pedagogy,  Slate  Normal  Schof)!,  Winona. 
Guy  E.  Maxwell,  .A.M.,  'gq.  Columbia  Univ. 

1904,    President  of  State  Normal  School,  Winona. 
John  W.  Olsen,  B.Sc.,  '07.  Valparaiso  Coll. 

1901,  Slate  Superintendent  of  Public  Instruction,  70O  Robert  St.,  St.  Paul. 
Darivs  Steward,  A.B.,  '75,  Dartmouth  Coll. 

1890,    Su|)crinlendent  of  Schiwls,  High  School,  519  S.  3d  St.,  Stillwater. 

1901  JoH.s  B.  Brown,  M.Sc.,  '93,  Kans.  Agri.  ColL 

1900,    Superintendent  of  Indian  Training  School,  Morris. 
Mrs.  Nellie  .\I.  Budd. 

1887.    Teacher  of  Piano.  Voice,  and  Harmony,  Windom  Institute,  Montevideo. 
Eltinc  H.  Comstock,  B.Sc.  '97,  Univ.  of  Wis. 

1906.    Instructor  in  .Mathematics.  School  of  Mines.  University  of  Minnesota,  Minneapolis. 
Charles  R.  Frazikr.  H.L.,  'g^,  Univ.  of  Wis. 

1903,  Sui^erintcndent  of  City  Schools,  315  W.  Wabasha  St.,  Winona. 
Mrs.  Hattie  Smith  Fuller.  / 

1890.    SuiKTvisor  of  Music,  406  Mariners  Lane,  Albert  I^a. 
Fanny  G.  Gies. 

1900,  Superintendent  of  Schools  of  Mower  County,  207  S.  Chatham  St.,  .Austin. 
Geoece  F.  James,  A.B.,  '86,  A.M.,  '87,  Univ.  of  Mich.;  Ph.D.,  '94,  Halle. 

1902,  Dean  of  the  College  of  Education,  Uniwrsity  of  Minnesota,  308,  i8th  .•\ve.,  S.  E., 

Minneapolis. 
190;     Lafayette  Bliss,  .^.R.,  Carleton  Coll. 

1904,  Suix;rintendcnt  of  City  Schools,  \'irginia. 
E.  W.  BoHANNoN,  .\.M.,  'q2,  Univ.  of  Ind. 

1901,  President  of  Stale  Normal  School,  2323  E.  sth  St.,  Duluth. 
E.  N.  Bonnell,  B.Sc.,  '</),  Iowa  S(,  Coll. 

1900.    Instructor  in  Central  High  School.  1989  Sclby  .■\ve.,  St.  Paul. 
S.  \.  Challman,  A.B.,  '88.  A.M.,  '98,  Augustana  Coll. 

1906,  State  Inspector  of  Graded  .Schools.  315  Walnut  St..  S.  E..  Minneapolis. 
Lucien  West  Chankv,  A  B.,  '78,  B  Sc.   79,  M  Sc.  'Sj,  Carleton  Coll. 

1882,    Profess<jr  of  Biology,  Carleton  College,  717,  2d  St.,  E.,  Northlield. 
SmoN  Ward  Gilpin,  .\.M..  B..Sc.,  Ilucknell  Univ. 

1900,    SufMrrintendcnt  of  Schools  of  St.  Louis  County,  Virginia. 
Sarah  B.  G(k)DMan. 

1905,  Princijwl  of  School  De|jartmcnt  and  ICindrrgarten.  State  School.  Owalonna. 
Christopher  W.  Hail,  AM. 

1880,    PrAfes.vir  of  Gr<>;(>gy  and  Mineralogy,  University  of  MinneM>la,  803  University  Ave., 
S.  E.,  .Minneai«>lis. 
H   S.  lliLLEBOE,  A.B.,  'Si.  am,  '«<;.  I.ullu-r  C..II. 

1904,    Principal  of  Willmar  Seminary,  Willm.ir. 
J.  CoRBiN  Hutchinson,  A.B. ,'76,  Univ.  of  Minn. 

1894,    Profcvsor  (if  Greek  l.anguagc  and  Literature,  University  of  Minneiota,  3806  UlaiMleli 
Ave.,  .MinneapolLi. 
Louis  N.  Isaacs. 

Superintendent  of  City  SchixiU.  South  St.  Paul. 
J.  W.  Klinkkr,  A.B  ,  '87,  Ohio  Nor.  Univ. 

I.ake  City. 
William  Frkderu-ic  Ki;nzk,  B.Sc.,  '97.  Univ.  of  .Minn. 

1907,  Princii»al  of  Clcvclaml  High  .Sthool.  St.  Paul. 
Mae  Leihman'n,  Grad.,  '(>8,  St.  .Nor.  S<  li  .  Mankalo.  .Minn. 

1902,  Teacher    of    .Mathcmaliiit.    (iruinmar    (>radri.    Pulilic    Stluml*.    ii<>(    to6.   Atlirrl 

Lea. 
Kr.v.  FuWARii  ALrxirs  I.inix.kin.  A  II  ,  '01.  Guniavuii  .\dol|<hu<.  Cull  ;  U.D.,  '06,  Aucuilana  Hicul. 
Srm 
Whcalon. 
A.vna  Di.lia  LtwiH,  A  B  .  '8v.  Ph  D  .   </.    Carleton  C.ill. 

808  EjuI  Ave..  Red  Wing. 
Jamm  M.  .MrCoNNr.LL. 

1904.    Suprrinicn'lcni  of  <'■■-  ^  '■     '-   qi8  S.  Front  S«.,  .Mankalo. 
E/ba  i:   M.  Isti«».  A  It  .  '84.  A  M  Miv. 

190  J,   Suiicf'"'""!"^'  "•  '  'ii  Uncoln  Ave..  CniokMun. 

Sn.AH  Wrk.iit  M(mvt/ 

1906,  I>irr(t<>r  o|  the  ViMal  and    Normal   Training    l>r|iarlnirnl  of   SupmiHtni,   etc..   of 

.Mount/,.  .S<hii»l  of  .Mukii ;  rn,.  67  K.  <lh  St  ,  \\in<>na 
(jiARLCH  WArH<is  NrwiiALi.,  A  B  ,  '01,  John*  llo|ikin«  Univ 

ilca<l  of  Dc(Mrtmenl  of  .Mathemaiicii,  Shalluik  School,  Faribault. 


8o8  NATIONAL  EDUCATIONAL  ASSOCIATION  IMinnesota 

MINNESOTA— Con/inwei 

1002     Cyrus  Northrop,  A.B.,  '57,  LL.B.,  '59,  LL.D.,  '86,  Yale  Univ.,  '04,  Univ.  of  Wis.,  and  III.  Coll.  '05, 
S.  Car.  CoU. 
1884,    President  of  University  of  Minnesota,  519,  lotb  Ave.,  S.  E.,  Minneapolis. 

J.  E.  Painter. 

1893,  Supervisor  of  Manual  Training,  Public  Schools,  613  Franklin  Ave.,  MinneapoKs. 

Mrs.  Minnie  Sweetl.vnd  Parry. 

1898,  Training  Teacher,  State  Normal  School,  Mankato. 

Charles  W.  Porter. 

1906,    Superintendent  of  Schools,  High  School,  Park  Rapids. 
Edgar  L.  Porter,  A.B.,  '87,  Carleton  Coll. 

1903,    Superintendent  of  Schools,  Hastings. 
Carolyn  M.  Robbins. 

1889,   Training  Teacher,  State  Normal  School,  313  Hickory  St.,  Mankato. 
Edward  Van  Dyke  Robinson,  A.B.,  '90,  A.M.,  '91,  Univ.  of  Mich.;  Ph.D.,  '95,  Leipzig. 

1899,  Principal  of  Central  High  School,  563  Laurel  Ave.,  St.  Paul. 
Hans  W.  Schmidt. 

1894,  Instructor  in  Chemistry  and  Electrical  Engineering,  Central  High  School,  634  Igle- 

hart  St.,  St.  Paul. 
C.  G.  ScHULZ,  A.M.,  '08,  Augustana  Coll. 

Assistant  Superintendent  of  Public  Instruction,  640  Iglehart  St.,  St.  Paul. 
Conrad  G.  Selvig,  A.B.,  '07,  Univ.  of  Minn. 

527    5th    Ave.,     S.    E.,    Minneapolis;    after   Aug.    i.    Superintendent    of    Schools, 
Glencoe. 
Charles  Alden  Smith,  A.B.,  '74,  A.M.,  '77,  .Amherst  Coll. 

1899,   Principal  of  Central  High  School,  Hunter's  Park,  Duluth. 

W.  C.  Smith. 

General  Agent  for  American  Book  Company,  P.  O.  Box  521,  Minneapolis, 
Selden  F.  Smyser,  Ph.B.,  '92,  De  Pauw  Univ.;  A.M.,  'oi,  Ohio  St.  Univ. 
1902,    Superintendent  of  Schools,  Morris. 

Helen  W.  Trask. 

1898,   Supervisor  of  Music,  City  Schools,  127  E.  14th  St.,  Minneapolis. 

Stella  L.  Wood. 

Superintendent  of  Kindergarten  Normal  School,  307,  9th  St.,  S.,  Minneapolis. 
19C3    S.  Lillian  Blaisdell. 

1902,  Primary  Methods  Training  Teacher,  State  Normal  School;   227  S.  Broad  St.,  Man- 

kato. 
B.  P.  Chapple,  B.L.,  Univ.  of  Minn. 

High  School  Teacher,  School  for  the  Blind,  Faribault. 
Theda  Gildemeister,  A.M.,  Clarksburg  Coll.;   B.Sc,  Teachers  Coll.,  Columbia  Univ. 

Training  Teacher  and  Special  Methods,  State  Normal  School;  res.,  126  W.  Wabasha 
St.,  Winona. 
Thomas  A.  Hillyer,  Ph.B.,  '00,  Univ.  of  Chicago;  A.M.,  '01,  Harvard  Univ. 

1901,    Superintendent  of  Training  Department,  State  Normal  School,  618,  8th  St..  S.,  Moor- 
head. 
Lydia  T.  Lagerstrom,  B.Sc,  '95,  Univ.  of  Minn. 

1903,  Principal  of  High  School,  Alexandria;  home  address,  2310  South  Emerson  Ave., 

Minneapolis. 
William  J.  Marquis. 

1901,    Superintendent  of  City  Schools,  Two  Harbors. 
Margaret  McLean. 

Principal  of  State  School  for  the  Fetble-Minded,  Faribault. 
Eugene  M.  Phillips,  Ph.B.,  '95.  Hamlin  Univ. 

1902,  Superintendent  of  City  Schools,  Oakwood  Park,  Albert  Lea. 

William  Henry  Sallmon,  A.B.,  '94,  A.M.,  '97,  Yale  Univ.;  D.D.,  '04,  Chicago  Theol.  Sem. 

1903,  President  of  Carleton  College,  Northfield. 
B.  Evelyn  Weston. 

1886,    Principal  of  Monroe  School,  2516  EUiot  Ave.,  Minneapolis. 

1904  Burton  O.  Greening.  Ph.B..  '00,  Univ.  of  Mich. 

1904,  Superintendent  of  Schools,  Evcleth. 
John  N.  Greer,  A.B.,  B.Sc,  '82,  A.M.,  '8s,  Iowa  Coll. 

1892,   Principal  of  Central  High  School,  2629  Pleasant  Ave.,  Minneapolis. 
Herman  E.  Hendricks,  .^.B.,  '01,  A.M.,  '03,  Northwestern  Coll. 

1903,  Superintendent  of  Schools,  Sleepy  Eye. 

Anne  M.  Hughes. 

1904,  Supervisor  of  Music,  Sawyer  House,  Stillwater. 
P.  J.  Kuntz,  Ph.B. 

1899,  Superintendent  of  Schools,  216  E.  School  St.,  Owatonna. 
J.  K.  McBroom,  B.Sc,  '99,  Carleton  Coll. 

1904,    Superintendent  of  Public  Schools,  Excelsior. 

1905  Margaret  J.  Evans,  A.B.,  '69.  A.M.,  '72,  L.H.D.,  '98. 

1874,    Professor  of  ICnglish  Literature  and  Dean  of  Women,  Carleton   College,  Northfield^ 
Rudolph  Geiser,  B.Sc.  '00,  Univ.  of  Minn. 

1004,    Superintendent  of  Schools,  Frazee. 
Edgar  George,  A.B.,  Mercersburg  Coll. 

1900,  Superintendent  of  City  Schools,  Northfield. 


Mississippi]        LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  809 

M IWESOTA— Cofi/i«  ued 

1905     S.  L.  Heeter,  Ph.B.,  I'niv.  of  Chicago. 

Superintendent  of  Schools,  6j9  Marshall  Ave.,  St.  I  aul. 
\V.  R.  Hodges. 

President  of  State  School  Board  Association,  Sleepy  Lye. 

A.  N.  O7.IAS.  M.Sc..  Ohio  St    Univ. 

189Q,    PrincipiU  of  South  High  School,  2516  Colfax  Ave.,  S.,  Minneapolis. 

Florence  M.  Weston,  B.Sc.,  I'niv.  of  Minn. 

Teacher  in  Ea-st  High  School,  a  107  Colfax  Ave.  S.,  MinneapoUs. 
I0o6     C.  H.  Barnes,  A.M..  "06.  Parker  Coll. 

1904,  Superintendent  of  Public  Schools,  Wells. 
H.  L.  Brown.  Pd.B..  '94.  Iowa  Coll. 

1905,  Superintendent  of  City  Schools.  St.  James. 

Harriet  Irene  Carter.  B.Sc..  '06.  Columbia  L'niv.  . 

Critic  Teacher.  State  Normal  School;   res.,  116  W.  Wabasha  St.,  Winona. 
Werrett  Wallace  Charters.  Ph.D.,  '04.  Lniv.  of  Chicago. 

1904.    Principal  of  Training  Department,  State  Normal  School,  Winona. 

A.  N.  Farmer.  A.B..  'oo.  Carleton  Coll.  c.    c     r^,      , 

1906,  Superintendent  of  Schools,  603,  4th  A\-e.,  S.,  St.  Cloud. 
Virgil  L.  Jones.  A.B..  w.  Univ.  of  N.  C;   A.M.,  'oi.  Cirson-Newman  Coll. 

1906.  Suix-rintendcnt  of  Schools,  117  N.  3d  \\e..  Faribault. 
John  L.  Silvernale.  Ph.B..  Hamline  Univ. 

1907,  Superintendent  of  Schools,  Red  Wing. 

INSTrrCTIONS 
LIFE   MEMBER 

xSoo    BoAED  OP  Education,  Independent  School  District  No.  3,  Northlield 

President,  John  Street;    Clerk,  W.  F.  Crary,  Northheld. 

active  members 

1807  State  Normal  School  at  Moorhead. 

President,  Frank  A.  Weld,  Moorhead. 

State  Normal  School  at  St.  Cloud.  ....       /..  1    «-     »,  11   c.    r\.«,A 

President,  Waite  A.  Shoemaker;  Librarian,  Gertrude  Cambell,  St.  Cloud. 

State  Normal  Sch(k)L  at  Winona. 

President,  Guy  E.  Maxwell;  Ijbranan,  Mary  Grant,  Winona. 

1808  MlNNEAI^JLlS    .\THFN»;IM.  ..       ,        .         „  ...  i- 

President.  J.  E.  Bell;    Librarian.  Katharine  Patten,  Minneapolis. 

.800    State  Normal  School  at  Mankato. 

President,  C.  H.  Cooper,  Mankato. 

icmo     University  or  Minnesota,  Oenfral  Library.  ,,   ...  ,. 

1900  i;NivERSiTY  ,.r,.,iaent,Cyru.n  Northrop;  Librarian,  James  Thu)Tr  Gerould,  Minneapohs. 

1901  Department  or  Pcblic-  Instric-tion,  State  or  .MiNsrsoTA. 

Suixrinicndent,  J.  W.  Olscn,  Capitol,  St.  Paul. 

St.  Paul  Public  Library.  ,    vi  /-  :„-   «;•    i>,.,i 

President.  E.  A.  Voung;  Ijbraruin,  .Mrs.  Helen  J.  McCnine,  St.  I  aul. 

,90,     OWATONNA  F««,^;;^^---«-„  Morton;  Secretary,  Carl  K.  lirnnr.t,  t.watonna. 

SCHOOL  or  Ac..cULTU«c.^lN.^.RS.TY^or^  K;i:;.:^.ary  S.  Maclntyre,  St.  An.lu.ny  Park. 

ST.  JOHN'S  Univermty^^^    ^^    ^^^    ^^^^^  ^^^^^     Ubrarian.  Alexiu.  Hoffman.  Collrgeville. 

.903     Carleton  CoLLEor.  LmuARY.^^.^^^  ^^    ^^^^^^^    ^  .^^^^^.^^   ^.^^^^  Huntington,  Nor.hfield. 

Winona  Ihki    Priii  k    Libhmiy.  

ljl.rari.in,  Jtannclte  A.  (  larkc,  Winona. 

i<>j4     Piblii    Library  or  Dn.iTii.  ...       ,.  ,    , 

librarian,  Lydia  M.  I'l.incr,  Dululh. 

1906     Statk  Normal  S.HOOI.   Dululh  ,.  ,  .u 

Prriidrnt.  K.  W.  Bohannon.  Duluth. 

MLSSISSH'Pl 

AITIVK   MrMBIKH 

i8v9    jAMrs  RMrA  PiriT'.N,  A  M  v  .  ».  . 

iH<>H,    Prr%idrnl  of   Uclhavm   Collrgp,   N  all  he*. 

.»9,     K.  E.  ^-^■^i^l:^;;:^^^^,^;^a^y  Sch...!..  709  N    I— .Iw.y.  (;r.«,v.lle. 

.806     R..MA.I.  M    LrAvri,...  A  »    '..    Unlv   M  M.;^     I  L  M    ;ko.  M '-<;;>>„     ,  ,,.  ^.^ 

iHvD,    Proic«<«r  ol  I  1 1  .  » 

iSyj     John  C.RKr.  Dr.i-iiM.  AH  ,^       ,,  j         ,  ,,,^ 

iHy/i.    ppilrwir  i<\   <  >  »-   ' 

(r»iiir  of  (iiitl.  '  '' 

f....    A  VI     '...    I-',,  ;    New  Yolk  Univ. 

John  (  LAVTos  Fast.  A  M  .  91.  t'  Mrrwlun. 

189/1,    Sujicrinlciidcnt  o(  I  •  z^*'  '  ;»irTioi«n. 


gjQ  NATIONAL  EDUCATIONAL  ASSOCIATION [Missoun 

MISSISSIPPI— Con/mttci 
,897     W.  I.  THAMES,  Grad,^N^^Nor.  Umv.  A^^^^^        ^^^^^^^_  Hattiesburg. 

x8pp     CVRUS  HAMUN,  D^D-;^;«-TouSfoo^  University  for  Colored  People,  Tougaloo. 

R    M    Walker   B  Sc     '83    M.Sc,  '86,  Miss.  Agri.  and  Mech.  Coll.;    PhD     '06,  Univ.   of   Chicago 

B.  M.  Walker,  ^-^^'^'j-^^^fj^^th.^.tics,  and  (1002)  Director  of  School  of  Engmeenng,  Mississippi 

Agricultural  and  Mechanical  College,  Agricultural  College  P.  O. 

looi;     D.  A.  Hill,  A.M.,  Univ.  of  Miss.       .„    .,      .  „  .„ 

1905     u.  n.  ^^^^     Principal  of  Booneville  Institute,  BooneviUe. 

Walter  T.  Pate^^^^^  ^^^^^  ^j  ^^^  American  Book  Company,  Jackson. 

C.  E.  Saunders,  B.Sc.  ,  ^.      o  ,      ,     ,-  j 

1895,    Superintendent  of  City  Schools,  Greenwood. 

X906    John  P.nckney  Carr..^^^^^^^^  ^^  ^.^^  ^^^^^^  ^^^  g^,^^^^  S^    Vicksburg. 
F.  B.  Woodley.  g^p^^.^j^jjjg^j  ^f  City  Schools,  417  Walnut  St.,  Hattiesburg. 

INSTITUTIONS 

Tr.02     Agricultural  and  Mechanical  College  of  Mississippi.        _      .     .     ,,      1  <-  11  „.  p    r> 
1902     AGRICULTURAL  A  p^^^.^^^^  J   ^^   Rs^Tdy,  Librarian,  T.  W.  Davis,  Agricultural  College  P.  O. 

100^    University  of  Mississippi.  ,,,     ,  tt  tt  •       •.     d    n 

^  -^  Vice-Chancellor,  Alfred  Hume,  University  P.  O. 

MISSOURI 

LIFE    DIRECTORS 

,8„     F.  LOUIS  S--N,^LJ^..^;8^J<xjth^Carolm^  ^^^^^^^^_  ^^^^  ^^^^  ^^^  _  ^^   ^^^• 

1SS6    J.  M.  GKHENVV.OD,  A^..  ;73^LI.D.  Uni^^  ^^^  ^^^  ^^^^^^  ^.^^ 

LIFE    MEMBER 

X886    Charles  I^ry  |v-^;„AM.^;78,  WUH^^^^^^  ^^^^^^,  ^.^^^^^^^„  ^^^  ^^^^^^  ^^  ^  ^^  ^ouis. 

ACTIVE    MEMBERS 

1887     JAMES  U.  Wh;te.^^^^^.^^^^^^^^  ^^  ^.^^  g^j^^^,^_  g^^  ^j^.^  gj  _  Brookfield. 

r^Lviv  Milton  Woodward,  A.B.,  '6o,  Harvard  Univ.;    Ph.D.,  '84.  LL.D     '05.  Washington  Uniy. 

C.LviN  '^1'^™^  ^^p°o™"of  MathematicsandApplied  Mechanics;  (1871)  Dean  of  School  ol  Engi- 
neering  and  Architecture,  and  (1879)  Director  of  Manual  Training  School,  Wash- 
ington University;    3013  Hawthorne  Boul.,  St.  Louis. 

X890    Mrs.  M-^^-g^'g^^  E^;;;,^j„^/^„fDrawing,  Public  Schools.  523  Pendleton  Ave.,  St.  Louis. 

1891     John  R.  Kirk^    president  of  State  Normal  School,  315  E.  Pierce  St.,  Kirksville. 

F.  D.  Tharpe^     Assistant  Suprintendent  of  Schools,  Public  Library  Building,  9th  and  Locust  Sts., 
Kansas  City. 
1802     Richard  Henry  Jesse,  LL.D.,  '91,  Tulane  Univ.  . 

^°^  1891,    President  of  University  of  Missouri,  Columbia. 

Mary  Clifton  McCulloch.  „     „  ,         c.    t      • 

jviARY  LL    ^^^^^    Supervisor  of  Public  Kindergartens,  5889  Cates  Ave.,  St.  Louis. 

Mrs.  Florence  McNkal  Porter. 

1007  Oak  St.,  Kansas  City. 

i8q^     Tames  Underwood  Barnard.  ^        ,    r.      -v  /—. 

1593    JAMf  ^^^^^    ^.^^  g^l^^^^l  Principal,  32"  E..i2th  St.,  Kansas  City. 

1804     George  Vict.jr  Buch\n.\n,  A.M.,  '94,  McKendree  Coll 

,594     «-"-  ^g^^^    Superintendent  of  Schools,  614  W.  7th  St.,  Sedalia. 

Joseph     ..  jg^|"^gp^pj,g^j^ji^.g  ^f  Qinn  &  Co.,  Densmore  Hotel,  Kansas  City. 

Edwiv  D,  Luckey,  *B,S.D.,  '87,  St.  Nor.  Sch     Kirksville,  Mo  <,.    t      ■= 

1892,    Principal  of  John  Marshall  School,  4649  Cook  Ave.,  St.  Louis. 

Arthur  B.^  Warni:r.^  ^^  ^^^^_^^  Department,  State  Normal  School,  Kirksville. 
iSg,     William  Henry   Black,  A.M.,  '76,  Waynesburg   Coll.;  D.D.,  '88,  Cumberland  Univ.;  LL.D..  '03, 
Westminster  Coll.  ^  „        c-      ^^      u  ,, 

1889,    President  of  Missouri  Valley  College,  40.S  College  St.,  Marshall. 

Ira  I.  Cammack,  B.Sc,  '84,  Earlham  Coll. 

1901,    Principal  of  Central  High  School,  Kansas  City. 

Sarah  K"^^«^-J"  C^so"  o"!' Mathc^^S^and^^^  La  Grange  College,  La  Grange. 

T    A    KnoNTzMSD     V6,  St.  Nor.  Sch..  Kirksville.  Mo,;   A.B.. '01,  Leland  Stanford  Jr.  Univ. 
J.  A.  ^°°';^^j*ls^-^rin?endent  of  City  Schools,  242  N.  Folger  St..  Carrollton. 


Missouri]  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  8li 

M I SSO  U  RI— Con/in  ««/ 

1895  WiLLUM  Henry  Lynch,  A.B.,  '68.  A.M..  '71,  Univ.  of  Mo. 

Principal  of  Schools,  Cabool. 
LouB  Theilvaxn.  B.Sc.,  '85,  M.Sc.,  'qo,  I'niv.  of  Mo. 

IQ03,    Supcrinicnilcnt  of  Public  Schools,  Uonnc  Tcrre. 
John  .-V.  Whiteford. 

1904.    Superintendent  of  City  Schools,  lolh  and  Felix  Sis..  St.  Joseph. 

1896  .\llELIA   C.   Fruchte. 

First  Assistant,  Central  High  School,  St.  Louis. 
Mrs.  Josephi.se  \V.  Heermans.  A.R..  '05.  Park  Coll. 

1891.    Printiixil  of  Whillicr  School.  Ix>rrainc  .\p;irtmcnts.  Kan.sas  City. 
Anna  Isabel  Milford.  A.B.,  A.M.,  '86,  Vassar  Coll.;  Ph.D.,  '95.  Wa.shinKlon  Cniv. 

189S,    Teacher  of  Botany,  McXinlcy  High  School,  4i58<i  Westminster  PI.,  St.  Louis. 

1897  Robert  L.  Barton. 

1899,    Principal  of  Ralph  Waldo  Emerson  School,  5595  Cabanne  .Ave.,  St.  Louis. 
Ben  Blewett.  A.B..  '76,  .\.M.,  '70,  W.i.shinRton  Univ. 

1897,    Assistant  Superintendent  of  Instruction,  Public  Schools,  9th  and  Locust  Sts,  St.  Louis. 
John  S.  Collins,  A.B.,  '72,  Univ.  of  Miss. 

1903,    Assistant  Superintendent  of  Instruction.  Public  Schools,  jioj  ICads  .\\t..  St.  Louis. 
Peter  Herzog. 

i88j.    Principal  of  Blair  School,  3219  Bailey  .\ve.,  St.  Louis. 

G.  B.  LONCAN. 

1899,    .-Vssistant  Superintendent  of  Instruction,  Public  Schools,  ii;i7  Michifian  .Vve.,  Kan- 
sas City. 
.\lex.  H.  N'oel. 

1880,    Principal  of  Grant  Sihool.  1323  Geyer  Ave..  St.  Louis. 
John  Richeson.  M,Sc..  "80,  .A.M.  (honor.iry).  '84.  EwinR  Coll. 

1903,  Principal  of  St.  Louis  Industrial  School.  2805  S.  King's  Highway.  St.  Louis. 

1898  G.  \V.  Armstrong.  B..Sc.,  '71,  Eureka  Cnll. 

1889.  PrincifKiJ  of  Chace  School,  i4lh  St.  and  Pasco;   res.,  3520  Park   A\t.,  Kansas  City 
Joseph  Doliver  Elliff,  .V.H.,  '03,  Univ.  of  Mo. 

1904,  High  School  Inspector  for  the  University  of  the  State  of  Mi.s50urt,  Columbia. 
William  Prentice  Evans,  .V.B..  '84,  Washington  Univ. 

1893,    Principal  of  Chouteau  School,  O618  N'crmont  .Ave.,  St.  Louis. 
Thomas  P.  Jaudon,  Jr. 

Principal  of  Webster  Sch(K)l,  710  W.  i4lh  St.,  Kansas  City. 
E.  E.  McCaslis,  A.B  .  '02,  AM.,  '95,  Anti.Kh  Coll. 

1904,    Principal  of  Lyon  Sclxxjl.  4152  Washington  lioul..  St.  Louis. 
Oliver  Stioall,  B.S.I).,  "91.  .M.S.D.,  .St.ite  Nor.  Sih  .  Kirksville.  .Mo. 

1899,    Representative  of  Silver,  Burdett  &  Co.,  310  S.  islh  St.,  St.  Joseph. 
C.  C.  Thudil-m.  A.m..  M  .Sc  ,  Ohio  Nor.  Univ. 

1902,  Superintendent  of  Schools,  Washington. 
1800     William  J.  S.  Bryan.  .A.B..  '73.  A.M..  '05.  Wa.shington  Univ. 

189s,    Principal  of  Central  High  School,  3746  Windsor  PI.,  St.  LouLs. 
W.  T.  Carrington. 

Ex-State  Superintendent  of  Public  Scluxils.  in  Mudi^m  St..  Jclfrr-viti  i  iiv. 
Washi.ngtos  S.  Dkarmont,  1M  B    and  .\  B  .  'K^,  A.M  .  'Ki,,  .\!o   Si.ilr  Univ. 

1899.    President  of  Stair  .Nnrnial  Sdiixil.  903  CoIIckc  Hill  Place.  Cajir  (iirardr.iu. 
Albert  Ross  Hill,  .AH.,  '92,  I)alhou-ic  (■■>ll.;  I'h  I)  .  '9^.  Comrll  Iniv. 

1903,  Dean  of  Tcachrr!i'  College,  University  of  .Missouri,  509  Rollii.»  St.,  I'olumbia. 
Gilbert  Burnet  .Morrison,  A.M..  '03,  Wasliinginn  Univ 

1890,  Princi|ul  of  .McKiiiley  High  Saliool.  Kus-srll  and  .MiMouri  .\\t«..  Si    I.<>uiv 
ityn     Gabriel  Nelson  Grisham,  .A.M..  '7H,  Bmwn  Univ  ,  \\\  .  '.Vi.  Kogrr  William*  Univ. 

18M9.    Printi|«al  of  Lincoln  High  Schoitl.  14J4  Howard  St.,  KaiUkii  Uily. 
Gertbl'dk  I»n<;enf.i  kkr. 

1905,  .Suijrrviwir  of  Training  13cpartment,  Stale   .Normal  S.lii«il    411    S.   Irjiillni  St., 

kirksville. 
R.  B.  D.  SiMONH'.M,  A.B  ,  'Tf..  A.M.,  '■jH.  Hopr  Coll. 

1892,    .Su|irrintrn<lrnt  of  City  SthooU,  1012  Hill  St  ,  Hannibal 
i9-»i     .Mrs.  Mary  Kii»  auks  Gmiriv  • 

iH<.)i.    I'riiui|ul  o|  Ixwell  .Sth'iol,  CtoH  K.  olh  St..  Kan>a»  City. 
Carum  Ira  Ni.rRviv    BS<.    '7^    Wilpirnivi  Nur   S<  h     Ind  ,    1.1.  II     "Ho  (Vnl.  Ijiw  Sch  of  Ind. 

1H93,    InAtrutt'if  in  l'h)Mi«,  Central  High  S<h<>i>l,  49iy>  l-ouniatn  Ave.,  St.  I.iiui*. 
Edward  F.  ]s'%ws.  A  H  .  'Hi,  M  K  .  'Hj.  A  M.,  '00.  WanhiniKm  Univ. 

iH9t.    Latin  .MaMrr,  .Smith  Ai«dcmy.  4400  .Morgan  St.,  St.  I.4nii». 
T.  A  Joii^sToy,  A  s\  .  ':v  Univ  <.i  Mn 

iH«i,  ,  .:   Military  St hool.  iloonvillr. 

InAAC  Nimoi.H  J' 

iHHo,    ii  I  High  Scboil,  4040  oli\T  S(  .  M    l/.ui>. 

Edward  G.  Lvlb. 

Kcprcienuiive  of  D.  C.  Hcalh  Ac  Co.,  jXiR  ClrvrUmi  Ave  .  M.  l.oui». 
Lf.wr.LL  M.  McArrr.  A  M  .  'Ho.  Park  Coll  ,  1. 1.  I)  .  'o,.  Knot  Coll. 

itjni.    Prrxidrnl  of  Park  ('ollrgr,  Parkvillr 
John  W  11  .v>v  Mm mv.  A  B  .  'H.,.  A  M  ,  '01.  W  ilium  Jewell  Coll. 

1H97,    President  »\  Hardin  (!ollrgr,  .Mrxito. 


8i2  NATIONAL  EDUCATIONAL  ASSOCIATION  [Missouri 


l.ilSSOVKl— Continued 

1901    Ophelia  A.  Parrish.  ,  o  ^    .      ^  r-  t  a         c.    v  1      n 

1903,  Librarian  of  State  Normal  School,  116  E.Jefferson  St.,  Kirksville. 

Carl  G.  Rathmann. 

Assistant  Superintendent  of  Public  Instruction,  gth  and  Locust  Sts.,  St.  Louis. 
Laura  L.  Rdnyon,  Ph.B.,  '98,  Ph.M.,  '06.  Univ.  of  Chicago. 

Assistant  Professor  of  History,  State  Normal  School,  Warrensburg. 
William  Schuyler,  A.B.,  '74,  A.M.,  '77,  Washington  Univ. 

1904,  Assistant  Principal  of  McKinley  High  School,  3843a  Botanical  Ave.,  St.  Louis. 

S.  A.  Underwood. 

Principal  of  Westport  High  School,  3632  McGee  St.,  Kansas  City. 

William  Wade  Walters,  B.S.D.,  '89,  St.  Nor.  Sch.,  Kirksville,  Mo. 

1899,   Principal  of  Eliot  School,  1121  Etzel  Terrace,  St.  Louis. 

John  V.  Wettle. 

1899,   Principal  of  Clay  School,  3222  Harper  St.,  St.  Louis. 
190J    B.  F.  Allen,  A.B.,  A.M.,  Atlanta  Univ.;  A.M.,  Ph.D.,  Morris  Brown  Coll.;  LL.D.,  Wilberforce  Univ. 
1902,   President  of  Lincoln  Institute,  Jefferson  City. 

Francis  E.  Cook,  A.M.,  Williams  Coll. 

Principal  of  Wayman  Crow  School,  3903  W.  Belle  PI.,  St.  Louis. 
R.  H.  Emberson.  .  ,   „      ,  _  „. 

Assistant  to  State  Superintendent  of  Public  Instruction,  511  High  St.,  Jefferson  City. 

HOWAKD  A.  Gass.  ,  ^  ,.  ,  ,  ,,.  .  ^  ,      ,  ^ 

State  Superintendent  of  Public  Instruction,  and  Editor  of     Missouri  School  Jour- 
nal," 319  E.  High  St.,  Jefferson  City. 
W.  D.  Grove,  M.S.D.,  '92,  St.  Nor.  Sch.,  Kirksville,  Mo. 

1902,  Superintendent  of  City  Public  Schools,  174  Plant  Ave.,  Webster  Groves. 

Mrs.  Mary  Hogan  Ludlum.  r  t,  „    r-     ^    t     • 

1890,   Instructor  in  Physical  Culture,  Central  High  School,  4452  N.  Belle  St.,  St.  Louis. 

Helen  Moore  Phillips,  Ph.B.,  '91,  Washington  Univ. 

1899,    Principal  of  Phillips  School,  3643  Washington  Boul.,  St.  Louis. 

Charles  E.  Witter,  A.B.,  '97,  Northwestern  Univ.;  A.M.,  '04,  Washington  Univ. 

1903,  Principal  of  Fremont  School,  5262  McPherson  Ave.,  St.  Louis. 

1903     Lewis  D.\rwin  Ames,  Litt.  B.,  '90,  Univ.  of  Mo.;  A.B.,  '01,  A.M.,  '02,  Ph.D.,  '04,  Harvard  Uni". 

1903,    Assistant  Professor  of  Mathematics,  University  of  Missouri,  808  Hitt  St.,  Columbia, 

Albertine  Barron. 

618  Lee  Ave.,  Webster  Sta.,  St.  Louis. 

Henrietta  D.  Barron. 

1890,    Teacher  in  Public  Schools,  Maplewood;  home  address,  Webster  Groves. 
Joseph  Marr  Gwinn,  .\.B.,  '02,  Univ.  of  Mo.;  Pd.B.,  '93,  St.  Nor.  Sch.,  Warrensburg,  Mo. 

1903,  Professor  of  Psychology  and  Pedagogy,   State  Norra.-il  School,   521   S.  Holden  St., 

Warrensburg. 
Anna  Vandalaine  Henkel. 

1905,  Teacher  of  Drawing,  Teachers'  College,  2614a  St.  Vincent  Ave.,  St.  Louis. 
Thomas  M.  Johnson,  A.B.,  '71,  A.M.,  '75,  Univ.  of  Notre  Dame. 

President  of  Board  of  Education,  Osceola. 

Madeline  Lasar. 

Head  Assistant  in  Grammar  School,  3454  CaUfornia  Ave.,  St.  Louis. 

William  H.  Martin,  .\.B.,  Mo.  Valley  Coll. 

Principal  of  Morse  School,  2442  Forest  Ave.,  Kansas  City. 
George  Melcher,  A.  B,  '98,  Drury  Coll. 

1902,    Superintendent  of  Schools,  Greenfield. 
Walter  McNab  Miller,  B.Sc, '85,  Ohio  St.  Univ.;  M.D.,  Cooper  Med.  Coll. 

1902,    Professor  of  Pathology  and  Bacteriology,  University  of  Missouri,  Columbia. 

Stanley  H.  Moore. 

1904,  Head  Assistant  in  McKinley  High  School,  St.  Louis. 
Mrs.  Fannie  Ball  Perrin. 

Associate  Principal  and  Teacher  of  English  in  the  Principia,  15  Priucipia  Park,  St. 
Louis. 
Claude  A.  Phillips,  M.Sc,  '93,  Odessa  Coll.;  Ph.D.,  '02,  Arkansas  Coll. 

Superintendent  of  City  Schools,  Le.xington. 
Horace  C.  Small,  A.B.,  '01,  Harvard  Univ. 

1901,    Teacher  of  Mathematics,  Manual  Training  High  School,  3612  Garner  \\t.,  Kansas 
City. 
Wilhelm  Rees  Vickroy,  Ph.B.,  Washington  Univ. 

1904,    Principal  of  Manual  Training  School  of  Washington  University,  2901   Rauschen- 
bach  Ave.,  St.  Louis. 
Mary  L.  Williams.  * 

Principal  of  Gratiot  School,  5500  Cates  Ave.,  St.  Louis. 

1904    Mrs.  Emma  A.  Abbott. 

1877,    Head  Assistant  in  Stoddard  School,  3836  Botanical  Ave.,  St.  I-ouis. 

John  H.  Andrews. 

Superintendent  of  Schools,  Norborne. 
George  Frederic  Ayres,  Ph.D.,  '97,  Westminster  Coll. 

President  of  I.indenwood  College  for  Women,  12  College  St.  St.  Charles. 

Sarah  E.  Bell. 

1906,   Head  Assistant  in  Cote  Brilliante  School,  1151  Walton  Ave.,  St.  Louis 


Missouri]  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  813 

MISSOURI— <:>»i/i>iiif(f 
1904     Mary  J.  Brady. 

1898,  Primary  Supenisor,  Public  Schools,  3312  Caroline  St.,  St.  Louis. 
Isabel  G.  Brisli.v. 

i8q9,   Second  .\ssistant  in  Crow  School,  2935  Dixon  St.,  St.  Ixiuis. 
Mrs.  Elu\  M.  Rrockman. 

Principal  of  Howard  School,  7139  Lanham  Ave.,  St.  Ix)uis. 
BErLAU  Bri-nnfr. 

1900.    Principal  of  Public  School,  Jennings. 
P.  M.  Buck,  Jr.,  AH.,  '97,  A.M.,  '98,  Ohio  Wes.  Univ.;  .\.M.,  '00.  Harvard  Univ. 

1900,    Head  of  Depanmcnt  of  English,  McKinley  High  School,  St.  Louis. 
Helen  M.  Hurrell. 

1899,  Teacher  of  Domestic  Science,  Summer  High  School,  2713  S.  Compton  \\-e..  St.  Louis. 
William  M.  Butler.  .A.B.,  Coll.  of  N.  J. 

1904,  Assistant  Principal  of  Veatman  High  School,  2636  Osage  St.,  St.  Louis. 
Jessie  A.  Cable. 

1905,  First  .Assistant  in  Cote  Brilliante  School,  2807  Euclid  .\ve.,  St.  Louis. 
Mrs.  A.vna  S!«;ed  Cairns. 

President  of  Forest  Park  University,  St.  Louis. 
Mary  E.  Carr. 

189s,    First  Primary  .\ssistant  in  Washington  School,  5044  Raymond  Ave.,  St.  Ix>uis. 
Antoinette  Coleman. 

1900,  Second  Assistant  in  John  Marshall  School,  5960  Clemens  .\ve.,  St.  Louis. 
Alice  M.  Connors. 

1900,    Second  Assistant  in  Gratiot  School,  6240  Famous  .\ve.,  St.  Ixmis. 
Kate  E.  Crowley. 

1900,    Second  Assistant  in  Shi-rman  Schix)l,  2912  Sheridan  .Vve.,  St.  Loui.s. 
Annie  E.  Cuno. 

1900,  Head  .\ssistant  in  Fremont  School,  231S  Lafayette  .\ve.,  St.  I^uis. 
Chester  Bickford  Curtis,  R.l...  '89.  M.I..,  '91,  Dartmouth  Coll. 

190S,    .'Vssislant  Principal  of  Central  High  School,  Grand  .Ave.  and  Wind.sor  PI.,  St.  Louis 
Fannie  E.  Diekenga. 

First  Assistant  in  Dozier  School,  3116  Clifton  PI.,  St.  Louis. 
Mrs.  Sarah  E.  Dillon. 

1893,    Principal  of  Benton  School,  3867  Page  Boul.,  St.  I>ouis. 
Stephen  .Arnold  Douglass.  'B.Sc..  99.  Univ.  of  Mich. 

1904,    Head  .Assistant  in  Central  High  School,  5535  Von  X'crscn  .Ave.,  St.  LouU. 
R.  C.  F.  Dunhaupt,  A.m.,  Williams  Coll. 

1892,  Head  .Assistant  in  Central  High  School,  4022  Peck  St.,  St.  I>ouis. 
William  C.  Dvkr. 

1884,    Principal  of  Fran/.  Sigel  School,  .Allen  and  .\Ic\air  .Aves.,  St.  I>ouis. 
Jk.wnie  a.  Farley. 

1899,    First  Assistant  in  Clay  Sch<x>l,  4406  N.  19th  St.,  St.  I^uis. 
Mrs.  Gertrudf.  Edmondson. 

1895,    Princijul  of  .'\shland  School,  3717  Warwick  Boul.,  Kansa.i  City. 
William  Lewis  Eikenberry,  B.L.,  '92,  Mt.  Morri.s  Coll.;  B.Sc.,  '94,  Univ.  of  Vfich. 

1904.    First  .Assistant  in  Mckinley  High  School;  res.,  4233  Russell  Avt.,  St.  Louis. 
Lll.LiF.  R.  Frnst.  Ph.B  .  'd2.  Wa^h.  Univ 

1893,  Second  .As.sislant  in  Central  High  SrhrMil,  3^13  Halliday  St.,  Si.  Louis. 
Allen  Geiiman  Kwhbacii,  A.B.,  '02,  Harvard  Univ. 

1904,    Instructor  in  the  Classics,  .McKinley  High  School,  St.  I>ouis. 

Amalia  Fett. 

189s,    First  AsKUtant  in  Shei^ird  Sclinol,  441ft  S.  Broadway,  St.  I.4iui!«. 

Mathilde  Feussnfr. 

1901,  Head  AxiLilant  in  She|Kiril  .School,  3001a  McNnIr  Ave.,  St.  I>ouis. 
Charlf-S  M.  Foster.  A  B.,  '(h.  Hamilton  Coll  ;  LL.B  ,  '67,  Harvard  Cull. 

1881.    Av-d.-ilanl  Su|icrinlrn>lrnl  nl  InMrutlitm,  Public  .Schools,  %ii  Dmrr  PI.,  M.  l><iuls. 
J.  Arthur  Frffman. 

1898,  I'rinci|xil  of  Whcatley  Sthool,  4002  Finney  Ave.,  St.  l.oui*. 
Hkniiftta  Froiiard. 

1899,  .Srconil  Aik'vitl.inl  in  Stcxldard  School,  204  S.  l^fTingwrll  .Ave  ,  St.  I^miii. 

Jfmr.PHiSK  GARRi'.ur-H. 

189^.    Prin<i|nl  of  I  roelirl  Sctuxil,  Si    Umiii. 
Hfnrv  J    GrRLiNfj.  LL  B  .  L  .M  .  Univ   of  Mo. 

iHgr^,    Prin(i|nl  of  Hodgrn  .Sfhortl,  5172  Vernon  Ave.,  Si.  I^uul*. 

r)r.MA    GlIIB't. 

1H7H,    Priniiinl  «(  Coir  Brillianir  School,  2SJ7  Ta)lor  Ave.,  St.  Ixiuls. 

Emma  Ciiari.ottf  fiorsri.. 

1901.    Seciind  AjMiJilanl  in  Rue  School,  C604  Miuhrll  Ave.,  S<.  IjouIs. 

Davii)  E.  (I'tutyiH. 

■  899,    Principal  of  l.'Ouvrrlurc  School,  271$  S.  Com|ilaa  Ave.,  S(.  IaniIs. 

ANDRF.W    J.    OOHHLN. 

1900,  Second  AsuiManl  in  Sumner  High  Sciujol,  3HJ0  Texas  Avr.,  St.  Louia. 
Robert  A.  ^•»^t^^,  B C  S  ,  Tri-Siair  Nor  ,  Univ  .if  Muh 

1904.    Commrrcwl  Drpu"">rnl.  Vrjimuii  HirIi  S< IhioI,  .jHi«  Sulli».in  Ave.,  S^.  Ijoula. 


8i4  NATIONAL  EDUCATIONAL  ASSOCIATION  [Missouri 

MISSOURI— CoM/mM«</ 

1904    Carrie  E.  Griffith. 

1900,    Second  Assistant  in  Central  High  School,  5089  Cabanne  Ave.,  St.  Louis. 

Fannie  B.  Griffith. 

1898,    Primary  Supervisor,  Public  Schools,  3089  Cabanne  Ave.,  St.  Louis. 

Sallie  W.  Griffith. 

1889,  Principal  of  Dozier  School,  5089  Cabanne  Ave.,  St.  Louis. 
W.  W.  Griffith,  M.Sc,  '00,  Univ.  of  Mo. 

1906,    Superintendent  of  Public  Schools,  Ferguson. 
Frances  J.  Guerdan. 

1903,    First  Assistant  in  Chouteau  School,  3454  Pestalozzi  St.,  St.  Louis. 
Montana  Hastings. 

Joplin. 
William  J.  Hawkins,  Ph.B.,  '00,  Mo.  Valley  Coll. 

1906,    President  of  State  Normal  School,  Warrensburg. 
Mrs.  Atlanta  E.  Hecker. 

1905,  Assistant  in  Industrial  School,  3415  Osage  St.,  St.  Louis. 

Earle  Raymond  Hedrick,  A.B., '96,  Univ.  of  Mich.;  A.M. ,'98,  Harvard  Univ.;  Ph.D., '01,  Gottingen. 
Germany. 

1903,  Professor  of  Mathematics,  University  of  Missouri,  302  S.  9th  St.,  Columbia. 
Emily  Mai  Helbio. 

1906,  First  Assistant  in  Cote  Brilliante  School,  1816  Cora  Ave.,  St.  Louis. 
Mrs.  Caroline  C.  Helms. 

1890,  First  Assistant,  Public  Schools,  2844  St.  Louis  Ave.,  St.  Louis. 
Ottilie  Herzoc. 

1906,    Supervisor  of  Music,  Public  Schools,  3219  Bailey  Ave.,  St.  Louis. 
Catherine  E.  Histed. 

1900,  Head  Assistant  in  Humboldt  School,  3635  Cleveland  Ave.,  St.  Louis. 
Ernest  Godfrey  Hoffsten,  B.Sc,  '01,  Ph.D.,  '05,  Univ.  of  Pa. 

1904,  Teacher  of  English,  McKinley  High  School,  St.  Louis. 
Gertrude  M.  Hog  an. 

1894,   Principal  of  Douglas  School,  3837  Page  Ave.,  St.  Louis. 
H.  H.  Holmes,  B.Sc,  '85.  So.  Ind.  Nor.  Coll. 

1906,    Vice-Principal  of  Central  High  School,  931  Norton  Ave.,  Kansas  City. 

Lydia  Hospes. 

Old  Orchard  Park,  Webster  Groves,  St.  Louis. 
Jessie  B.  Hough. 

1903,    First  Assistant  in  Dozier  School,  109  E.  Essex  Ave.,  Kirkwood. 
William  Henry  Huffman,  A.B.,  '95,  Denison  Univ. 

1902,  Teacher  in  Sumner  High  School,  222  Elwood  St.,  St.  Louis. 
Mary  A.  Hughes. 

1887,    First  Assistant  in  Patrick  Henry  School,  4031  Cleveland  Ave.,  St.  Louis. 
Alice  C.  Huth. 

1898,  Head  Assistant  in  Chouteau  School,  1613  S.  12th  St..  St.  Louis. 
Walter  Edgar  Johnson,  A.B.,  '94,  Drake  Univ.. 

Head  of  German  Department,  High  School,  208  S.  20th  St.,  St.  Joseph. 
Anna  J.  Kelley. 

1899,  Principal  of  O'Fallon  School,  3717  Cook  Ave.,  St.  Louis. 

Robert  Grant  Kinkead.  A.B.,  '82,  A.M.,  '85,  Marietta  Coll.;    LL.B.,  '84,  Univ.  of  Cincinnati. 

Superintendent  of  Schools,  214  E.  Jefferson  St.,  Kirkwood. 
B.  F.  KiZER,  A.B.,  A.M.,  Wittenberg  Coll. 

1903,  Director  of  Department  of  English,  Manual  Training  High  School,  1221  Wabash  Ave, 

Kansas  City. 
Gideon  D.  Knopp,  A.B.,  '91,  Ind.  Univ. 

1903,  Principal  of  Carroll  .School,  3941  Washington  Boul.,  St.  Louis. 
George  Platt  Knox,  B.Sc,  '94,  Cornell  Univ. 

1905,  Principal  of  Yeatman  High  School,  Garrison  and  Palm  .\vcs.,  St.  Louis. 
Mrs.  Fannie  L.  Lachmund,  Ph.B.,  '84,  Washington  Univ. 

1904,  Assistant  in  Teachers'  College,  3862  Russell  Ave.,  St.  Louis. 
Arthur  D.  Langston,  A.B.,  '77,  A.M.,  '85.  Oberlin  Coll. 

1894,  Principal  of  Dumas  School,  3540  S.  Jefferson  Ave.,  St.  Louis. 
Annie  Latham. 

1899,    Second  Assistant  in  Lowell  School,  1901a  N.  loth  St.,  St.  Louis. 
Albert  B.  Lawyer,  A.B.,  Wa.shington  Univ. 

1901,  Principal  of  Mt.  Pleasant  School,  5715  Clemens  Ave,  St.  Louis. 
Charles  Leckrone,  A.B.,  '00,  A.M.,  '03,  Indiana  Univ. 

Assistant  Principal  of  Manual  Training  School,  Washington  University,  St.  Louis. 
William  A.  Lewis,  B.Sc,  '96,  A.M.,  '97,  Univ.  of  Mich. 

1902,  Department  of  History,  Central  High  School,  Kansas  City. 
Ella  M.  Logue. 

1899,  Second  Assistant  in  Shields  School,  3823  Flad  .\ve.,  St.  Louis. 
Charlotte  A.  Lynch. 

1895,  Second  Assistant  in  Chouteau  School,  3552  Olive  St.,  St.  Louis. 
Joseph  H.  Markley. 

1900,  Principal  of  Switzer  School,  214  E.  35th  St.,  Kansas  City. 


Missouri]  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  815 

MISSOURI— <7on/i»iM<'</ 

1904    George  N.  Martin. 

igoo.    Principal  of  Farragut  School,  SS84  Maple  Aw.,  St.  Louis. 
JlNivs  L.  MtRUii,  .\.H..  '05,  Ol)crlin  Coll.;   .\.M..  'oi.  Harvard  Univ.;    Ph.D.,  'os.  Columbia  Univ. 

1905,    Professor  of    Ihcory  and  Practice  of  Teaching,  Teachers'  College,   University  of 
Missouri,  Columbia. 
Catherine  T.  Moosev. 

IQC4,    First  Assistant  in  Shaw  School.  3635  St.  Vincent  Ave.,  St.  Ix>uis. 
A.  R.  Morgan-.  B.S.D..  'oj.  St.  Nor.  Sch..  Rirksnile.  Mo. 

iSoo.    Principal  of  Sherman  School,  3490  Flad  Ave.,  St.  LouLs. 
Neu.  G.  Nicholson. 

1809.    First  Assistant  in  Field  School,  3036  Cabanne  .\\-c.,  St.  Louis. 
Mary  Nolan. 

1800,   Head  .\ssistant  in  Shields  School,  3835  Cook  .\ve.,  St.  Ixiuis. 
Rose  O' Boyle. 

1894.   Second  .\ssistant  in  Shields  School,  383s  Cook  .\\e.,  St.  Louis. 
OCTAVIA  O'Brien,  Grad.,  St.  Louis  Nor.  Sch. 

1894.    Second  .Assistant  in  Irving  School,  1827  Dickson  St.,  St.  Louis. 
Henrietta  S.  Ordes. 

1887,    Principal  of  Roe  Scho*)!,  810  N.  Compton  Ave.,  St.  Louis. 
Mrs.  Mary  Drown  Parks. 

Teacher  of  Elm  Springs  Public  School;  res.,  Bagncll. 
Edward  P.  Perry. 

Principal  of  Perry  School  of  Oratory  and  Dramatic  .\rt,  Y.  M.  C.  .\.  Bldg.,  Grand 
and  Franklin  .Xves.,  St.  Louis. 
Genevieve  Phelan. 

1900,    Second  .\ssistant  in  Fremont  School,  30210  St.  N'incent  St.,  St.  Louis. 
Ada  E.  Pl.a-ss. 

1892,    Second  .\ssistant  in  Grant  School,  3248  Copelin  .\ve.,  St.  I^uis. 
F.  W.  POTTHOFF,  \M.,  Washington  Univ. 

1904,    Principal  of  Shcpard  School,  3922  Ca.stleman  .\ve.,  St.  Louis. 
John  B.  Quinn,  A.M.,  '85,  Christian  Bros.  Coll. 

1892,    First  .\ssisl.-int  in  Central  High  School  and  (1905)  Chief  of  Attendance  Office,  Board 
of  Education;   res.,  4595  Cote  Brilli^mtc  Ave.,  St.  I>ouis. 
John  H.  Rabe. 

1900,  Principal  of  .-Vrlington  School,  1615  Burd  Ave.,  St.  Louis. 
Ira  Richardson,  Ph.B.,  '97,  Central  Coll. 

1901,  Superintendent  of  Public  Schools,  Shelbina. 
Mrs.  Mary  E.  Robinson. 

1878,    Principal  of  Baden  School,  8147  Church  St.,  St.  I>nuis. 
Wali.is  Gib.son  Rowe,'.\.H.,  '97,  Yale  Univ. 

189H,    Head  of  Department  of  Mathematict,  Smith  .\cademy,  St.  I>ouIs. 
Jessif.  Sanderson. 

1899.    Principal  of  Longfellow  School.  1915  Camplx-ll  .St..  Kaasa.H  Ciiy. 
Johanna  S<'imriJT. 

1899,    Director  of  Kindergarten,  Shepard  .Sch<xj|,  3347  Wisconsin  .\ve.,  St.  Loui*. 
Kate  Schneider,  (irad..  St.  Louis  Nor.  Sth. 

1904,    First  Assi.stant  in  Public  Schrwl,  1018  S.  4lh  St.,  St.  Liuis. 
Helen  S<  hwaner. 

19:13,    First  ,\ssistant  in  Irving  School,  352 1  Floriiiunl  .\ve.,  St.  Ixiuis. 

M.  ISABELLE  SlIINNKK. 

1901.    Principal  of  Hamilton  School,  4186  Morgan  St.,  St.  I>ouis. 
Charles  H.  Slater.  Ph.B.,  '00,  Univ.  of  Mlih. 

1904,    Head  of  Dr|urtnicnl  ol  Physiiit,  Win.  .MiK.iiilry  High  School,  1139  Califoml*  Arc, 
St.  I^uiit. 

Mari.aret  K.  .Slater.  Grad..  '70,  St.  Louis  Nor.  Sch. 

1H94,    Priniiixil  of  Rixk  S|jringt  Sih(x>l,  4128  Page  Ave.,  Si.  I>ouia. 

L  J.  Smith. 

1K93,    Prin<i|ial  of  Atlam*  Sthool,  3189  Mnple  Ave.,  St.  Iujuui. 

MaRKHAM.  S,  Snow,  A.H.,  'by  AM  .  "fJ*.  H.irv.ir(l  Univ  ;    LI.  D  .  'o\,  Wa»hington  Univ. 

1870,    Profe«iiur  of  Hitlory  anci  l>ran  of  Collrgr,  Wastiingluii  Uiutrr«ily,  .St.  l.uui*. 
Thouaa  Edwin  Sffw  r«. 

iifoi.    Prinii|x.l  of  Irving  .Sth<«>l.  mm  Aulirri  Ave  .  Sl.  Ixuii 
Frank  <^>.  Sf<.iiii»» 

1904,    Princi|ial  of  Schoolii,  Hermann. 

Eliza  A.  Stark. 

1901,    Head  AMivliinl  in  Clinton  Sthool,  30.12  Kuurll  .^vr  .  Sl.  Ixult. 
WvA.NixiTrr.  jAurn  SrrvrNn,  A  M  .  'Hi.  Nor   N<irmat  Univ. 

1901,    Prinotnl  ol  Kugrne  iirUI  Sthiiol,  4043  Juanila  St.,  Si.  |j<uii. 
pHIin  S.  STRvrNMiN.  KM..  'o4.  Wa»hingl<in  Univ, 

Principal  ol  HumlKtIdi  Sthool,  3117  Shrridan  Ave.,  S(    I.uuU. 

MaRIR  E.  STcK-KfR 

1H93.    Fint  AMistanI  in  Fninx  Sigei  .School,  2817  Eadi  Avr.,  St.  l>NiU. 

L.  W.  TruTmrRo. 

i8<27.    Prinrir'"!  "'  Sfxldard  Sihool,  \IM^o  Klirl  Ave.,  St.  IxMiit. 


NATIONAL  EDUCATIONAL^SSOCI 
UlSSOVKl— Continued 

X0O4    AUG.  O.  THORNTONj^^^^^^  ^^  ^^^^^^  ^^^^^^^  S„^^„  High  School,  90s  W.  Kansas  St.,  St.  Louis. 
Lauka  J.  TicHENOpR.^^.^^^  ^j  Canterbury  School;  res.,  3906  Botanical  Ave.,  St.  I^uis 
STELLA  Trueblooo^.^^  .Assistant  (Drawing)  in  Yeatman  High  School.  S943  Maple  Ave.,  St.  Louis. 

^^'-  ^°'"x^88r'second  Assistant  in  Blair  School.  .7°8i  N.  .ist  St.,  St.  Louis. 

Franklin  M.  Underwood,  A.B.-;  '02,  Univ.  of  Mo 
tRANKLiN  ivi.^^     Principal  of  Meramac  School,  St.  Louis. 

J.M.S  L.  USHEK,  ^^l^:^^^SDZi^S^ool  a..3  Cahfornia  Ave..  St.  Louis. 

Mary  C.  Webb.   ^^^^^^  ^^^.^^^^^  .^  ^^^^  S^l^^^l,  3533  olive  St..  St.  Louis. 

Elma  J.  WEBSTER^^^.p^j  ^^  ^^^^^^^  g^j^^^,^  ^,,3  £.  3,,t  St.,  Kansas  City. 

JOSEPH  M.  W„.E.^A^.;8r,^^^^^^^  M:ch.^^^^^^  ^^^    ^^^^^^^ 

Walter  H.  W.lcox^.^^.^^^  ^^  ^^^^^^^  g^^^,_  ^^^  Foote  Ave.,  Webster  Groves. 

MARGARET  L^Y;RH,^A.B^,V^i^^^^  Henry    School,    ri..a    Ailanthus    St.. 

St.  Louis. 
,,05    L.  KATE  BiGOS^,  ^^^^^^l^^^Jtufr^fu^nn  School,  36:8  Forest  Ave.,  Kansas  City. 

,.  A.  Drushel:  A^B^,;o-,tt^rNiIurTscSn^^  ^^—  ^--  ^^-  ^-'^• 

SAMUEL  McKn^h;  GREE.^^^  St.,  St.  Louis. 

Katharine  Hacsperger.  .^  ^^^^^^^  ^^^^^^   ^^^3  g^^^^,,  ^ve.,  St.  Louis. 

Nelson  Kerr.^^   superintendent  of  PubUc  Schools,  Breckenridge. 

R.  A.  KissACK.^^  ^^^^  ^^^.^^^^^  .^  Y^^^^^^  High  School,  291a  Palm  St.,  St.  Louis. 

T.  Wilson  LEWis^^^^^^^  ^^  Draughon's  Business  Colleges,  9.2-4  Grand  Ave.,  Kansas  City. 

Emma  J.  Lockett^^^^.^^^  ^^  ^.^^^^^  ^^^^^  ^,^8  Purest  Ave.,  Kansas  City. 

^  ^-  ^'''"",889,   Teacher  of  English,  Central  High  School,  33:2  Olive  St.,  Kansas  City. 

Romeo  A.  West.  ^^^^^^^^^  ^^^  Librarian,  Lincoln  Institute,  Jefferson  City. 

John  D.  Wilson.  ^^  ^  ^^^  Department  of  Theory  and  Practice  of  Education,  State  Normal 

School,  1401  E.  Filmore  St.,  KirksviUe. 

John  W.  W.thers^^A.M.^;o2,,P^^^^^^^^^^^  ,  ,,.,  gt.  Louis. 

MRS.  Josephine  S-onh.Yate|,^A^^^^^  ^.^^^,^  ^^^.^^^^^  j.^.^son  City. 

,go6      Almina  Gkoroe.^^^^.^^^^^^^^  ^^  ^^^.^.^^  S^j^^^l    s^,^.  Normal  School,  Warrensburg. 

John  Storms,  B|^p^^i„^^^d^^t  „f  schools,  Nevada. 

FRANK  C.  7;-°- Sh;°^,S:il?s,^cttral  High  School,  Kansas  City 

institutions 
x89S     UNIVERSITY  OF  Mi^ssouRL  ^^  ^  ^  ^^^^^.  ^^^^^^^^^^  j   ^   p^j,^^  Columbia. 
,goo    FREE  PUBLIC  L>B«pARVj^ST.  .TosEPH^^^.^^^  ^.^^^^.^^_  p^^^  3  ^^^.^^^^  St.  Joseph. 

ST.  LOUIS  PUB"<^  LjBRJfJ^.^^d  Secretary,  F.  M.  Crunden,  9th  and  Locust  Sts..  St.  Louis. 
X90I     ST.  Louis  Univer^s.ty^Library^^^^^  ^^^^^^.  ^^^^^.^^^  j  C.  Burke,  St.  Louis. 
,902     Park  College.     ^^^^.^^^^^  Lowell  M.  McAfee;  Secretary  and  Librarian,  Austin  D.  Wolfe,  Parkvillc. 
,po4    Carroll  School  Associa;^>on^^^^^^^  ^^^^^^^  ^^^^  ^   ^^^p^„„  ^^^  ,  St.  I-uis. 

ST.  LOUIS  MERCANmE  library  A^socia^n.^^  ^^  ^^.^ 

ST.  Stanislaus  Seminary^^  ^^^  ^^^^^^  Grimmelsman;  Librarian,  Charles  B.  Moulinier,  Florissant 


Nebraska]  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  817 

MISSOURI— Con/i««<-<f 

1905  Kansas  City  Pcblic  Library. 

Librarian,  Mrs.  Carrie  WeslLoke  Whitney,  gth  and  LiKust  Sts.,  Kans.ui  City. 
State  Normal  School.  \V.\rrk\sburc.. 

President.  William  J.  Hawkins;    Librarian.  Flora  B.  Huberts.  Warrensburg 

1906  MissoiRi  State  Normal  S<  hool.  Third  Distkict. 

President,  W.  S.  Dcarmonf,  Librarian.  R.  S.  Douglass,  Cape  (Jirardeau. 
Sedalia  Public  Library. 

Librarian,  Faith  E.  Smith,  Sedalia. 

MONTANA 

Arm's    MEMBERS 

1880     Robert  Guy  Young,  M.Sc.,  '77,  Upper  Iowa  Univ.;  Ph.M.,  "RS,  Cornell  Coll.;  Pd.D.,  'oj.  Moot. 
Wes.  Univ. 
ipcx).    Superintendent  of  City  SchooLs,  High  Sch<x>l  Building,  Bullc. 
180J     Oscar  J.  Craig,  .V.M..  De  Pauw  Univ.;  Ph.D..  Woostcr  Univ. 

President  of  University  of  Montana.  University  .^w.,  Mis.soula. 
189s     Cynthia  Elizabeth  Reilev.  B..Sc. 

i8<5S.    Professor  of  Mathematics,  Uni\-crsity  of  Montana,  lio  S.  sih  .St..  West.  .Mi.^viula. 
1890     S.  D.  Laroent. 

1898,    Superintendent  of  Schools,  Bach-Cory  Block.  Great  Falls. 

1901  Randall  J.  Condon,  A.B.,  '86,  A.M.,  '02,  Colby  Coll. 

1902,  Superintendent  of  Schools,  506  N.  Rodney  St.,  Helena. 
Kate  Shelley. 

1905,    Teacher  in  Public  Schools,  in  care  of  General  Delivery,  Butte 
I9D3     William  I.  Fraser,  Pd.B.,  B.F.,  I.imoln  Nor.  Univ. 
S03  S.  2d  St.,  Missoula. 
W.  C.  Ryan,  A.B.,  '95,  M.Sc,  '98,  N.I.  Nor.  Sch. 

1903,  Principal  of  Sweet  Grass  High  Sch(X)l.  Big  Timber. 

1903  William  M.  Aber,  .\.\i.,  '78,  Yale  Univ. 

Professor  of  Latin,  University  of  Montana,  Missoula. 

1904  Lucy  Hamilton  Carson.  Ph.B.,  '98,  Univ.  of  Chicago;  .\.M.,  "og,  Univ.  of  III. 

1901,    Professor  of  English,  Montaina  State  Normal  College,  Dillon. 
Ri-sdon  J.  Cunningham. 

190s,    Superintendent  of  Public  Schools,  720  Babcock  St.,  W..  Bozeman. 
Eloise  Knowles,  Ph.B.,  '98,  Univ.  of  .Mont.         ♦ 

1898,    Instructor  of  Drawing.  University  of  Montana,  Box  34,  MissouU. 
Henry  H.  Swain,  A.B.,  '84,  Bcloit  Coll.;  Ph  D..  '97.  Univ.  of  Wi.s. 

1901,    President  of  .Montana  State  .Normal  College,  Dillon. 
Lewis  Terwilligkr. 

190J,    Printip;il  of  I'ark  County  High  Sihool,  Livingston. 
1906    J.  Ulysses  Williams. 

1936,  .^Ufjcrintendent  of  .Schools,  310  So.  6th.  St.,  E.  .Miswula. 

instptutions 

1899  .Montana  State  OiLi.Ef;E  of  \.  and  .M.  Arts. 

Prcsiiicnl,  James  .M,  Hamilton,  Bo/.eman. 

1900  Free  Public  Library,  Buttk. 

librarian,  (iranville  Stuart,  Butte. 

1902  State  Board  of  Education. 

Su[xTintcndcnt,  W.  E.  Harmon,  Helena. 
19-33     Helena  Piblk'  I.iiihahy 

Librarian.  .Marguerite  Bowrirn,  Helena. 
fga6     Missoula  Public  Library. 

Secretary,  Wm.  .M.  .\l»cr;    Librarian.  Grace   M.  .Stoddard,  .MiMouU. 

NEBRASKA 

I.IFF.    MFMII*! 

iWo     Mrs.  Orack  B.  Siidb/irouoii. 

1898.     Teacher  in  High  School,  jio  S.  26lh  St..  Omaha. 

active    MEMBrRH 

iA9->     I.I//IK  L.  Bankf.r. 

1900,    Principal  of  Ijravrnworth  Sch»iol.  2112  iJciugU*  St  .  Omaha. 
William  Mf.iiAin  Davidv>n,  A,B..  Kanu<  Univ.;  Pd  I). 

i9'34,    Supcrintcndrni  of  In»trurtlon.  1336  S.  30th  Ave..  ()mah.i. 

1892       W.    K.    FOWLFR. 

State  Rrprcwmlalivc  (orlhr  New  Inlemaiioaal  Kmydoprdla,  1521  S.  2td  St..  IJnrolo. 
1894     Anna  M.  TmBF.n,  A  B  ,  '04.  St    Univ.  of  Nebr. 

1H92,    Print  i(nl  of  (irammar  School,  1831  (>  Si  ,  Lincoln. 
189?     CiiARLFJi  Edwin  Bfshfv.  B  S<  .  Vw,.  M.Sc.,  '72,  MIrh.  Agrl,  Coll.;   Ph.D.,  '70  Univ.  of  Iowa;   \.l.  D.. 
Vi.  Iowa  Coll. 
1H84.    Priifc-*v>r  of  IbHany  and  IVan  of  College  of  Siirnic.  I'nivrnily  of    Nrbraaka.  H07 
K    St  ,    Umoln 
Edwin  J.  BoDWELt,  B  Sc  ,  'H8,  Dartmouth  Coll. 

Superintendent  of  StbooU,  100  S.  io(b  St..  Norfolk. 


8l8  NATIONAL  EDUCATIONAL  ASSOCIATION  [Nebraska 

NEBRASKA— Con/i«uf(f 

1895  W.  A.  Clark,  A.B.,  '72,  A.M.,  '85,  Pd.D.,  '94,  Nat.  Nor.  Univ.;  A.M.,  '99,  Harvard  Univ.;  Ph.D.,  '00, 

Univ.  of  Chicago. 
Professor  of  Psychology  and  Pedagogy,  State  Normal  School,  420  W.  21st  St.,  Kearney. 
James  W.  Crabtree,  B.Sc. 

1904,    President  of  State  Normal  School,  Peru. 
G.  W.  A.  LucKEY,  A.B..  '94,  Leland  Stanford  Jr.  Univ.;   Ph.D.,  '00,  Columbia  Univ. 

189s,    Professor  of  Education,  University  of  Nebraska,  1439  R  St.,  Lincoln. 
A.  L.  McLaughlin. 

Representative  of  D.  C.  Heath  &  Co.,  iS3S  C  St.,  Lincoln. 
A.  A.  Reed,  A.B.,  Univ.  of  Nebr. 

1902,    Superintendent  of  Public  Schools,  Superior. 

Charles  W.  Weeks. 

Director  of  Music,  Normal  School,  Fremont. 

1896  Howard  Walter  Caldwell,  Ph.B.,  '80,  A.M.,  '94,  Univ.  of  Nebr.;  Ph.M. 

1892,    Professor  of  American  History  and  Politics,  University  of  Nebraska,  511  N.  i6th  St  , 
Sta.  A.,  Lincoln. 
William  R.  Jackson,  A.B.,  '02,  A.M.,  '04,  Univ.  of  Nebr. 

1902,  Professor  of  Education,  and  Principal  of  Normal  School,  Nebraska  Wesleyan  Uni- 
•       versity.  University  Place. 

A.  H.  Waterhouse. 

1899,  Principal  of  High  School,  3004  Marcy  St.,  Omaha. 
Harry  Kirke  Wolfe,  A.B.,  '80,  Univ.  of  Nebr.;  A.M.,  Ph.D.,  '86,  I-eipzig. 

Professor  of  Educational  Psychology,  University  of  Nebraska;    res.,   1727  J   St., 
Lincoln. 

1897  Frederic  W.  Sanders,  A.B.,  '83,  Coll.  of  City  of  New  York;  A.M.,  '92,  Harvard  Univ  ;  Ph.D.,  '95, 

Univ.  of  Chicago. 
190.';,    Principal  of  High  School,  1547  S.  22d  St.,  Lincoln. 
1899     E.  Benjamin  Andrews,  LL.D.,  '84,  Univ.  of  Nebr.;  D.D.  '84,  Colby  Univ. 

1900,  Chancellor  of  University  of  Nebraska,  Station  A,  Lincoln. 
Robert  J.  Barr. 

1882,    Superintendent  of  City  Schools,  1015  W.  Division  St.,  Grand  Island. 
J.  A.  Beattie,  A.M., '76,  Bethany  Coll.;  LL.D. 

1904,    Department  of  Economics  and  Sociology,  Cotner  University,  1452  Q  St.,  Lincoln. 

John  D.  French. 

1899,  Superintendent  of  Schools,  728  Hastings  .^vc,  Hastings. 
igoo     Nathan  Bernstein,  B.L.,  '92,  M.L.,  '96,  Dartmouth  Coll. 

1901,  Head  of  Department  of'Physics,  High  School,  2622  C.npitol  Ave.,  Omaha. 
George  L.  Towne,  A.B.,  '95,  Univ.  of  Nebr. 

Editor  of  "Nebraska  Teacher,"  134  N.  nth  St.,  Lincoln. 

1901  A.  L.  Caviness,  Ph.B.,  111.  Wes.  Univ. 

1900,  Superintendent  of  City  Schools,  804  D  St.,  Fairbury. 
W.  H.  Gardner,  B.Sc. 

1904,    Superintendent  of  City  Schools,  12th  and  Main  Sts.,  Fremont. 
David  Bennett  Gilbert,  B.Sc,  '90,  A.B.,  '91,  Central  Nor.  Coll. 

835  Union  .St.,  Fremont. 
J.  Arnott  McLean,  Ph.B.,  '00,  L^niv.  of  Chicago. 

Superintendent  of  City  Schools,  2105  J  St.,  South  Omaha. 
Mrs.  Lizzie  A.  Richards. 

842  S.  22d  St.,  Omaha. 

1902  Irving  S.  Cutter,  B.Sc,  '98,  Univ.  of  Nebr. 

1900,    Stale  Agent  for  Ginn  &  Co.,  134  N.  nth  St.,  Lincoln. 
Clark  A.  Fulmer,  Ph.B.,  '98,  Nebr.  Wes.  Univ. 

1903,  Superintendent  of  City  Schools,  iioo  Ella  St.,  Beatrice. 
Henry  H.  Hahn,  A.M.,  '95,  North  West.  Univ. 

1900,    Superintendent  of  City  Schools,  Blair. 
James  W.  Searson,  A.M.,  '99^  Univ.  of  Nebr. 

Professor  of  English  and  Literature,  State  Normal  .School,  Peru. 

1903  Clara  B.  Mason. 

Principal  of  Train  School,  Millard  Hotel.  Omaha. 
H.  A.  Senter,  B.Sc,  '93,  Univ.  of  Nebr.;  Ph.D.,  '96,  Heidelberg. 

Head  of  Department  of  Chemistry,  and  Librarian,  High  School,  Omaha 
S.  H.  Thompson,  A.B.,  '01,  Univ.  of  Nebr. 

1904,  Superintendent  of  City  Schools,  Holdrege. 

1904  E.  C.  Bishop,  B.Pd.,  '97,  Lincoln  Normal  Univ. 

Deputy  State  Superintendent  of  Public  Instruction,  1845  Cherry  St.,  Lincoln. 
Clar-^  F.  Cooper. 

1905,  Principal  of  Teachers'  Training   Class.  508  City  Hall,  Omaha. 
Guy  H.  Graham. 

1904,    Superintendent  of  City  Schools,  Havelock. 
George  P.  Griffith,  A.B.,  '99,  Univ.  of  Nebr. 

Pawnee  City. 
J.  M.  Pile,  A.M.,  B.Sc. 

President  of  Normal  College,  Wayne. 
William  Logan  Stephens,  A.B.,  '89.  Univ.  of  Nebr. 

1903,  Superintendent  of  City  Schools,  Lincoln. 


New  Hampshire]  UFE,  ACTIVE,  AND  CORRESPONDING  ME.\fBLRS  819 

NEBRASKA— Oii/miK-./ 
IQ04     ArcrsTis  O.  Thomas.  Ph.D..  '06.  Amily  Coll. 

Prt-sidcnt  of  Stale  Normal  S<hfK>l,  oth  ami  2jd  Sts.,  Kcampy. 
Marth.\  Tayior  Whittiik.  A.n..  '04.  l"niv.  of  Wis.;   A.M.,  '05.  Kwing  Coll. 
looo.    Dt-an  of  Women.  BcIIcmic  College.  Bcllevue. 
1005     Charlks  Arnot. 

1902.  County  Superintendent  of  Schools,  Fremont. 
•  William  H.  Clemmons.  A.M. 

I'rcsiileni  of  Fremont  College,  Fremont. 
J.  Forsyth  Crawford,  .\.B..  'o.';.  .V.M.,  'g;,  rrinccion  I'niv. 

1904,  Professor  of  Psychology  and  Ped.igogy,  (irand  Island  ColleRe.  au  N.  Locu."!  Aw., 

Grand  Island. 
Roy  Wksley  Eaton.  B.Sc.,  B.IM..  Fremont  Nor.  Sth,,  Nehr. 

1905,  Sui>erinlcndent  of  City  S«h(xi!s.  Wilbur. 
LfTHKR  E.  MiMFORi),  A.K..  'oo.  I'niv.  of  NVlir. 

.'\gcnt  for  Ginn  &  Co,  for  State  of  Nebraska,  1000  .Market  St.,  Beatrice. 
Jaspkr  L.   MiBriev. 

State  Superintendent  of  Public  Instruction,  716  S.  18th  St,,  Lincoln, 
Eiiwi.s-  L.  Rouse, 

1903,  Superintendent  of  City  Schools,  Plattsmoulh, 
EiGENE  BiRE.v  Sherman.  A.B..  "o.";    I'niv.  of  .\ebr. 

1905,    Superintendent  of  Cily  Schools.  Columbus, 
Walter  Wells  Stoner.  A.U..  'oj.  ()tterlx-in  I'niv, 

1902,    Superintendent  of  City  Schools,  428  College  .\ve,,  York. 
1906     Georue  Burc.ert.  B..Sc..  '98.  Univ,  of  Nebr. 

1905,  Superintendent  of  Schools,  23d  St..  l)et.  7lh  and  .Sth  .Avi-s.,  Kearney. 
I.  ,\.  Downey, 

Superintendent  of  County  Sthools.  Cor,  4lh  St.  and  Kerr  .\n\.  Hastings. 
Joseph  Richard  Fulk.  A.B.. '03,  L'niv.  of  Nebr. 

1906,  Suijerintendcnt  of  City  Schools.  Hebron. 
Nathaniel  M.  Graham.  .A.B..  '01.  I'niv.  of  .\ebr. 

Princijxil  of  High  School,  1601  .Mi.s54)uri  .Ave.,  South  Omaha. 
Leonidas  Raymond  Hic.c.ins,  A.M..  '84,  Brown  l'niv.;    Ph.D..  'i>8.  Cornell  l'niv. 

1902,    Profess<^)r  of  Greek  and  I-atin,  Grand  Isl.ind  College,  Grand  Island. 
Elizabeth  Kin<.sbiry.  Ph.B..  '87,  Buchtel  Coll  ;    .\.N!..  '04    l'niv.  of  Nebr. 

1900,    'i'caihcr  of  Latin  and  German,  .\ebra.ska  .Normal  College,  Wayne. 
Gebtbcoe  Norton  Rowan.  A.B.,  'os,  A.M..  '06,  l'niv,  of  .Nebr, 

1906.    Teacher  of  History  and  Mathematics,  High  School;   res,,  1645  K  St,,  Lincoln. 
W.  A,  VoKER,  A.B.,  Nebr,  Si.  L'niv, 

Superintendent  of  Douglas  County  .S«h<»ols.  Omaha. 

INST  rrUT  IONS 

1897  Bellevuf.  College, 

President,  Rev.  Guy  W.  Wndsworth;    Librarian.  Raihel  Ferguson.  Bellcvue 

1898  Omaha  Pl-blic  Library. 

President,  I.<ewis  S.  R<-r<l;  IJbrarian,  F,<lith  Tobilt,  ( )iiiuha. 

L'niversity  or  Nebraska. 

Chancellor.  E,  Benjamin  Andrews;    Ijbmrian,  Walter  K    Jewell,  Ijnioln 

1901  Department  or  PrBLir  Instri'ction,  State  or  Niriahka. 

.Su|>erinlcndcnt,  J.  L.  McBrien,  Cajiitol.  Ijiicoln, 

1902  Creioiiton  University. 

President.  Rev.  M.  P,  Dowling;    IJbrarian.  (iilbrrl  Garraghan.  Omaha, 

I>oANe  College, 

Preiudent,  David  B,  Perry;  Librarian,  Wm.  K.  JilUm,  I  rele. 

Nebraska  State  Normal  ,S<-ii(kii.  nt  Peru. 

Presiilcnl,  James  W.  Crabtree,  Perti 
K/us     Nebraska  W»j.ievas  rsivERsirv,   Librahv 

IJbrarian,  May  Ingle*.  I'nitrrMI)  l'l«<c, 

■  (/-•O     LinioinCiiv  Liiivahv. 

President  of  IJbrary  BoanI,  S.  L.  (;riMliardt;  IJbrarian,  K   Joanna  llaKry.  IJmoln. 

NEVADA 

AlTIVr    MrMMKH 

1K94     JoMPM  (■     TrMrtrTuM,  All..  '99.  Inland  Sunlonl  Jr    l'niv 

190/1.    Prin<i|nl  of  Public  Sth.ioU.  1001   N    .Neva.U  Si,.  C»rutn  Cily. 

189^     Josrrii  LowARii  Sri  iins,  A  B  .  '71.  A  M  ,  '76.  D  D  ,  "oo.  I.I..D..  'oj   Ohl«i  Wr».  fnl*. 
iHv4.    Pre^i.lcnt  o(  .S'rvaiU  Stair  t  nivrfmily,  Kroo, 

l««7     Gr««<.r.  BrsAMis  HAi.^.rrT.  B  S.  .  Sf,  Gran<l  Klvrr  ln»l 

nxjCj,   Su|«Tinirrvlrnl  o(  I  .  S   In-lian  livlutirlil  Training  Stmiol,  o»»lirr, 

1904     Orvih  Rino,  A.B..  '(>o.  A.M..  Whr4i.m  Coll 

Stale  Suprrintrmlcnl  of  Publi<   Intinulion   Caraon  (  ity. 

NEW  IIA.MPSIIIRE 


tUM,    J*Mii  E.  Ki/irit.  ..»,.. 

iwoo,    Princljail  "(  Slate  N'omial  S«h<»tl,  Plyniimlh. 


igo2 


NATIONAL^DUCAJl^^ 

NEW  HAMPSHIRE— Con/inueJ 

ACTIVE    MEMBERS 

,S.8     CH...KS  F.^Coo.^A.B.  V^^  St.^Law.n^^^^  Uni.  ^^^^^  ^^  _  ^^_,. 

,8.p    JOHS  AUOOS.US  B^ow.,^A.B./7<,,  H  ^^^^^^,,  R„,;„,on  Female  Seminary.  33  P- 

St.,  Box  144,  Exeter.  Hampshire  Coll. 

.,00    HK.«v  C.  M0R.sos.|J,>^.Dan^^^^^^ 

.,0.     CH.K.ES  W  Vk.oko,  A^^^^^^^^^^  St..  Manchester. 

L--  L.^^  g-S^^'l^^  S?^oE^S'st.,  Keene. 

W.  H.  CCMMINGS,  A.M.  ^^^^^^^^  ^j  g^j^^^l^^  Claremont 

CHANNIKG  FOLSOM   A.B-.'to,  A^^.'^^^' ^^^^N^wmarL  and  Epping,  R.  F.  D.,  Newfields. 

Supermtendent  of  bchools  01  iNe  „     .  vj    .„,  Ph.D.. '99,  Harvard  Umv. 

HEKMA.HAK.E..H0.^^^^^^^^^^^ 

C—  E^„^--:^,t"lo;^NuSh'sa,  Milton. 

A.  H.  KEVES.  PhD;;^--nEof  Schools,  Dover. 

HAKKV  L.  MooKE,^A|.^;ox.  Bat^^^^  Normal  School   Plymouth. 

^--  J-  IT^'  ii^^^S^S^o^^.^^^^^^  Woodsville. 

Sherman  E.  ^^'^^^^^^.^^^  ^f  Kezer  Seminary,  Canterbury. 

S.  W.  I^OBE^K^^/..  A31.  |6,  Danmout.  ^^     ^^^^^^^^^ 

W11.HELM  SEGERBLOM,^A^B.,  >,  Ha^-;J  U-- p,  Exe^er^ Academy.  Exeter. 

,go5     JOHN  C.  K'^g^^-^^^Vofessor  of  i!a°tin^ThePhimps'' Exeter  Academy,  Exeter. 

INSTITUTIONS 

X898    NEW  Hampshire  State^.L««^arv^^  ^  ^^^^^^  ^^^^^^^_ 
1902     Dartmouth  College,  UBRARV.^^.^^^^.^g.^^^^^_H^^o^,r. 

NEW  HAMPSHIRE  g-- ,^^|^,r  rSI.^ U^^^^^^^^^^  rico^fTrrha..  " 

.903      NEW  HAMPSHIRE  l^-'^pNORMA^L  |-HOO-  Wn^OUth. 

,906     C.TV  Library.  Manche^st.en^  ^   ^^^^^  ^.^^^^^j,   Manchester. 
PUBLIC  LiBKARV,  Doven._^^_  ^   ^   ^^^j^^j    p^^^^ 

NEW  JERSEY 

LIFE  DIRECTOR 
LIFE    MEMBERS 

,876     ALEXANDER  Fo«»f^•^^'^^•]J;  Instructor  and  Lecturer,  Mount  Holly. 

LELiA  E.  P-.r>oE.^^^^^^  ^^^__  ^^^,^^  ^,,Ho    -//-;;r^^r"c5";eStf S'vorV. 

LANGDONSHOC.KTHO^M^ON.A^^^^^^^^ 
,884      SARAHA.STEWAR-^^^^^^^j^^g^^^ 


New  Jersey]       LIFE,  ACTIVE,  A\D  CORRESPONDING  MEMBERS  82 1 

NEW  JERSEY— Con/in iW 

AmVE    UEMBERS 

18S7     Ebes'ezer  Mackey.  A.B.,  '78,  Mcrcersburj?  Coll. 

ig32,    Supervising  Principal  of  City  Schools,  314  Hamilton  Ave.,  Trenton. 
i8Sq    \V.  F.  Powell. 

S72  Clinton  St..  Cimdcn. 
i8o3     Levi  Seelev,  A.M..  '83.  Williams  Coll.;  Ph.D.,  '86.  I^eip/iR. 

i8y5,    Pniic-s,sor  of  Pcilagogy,  State  .Normal  School,  48J  W.  Stale  St.,  Trenton. 
1801     Earl  Barnes,  .\..\I..  '80.  Ind.  Univ.;  M.Sc,  '00,  Cornell  Univ. 

Lecturer  for  The  .\merican  Society  for  Exten.sion  of  University  Teaching,  77  Gtove 
St.,  Montclair. 
180J     Sarah  Y.  Ely. 

1887,    Supervisor  in  High  and  Graminar  Uei>artments  of  State  Model  School,  5j  Carroll 
St.,  Trenton. 
M.  H.  Kinsley,  B.Sc,  '88,  St.  I  jwrence  Univ. 

ii>oi,    Superintendent  of  Schcmls  of  Hudson  County,  Manual  Training  Building,  Hoboken. 
Jane  NL  Lewis. 

1877,  Principal  of  Primary  School  No.  8,  og  Mercer  St.,  Jersey  City. 
S.  Ervin  Mann'ess,  .\.NL.  '06,  Univ.  of  Tcnn. 

igot),    Princip;il  of  i8lh  .\vcnue  School,  615  Mt.  Prospect  .\ve.,  Newark. 
Henry  M.  Maxson,  A.M.,  '80,  .\mhersl  Coll.;  Pd.D.,  '04.  .Mfred  Univ. 

1892,  Superintendent  of  Schools,  661  W.  7th  St.,  Plainlield. 

Addison  B.  Poland,  .X.M.,  '76,  Wcs.  Univ.,  Conn.;  Ph.D.,  '90,  Univ.  of  City  of  N.  Y. 

ipoi,    Supcrinlcndcnl  of  Scho<ils.  915  S.  16th  St.,  Newark. 
EuiLY  A.  Rice,  Pd.D.,  '92,  .MUny  Nor.  Coll. 

Teacher  of    Private   Cla.s,ses.  77  Clark  .\vc..  Ocean  Grove;    winter  residence,  n6 
Church  St.,  Charleston,  S.  C. 
Randall  Spaulding,  A.B.,  '70,  Yale  Coll. 

1874,    Superintendent  of  Schools,  276  Clarcniont  .\ve.,  Montclair. 

JoTHAM  Walker  Wakeman. 

1865,    Princip;il  of  School  No.  6,  sso  Summit  .\ve.,  Jersey  City. 
H.  Brewster  Wilms. 

1886,    Superintendent   of   Schools  of   Middlesex   Co.,   185   Livingston   .Ave.,   New  Bruns- 
wick. 

1893  Charles  B.  Gilbert.  A. B..  Williams  Coll. 

Lecturer  on  Education,  Western  Reserve  University;   address,  ji  King  St..  Kngle- 

WCKKJ. 

He.sry  E.  Harris. 

1879.    Principal  of  Grammar  School  No.  i,  W.  sih  St..  Bayonnc. 

Miss  S.  M.  Skarle. 

1893,  Principal  of  Primary  Department,  !'ul>lic  School  No.  33,  cor.  Romaine  and  PavoDim 

Aves.,  Jersey  City. 
Lewis  C.  Wooley,  A..M.,  '03,  Rutgers  Coll. 

1878,  Princijjal  of  Joseph  Wood  School,  136  E.  Front  St.,  Trenton. 

1894  Richard  Case,  .\.M..  'Hi,  Brown  Univ. 

1898,  Sui>erinicn<lcnl  of  Schools,  Trenton  Ave.,  Point  Pleaiianl. 
.Maximilian  P.  E.  (iRoszuANN,  Pd.D, 'ot.  New  York  Univ. 

1900,  Director  of  (iros/mann  S«h<»il  for  Nervous  and  Atypical  Children,  Walchung  Crest, 

John.ston's  Drive,  Plainlield. 

J.  F.  D.  Heinkkes.  . 

1899,  Supcrvi.sing  Principol  of  Pulilic  Schools.  EjuU  Brunswick  PowniUup;  re*.,  cor.  Mam 

and  School  Sts.,  P.  O.  Box  4 J.  Milllown. 
Gaics  HorruAN. 

18H1,    Principal  of  Schools,  Bound  Brook. 
James  WiLMKR  Kkssedv.  A.M.. '91.  New  York  Univ. 

i8«9,    Principal  of  .Miller  .Street  Grammar  School,  3  Ernmelt  St.,  Newark. 

Hksriktta  S   Lksi.ie. 

188s,    Principal  of  Pulilic  School,  Box  26,  Blackwcxxl. 

N.  W.  I'EAsr. 

18/17,    Principal  of  Morrrll  Street  .School  No.  j,  ji  Morrell  St..  Kli«l>eth. 

J.  ALumr  Rr.isiiAiiT,  Ph  D  ,  'Hi,  Syracuv  Univ. 

iHHj,    Primiiul  of  High  Sihool,  534  K-  »7th  S«i  Palenton. 
Erwin  IL  Sciiuvi.r.R,  A  M  . '9»,  I'rinirion  C'lll.  ...      v. 

|8«4,    Profe*vir  of  .Maihrm.iiii<i,  Dr  Juliu»  Sach»'  Colle«iale  InMilule,  3H  W.  59th  St..  New 
York  City,  ren  ,  Maworth. 
HrMtV  SMYOri,  A  B  . '78.  A  M  . 'KM.  I.nfaynir  Coll, 

1892,    Su|icrinicndeni  of  Pulilic  S<h<«il»,  42  Mvliaon  Ave..  Jemry  CUjr. 

1805  i.vatSK  BoUTos,  A  B  ,  'j^.  A  M  .  '81.  Yale.  Ph  I)  ,  'Kj.  Syranj«e  Unlv, 

19-J4.    .Su|«rrvi.ing  l'nn<i|ul  of  S<h.».l..  ij  Wlntor  PI..  Glen  RUIge. 
WiLiKjs  FARRANn,  A  B  .  'Wi.  A  M  .  'H.,.  Prin<ri..ii  f.II 

1901,  Mea<l  Mauler  of  .N'rwark  A14I  .  '■  Si.,  Newark. 

W.  J.  SiirARrR.  AB.'H7.  A  M  ,'90.  PII».'oi  I  ,  „  ,      "  .         c. 

iHo%,    Suijerinirndenl  of  Sch«ioU  of  I  .;,  .     ih  and  County  of  Unkm,  lioo  Anna  it.. 

Kliulieth. 

1806  Charlk.h  J.  BAXTrR.  A  M  .  'o?.  Ruigen  Coll. 

i8</i.    Slate  Supcriniewlent  <if  Pul.tlr  InMrurilon.  940  W.  Sial*  St.,  Tr«ii<in. 


822  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  Jersey 

NEW  ^Y.VSEY— Continued 

1896     Mrs.  Lydia  A.  Bennett. 

1895,    Principal  of  School  No.  3,  Midland  Township,  cor.  Broad  St.  and  Harold  Ave. 
Bo.x  103,  Leonia,  Bergen  County. 
H.^RRY  B.  BoiCE,  M.D.,  '88,  New  York  Univ.  Med.  Sch. 

iSoi,    State  Normal  School,  Trenton;  address,  Titusville. 
Mrs.  Millie  Ryan  Eakins. 

38  Oakwood  Ave.,  Arlington. 

D.  H.  Farley. 

Teacher  in  State  Normal  and  Model  School,  515  E.  State  St.,  Trenton. 

E.  R.  Johnstone. 

1933,    Superintendent  of  New  Jersey  Training  School  for  Feeble-Minded,  V'ineland. 

Edwin  C.  Merrill. 

Publisher,  Maynard,  Merrill  &  Co.,  44-60  E.  23d  St.,  New  York;  res.,  33  Washington 
St.,  East  Orange. 
O.  I.  Woodley,  M.Pd.,  '01.  Mich.  Nor.  Coll.;  A.B.,  '01,  Albion  Coll.;  A.M.,  '02,  Columbia  Univ. 

1904,  Superintendent  of  Schools,  Passaic. 

1597  Margaret  Bancroft. 

Principal  of  Haddonfield  Training  School,  Main  St.,  Haddonfield. 

Miss  Jean  W.  Cox. 

"Crampton,"  2  Main  St.,  Haddonfield. 
Anna  M.  Fell,  M.E.L.,  Pennington  Sem. 

1893,  Principal  of  Cadvvalader  School  No.  21,  310  W.  State  St.,  Trenton. 
E.  K.  Sexton,  Pd.M.,  '92,  New  York  Univ. 

1894,  Principal  of  Central  Avenue  Grammar  School,  103  S.  nth  St.,  Newark. 
Ira  Winthrop  Travell,  A.B.,  '90,  Williams  Coll. 

1893,    Principal  of  High  School,  Plainfield. 

1598  S.  V.  Arrowsmith. 

1897,  Superintendent  of  Schools,  103  Maple  Ave.,  Red  Bank. 
Arthur  Grant  Balcom. 

Principal  of  Franklin  Grammar  School,  167  Mt.  Prospect  Ave.,  Newark. 
Anna  Bodler,  M.Sc,  '95,  State  Nor.  Sch.,  Mansfield,  Pa.;  Ph.B.,  '01,  Univ.  of  Chicago. 
1901,    Teacher  of  Pedagogy,  Newark  Normal  and  Training  School,  Newark. 
1899     Mrs.  a.  W.  Dresser,  Gr.ad.,  '90,  Kraus  Sem.  for  Kindergartners,  New  York. 
226  High  St.,  Burlington. 
Edward  H.  Dutcher,  A.B.,  Univ.  of  Vt. 

1891,    Principal  of  Eastern  School,  87  N.  Munn  .\ve..  East  Orange. 
J.  Howard  Hulsart,  A.M.,  '98,  Ph.D.,  '01,  111.  Wes.  Univ. 

1891,    Supervising  Principal,  57  McFarlan  St.,  Dover. 
A.  Leroy  Jones,  A.B.,  '95,  Williams  Coll.;   Ph.D.,  '98,  Columbia  Univ. 

1905,  Preceptor  in  Philosophy,  Princeton  University,  Princeton. 
Jerohn  Joseph  Savitz,  A.M.,  '94,  Ursinus  Coll.;  Pd.D.,  '02,  New  York  Univ. 

1901,    Superintendent  of  Public  Schools,  43  Ross  Place,  Westfield. 
J.  Alfred  Wilson,  B.Sc,  '97,  M.Sc:,  '05,  Rutgers  Coll. 

1906,  Principal  of  Elizabeth  Avenue  School,  Newark, 
igoo     Vernon  L.  Davey,  A.B.,  Cornell  Univ. 

1890,    Superintendent  of  Schools,  32  Munn  Ave.,  East  Orange. 
James  L.  Hays. 

President  of  New  Jersey  State  Board  of  Education,  104  Clinton  Ave.,  Newark. 

1901  Henry  C.  Krebs. 

190S,    Superintendent  of  Public  Schools,  North  Plainfield;    and  (1902)  Superintendent  of 
Schools  of  Somerset  County;   res.,  23  Fairview  Ave.,  North  Plainfield. 
John  C.  McLaury,  Ph.B.,  '99,  Ph.D.,  '01,  111.  Wcs.  Univ.;    Pd.B.,  '95,  Pd.M.,  '97,  St.  Nor.  Coll., 
Albany,  N.  Y.;    Pd  D.,  '05,  N.  V,  Univ. 
1900,    Principal  of  Seventh  Avenue  School,  Newark;  res.,  42  S.  Maple  Ave.,  East  Orange. 
Mrs.  Jennie  Prentiss  Ward. 

113  Prospect  Ave.,  Newark. 
George  A.  West. 

1885,    Principal  of  Public  School,  Raritan. 
W.  Spader  Willis. 

1898,  Principal  of  Normal  and  Training  School,  459  High  St.,  Newark. 
Mrs.  H.  Brewster  Willis. 

185  Livingston  Ave.,  New  Brunswick. 

1902  Frank  W.  Bowen. 

Representative    of    the    Christopher    Sower    Co.,     Publishers,    304    S.    sth   St., 
Camden. 
James  E.  Bryan,  A.B.  '90,  Johns  Hopkins  Univ. 

1899,  Su[xrintcndent  of  Schools,  412  Linden  St.,  Camden. 
Sarah  A.  Dynes,  Ph.B.,  '94,  Cornell  Univ. 

1895,  Head  of  Department  of  History  and  Civics,  State  Normal  School,  521  E.  State  St., 

Trenton. 

1903  Arthur  PiRRrE  Butler,  .\.B.,  '88,  Harvard  Univ. 

1898,    Associate  Principal  of  Morrislown  School,  Morristown. 
John  Enricht. 

Superintendent  of  Monmouth  County  Schools,  and   Principal  of  High  School,   39 
Court  St.,  Freehold. 


New  Jersey)       LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  823 

NEW  }E^SE\ -Continued 
190J     Samuel  A.  P'arrand,  A.M.,  '60,  Princeton.  "70  Williams,  "70,  N.  Y.  Univ.-.  Ph.D.,  '70,  Princetoo. 
1S50,    Headmaster  of  Newark  Academy,  544  High  St.,  Newark. 
Christopher  Grec.ory,  .\.B.,  '73,  Coll.  of  City  of  N.  Y. 

1889,    Superintendent  of  Schools.  410  Uroadway,  Station  15.  Lon«  Branch. 
George  Morris,  B.Sc.  '80,  Rutgers  Coll.;    .\.M..  "oi.  Columbi.i  I'niv. 

1904,  Superintendent  of  Schools  44  Bay  Ave.,  Bloomlield. 
Philo  G.  N(X).s-,  A.B.,  'i)5.  Harvaril  I'niv. 

1901,    \icc  Princiixil  of  Grammar  School,  114  S.  12th  St.,  Newark. 
George  Riplfv  Pinkham.  .\.B..  '87,  .\.M.,  '00.  Brown  I'niv. 

1905,  Supervising  Princijulof  South  St.  School,  Newark,  and  GraHu.ile  Student  in  Kdura- 

lion.    Teachers    College,  Columbia    University;    res.,  Stella  .Apartments,  ji  W. 
Kinney  St..  Newark. 
Fred  S.  Shepherd.  A.B.,  '84.  A.M..  "87.  Beloit  Coll.;   Ph.D..  '97.  Univ.  of  Pa. 

1899,    Superintendent  of  Public  Schools,  High  School  Building,  .\sbury  Park 
William  H.  Smith.  .X.B..  'q";.  HarvanI  I'niv. 

1005.    Principal  of  Stockton  Sch<K)l.  173  S.  3d  St..  South  Orange. 
Louis  Fra.skliv  Snow.  Ph.B..  "87.  Bmwn  Univ.;   A.B.,  '89,  A.M.,  '90,  Harvard    Univ.;    Ph.D..  "03. 
Columbia  Univ. 
160  Market  St..  Newark. 
Frank  A.  Tibbetts. 

IQ06.    Head  of  Business  Department,  High  School.  31  Park  St..  Jersey  City. 
H    H    Tucker,  A.B.,  '83,  A.M.,  '86,  Hates  Coll. 

1903,    Princljxd    of  Lawrence  Street  School,  Newark;    res.,  413  Richmond  Ave.,  South 
Orange. 
William  A.  Wetzel,  A.H..  'gi,  I-afayelle  Coll  ;  Ph.D.,  '95,  Johns  Hojkins  I'niv. 

iQoo,    Principal  of  Public  High  Sthool,  Trenton. 
Francis  Call  Woodman,  A.B.,  '88,  Harvard  Univ. 

1898,  Head  Master  of  Morrisluwn  School,  Morristown. 

IQOS      jlLIA    \.    ASAY. 

i(;oi,    First  .Assistant  in  Garfield  Grammar  School,  115  .\.  27th  St.,  Camden. 
J.  Brognard  Betts. 

1876,    Assistant  State  Superintendent  of  Public  Instruction,  State  House,  Trenton. 
William  Bishop,  B.Sc.,  '80,  Haverford  Coll. 

Memtier  of  Commiiice  in  Charge   ( f   Westlown  Boarding  School,  Milton  .Ave.  and 
Broad  St.,  Rahway. 
Charles  W.  Blakeslee.  .\.B.,  '.S<>.  .A.M.,  '.89,  Wesleyan  Univ.,  Conn. 

1893,    Nice- Principal  of  Chattle  High  School,  207  Chelsea  Ave.,  Ix>ng  Branch. 

Lena  R.  Bowen. 

1899,  Kindergarten  Teacher,  Public  Schools,  36  Arlington  Ave.,  East  Orange. 

Chakles  B.  Boykr. 

Sui)erintendent  of  Public  SchooU,  31  S.  Slenlon  PI.,  .Atlantic  City. 

R.    J.    BOVNTON. 

1896,    Prind|Kil  of  School,  ftSo  E.  25th  St.,  Palerson. 

Eva  E.  Brings,  B  .Sc..  '04  Columbia  I'niv. 

Head    of    De|Mrtment    of  Mathematics,  High  School;    res.,  201   4ih    Ave  .  .Anbury 
Park. 
Josephine  K.  Brisvate.  .A.B  .  A  M..  Di(kin«>n  Coll. 

1903,    Teacher  in  High  School,  30  N.  Delaware  .Ave.,  .Atlantic  City 
Clara  Stewart  BrBROiiiii. 

1900,  Prinii|«l  of  Manual  Training  and  High  School,  605  N.  2d  St.,  Camden. 
Mary  .A.  Burbouch.  B  K  .  '92.  Nat.  S<h.  of  Klo»uiion  and  Oratory. 

1901,  Sujrrvi.sing  I'rinii|Kil  of  Public  Schools,  $44  Penn  St.,  Camden. 

Elizabeth  .A.  Cassadv. 

Princi|al  of  C.  .A.  Bergen  School,  Camden;   rr»  ,  Woodbury  Heights. 

Li  <  v  Nf.  Chake. 

1906,  Principal  of  High  School;  m..  42  Ki<lge  Roail.  Ruthrrfonl. 
Marv  E.  C'-rriN,  B  S<  .  'o^.  Adrl|.»ii  Coll  ;   Pd.M.,  '94,  Pd  D..  'oft.  New  Ywk  Univ. 

1K77,    Vite  Primi|«l  ol  High  School,  504.  7lh  Ave.,  Asbury  Park. 
Thomas  Colby.  I'h.B  ,  'oj,    Taylor  I'niv, 

Sujicrinlendrnt  of  Schools,  Garfield. 

David  B.  Corson.  .    ,     ^      .. 

AsMUant  Sujierintendent  of  S<hot)ls  ^^^  ijAt  St.,  Newark. 

Martin  I.uTMrR  Cox.  I'd  D  ,  '97,  New  York  t'niv. 

Priniiial  of  I  iih  Ave.  (irammar  and  English  Industrial  High  Scbool,  j*e  CUItnn 
Ave.,  Newark. 

Harriett  Btrit  Crane.  ,  .  ^  ,.     ..     ...,    .    l 

Vice  Principal  o(  Schoiil  No.  10;  rr*..  lo«  Stiles  St  ,  Uisalieth. 

Acnes  M.  C»A»f"Ri..  .... 

190J.    Teacher  in  Public  School  No.  20.  ltd  Ixmlietk  Ave  .  Jersey  (  ily. 
W.  James  Csist,  Ph  II .  '07.  A  M  ,  '99  ..... 

i»5<.    Sul«-r«i««ng  Princilnl  of  Public  Si  luiols,  Hackellslciwn. 
C.  M    DALSVMPir.   I'd  M  .   H  <"      N'w  V'.rV    I  niv 

190^.    I"rinci|««l  '■'  '  '    ■■  "     '' ' 

EiKiAR  Dawsov.  A  B     •«<    I  Ph  D     'r..    \x\t,$it 

i9<y>,    Pfrfrp«frr  1  .mriiifl  t  nttrrsily,   rr%    9  Madt 

son  St..   I'llli'  r|.,|l 


824  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  Jersey 

NEW  Z'E.'&SEY— Continued 

1905     W.  B.  Du  RiE,  A.B.,  Nat.  Nor.  Univ. 

Principal  of  Grammar  School,  56  Jaques  Ave.,  Rahvray. 
George  M.  Ellis,  B.Sc,  '01,  M.Sc,  '03,  Alfred  Univ. 

1904,  Principal  of  High  School,  727  Central  Ave.,  Ocean  City. 

Griselda  Ellis. 

Critic  Teacher  in  Model  School,  State  Normal  School,  209  S.  6th  St.,  Newark. 

Helen  R.  Emery. 

i8g8,    Teacher  in  Grammar  School,  504,  4th  .\ve.,  Asbury  Park. 

Laura  J.  Ennis. 

Teacher  in  Public  School  21,  535  Pavonia  Ave.,  Jersey  City. 
Lydia  K.  Ennis. 

Vice-Principal  of  Public  School  No.  i,  535  Pavonia  Ave.,  Jersey  City. 
Powell  G.  Fithian. 

1900,    Director  of  Music,  Public  Schools,  405  Linden  St.,  Camden. 
S.  B.  Gilhdly,  Ph.B.,  '93,  111.  Coll.;   A.M.,  '94,  Lafayette  Coll. 

Superintendent  of  Public  Schools,  27  Addison  Ave.,  Rutherford. 
Henry  Herbert  Goddaud,  A.B.,  '87,  A.M.,  '89,  Haverford  Coll.;   Ph.D.,  '99,  Clark  Univ. 

Director  of  Psychological  Research,  New  Jersey  Training  School  for  Feeble-Minded 
Boys  and  Girls,  Vineland. 

WlI.LLAM    H.    GrENELLE. 

Supervising  Principal  of  Hawthorne  Schools,  North  Paterson. 
Matthew  Carter  Hamilton,  A.B.,  'oi,Thiel  Coll.;   A.M.,  '05,  New  York  Univ. 

1902,    Teacher  of  Mathematics  and  Science,  and  Vice-Principal  Irvington  High  School; 
res.,  80  Elizabeth  Ave.,  Newark. 

W.  L.  R.  Haven,  A.M.,  '67. 

1869,    Superintendent  of  Schools,  7  Maple  Ave.,  Morristown. 
Daniel  Tilton  Hendrickson,  Ph.B.,  Providence  Univ.;   A.M.,  '06,  Ewing  Col!. 

Superintendent  of  Fanwood  Township  Schools,  Lock  Box  11,  Scotch  Plains,  Union 
County. 
Mrs.  Lydia  Morford  Hendrickson. 

188.5,    Principal  of  School  No.  5,  Middletown. 
Jessie  May  Herring. 

1900,  Teacher  in  Columbian  School,  36  N.  Arlington  Ave.,  East  Orange. 
Newton  Clark  Holdridge,  A.B.,  'gi,  A.M.,  '95,  Colgate  Univ. 

1897,    Supervising  Principal  of  Schools,  Hamraonton. 
Jane  V.  Horsley. 

Head  Assistant  in  School  No.  i  Asnex,  43  Orient  Ave.,  Jersey  City. 
Homer  G.  House. 

1905,  Supervising  Principal  of  Schools,  Livingston;   res.,  292  Main  St.,  Madison. 
Henry  Budd  Howell,  A.B.,  '86,  Lafayette  Coll.;   A.M.,  '98,  Columbia  Univ. 

Principal  of  School  No.  21,  Jersey  City;  res.,  Phillipsburg. 
Mary  Harrison  Howell,  A.B.,  '96,  Wells  Coll. 

123  Broad  St.,  Newark. 
Charles  A.  Hoyt. 

1866,    Principal  of  Grammar  School  No.  8,  61  Sherman  Ave.,  Jersey  City. 
Katharine  k.  Hughes. 

1893,    Principal  of  School  No.  8,  721  Grove  St.,  Elizabeth. 
A.  M.  Hulbert. 

1901,  Principal  of  Schools,  Park  Ridge. 

Alexander  C.  Humphreys,  M.E.,  '81,  Stevens  Inst.;  D.Sc,  '03,  Univ.  of  Pa.;  LL.D.,  '03,  Columbia 
Univ. 

1902,  President  of  Stevens  Institute  of  Technology,  Hoboken. 
Anna  Marie  Keidel. 

1895,  Teacher  in  Helmetta  School,  21  Hartwell  St.,  New  Brunswick. 
Oliver  B.  ^Cern.  A.B.,  Franklin  &  Marshall  Coll.;   A.M.,   06,  Columbia  Ifniv. 

1904,    Sknx;r\ising  Principal  of  Schools,  215  N.  4th  St.,  Camden. 
Mary  D.  Kirkpatrick. 

1868,    Assistant  in  Ann  St.  School,  100  Pacific  St.,  Newark. 
Frank  Howard  Lloyd. 

1903,  Principal  of  School  No.  6,  Perth  Amboy;   res..  Main  St.,  Matawan. 
Margaret  T.  Magee. 

Principal  of  J.  W.  Starr  Grammar  School,  Pine  St.  above  8th  St.,  Camden. 
Nellie  Lucina  Mann. 

1903,  Teacher  in  Public  Schools,  293  Clifton  Ave.,  Newark 
J.  M.  McCallie,  A.B.,  '87,  Univ.  of  Tenn. 

Principal  of  Centennial  Grammar  School,  55  Model  Ave.,  Trenton. 
Rebecca  McClure. 

First  A.s.sistant  in  Newton  St.  Grammar  School,  34S,  13th  Ave.,  Newark. 
Emma  A.  McCoy, 

1896,  Teacher  in  High  School,  Somerset  PI.,  New  Brunswick. 
Ernest  T.  McNutt,  A.B.,  '98,  West.  Md.  Coll. 

1904,  Supervising  Principal  of  Public  Schools,  Belvidere. 
George  E.  Megargee. 

Supervising  Principal  of  Chester  Township  Public  Schools,  Moorestown. 


New  Jersey]      LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  825 

NEW  JERSEY— Cort/inMri 

15)05     M.  Alice  Metcalf. 

Kindcrfjartner,  44  Montgomery  I'l.,  Trenton. 

JtLIA    a.    MiNlHAN. 

iSSS,    Principiil  of  School  No.  3,  244,  7th  St.,  Jersey  City. 
H.  J.  Nkal.  A.m..  'yi,   nickin.s..n  Coll. 

1902,    Supervisor  of  Schools,  137  Fourth  St.,  I-akewooil. 
Martha  F.  Nklsos. 

1896,  Librarian  of  New  Jersey  State  Normal  School,  907  Eilnewood  .\ve.,  Trentos. 
William  F.  Overman,  A.U.,  Haverford  Coll. 

Principal  of  Moorestown  Friends'  Ac.idcmy,  100  E.  (Vnlr.il  .\ve.,  Moorcslown. 

Cora  Webb  Peet. 

Princlixil  of  Private   Normal   Kindergarten  Training  School,    16   Washington  St., 
Ea.st  Orange. 
Joseph  W.  Pin<:i"s.  .\gri.B.,  '98.  Conn.  .\Kri.  Coll. 

Agricultural  Director,  and  President  of  Hoard  of  Ivlucalion.  Woodliine. 
.V.SNIE  L.   PoMEROY,  B.L..  '96,  .\ft.  Holvokc  Coll. 

Teacher  of  English  and  History,  Dearlxirn- Morgan  School,  44J  .M.iin  Si.,  Orange. 

Geori.e  Howard  Rekd. 

Manager  of  Educational  Deixirtment,  Joseph  Dixon  Crucilile  Co.,  Jcr.sey  City. 

Susan  A.  Reilly. 

1895,    Instructor  in  Geography.  State  Normal  Sch<K)l,  Tri-ntcm;    res..  5.5  M.iin  St.,  I.,iini- 
bertvillc. 
Ida  Y..  Robi.nson. 

1897,  Principal  of  School,  265  Franklin  St.,  HliM>niheld. 
Walter  M.  Sage,  .'V.M.,  '02,  Dickin.'«)n  Coll.;   Ph.B.,  '00. 

1904,    Principal  of  North  Halcdon  Public  School,  Haledon. 

Andrew  Scarlett. 

1893,    Principal  of  Oakwood  .Ave.  School,  Orange;   res.,  sfi  S.  nth  St.,  Newark. 

Mrs.  Elsie  M.  Seouin. 

Principal  of  Scguin  Physiological  School  for  Children  of  .\rrestcd  Mental  Develop- 
ment, 370  Center  St.,  Orange. 

John  C.  Sharpe. 

1898,  Principal  of  Ulair  .\cademy,  Rhiirstown. 

Elmer  C.  .Sherman,  A.B..  '83,  A.M.,  '8s,  Hiimilton  Coll.;   Ph.D.,  '9J.  New  York  Lniv. 

1904,    Superintendent  of  City  Schools,  Englewood. 
Frank  H.  Sommer.  I.E.B.,  I.L.M.,  J.D.,  New  York  Univ. 

Professf)r  of   Uiw,  .New  York  University,  an<i   MrmU-r  of   Hoanl  of   Education,  as6, 
6th  .\vc.,  Newark. 

Louisa  St^ndincer. 

Teacher  in  Public  School  No.  13,  84  Hentley  Ave.,  Jersey  City. 

Amos  F.  Stauffer.  A.B..  '91.  .\.M.,  '94,  Lafayette  Coll. 

1004,    Princi|>al  of  School  No.  33,  Romaine  and  I'avonia  .Vvrs  ,  Jervy  ('ity. 

D.  T.  Steklman. 

1900,  Supcrvi.-jing  Princiixd  of  Sch<MiU.  439  S.  Broad  .St.,  (jlassljoro. 

Err*  H.  .Steelman. 

1902.    'I'eacher  in  F'ublic  School.  Hammonton. 
EoiTH  P.  Stkikhh.  A.B..  '<>•).  Harnar.l  Coll.;    A.M..  "oo.  Columbia  Univ. 

1901.  Teacher  in  Miss  Jacobin  Scluwl,  New  York;   re».,  8  S,  M«plc  Ave.,  Ea»l  Or  ou-r. 

Franklin  .\.  Strvkkb. 

Raritan. 
Okorcc  Tf.acuk,  A.B.,  'os.  New  York  Univ.  

Supervising  Principiil  of  .S«hf»>N,  Brmnrdn  Inn.  IJcrnard-iviIle. 

Helen  J.  Thompson.  .         _    .      ^      _ 

|8<;S,    Teacher  of  .Mathematic»,  High  School.  44  Ewing  St.,  Trenton. 

1**1  ii^'K  R    Vactob 

fca(hrr..fS<ienir,HiKhS<h<«ol;  rr«..  The  Oilonlal.  I'.i  I' ilivi  Ir  Avr.Wra  iloUiken. 

Bkssik  ».  Warwk  K.  .,  .     „      ..... 

iH<>j,    Teacher  in  Public  .VhooU,  6  Main  St.,  .Medlor.1. 

Howard  S.  Wilson.  v.       .       »•        i 

1901,    Principal  of  Ornde.1  .Vb<«j|.  K.ea«liey;   r«..  New   m.  Mrluihrn 

H.    C.    W<KWTICR.  n  Sc.  Tea.  hert  Coll,  o  l      i      ,•  i,  11      l  l 

Kio^,    .Supcrinlcndent  of  llergen  (ounly  .SthonU,  C<Kirt  Houiie,  II 11  ken%.ii  k. 

ii/yi    I.Ai  HA  J.  Hi..s',»rrr.  ....        ..  ,      .■        ■ 

Vlccl'i  nfi|ol  of  Uurnni  .St.  School,  ^s  HurnrtI  St  .  Newark. 

Wii  i.iAM  J.  Hir.icr.iT.  ,    .         „  . 

i^y.,   Sut>erinlemlent  of  S<h«».l».  H4  hMerbr-wk  Ave  ,  Rahway. 

ClIARLKf    E.     BoHII.  «  ,      o         It       L  I. 

1H9H.    Principal  of  Public  Sthiiol,  86  PmwIc  St..  llackrriMck. 

•  Jamf.i  H.  CiiRiHTir..  M  St  .  St    Uwrrnce  Unlv  ;   M  St    I,L  H 

1900,    Supcriniefulcmo(.St»K«U,  71  ».  jolh  St.    n.tyonn«. 

Vr.\%\.      '■*,'^j"'l[|^''^j„^  j„  M^nurti  Tr.inin*   The  Rln«w...|  S<h.«.l    Rln«w.«|  Manor. 

Archihald  M    Dick.  AH     'qi.  AM  ,  VJ. <"'»•»' */'"  c      i- 

190$,    Suprrvi*in«  Prin.iiMl  of  S.  hooU.  ,M.iinS<,,  Keyporl, 


326  NATIONAL  EDUCATIONAL  ASSDOIATlOSf  [New  Jersey 

NEW  JERSEY— Co«/tnMed 

1906     John  Jackson.  „  ,      ,    tt     1  1 

Newman  School,  Hackensack. 

Allton  H.  Shekman,  A.B.,  '78,  Yale  Coll.  r-i      .     j  c.     r. 

1904,    Superintendeat  of  Public  Schools,  104  Cleveland  St.,  Orange. 

'      ""iSS^p!    Principal  of  Mt.  Hebron  School,  Montclair;    res.,  182  Sumnil  .\ve..  Upper  Mant- 
clair. 
George  J.  VoGEL,  A.B.    '91,  Cornell  Univ.  ^      „     ,  1 

Principal  of  High  School;   res.,  52  State  St.,  Hackensack. 

John  R.  Wilson.  ^        ,  r^      -^       ' 

Superintendent  of  Schools,  727  E.  23d  St.,  Paterson. 

INSTITUTIONS 

1897    Free  Public  Library  OF  Jersey  City.  ,,   x>      ,.  ■     t 

President,  John  J.  Voorhees;   Librarian,  Esther  L.  Burdick,  Jersey  City. 

New  Jersey  State  Normal  School. 

Principal,  J.  M.  Green,  Trenton. 

1931     Free  Public  Library,  Trenton.  r  ..     ,       ^      . 

President.  F.  W.  RoebUng;  Librarian,  Adam  J.  btrohra,  Irenton. 

State  Library  of  New  Jersey. 

State  Librarian,  Henry  C.  Buchanan,  Trenton. 

1903  Free  Public  Library,  Montclair.  ,.    •  ,    ^.,  ,    u  c.     at     .  1  ■ 

President,  R.  M.  Boyd;  Librarian,  S.  Augusta  Smith,  Chifrch  St.,  Montclair. 

Free  Public  Library  of  Newark. 

Librarian  and  Secretary,  J.  C.  Dana,  Newark. 

Passaic  Public  Library.  ^t  „   t. 

Librarian,  Miss  J.  M.  Campbell,  City  Hall,  Passaic. 

1904  Atlantic  City  Free  Public  Library.  a.i     .•    <-•» 

Librarian,  Alvaretta  P.  Abbott,  cor.  Pacific  and  Illinois  Aves.,  Atlantic  City. 

East  Orange  Free  Public  Library. 

Librarian,  Frances  L.  Rathbone,  East  Orange. 

Plainfield  Public  Library  and  Reading  Room. 
Librarian,  E.  L.  Adams,  Plainfield. 

igos     Board  of  Education,  Plainfield.  „    ,,   ,r  t,i  ■  c  u 

President,  J.  B.  Probasco;    Superintendent,  H.  M.  Maxson,  Plainfield. 

Broadway  School,  Camden.  ^ .,       .       ^  £^oi.ir.j  j  nv^^  - 

Principal,  Elizabeth  Anderson;   Librarian,  Laura  S.  Schrack,  Broadway  and  Chnton 
Sts.,  Camden. 

The  Center  School,  Bi.oomfield 

Principal,  Lizzie  Otis,  Bloomtield. 

E.  A.  Stevens  Girls  Grammar  School  Camden. 

Principal,  Florence  Hughes,  4th  and  Washington  Sts.,  Camden. 

East  Orange  High  School,  Library. 

Principal,  Charles  W.  Evans,  East  Orange. 

High  Bridge  Public  School. 

Principal,  C.  E.  A.  Walton,  High  Bridge. 

High  School,  Bayonne. 

Principal,  Preston  H.  Smith,  Bayonne. 

High  School,  Newark.  .       .,,    ^    „    jj    xt        1 

Principal,  W.  E.  Stearns;    Libranan,  K.  E.  Rudd,  Newark. 

Madison  Public  Library. 

Librarian,  Bertha  Selina  Wildman,  Madison. 

Manual  Training  and  High  School.  „       , 

Principal,  Clara  S.  Burrough,  Haddon  and  Newton  Aves.,  Camden. 

Matawai*  Graded  School.  .       .,    ,  .    „r  n-       -ki,  . 

Principal,  W.  h.  Miller;    Librarian,  Joel  A.  Walling,  Matawan. 

Neptune  Township  High  School. 

Principal,  L.  A.  Doren,  Ocean  Grove. 

Public  High  School,  Red  Bank. 

Principal,  S.  V.  Arrowsmith,  Red  Bank. 

Public  .School  Library,  Camden.  r.       /-      j 

Librarian,  Laura  S.  Schrack,  Broadway  and  Clinton  Sts.,  Camden. 

Public  School  Library,  Egg  Harbor  City. 

Principal  and  Librarian,  H.  M.  Cressman,  Egg  Harbor  City. 

School  No.  2,  Jersey  City.  .    ^      ^ 

Principal,  Julia  A.  Minihan,  Erie  St.,  Jersey  City. 

South  Orange  .Public  School. 

Superintendent,  H.  W.  Foster,  South  Orange. 
Stevens  Institute  of  Technology.  ,t   t-   t,     .     u  u  1 

President,  Alex.  C  Humphreys;   Librarian,  H.  F.  Raetz,  Hot)oken.  , 

EACHERS      "^^'^g^p^^yj^i'jjg  Principal,  E.  Mackey,  High  School,  Hamilton  and  Chestnut  Sts.,  Trenton . 

West  Hoboken  Public  School  Library.  „,    .  tt  u  i 

Librarian,  Robert  Waters,  School  No.  4,  Malone  St.,  West  Hoboken. 
1006     Free  Public  Library,  Hoboken.    ,,   „    ^  ,  ,   „  ,    , 

Librarian,  Thomas  I'.  Hatfield,  Hoboken. 


Xew  York]         LIFE,  ACTIVE,  AX D  CORRESPOXDIXC  MEMBERS  827 

NEW  MKXICO 

ACTIVK    MKKIII  RS 

1801     HiRAM  Hadlev,  A.m..  '85.  Earlham  Coll. 

Ex-Tcrritorial  Suix-rinti-ndcnt  of  Public  Instruction.  I.ns  Cruces. 
180S     Clarence  T.  Hackrty,  11. Sc,  '00,  M.Sc.,  'g5.  Noire  l)anic  I'niv. 

i8g>,    l'ro(r.-;.-^)r  of  Mathematics,  College  of  Agriculture  and   Mechanic  Arts,  1  as  Cruces 
Charles  E.  Hodi.i.s-,  tlrad.,  '8i,  Iml.  St.  Nor.  Sih.;  IM.H.,  '93,  Iniv.  of  \.  Mex. 

iSv7,    Principal  of  Normal  Departnunl.  I'niver.sily  of  New  Mexico,  Alluqucrqur. 
Charles  M.  Light,  Ph.D.,  I'niv.  of  City  of  New  York  and  Nor.  Sch.  cf  Kans. 

1806,    Princip;il  of  Normal  School  of  New  Mexico,  Silver  City. 
EoMiNi)  J.  Vkrt.  Pd.n.,  '94.  Ph. It.,  'of.  Ph.D.,  \B. 

1903,    President  of  New  Mexico  Normal  University,  Las  Vegas. 

iSor     HioH  A.  OwE.v.  B.Sc. 

1900,    Head  of  Science  Department,  Normal  Sch<Kil  of  Ni  w   Mexico,  Silver  City. 

James  Alphels  Wood,  A.B.,  '77,  A.NL,  '80. 

1899,    Su])erintcndent  of  City  Schcxils,  303  E.  I'alace  Avenue.  Santa  Vf. 

1902  Wellington  D.  Sterling,  B.L.,  '99.  I'niv.  of  Mich. 

Superintendent  of  City  Schools,  .Mhuqucrque. 

1903  RCPERT   V.   .\SPLI-NI>,   .V.U  ,  '96,   111.   Coll. 

lyoi.    Professor  of  Latin  and  Greek,  University  of  New  Mexico,  413  s.  7lh  St..  .Ml  uquerque 

James  Elton  Clark,  Pd.M. 

Territorial  Superintendent  of  Public  Instruction.  391;  Palace  Ave.,  Santa  \'v. 

1904  A.  B.  Stroup. 

1905,    Superintendent  of  Bernadillo  County  Schools.  400  S.  Walter  St.,  .\lbuquerque. 

1906  Wii.  M.  Heiney.  B.Sc..  "85.  M.Sc,  "90. 

1905.    Su])erintcndent  of  Cily  Schools,  Carlslxid. 

1907  k.  R.  Larkin,  B.Sc.  N.  Mex.  A.  and  .M.  Coll. 

Superintendent  of  .Schools,  Las  Vegas;   res.,  624,  uth  .St.,  Lxsi  I_is  Negas. 

institution 

1901     New  Mexico  College  of  .Vgriciltire  ani>  Mechanic  .Vris. 

I'resident.   Luther   Poster;    Librarian.   Charloltc  A.   Baker.   .Mi-silla    I'ark;    P.   O.. 
.Agricultural  College. 

NEW  YORK 

LIFE    directors 

1884     Jamf-S  H.  Canfield.  .\.B..  '08.  .\..M..  '77.  LL.D.,  'm.  Williams  Coll.;   IJtt.D..  'oj,  Oxford,  England. 

1899,    Librarian  of  Columbia  University,  New  York. 
188s     Nicholas  .Mlrrav  Bctler,  A.B.,  'Hj,  I'h  I).,  '84,  Columbia  Coll. 

1889,    President  of  ('olumbia  University,   119  E.  30th  St.,  New  York. 
1800     Charles  Rlfus  Skinner.  A.M..  '90.  Hamilton  Coll.;    LL.D..  '95.  Colgate  Univ.;    iJtI.D.,  'ot.  Tufts 
Coll. 
Ex-Stale  Superintendent  of  Public  Instruction,  Watertown. 
WuLiAM  H.  Maxwell,  A.B.,  '7».  A.M..  '74,  Queen's  Univ..  Ireland;  LL.D.   'ot.  Columbia  Univ. 
i8i>8.    Suijerintendent  of  Schcjols,  The  City  of  New  York,  500  Park  Ave..  New  York. 

I.I>E    UEUUfRS 

1857     James  Cruikshank,  LL.D.,  '61.  ,      .  ...  ...  .  .       , 

Kclireil  Princi|«al  of  (Irammar  School  No.   u.  and  Sccrel.iry   ol  t  ..uii.  il  ..|  Hn.ik- 
lyn  InMilule  of  .\rt»  ami  .Scienctn.  loli  S.  Oxford  St..  Bruuklyn. 

1870    Oliver  Cromwell  Arjv,  .\.M.,  'ds.  Union  Coll. 
1076   Bergen  Si..  Brooklyn. 

William  Edward  Cb«s»v.  • 

Utcrary  an-l  Ivlucalional  Writer.  544  \\ .  I47lh  .St  .  New  \  ork. 

1882     J.iSEPHINF.  E.  HoiH.iK.s.  I'd  M  .  '91,  Univ    of  Cily  of  New  York. 

Ex  PrimilMl  of  lniernir<lialc  .S»h<..l  No.   no,  29  E.  »«lh  M.,  New  ^i»k. 

Me.sco  Stfrn.  .  ,  ,  c        •    c  u     1    I  1  „  V 

1879,    ProfewKir  of  (;rrman   Ijtnguuge  and  l.ileralurr,  Sicrn  »  iHhuul  ol  {.anguage*.  j8  K. 

6oih  St..  .New  York. 

1884     Mrs.  OroRGiANA  Van  Aken.  ,  ...    .       ,     «    t.  .-      v>       v    l 

*  iKjK.    Princi|«l  ol  Doy  S«h.ir.l.  Five  PcMntV  .M1»M.*>,  6.»  Park  St..  New  \.irk. 

i88<     Thomas  IIi.htfr.  A  .VL.  'w..  Columbia  Coll  ;  PhD  .  '77.  William.  Coll  ;  III'.,  N    Y.  UnW. 
iH*^.    President  Emrrilun  ol  Normal  Collrgr.  »o79.  Jth  Ave.  New  Vi*k. 

A<Tivr.  Mr.MartH 

,882     Walter  S.^GooDNot^;...^     ^    ^^  ^^^^.^   ^^^,^    „^^,^^,^   ,,,    „^,,,^,^„     ^.^^    y,^^     ,,,^^ 

IxwU  Ave  ,  Brouklyn. 

.884     H.cHA...<;.^.r.VM..|e^P^wj;^^^  .^.  ^,    ,.    ,    ,,,     .-..nker,. 

E..WA..,  N.j-- .;:.•;,•  ;«^^;'v.;:t/:'ii;'^i'!         ..  re. . .  Midia„,f  av,  .  wi,.„ 

Plain. 
,880     Charles   L    ••*",';_';;;,^^j,^  Publ.Jun^  C...  n   ,<,  W.  ,  ul  S.  .  New  S.nk. 


828  NATIONAL  EDUCATIONAL  ASSOCIATION  [Xew  York 

NEW  YORK— Con/«M«ei 

1887  GussiE  Power. 

1880,    Teacher,  535  Warren  St.,  Hudson. 

1888  Andrew  S.  Draper,  LL.B.,  '71,  Union  Univ.;  LL.D.,  '89,  Colgate  Univ.,  '03,  Columbia  Univ. 

,1904,    Commissioner  of  Education  for  the  State  of  New  York,  Albany. 

1889  Charles  De  Garmo,  Ph.D.,  '86,  Halle,  Germany. 

1898,  Professor  of  Science  and  Art  of  Education,  Cornell  University,  809  E.  State  St., 

Ithaca. 
Thomas  Francis  Kane,  A.B.,  '92,  Cornell  Univ. 

1899,  Teacher  of  Mathematics,  George  Wm.  Curtis  High  School,  Richmond  Borough,  s 

Wall  St.,  New  Brighton,  S.  1. 
Gratia  L.  Rice. 

1892,    State  Director  of  Teachers'  Institutes,  Education  Department,  State  of  New  York; 
home  address,  Cassville. 

1890  C.  W.  Bardeen,  A.B.,  '69,  Yale  Coll. 

1874,    Editor  of  "School  Bulletin,"  406  S.  Franklin  St.,  Syracuse. 
Andrew  Burr  Blodgett,  Pd.D.,  '02,  Syracuse  Univ. 

1889,    Superintendent  of  Schools,  127  Burnet  Ave.,  Syracuse. 
John  T.  Buchanan,  A.M.,  Central  Coll. 

1897,    Princip.1l  of  De  Witt  Clinton  High  School;    res.,  37  Hamilton  Terrace,  New  York. 
John  W.  Chandler,  Ph.D.,  '77,  Univ.  of  State  of  New  York. 

Jordan. 
Edward  D.  Farrell,  .\.M.,  '67,  Coll.  of  the  City  of  New  York. 

1889,    District  Superintendent  of  Schools,  163  E.  124th  St.,  New  York. 

1891  Vincent  Aldridge,  A.M.,  '81,  Syracuse  Univ.,  M.D. 

1889,    Teacher  in  Manual  Training  High  School,  32  Clarkson  St.,  Brooklyn. 
Francis  John  Cheney,  A.B.,  '72,  A.M.,  '75,  Ph.D.,  '89,  Syracu.se  Univ. 

1891,  Principal  of  State  Normal  and  Training  School,  45  Church  St.,  Cortland. 
Augustus  S.  Downing,  A.M.,  Pennsylvania  Coll.;   Pd.D.;   LL.D., '06,  Syracuse  Univ. 

1904,  Third  Assistant  Commissioner  of  Education,  141  S.  Allen  St.,  Albany. 
Matthew  J.  Elgas,  A.B.,  '62,  A.M.,  '63,  Montreal  Coll.;  Ph.D.,  '69,  St.  John's  Coll. 

1896,  District  Superintendent  of  Public  Schools,  121  W.  87th  St.,  New  York. 
Harlan  P.  French,  A.B.,  '68,  A.M.,  '71,  Amherst  Coll. 

1895,  Proprietor  of  Albany  Teachers'  Agency,  and  Publisher  of  "American  Education," 

81  Chapel  St.,  Albany. 
George  David  Hale,  A.B.,  '70,  A.M.,  '73,  Univ.  of  Rochester. 

IOS9  Lake  Ave.,  Rochester. 
OssiAN  H.  Lang. 

189s,    Editor  of  "The  School  Journal,"  "Educational  Foundations,"  and  "Teachers  Maga- 
zine" 11-15  E.  24th  St.,  New  York. 
Henry  M.  Leipziger,  A.M.,  Coll.  of  City  of  N.  Y.;  Ph.D.,  '88,  Columbia  Coll. 

1896,  Supervisor  of  Lectures,  Board  of  Education,  New  York  city,  500  Park  Ave.,  New  York. 
Ellen  G.  Reveley,  Pd.D.,  '94,  N.  Y.  State  Nor.  Coll. 

1904,    Institute  Worker  and  Educational  Writer,  349  Westcott  St.,  Syracuse. 
Thomas  B.  Stowell,  A.B.,  '6s,  Genesee  Coll.;  A.M.,  '68,  Ph.D.,  '81,  Syracuse  Univ. 

1889,    Principal  of  State  Normal  and  Training  School,  6  Le  Roy  St.,  Potsdam. 

1892  Mrs.  Ella  N.  Allen. 

34i  Eagle  St.,  Utica. 
Thomas  O.  Baker,  A.B.,  '86,  A.M.,  '92,  Ph.D.,  '96,  Nor.  Univ.,  Ohio;  Pd.D.,  '96,  N.  Y.  Univ. 

1901,    Principal  of  School  No.  128,  1941,  83d  St.,  Brooklyn. 
Emmet  Belknap,  A.B.,  '80,  A.M.,  '83,  Marietta  Coll. 

1899,    Superintendent  of  Schools,  247  East  Ave.,  Lockport. 
W.  H.  Benedict,  A.B.,  '75,  A.M.,  '78,  Hamilton  Coll. 

1889,  Principal  of  School  No.  8,  521  W.  3d  St.,  Elmira. 
A.  Hall  Burdick. 

1890,  Principal  of  Public  School  No.  14,  4  Harrison  St.,  Stapleton. 
Charles  W.  Cole,  A.B.,  A.M.,  Ph.D.,  Hamilton  Coll. 

1878,    Superintendent  of  Schools,  354  Hudson  Ave.,  Albany. 
Melvil  Dewey,  A.B.,  '74,  A.M.,  '77,  Amherst  Coll.;  LL.D.,  '02,  Syracuse  Univ.  and  Alfred  Univ. 

1888,    Director  of  New  York  State  Library,  Home  Education  Department  and  Library 
School,  and  (1904)  State  Director  of  Libraries,  Albany;   res..  Lake  Placid  Club, 
Essex  Co. 
George  Fenton. 

1890,    Agent  for  American  Book  Co.,  40  Olbiston  St.,  Utica. 
Mary  F.  Hyde. 

Author  of  "Practical  Lessons  in  the  Use  of  English,"  "Practical  English  Grammar," 
"Two-Book  Course  in  English,"  etc.,  208  Main  St.,  Binghamton. 
James  Lee,  M.D.,  '86,  Bellevue  Hospital  Med.  Coll. 

1892,  District  Superintendent  of  Schools,  456  W.  141  St.,  New  York. 

William  J.  Milne,  A.B.,  '68,  A.M.,  '71,  Ph.D.,  '77,  Rochester  Univ.;  LL.D.,  '78,  De  Pauw  Univ. 

President  of  New  York  State  Normal  College,  Albany. 
Oscar  D.  Robinson,  Ph.D.,  '87,  Dartmouth  Coll. 

1886,    Principal  of  High  School,  501  State  St.,  Albany. 

N.  CoE  Stewart,  F.C.M. 

Author  of  Stewart's   School    Book  Music    Series,  Instructor   in    Music,  Teachers 
Institutes,  Ft.  Washington  Park,  New  York. 


New  Yorkl       LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  829 

NEW  YORK— tVfi/iniW 

iSgj     James  Winne,  A.Fi.,  77,  A.M.,  70.  Hamiltnn  Coll. 

1905.    Supcrinlcniient  of  I'nion  ScaiHjI.  CananJait^u.t. 

1893  Andrew  W.  Ei»s<jn,  .\.H.,  '7S,  A.M.,  '81,  Dartmoulh  Coll. 

i8q7,    As.s(K-iatc  City  Su|KTinicnilcnt  of  SchiKil.s  Park  Ave.  and  sglh  St.,  New  York. 
Hknry  p.  Emkr.skn,  .\.B.,  '71,  .\..M.,  '7.1.  I'niv.  of  R<Khe>lcr. 

1S93,    Suix'rintcndcnt  of  Education,  132  College  St.,  HufTalo. 
Joii.N  Arthur  Grkesk,  .V.M.,  '00,  Colby  Cniv  . 

i8g6,    Manager  of  American  liook  Co.,  100  Washington  Sq.,  New  York. 
Jenny  Bigi;s  .Mkrrill,  Pd.U..  '02.  New  York  Cniv. 

i8yO,    SuperviMir  of  kindergartens,  Boroughs  of  .Manhattan  and  the  Bronx,  112  E.  8ist  St., 
New  York. 
Josephine  E.  Rogers. 

Principal  of  Public  School  \o.  126;  res..  541  Ixxington  .\ve.,  Nrw  York. 

1894  Fred  Washington  Atkinson,  .\.B.,  '90,  Harvard  Cniv.;  Ph.D.,  '93,  l^-ip/ig. 

1904.    President  of  Polytechnic  Institute  of  Brooklyn,  s$  Pineapple  St.,  Brooklyn. 
John  H.  Badkr,  A.B..  '85.  Washington  and  Ix-e  Cniv. 

iyo2.    Representative  of  U.  C.  Heulh  &  Co.,  225.  4th  Ave.,  New  York. 
Frank  D.  Bkattvs,  A.B.,  '85,  A.M.,  '88,  Weskyan  Cniv. 

NIanagcr  of  Silver,  Burdett  &  Co.,  85.  sih  Ave.,  New  Y'ork. 

Francis  R.  Clair. 

1904,    Auditor  of  Accounts.  Department  of  Finance,  City  of  New  York;  res. .  North  Boule- 
vard, College  Point. 
Charles  Newell  Cobb,  A.B.,  '77,  and  .\.M.,  '80,  Syracuse  I'niv. 

1893,    Inspector  of  Education  Department,  Cniversity  of  State  of  New  York,  20  N.  Pine 
.\\c.,  Albany. 
LcjcAN  D.  Howell,  A.B.,  '80,  Cniv.  of  N.  C. 

Teacher  in  .Morris  High  Scho<jl,  160th  St.  and  Boston  Road,  New  York. 
Cynthia  Lagomarsino. 

1884,    Teacher  in  Five  Points  Ladies'  Home  Mission  Day  School,  63  Park  St.,  New  York. 

William  A.  Mackey. 

1899,    Principal  of  Grammar  School  No.  53,  59  Huntint(ton  Ave.,  Buffalo. 

Charles  E.  Merrill. 

President  of  Maynard,  Merrill  &  Co.,  FIducational  Publishers,  40-60  E.  asd  St.,  New 
York. 
L.  Frederick  Mosteser,  Ph.D.,  '8.";,  Cniv.  of  Vienna,  .\ustria;  Pd.D.,  '93,  N.  Y.  Cniv. 

1897,    First  Assistant   in   be  Wilt  Clinton  High  S«hool,  SQlh  Si.  and  loth  A\-e.,  New  York 

W.  F.  0'Calla(;han,  A.B.,  Harvard  Cniv. 

Princiiwl  of  Public  School  No.  58.  and  (1902)  Lecturer  in  Catholic  Summer  Sihool  of 
America,  317  W.  sad  St.,  New  York. 

George  \.  Plimiton. 

Educational  Publisher,  70,  slh  Ave.,  New  York. 

Hester  A.  Roberts. 

188A,    Principiil  of  Elementary  School  No.  10,  2  W  .  129th  St.,  New  \  ork. 

Eix;ar  O.  Silver,  A.B  ,  '8t,  AM  ,  '80,  Brown  Cniv. 

Publisher,  I'resiilcnt  of   the  Corporation   Silver,  Burdett  &  Com|uny,  85,  5th  Ave.. 
New  York. 
Joseph  S.  Taylor,  Pd.D, '92,  New  York  Cniv. 

1902,  District   Sujferintendent  of    Schools,  227s    U'ring    I'Uce.   L  niversity    Hcigbti,  New 

York. 

1895  Sami  EL  HoosTo.s  Albro,  Ph.D..  Colgate  L'niv. 

Wood-side,  ("cntral  Ave.,  Fretionia. 

II      1'     \UBROSF 

President  of  American  Book  Co.,  Publinhrrs.  too  Wanhington  Sq.,  New  York. 
MluuLtsEX  A.  Baiii.v,  AM  ,'77.  WeOeyan  Cniv.  Conn.    ,„,,„,,,.,..  ,       . 

1899.    DejMrlnirnt  <if  .M.ilhematu*,  .Sew  \ork    rraining  Sthuul  for    Irachen;  rei ,  I^-wit 
Parkway,  Vonkem. 

Thoma-s  M.  Bai Lirr.  , „,    .,  ^.      .,      ,.    . 

1904.    Dean  of  Scho«il  of  J'e«la«o«y.  New  York  I'nivcnuty,  Wakhmclun  Sq..  New  \ofk. 

Ii>A  C.  \\ys\>\  «.  .M  D.,  '120,  Cniv  of  BufTalo.  Me<l.  Deix 

1H9J.    Su|>rrviMir  of  Primary  Grade.,  711  Mlnolt  Si  ,  BufTalo. 
Clarkso:  Franklin  Carmoi  i  .  A  B  .  'Ki,  Yale  Cniv. 

1903,  Superintendent  of  Siho<il».  H  Girton  PI  .  KcK.he»lef. 

iKgr    AMUlani  Priniitwl  of  (;ranimar  Sthool  No.  77.  iH.».  Mih  Ave    BriMjklyn. 

JiiiA    ..     RAsr.   .j.^^^j^^^  ^  I  y^_^^|  y^,^^   j^,,,  j,;„^,l  ^Ij^l^nj  l^jj^t^  „(  C„o«  Normal  In-ii 

lute  of  .\lu»i< ,  91  .Main  St  .  Potwiam. 
HrNRv  Thomas  Dawv.m,  A  B  .  'Kj,  III   Wr»   Inlv 

Publisher,  424  W    i44ih  St  .  .New  %.*k. 

^*''"*'•'^•|S^''pro'?elL;^.^s?'hi'/Admini..^..l.-.,  Teacher.  College,  ColumbU  miver^.y.  W 
ijolh  St..  .New  York. 

1K97.    A»M»iant  .Suiirrintendenl  of  Stb.«.U.  an«l  .Sui»fvi»oc  of   Kimirrgartm.,   »o7    Ka»l 
Ave  ,  Kocheater. 


NATIONAL  EDUCATIONAL  ASSOCIATION  [New  York 


NEW  YOViY.— Continued 

1895     Edward  Hayward,  A.M.,  Ph.D.,  '92,  Union  Coll. 

1901,  Superintendent  of  Schools,  103  Mohawk  St.,  Cohoes. 
Welland  Hendrick,  A.B.,  '80,  A.M.,  '83,  Colgate  Univ. 

1898.    First  Assistant  in  New  York  Training  School  for  Teachers,  680  St.  Nicholas  Ave.,  New 
York. 
Walter  L.  Hervey,  A.B.,  A.M.,  Ph.D.,  '93,  Princeton  Coll. 

1898,  Examiner  of  Board  of  Education,  500  Park  Ave.,  New  York. 

Wilber  W.  Howe. 

1891,    Superintendent  of  Schools,  Whitehall. 
Thomas  R.  Knf.il,  A.B.,  '75,  A.M.,  '78,  Wesleyan  Univ.,  Conn. 

1S02,    Superintendent  of  Schools,  High  School  Building,  Saratoga  Springs. 

Kate  Macdona  Kohler. 

1899,  Principal  of  Elementary  Schools,  303  W.  80th  St.,  New  York. 

Louise  M.  Lapey. 

1902,  Assistant  Principal  of  Delaware  Avenue  School  No.  i6,  731  Ellicott  St..  Buffalo. 

Ch.ari.es  D.  I.ARKiNS,  Ph.B.,  '8i,  Pd.D.,  '04,  .\lfred  Univ. 

1893,  Principal  of  Manual  Training  High  School,  225  .^rgyle  Road,  Brooklyn. 

Seth  Low,  LL.D.,  '89,  Amherst  Coll.;  '90,  Univ.  of  State   of   N.  Y.,  Univ.  of   Pa.,  Harvard  Univ.; 
Trinity;  '96.  Princeton  Univ.;  '05,  Yale  Lniv. 
Ex-Mayor  of  Greater  New  York,  30  E.  64th  St.,  New  York. 
J.  MiLFORD  McKee,  A.m.,  Ph.D.,  '01,  111.  Wes.  Univ. 

1898,    Principal  of  West  Side  School,  121  Valentine  St.,  Mt.  Vernon. 
Frank  Morton  McMurry,  Ph.D.,  Jena. 

1898,    Professor  of  Theory  and   Practice  of  Teaching,  Teachers  College,  Columbia  Uni- 
versity, New  Y'ork;  res.,  9  Hillside  Drive,  Park  Hill,  Yonkers. 
Henry  Dorsey  Newson,  A.B.,  '72,  West.  Md.  Coll. 

President  of  Newson  &  Co.,  Publishers,  18  E.  17th  St.;  res.,  160  W.  106th  St.,  New 
York. 
Andrew  V.  V.  Raymond,  A.B.  '75,  D.D.,  '87,  Union  Coll.;  LL.D.,  '94,  Williams  Coll. 

1894,  President  of  Union  College,  College  Hill,  Schenectady. 
J.  M.  Rice,  M.D.,  '81,  Coll.  of  Phys.  and  Sur.,  N.  Y. 

Editor  of  "The  Forum,"  45  E.  42d  St.,  New  York. 
RoviLLUs  R.  Rogers,  A.B.,  Oberlin  Coll. 

1890,    Superintendent  of  Schools,  627  E.  6th  St.,  Jamestown. 
James  Earl  Russell,  A.B.,  '87,  Cornell  Univ.;  Ph.D..  '94,  Leipzig;  LL.D.,  '03,  Dickinson  Coll.  and 
'05.  Univ.  of  Colo. 

1898,  Dean  of  Teachers  College,  Columbia  University,  500  W.  121st  St.,  New  York. 
Henry  R.  Sanford,  A.B,,  '61,    A.M.,  '64.  Genesee  Coll.;    A.M.,  '73,  Syracuse  Univ.;    Ph.D.,  '94, 

Union  Univ. 
1885,    State  Institute  Conductor,  and  Chairman  of  State  Board  of  Examiners  for  Teachers' 
Licenses  of  New  York,  135  Elm  St.,  Penn  \'an. 
Alfred  T.  Schauffler,  A.B.,  '65,  A.M.,  '68,  Wilhams  Coll. 

1902,    Di.strict  Superintendent  of  Schools,  the  City  of  New  York;   res.,  2862  Marion  Ave., 
Bedford  Park. 
Henry  G.  Schneider,  B.Sc,  '87,  Coll.  City  of  New  York. 

1888,    Second   Assistant   in    Public   School  No.   10,   Bronx;    res.,   610  W.   47th  St.,  New 
York. 
Myron  Tracy  Scudder,  A.B.,  '82,  A.M.,  '86,  Rutgers  Coll. 

1899,  Principal  of  State  Normal  School,  New  Paltz. 
Sylvester  R.  Shear. 

1902,    Superintendent  of  Schools,  74  Fair  St.,  Kingston. 
Herbert  J.  Smith,  A.B.,  '88,  A.M.,  '91,  Colgate  Univ. 

1899,    Professor  of  Greek,  Latin,  and  Logic,  State  Normal  School,  Oswego. 
Plowdon  Stevens,  Jr.,  B.Sc,  '88,  Coll.  City  of  New  York. 

Principal  of  Public  School  No.  6,  Bronx;  res.,  2126  Washington  Ave.,  New  York. 
John  H.  Walsh,  .^.B.,  '73,  A.M.,  '89,  Georgetown  Coll.;  LL.B.,  '80,  Columbia  Coll. 

1932,    Associate  City  Superintendent  of  Schools,  The  City  of  New  York;  res.,  8502  Fort 
Hamilton  Ave.,  Brooklyn. 
Charles  F.  Wheelock,  B.Sc,  '73,  Cornell  Univ.;  LL.D.,  'c;,  St.  Lawrence  Univ. 

Chief  of  Division  of  Examinations,  Department  of  Education,  State  of  New  Y'ork, 
Canajoharie. 
iSq6     Mi«s.  Amelia  D.  Alden,  Grad.,  State  Nor.  Sch.,  Albany,  N.  Y. 

1895,    Teacher  of  English  and  History,  Westerleigh,  West  New  Brighton. 
Edward  N.  Bristol. 

Bo  )k  Publisher,  29  W.  23d  St.,  New  Y'ork. 
Eugene  C.  Colby. 

190S,    State  Director  of  Drawing  and  Manual  Training.  State   of    New  York,  Education 
Department,  Albany. 

Le  Roy  C.  Cooley,  A.M.,  Ph.D. 

1874,    Professor  of  Physics,  Vassar  College,  2  Reservoir  Sq.,  Poughkeepsie. 

Henry  M.  Crist. 

Manager  of  New  York  Office,  Milton  Bradley  Co.,  11  E.  i6th  St.,  New  York. 

Boothe  Colwell  Davis,  A.B.,  '00,  A.M.,  '93,  Alfred  Univ.;  B.D.,  '93,  Yale  Univ.;  Ph.D.,  '96,  Nat. 
Nor.  Univ.;  D.D.,  '01,  Alfred  Univ. 
189s,    President  of  Alfred  University,  8  Terrace  St.,  Alfred. 


New  York]       LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  831 

NEW  YORK.— Coniinued 

i8q7     George  Seluar  Davis.  S.Sc..  Coll.  of  City  of  New  York. 

1888,  Associate  City  Supcrintcnilcnt  of  Schixils.  Park  .\vc.  and  soth  St.;   res..  342  \V.  Si;th 

St..  New  York. 
William  Reep  E.astman.  .^.B..  '54.  Yale  Coll.;   B.L.S..  '02.  M.L.S..  '06,  Iniv.  of  N.  Y. 

iSgj.    In.six-ttor  of  Public  Libraries,  and  (iqo(>)  Chief  of  Divisinn  iif    Kilucational  Exten- 
sion. New  York  State  Educational  Department,  Slate  Library,  .•Mlxiny. 
Ella  C.  Elder. 

1898,  Supervisor  of  Kindcrgartensi,  86  Delaware  .\\c.,  HulTalo. 
Henry  W.  Ellsworth.  Grad.,  Fredonia  Acad. 

Author  and  Publisher  of  Scboolbooks,  127  Duane  St.,  New  York. 
James  A.  Estee,  .\.M..  .Mfrcd  Cniv. 

Suix-rintendent  of  Schools,  17  Marshall  .\vc..  Gloversville. 
John    Histon   Finley.  A.D..  '87.  A.Nf..  '00.  Knox  Coll.;    LL.I)..  Princeton  Cniv..  Park  Coll.    Knox 
Coll..  Univ.  of  Wis.,  and  Tulane  Cniv. 

1903,  President  of  College   of  The  City   of    .New  York;    res..  St.  Nich<il;is  Terrace,  New 

York. 
Robert  Foresman. 

Educational  Publisher,  Silver,  Burdett  &  Co.,  85.  slh  .Ave.,  New  York. 
Charles  Evcene  Gorton.  Ph.B..  '71.  Univ.  of  Mich.;    Pd.D..  "06.  .Mfred  Univ. 

18S4,    Superintendent  of  Schools,  55  Hawthorne  Ave.,  Yonkers. 
Elbert  W.  GRirFrrn,  Ph.B.,  Ph.D.,  111.  Wcs.  Univ.;  A.  M.,  Wes.  Univ.,  Conn. 

1899,  Superintendent  of  Schools,  6  Pearl  St.,  Glens  Falls. 
Walter  B.  Gunniso.n,  .\.B.,  '75,  A.M..  '78,  Ph.D.,  '93. 

1896,    Principal  of  Eirasmus  Hall  High  School,  77  Wilson  St.,  Brookly-n. 
Caroline  T.  Haven. 

1884,  Principal  of  KindcrRarten  Department,  Ethical  Culture  Sthinil,  Central  Park,  West, 

and  6jd  Sts.,  New  York. 
William  C.  He.ss,  B  Sc,  '67,  M.Sc,  '71,  Coll.  of  City  of  N.  Y. 

1885,  Principal  of  Public  SchiKil  No.  30,  ami  (1896)  Print  ipal  of  Fast  Side  Evening  High 

Schcxjl;   res.,  621  N.  Lefferts  Ave..  Richmond  Hill.  -New  York. 
Alpheus  B.  Kenn'on.  B.Sc.,  '74,  M.Sc,  '77.  D..Sc.,  '05,  .Mfred  Univ. 

1874,    Profcs.sor  of  Mathematics  and  Graphics,  and  (1891)  Registrar  of  .Mfreil  Universilv, 
33  S.  Main  St.,  Alfred. 
Mrs.  Maria  KRAVS-BoELTfe. 

i873.    Prinii|>;il  of  Kraus  Seminary  for  Kindergartners,  Hotel  San  Renio,  Central  Park,  W., 
74th  and  7Sth  Sis.,  New  York. 
Charles  E.  Lawton, 

1889,  Principal  of  Central  Grammar  School,  46  Srward  A\e..  .\uburn. 
Thomas  Bailey  Lovem.,  A.B.,  '62.  A.M..  •6<;,  Univ.  of  RmhrMer;  I.L.D..  '00,  Hohart  Coll. 

1892,    Principal  of  High  School,  702  Chilton  Ave.,  Niagara  Falls. 
Mary  A.  Magovers. 

1906.    Principal  of  Public  School  No.  76;   res.,  2051.  sth  .\ve.,  .New  York 
J.  Edman  Ma.ssee,  A.n..  '73,  A..M.,  '76,  Hamilton  Coil. 

Ex'Suixrrintendcnt  of  Schools,  706  Church  St.,  Herkimer. 
Mark  NL  MAYCfHTK,  M.P.,  '77,  Syracuse  Univ. 

1872,    Teacher  of  Drawing  in  State  Normal  School,  220  Jersey  St.,  Buffalo. 
Clarence  E.  Meleney,  A.B.,  '76,  A.M..  '70.  Colbv  Univ.;  LL  D. 

1890,  As.s<Kiale  City  Suijcrinlendrnt    ol^   Schools,  soo  Pa^k  Ave.,  New  York  dly,  ret.,  4A9 

Washington  Ave.,  Brooklyn. 

Otis  Mo.vTRfWE. 

1895,    Principal. of  Haldane  High  S<ho«il,  Colds|)ring.  Putnam  Co. 
HowARO  J.  Rogers,  A.B.,  '84,  Williams  Coll.;    LL.D..  Norlhwe«ieni  I'niv  ,    A.M.,    '04,  Culumltia 
Univ. 
First  .As-Mstant  Commis-doner  of  Education,  State  of  New  York,  .Mbany. 

Charles  M.  Rvon. 

1902,    Supervisor  of  Penni.in  tiip,  i  v>  I'.lmendorf  Si.,  Kingdon. 

Sara  .\.  Saunders,  Grad., '73,  Cof'  '^'h 

|8«;S,    Teacher  of   .Mnl;  -  rmlemleni   of    Training   I)e|>arltnrnl,   Stale   Normal 

Sch.iol,  40  Coll.,;  .j..rl. 

FiAMX  A.  Sthmidt,  Pd  D  .  '91.  New  York  I  niv. 

1904.  Principal  of  Public  ScIkioI  .No.  34    Manhattan.   rr«  .  4>o  W    i4;lh  Si..  New  York. 

Mae  E.  SrHtriarB  .....        ... 

Kjai,    InMitutc  InMruclrjr  in  l^ngungr  and  Literature,  Imprrial  Hotel,  New  ^^lfk. 
Jacob  Gould  S<  iiurmas,  A  B  .'77.  A  M.,'7H.  Iniv  of  I>r>ndon;  I)  St  ,'7».  Univ  of  F.<linburgh.  I  L.D., 
'oj,  Columbia  Univ..  'oi,  Vale  Univ  .  and  'ot.  Univ  ol  Minburgh 

1892,    ProUdeni  of  Cornell  Univcraily,  llhata. 

F>lilorial  Deportmeni,  I'rang  E4luraliaiul  Company.  11  j  UnlvwaJiy  PI.,  New  York. 

Mary  V.  S<jiiRr  . 

AitM«tanl  in  Sthool  No  '  '  il" 

Edward  WALVsLrv  Siirr.  M  V  ,  'Hi.  C.  !  M  .  '97,  Pd  D    '™.  N  Y   Injv 

Kjoi.    DiMriil  Suijenntendrnt  I  :  .  \Na»Jiingloo  Heighta,  New  \oik. 

Amelia  EARLr  Trant.  MD. '94.  Univ  of  Buffalo.  ,     «      .    ,  .  «..    ■  ,  ». 

1807,    PrmtilMl  of   lioyV   Detiarlmenl,  InalrtJftof  fn   Ptrrholofy  ami   rhyiioloty,   Ma>len 
P*rk  High  Stho.ll,  ••  n»r  Markecn."  Main  and  Ulica  Sl».,  BuflaUi. 


832  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  York 

NEW  YO'KK.— Continued 

1897  M.  H.  Walrath,  A.B.,  '89,  A.M.,  '92,  Syracuse  Univ. 

1896,    Principal  of  High  School,  Troy. 
Jessie  H.  Bancroft. 

1893,    Assistant    Director  of    Phvsical   Training,    Public   Schools,    500   Park   Ave.,    New 
York. 
C.  L.  Barstow,  A.B.,  Union  Coll. 

Manager  of  Educational  Department,  The  Century  Co.,  Union  Sq.,  New  York. 
Enoch  Henry  Currier,  A.M.,  '92,  Nat.  Deaf  Mute  Coll.,  D.  C. 

1893,    Principal  of  New  York  Institute  for  Deaf  and  Dumb,  Station  M,  New  York. 
John  Dewey,  A.B.,  '79,  Univ.  of  Vt.;  Ph.D.,  '84,  Johns  Hopkins  Univ.;  LL.D.,  '04,  Univ.  of  Wis. 

1904,  Professor  of  Philosophy,  Columbia  University,  New  York. 
Anne  J.  Farley. 

Principal  of  Public  School  No.  183;  res.,  1334  Lexington  Ave.,  New  York. 
Henry  W.  Jameson,  A.B.,  '72,  Yale  Coll. 

1902,    District  Superintendent  of  Schools,  47  W.  119th  St.,  New  York. 
Edward  Lord,  A.M.,  '94,  Dartmouth  Coll. 

1902,    General  Manager    of  Educational  Department,  Charles    Scribner's   Sons,   153,  sth 
Ave.,  New  York. 
Adolih  L.  Peck. 

1880,    Librarian  of  Gloversville  Free  Library,  Gloversville. 
Henning  Webb  Prentis,  Grad.,  '71,  Univ.  of  Va. 

1902,    Principal  of  Public  School  No.  44,  570  Jefferson  .K\e.,  Brooklyn. 
Gustave  Straubenmijller,  A.B. 

1906,    Associate  City  Superintendent    of    Schools,  Edgecombe  Road,  near  170th  St.,  New 
York. 
John  Henry  Thiry. 

School  Commissioner  and  Introducer  of  the  School  Savings  Bank  System,  181  Acad- 
emy St.,  Long  Island  City. 
Henry  Hobart  Vail,  A.B.,  '60,  LL.D.,  '97,  Middlebury  Coll. 

Publisher,  322  W.  7sth  St.,  New  York. 
Eli  W.  Weaver,  B.E.,  '86,  St.  Nor.  Sch.,  Millersville,  Pa.;  M.Pd.,  '04,  N.  Y.  Univ. 

1901,  Teacher  of  Mathematics,  Boys'  High  School,  25  Jefferson  Ave.,  Brooklyn. 
Zenas  Freeman  Westervelt,  LL.D.,  '95,  Rochester  Univ. 

1876,    Superintendent  of  Rochester  School  for  the  Deaf,  945  St.  Paul  St.,  Rochester. 

1898  E.  E.  Gates,  A.B.,  '83,  A.M.,  '88,  Colby  Coll. 

1905,  Principal  of  High  School,  Lyon  Mountain,  Clinton  Co. 

Susan  F.  Chase,  A.B.,  Wes.  Univ.;  A.M.,  Milton  Coll.;  Ph.D,  Teachers  Coll..  Buffalo  Univ. 

Teacher  of  Literature  and  Psychology,  State  Normal  School,  27,  15th  St.,  Buffalo. 
W.  E.  Cochrane. 

Vice-President  of  Prang  Educational  Co.,  113  University  PI.,  New  York;    res.,    137 
Rich  Ave.,  Mt.  Vernon. 
I.  O.  Crissy. 

189s,    Inspector  of  Business  Education,  University  of  State  of  New  York,  140  S.  Swan 
St.,  Albany. 
Richard  Elwood  Dodge,  A.B.,  '90,  A.M.,  '94,  Harvard  Univ. 

1896,  Professor  of  Geography,  Teachers  College,  Columbia  University,  New  York. 
John  T.  Freeman,  B.Sc,  '83,  M.Sc,  '87,  Dartmouth  Coll. 

1905,    Superintendent  of  Schools,  High  School,  Schenectady. 
George  B.  Germann,  A.B.,  '95,  Ph.D.,  '99,  Columbia  Univ. 

1902,  Principal  of  Public  School  No.  130,  66  Midwood  St.,  Brooklyn. 
H.  Willard  Gray. 

Publisher,  21  E.  17th  St.,  New  York. 
Charles  L.  Harrington,  A.B.,  '70,  A.M.,  '95,  Amherst  Coll. 

1905,    lecturer,  and  Supervisor  of  I^cctures  and  Concerts  for  Brooklyn  Institute  of  Arts  and 
Sciences,  502  Fulton  St.,  Brooklyn. 
Edwin  S.  Harris,  A.M.,  '86,  Union  Coll. 

1904,    Superintendent  of  Schools,  268  Pawling  Ave.,  Troy. 
Charles  C.  Holden,  Pd.M. 

1904,    Principal  of  Public  School  No.  17,  Bronx,  City  Island,  New  York;  res.,  15  Beach  Ave., 
Mamaroneck. 
Eugene  W.  Lyttle,  A.B.,  '78,  A.M.,  '81,  Ph.D.,  '95,  Hamilton  Coll. 

1898,    Inspector  of   University  of   the    State   of    New  York,  New  York  State  Education 
Department,  Capitol,  Albany. 
Edward  Beverly  Nelson,  A.B.,  '73,  A.M.  (honorary),  '94,  Harvard  Univ. 

Room  No.  7,  "  The  Lorraine,"  35  Oswego  St.,  Utica. 
Vinton  S.  Paessler,  A.M.,  '01,  Univ.  of  Wooster. 

1897,  Principal  of  Barlow  School  of  Industrial  Arts,  6  Gary  St.,  Binghamton. 
C.  R.  Richards,  B.Sc,  Mass.  Tnst.  of  Tech. 

1898,  Director  of  Manual  Training  Department,  Teachers  College,  Columbia  University, 

New  York. 
Stuart  H.  Rowe,  A.B.,  '90,  Yale  Univ.;  Ph.D.,  '95,  Jena  Univ.,  Germany. 

1904,    Head  of  Department  of  Psychology  and  Pedagogy,  Brooklyn  Training  School  for 
Teachers;  res.,  1060  A  Sterling  PI.,  Brooklyn. 
Mary  S.  Snow,  Ph.M.,  '96,  Univ.  of  Maine. 

1901,    Instructor  in  Normal  Methods  and  Supervisor  of  Practice  Teaching,  Department  of 
Domestic  Science,  Pratt  Institute,  Brooklyn. 


New  Yorkl        LIFE   ACTIVE,  AND  CORRESPONDING  MEMBERS  833 

NF.W  YORK— Coniinufd 

1898  Edward  Lee  1  horndike,  A.B.,  '05.  Wcs.  Univ..  'g6,  Harvanl  I'niv.;  A.M.,  'q7,  Harvard  L'niv.;  Ph.D.. 

'qS,  Columbia  l"niv. 

1904,  Professor  of  Educational  Psychology,  Tc-achcrs  College,  Columbia  Univcrsiiy;  res., 

533  \V.  iJ3d  St.,  New  York. 
Sherman  Williams,  Pd.D.,  '04.  Albany  Nor.  Coll. 

i8q8,    Institute  Instructor  (or  State  of  New  York,  10  Grove  Ave.,  Glens  Falls. 

1899  Darwin  L.  IUrdwfll,  .\.B.,  '83.  A.M.,  '88,  Amherst  Coll. 

H)02,    Di.strict  Superintendent  of  City  Schools,  61  St.  Marks  PI.,  New  Itrighton. 
Jesse  D.  Btrks,  Ph.B.,  '03.  Univ.  of  Chicago-,   M.I,.,  'o.t,  Univ.  of  Cal.;   Ph.D..  "05,  Columbia  Univ. 

1905,  Principal  of  Teachers  Training  Schix)!,  107  Lake  .\ve.,  .\lbany. 
Herbert  Griggs. 

\Vith  Silver,  Burdctt  8i  Co..  85,  sth  Ave.,  New  York;    res.  881  Flatbus!i  Ave.,  Bnx.k- 
lyn. 
Phili?  M.  Hull,  A  B.  'ye.  A.M.,  '79,  Hamilton  Coll.,  N.  Y. 

1800,    Institute  Conductor,  Clinton. 
Henry  Johnson.  B.L.,  '80.  Univ.  of  Minn.;  .\.M.    '02.  Columbia  Univ. 

1900.  Professor  of  History,  Teachers  G)llege.  Columbia  Uniwrsity;   res..  j.HSi    Broadway, 

New  York. 
Grant  Karr,  Ph.D.,  Jena. 

Teacher  of  General   Principles  of    Education  and    Observation,  Training  School 
for  Teachers;  res.  411  W.  iisth  St.,  New  York. 
John  Kennedy. 

1890,    Superintendent  of  Schools,  Batavia. 
J.  E.  NeCollins,  B.I..,  '02.  Univ.  of  Wis. 

1901,  With  .American  Book  Co.,  100  Washington  Sq.,  New  York. 

Charles  E.  Nichols. 

1894,    Superintendent  of  City  Schools,  153  Stevens  .\ve.,  Mt.  Vernon. 
Edward  .\.  Page,  LL.B.,  '73,  Columbia  Univ. 

1884,    Principal  of   Public  Schi^jl  .\'o.  77,  Boys.  Manhattan,  400  K.  86th  St.,  New  York. 
Henry  Carr  Pearson,  .\.B.,  '92,  Harvard  Univ. 

1903,  Principal  of  Horace  Mann  Elementary  School,  Columbia  University;   res.,  501  W. 

iiothSt.,  New  York. 
JCLiET  Pearson. 

i860.    Principal  of  Public  School  No.  68,  114  W.  iJ3d  St..  .New  York. 
William  E.  Pui.sifer. 

Ed'icationa)  Publisher,  of  D.  C.  Heath  &  Co.,  215,  4th  .\ve..  New  York. 
Edward  B.  Rawsos,  B.Sc.,  '81,  Mass.  .Vgri.  Coll. 

1897,  Principal  of  Friends'  Seminary,  aj6  E.  16th  St.,  New  York. 
John  Franklin  Reigart,  .■\.B..  Dickinson  Coll. 

Prin(i|>al  of  Public  Scho<jl  \o.  2,  New  York;  res.,  31  Euclid  .\vc.,  Yonken. 
M.  ,\UG0STA  Reqoa,  M.D.,  '93.  Women's  Coll..  N.  Y.  Infirmary;  Pd.M.,  '96.  N.  Y.  Univ.;  Gr»d.,  '88. 
.\ndcrson's  Nor.  Sih   of  Gymnastics 
1896,    Supervisor  of  Physical  Education.  Public  Schools,  s."!  W.  521!  St.,  .New  York. 

Edith  A.  Scott. 

1904,  Principal  of  Normal  Training  School.  Scio  St.,  Rochester. 

David  Samuel  Snf.dden,  A.B..  '97.  Leiand  Sianfonl  Jr   Univ  ;   AM  ,  '01.  Colu-nbi.i  Univ^ 

Adjunct    Profc-Mor  of    Kducatioiuil   Administration    Teachem'   C<illege,   Columbia 
University,  New  York. 
F:dwarii  L.  Stevens  A  B..  '90.  AM..  '01   H.-imilton  Coll.;   L.H  D..  "06,  St.  I,iwrrnce  Univ. 

i8.>H,    .\ss4>cialc  Superinlentlent  of  City  Schools,  500  Park  Ave.,  New  York. 
Ralph  St(x:kman  Tarh,  B.St..  'oi.  Harvard   Univ. 

iH</>,    Proftrwior  of  Physical  Gcograiihy.  CifM  v    1  FUst  .\\t..  Illuca 

John  F.  W-xiDliOM,  A  B, 'Ho,  Yale  Univ  ;  Ph  1), 'w.  <  v 

iHH«,    Pr.ifci.wr  of  Physical  Science,   I'eaihei  ..-    '     lunibla  tniverwiy.  New  ^ock. 

I9>D     WooDfoRD  D.  AvDFRsov.  A  U,  A.M.,  Ph  I).  ..,..., 

1903,    Tea<her  of  Commercial  Bramhrs,  WoshinKlon  Irvinji    Mign  .Vhool,   i»4  I:    iMh 
St..  .Vew  York. 

CuABLrji  W.  D.  CorriN 

With  American  Book  Comi>ony,  100  Wa«hmgton  S<|  .  New  ^.rt^k. 
James  ».  T.  DrMARKsT.  "M  M, '98.  New  York  Univ.  ^ 

1933,    Princi|Ml  of  Public  S«Im«I  No.  19,  344  E    14!"  St..  New  N  ..rk 
Clyde  Furst,  A  M  , 'm,  Dirkinwm  Coll  ».      .,    . 

1902,    Secretary  of  I'raihrr*  College,  Gilumbia  UnivcrJiy.  New  Vwk. 

Elbert  A.  G«uvrR,  A  B  .  'gj.  Gnty^lmm  Coll  .....  .    .  , 

1899,    SuiK-rinlrndrnt    and    Prin.i|Ml    ..f     ln'>iilulion    for    (he    Im|*«>vi>l    ln«irui  ii..n    ol 
Deal  Mu(r«,  904  l^iinnion  Ave  ,  New  V^rk. 

GWiROr.    K     MAWKISH.   A   M   ,   '...     1    •..•,<      .11        I'     ■•  '<      I    .«-rn,r    fniv 

189H.    Primi|»l  o(  1  .  Plall.burgh. 

Bertram  A.  LENrriT  H  Sc  '  "W        ,  ._    ,  ,        „,  . 

190?.    Dim  tor  o( K    ■•■       w.  Manual   Training    High 

School;   rc»  .  457  t-    >9«h  M  .  Jiri».kiyn 

WiiMAM  MrANt.Rrw.  A  B  ,*(V..  l'niv  nf  Mlrh  .   . .     -.             v       v    i. 

,.j.jj.    I'rin<i|Ml..((;irl.'  I  '         'rldgr  Terra. e.  New  \  of k, 

Elmer  S.  Kh-mav.  A  .M  .  "04.  I'h  I  >  '"^  l"'* 

1898.  Superintendent  of  1 


834  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  York 

NEW  YORK— Continued 

1899    Jacques  W.  Redway,  F.R.G.S. 

Educational  Lecturer  and  Geographer,  39  E.  4th  St.,  Mt.  Vernon. 

Charles  A.  Shaver,  A.M.  (honorary),  '02,  St.  Lawrence  Univ. 

1897,  Institute  Conductor,  State  of  New  York,  102  Lake  Ave.,  ^Albany. 
Albert  Henry  Wilcox,  A.B.,  '90,  A.M.,  '96,  Univ.  of  Rochester. 

igoo.    Principal  of  East  High  School,  Alexander  St.   Rochester. 
1901     William  Chandler  Bagley,  B.Sc.  '95,  Mich.  Agri.  Coll.,  M.Sc,  '98,  Univ.  of  Wis.;  Ph.  D.,  '00,  Cor- 
nell Univ. 
1906,    Superintendent  of  Training  Department,  State  Normal  School.  Oswego. 
Frank  David  Boynton.  A.B.,  '91,  Middlebury  Coll.;   A.M.,  '94,  Hamilton   Coll.;   Pd.D.,  '03,  Syra- 
cuse Univ. 
1900,    Superintendent  of  Public  Schools,  114  S.  Geneva  St.,  Ithaca. 
Percy  I.  Bugbee,  A.M.,  D.Sc,  St.  Lawrence  Univ. 

1898,  Principal  of  State  Normal  School,  18  Walnut  St.,  Oneonta. 
Eliza  A.  Caterson. 

1894,    Principal  of  Public  School  No.  21,  Bronx,  Wakefield,  City   of  New  York;   res.,  Wil- 
liamsbridge. 
Dudley  R.  Cowles,  L.I.,  '95,  William  and  Mary  Coll., 

1902,  New  York  Agency,  Silver,  Burdett  &  Co.,  7  W.  92d  St.,  New  York. 
Marshall  Ware  Downing,  A.B.,  '94,  Oberlin  Coll. 

1903,  Head  of  Department  of  Latin  and  Greek,  High  School,  733  S.  Beech  St.,  Syracuse. 

James  M.  Edsall. 

1902,    District  Superintendent  of  Schools,  8418  Bay  Parkway,  Brooklyn. 

Amos  William  Farnham. 

1894,    Teacher  and  Supervisor  of  Geography,  Oswego  State  Normal  School,  141  W.  4th  St., 
Oswego. 
Charles  Robert  Gaston,  Ph.B.,  '96,  Ph.D.,  '04,  Cornell  Univ. 

1900,  Teacher  of  EngUsh,   Richmond  Hill  High  School,   Queens;    res.,  1552  Pacific  St., 

Brooklyn. 
S.  B.  Heckman,  Ph.B.,  '93,  Earlham  Coll.;  A.B.,  '04,  Harvard  Univ.;  A.M.,  '05,  Ph.D.,  '06,  Univ. 
of  Pa. 
1906,    Instructor  in  German,  College  of  the  City  of  New  York,  New  York. 
Kathryn  I.  Hewitt,  Grad.,  St.  Nor.  Sch.,  Oswego,  N.  Y. 

Assistant  Superintendent  of  New  York  State  Training  School  for  Girls,  Lock  Box  R, 
Hudson. 

Martha  Hyde. 

1906,    Student  at  Teachers  College,  Columbia    University;    res.,  1230  Amsterdam  Ave., 
New  York. 
Barron  Bennett  Jackson,  A.B.,  '90,  Beloit  Coll. 

Postgraduate  Student,  Columbia  University;    res.,  312  W.  123d  St.,  New  York. 
F.  P.  Keppel,  A.B.,  '98,  Columbia  Univ. 

1902,  Secretary  of  Columbia  University,  New  York. 

John  Henry  MacCr.\cken,  A.B.,  '94,  A.M.,  '97,  New  York  Univ.;  Ph.D.,  '99,  Halle- Wittenberg. 

1903,  University  Syndic,  New  York  University,  Washington  Sq.,  iEast,  New  York. 
John  Angus  MacVannel,  A.M.,  '94,  Toronto  Univ.;  Ph.D.,  '98,  Columbia  Univ. 

1904,  Professor  of  the  Philosophy  of  Education,  Columbia  University,  411   W.    iisth    St., 

New  York. 
C.  T.  McFarlane,  Ph.B.,  Pd.M.,  Pd.D.,  '03,  St.  Nor.  Coll.,  Albany,  N.  Y. 

1901,  Principal  of  State  Normal  School,  Campus,  Brockport. 
Ernest  L.  Meritt,  A.B.,  '91,  Wesleyan  Univ.:  A.M.,  '03,  Yale  Univ. 

1905,  Principal  of  High  School,  82,  2d  Ave.,  Gloversville. 
Harrison  T.  Morrow,  A.M.,  '88. 

1900,  Superintendent  of  Schools,  258  Guy  Park  Ave.,  Amsterdam. 
Harvey  N.  Ott,  Ph.B.,  '89,  Albion  Coll.;  Ph.M.,  '91,  Univ.  of  Mich. 

Sales  Manager,  Spencer  Lens  Co.,  367-373,  7th  St.,  Buffalo. 
Albertus  D.  Perkins,  A.B.,'86,  Cornell  Univ. 

1894,    Central  New  York  Agent,  D.  C.  Heath  &  Co.,  15  Argyle  St.,  Cortland. 
James  J.  Sheppard. 

1902,  Principal  of  New  York  High  School  of  Commerce,  155  W.  65th  St.,  New  York. 
David  Eugene  Smith,   Ph.B.,  '81,  Ph.M.,  '83,  Ph.  D.,  '87,  LL.D.,  '05,  Syracuse  Univ.;   Pd.M.,  '98, 

Mich.  Nor.  Coll. 

1901,  Professor  of  Mathematics,  Teachers  College,  Columbia  University,  New  York. 
Haviland  Stevenson. 

With  Silver,  Burdett  &  Co..  85,  5th  Ave.,  New  York. 
Thomas  Whitney  Surette. 

1894,  Staff  Lecturer  for  American  University  Extension  Society,  Philadelphia;  (1899) 
i^octurer  for  Brooklyn  Institute,  and  (1903)  Lecturer  on  Music,  Teachers  College, 
Columbia  University,  40  W.  9th  St.,  New  York. 

Reuben  A.  Taylor. 

1901,    Superintendent  of  Public  Schools,  710,  4th  St.,  Niagara  Falls. 

Richard  S.  Thomas,  A.B.,  '87,  Yale  Univ.;  LL.B.,  '89,  Columbia  Univ. 

Member  of  the  firm  of  Ginn  &  Co.,  70,  sth  Ave.,  New  York. 
Margaret  E.  Tuger. 

1891,    Principal  of  South  Side  School,  cor.  Carolina  and  German  Sts.,  Herkimer. 
1902    Alfred  Willis  Abrams,  Ph.B.,  '91,  Cornell  Univ. 

State  Inspector  of  Schools,  21,  2nd  Ave.,  Ilion. 


New  Yorki        LIFE,  ACTIVE,  A.\D  CORRESPONDING  MEMBERS 


^>S 


NEW  YORK— Continued 

1902     Hknry  Harold  Bai  i.ard.  A.H..  'SS.  I'h.D..  'o.v  Johns  Hopkins  I'niv. 

1900.    Princip>il  of  .\orth[x)rt  High  Sihool.  NorlhiKirt.  L.  1..  .New  York. 
Ezra  Wilkins  Hknh>i<t,  A.B.,  'gi.  MidilU-Lury  Coll. 

1900,    I'riniipal  of  Hi^h  .Si.1uk>I,  U  arrensburg. 
Wallace  Buttrick.  D.D..  'oS,  Univ.  o(  Rochc<iter. 

Sccrolary  and  K.xc<utive  OlTicer  of  the  General  Education  Board,  Memlier  of  Ornrial 
Education  Boanl  anii   Southern  Education  Hoard,  and  General  AKeni  of  ilu-  John 
F.  Slater  Eund  for  ihc  Educ.ition  of  Erccdmcn,  2  Rector  St  ,  New  York. 
John  Jameson  Cuickerinc,  .\.M..  .\mhors|  Co'!.;  LE.M..  ColumMan  I'niv. 

1898.    District   Suijcrintendcnt  of  Schools.  BorouRh  of  Queens  ;  ri-s..  37  Madison  .\\c.. 
New  York. 
Halsey  M.  Collins,  .\.B.,  '9(1.  .\mherst  CoU. 

Representative  of  Maynard,  Merrill  &  Co.,  4  Charli-s  St..  Cortland. 
HoLLls  E.  Dann,  Mus.  D. 

1903.    I'rofi-s.s<ir  of  Music  and  Head  of  Department  of  Music.  Cornell  I'nivtrsitv    uj  V. 
Mill  St..  Itluica. 
Lida  B.  Earhart.  A.B..  '01    Univ.  of  ^fich.;  A.M..  '06.  Columbia  Univ. 

190O.    Tutor   in   Teachers  College,  Columbia   University;    res..    1.730   .\mstcrdam   .\vr.. 
New  York. 
George  M.  Forbes,  .V.B.,  '78,  .A.M.,  '81,  Univ.  of  Rochester. 

1881.    I'rofcssor  of  Philosophy  and  Pedagogy,  University  of  R<>ch(sler.  .'35  Dartmouth 
St.,  Rochester 
Charles  Stearns  H\rtwell,  .\.B.,  '77,  .A.M.,  '88,  Amherst  Coll. 

1894,    Teacher  of  English,  Boys'  High  School,  473  Madison  St.,  Brooklyn. 
EuHA  A.  Johnson. 

1902,    Principal  of  Mo<lel  School.  New  York  Training  School  for  Teachers;    res..  2    W. 
120th  St..  New  York: 
Leah  E.  Lindsey,  A.n.,  '04.  Cornell  Univ. 

1897,    Teacher  of  Latin  and  Greek,  Hish  School,  211  Lock  St.,  I^ckport. 
James  Edward  Mason,  D.D.,  'q(>.  I.ivinK'^ione  Coll. 

Professor  of  Political  Economy,  Livingstone  College;    home  address,  107  Columbia 
Ave.,  Rochester. 
C.  S.  McLean. 

State  .Vgent  (or  Silver.  Burdett  &  Co..  85.  sth  .Ave.,  New  York;  home  address.  1414 
S.  State  St..  Syr.icuse. 
Fred  Heermance  Mkai>,  .\.M.,  '92,  Hamilton  Coll.;  Pd.NL,  '98,  N.Y.  Univ.  5>ch.  of  Ped. 

1000,    Princii>al   of   Pui)lic  S<hools  Nos.  12   and   78,  Borough  of  (juc-en.s,  New  York;  res., 
331   Lincoln  St.,  Flushing. 
Columbus  N.  Millard. 

•896,    Sui>ervi.sor  of  Grammar  Grades,  837  Richmond  Ave.,  Buffalo. 
PAt;L  Monroe,  A.B.,  .\.Sl.,  Ph.D..  '97,  Univ.  of  Chicago 

Professor  in  the  History  of  Education,  Teachers  College,  Columbia  University,  .\rw 
York. 
\'iRr.iL  Prettvman,  .\.H.,  '92.  .AM.,  'o?.  Dickinson  Coll.;  Pd.I>..  'o<i. 

iSg5.    Principal  of  Honce  .Mann  High  School.  Broadway  and  120th  St..  .New  York 
Henry  Smith  Pritchett.  Ph.D..  Munich;    LL.D.,  Univ.  of    Pa..  Harvard,  Yale.  Johns  Hopkins, 
Williams. 
President  of  Carnegie  Foundation  for  the  .Advancement  of  Teaching.  542,  sih  .Ave  , 
New  York. 
Arthur  W.  Kkiiards. 

iS<)t),    Director  of  Shop  Work,  The  Ethical  Culture  Schools,  a  Central  Park    WrM,  .Nrw 
York. 

C.  O.   RlCIIARtlS. 

iH>V),    Superintendent  of  Schools,  20I1  Orchard  Road.  Solvay. 

Chablottk.  Whitney  Stoddard. 

181X).    Supcrvi«jr  of  Drawing,  Public  Schools,  410  E.  Willow  St.,  Syracuv. 

LiBDiK  Jaynk  Swkkti  and. 

1906,    Teacher  in  Public  School.  Dryden. 
Thomas  'I'api'KR.  Fellow  Am    Coll.  of  Mtisiiian^    Univ.  of  the  Sinle  of  N    V. 

Lecturer.  Author,  .in. I  lv<lil"ir  of  "  .Musician."  100  Wiuhinjflon  .S»|  ,  New  Vork 
MoROA.v  Wa-shblrn.  Grill  .  '78.  Otwe^o  .Sor  .ind  Tr   Sch 

Princijulof  Public  School  .No  36.  Urunx  .New  Vork,   rr«  .  Dentin  .Avr  ,  We»tchr»irr. 
Sarah  R.  Watkins,  Pd.M.,  '91.  .New  York  Univ. 

190$.    Teacher  in  Pubhc  .Schcxtl  .No.  6j.  .Manhattan,  m?  W.  124th  St..  New  Vork. 

John  J.  Wr.i.LS. 

K204,    Principal  of  Public  School  N'o.  Hs,  $oj  ,Monr.ie  St.,  Brooklyn. 

Alta  Wiccins. 

nxx),    Director  ol  Phv*ical  Training,  Public  SthooN  4'>9  Flmwood  Ave  ,  B  jITalo. 

Joseph  F.  WiNcitBAni,  B..Sc..  'Ho.  Coll.  of  the  City  of  N.  V. 

iK.x).    Princiinl  of  Public  Scluwl  No.  iiH;  rc»  ,  1762,  H4lh  St.,  Brcwklyn. 

1903     Allan  Abbott,  .A  B  ,  '</•,  H.irv»rd  Univ.  ».       ..     , 

t<yjj.     Ie.ichrr  ol  Innlih.  Horace  Mann  High  S«h<«>l,  ijyih  St  ,  New  ^ork. 
William  SLEKPfR  Aidrkii.  M  F  .  'H4,  Steven*  InM   of  lech 

1931,    Director  of    I'homa*  S.  CUrkwrn   Memorial   School  of    Technology.   PcHvlam. 

Claka  American.  ...  ...  ..„,.,.     k.      ..    ■. 

1896,    Principal  of  Public  School  .No.  127,  Manhaiticn     —     •  ■    I.  BMb  St.,  New  \cjrk. 


836  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  York 

NEW  YORK— Conlinued 
1903    William  W.  Appleton. 

President  of  firm  of  D.  Appleton  &  Co..  436,  5th  Ave.,  New  York. 

Teresa  L.  ATKI^Jso^J. 

1886,    Principal   of   Primary  Department.   Public   School    No.    89,  Primary,    Manhattan, 
Clinton  Ave.,  Huguenot  Park.  New  Rochelle. 
Ulysses  Fayette  Axtei.l,  A.H.,  '98,  Colgate  Univ. 

19D2,    Principal  of  Tuxedo  Union  School,  Tuxedo  Park. 
Saul  Bada\es,  A.M.,  Columbia  Univ.;  D.Didac,  Pd.D.,  New  York  Univ. 

Principal  of  Public  School  No.  84.  Boys,  Manhattan,  Casco  St.,  Woodhaven,  L.  I. 
Amy  L.  Baker,  Grad.  New  York  Nor.  Coll. 

Teacher  in  Pul)hc  School  No.  21,  Bronx,  E.  198th  St.,  New  York. 
Burton  M.  Balch,  \.B.,  '95,  A.M.,  '98,  Hamilton  Coll. 

1S96,    Teacher  of  Mathematics,  Boys'  High  School,  31  Madi.son  St.,  Brooklyn. 
Elizabeth  Beaman,  Grad.,  '78,  St.  Louis  K?.  Tr.  Sch.;  A.B.,  'o.>.  Teachers  Coll. 

1933,    Head  of  Kindergarten  Training  Department,  Foils  Mission  Institute,  Herkimer. 
M\rtin  G.  Be:*edict,  A.B.,  '82,  A.M.,  '85,  Ph.D.,  '94. 

1933,    Superintendent  of  Schools,  119  State  St.,  Utica. 
Lym.\n  A.  Best,  B.Sc,  '88,  Cornell  Univ. 

1889,    Principal  of  Grammar  School  No.  108;  Secretary  Board  of    Retirement,  Department 
of  Education;  res.,  748  Carroll  St.,  Brooklyn. 
Katherine  D.  Blake. 

Principal  of  Girls'  Department,  Public  School  No.  6,  Manhattan;   res.,  100  Lexington 
Ave  ,  New  York. 
An.\ah  Prentice  Blood.  B.Sc,  '06,  Teachers  Coll..  Columbia  Univ. 

1 90 1,  Teacher  in  Public  School  No.  17,  Manhattan,  403  W.  115th  St.,  New  York. 
Estella  Mae  Bogardus. 

Lecturer  on  Art  in  Education,  and  Manager  of  Educational  Department,  The  Thompj- 
son  Publishing  Company,  University  Building,  Syracuse. 
James  Fincher  Boydstun,  B.Sc,  '90,  A.&  M.  Coll.,  Miss.;  .\.M.,  '03,  Columbia  Univ. 

Teacher  in  Brooklyn  Public  School,  Port  Jefferson. 
Thomas  J.  Boyle,  LL.B.,  '91,  New  York  Univ. 

1904.  Principal  of  PubUc  School  No.  103,  Manhattan;  275  State  St.,  Flushing,  New  York. 
Margaret  F.  Brangan. 

1899,  Principal  of  Primary  Department,  Public  School  No.  172,  Manhattan;  res.,  477  W. 

44lh  St.,  New  York. 
Homer  C.  Bristol,  A.B.,  '74,  Rochester  Univ.;  A.M.,  '96,  New  York  Univ. 

1897,    Principal  of  Public  School  No.  IJ3,  105  Herkimer  St.,  Brooklyn. 
Edwin  C.  Br-jome,  .\.M.,  Brown  Univ.;  Ph.D.,  '02,  Columbia  Univ. 

1906,  Superintendent  of  Elementary  Dt  partnicnt,  Adelphi  Academy  and  Instratlcr  in  Edu- 
cation, Adclphi  College,  Brooklyn. 
Jessie  F.  Bross. 

1931,    Head  of  Department,  Public  School  No.  14,  Queens;  res.,  125  Decatur  St.,  Brooklyn. 
Sarah  F.  Buckelew. 

Principal  of  Primary  Department,  Public   School  No.  49,  Primary,  Manhattan,  res., 
27  Cranberry  St.,  Broo'.vlyn. 
Menzo  Burlingame,  Ph.B.,  Syracuse  Univ. 

1900,  Principal  of  High  School,  Cherry  Valley. 
Olin  Howard  Burritt,  .A.M.,  Univ.  of  Rochester. 

1931,    Superintendent  of  New  York  State  School  for  the  Blind,  Batavia. 
Aretus  p.  Burroughs,  B.Sc,  '00,  Colgate  Univ. 

Principal  of  High  School,  14  Division  St.,  Salamanca. 
Katharine  R.  Callahan. 

1902,  Principal  of  Public  School  No.  115;    res.,  276  E.  i6th  St.,  Brooklyn. 
J.  McK.  C.\ttell,  A.B.   Lafayette  Coll.;  Ph.D.,  Leipzig. 

Professor  of  Psychology,  Columljia  University;  res.   Garrison. 
OsMYN  P.  Conant,  A.B.,  '79,  Dartmouth  Coll. 

Publisher,  Member  of  Firm  of  Ginn  &  Co.,  70,  5th  Ave.,  New  York. 
John  P.  Conroy,  M.D., '93,  New  York  Univ. 

1897,    Principal  of  Public  School  No.   179,  Manhattan;   res..  167  W.  94th  St.,  New  York. 
Agnes  A.  Cording. 

1906,    Head   of   Department,  Public   School   No.  84,  Queens;   res.,  9   Skillman  Ave..  Long 
Island  City. 
William  A.  Cornish,  A.B.,  '87,  Yale. 

1893,    Instructor  in  Mathematics,  State  Normal  School,  2  Stewart  PI.,  Cortland. 
C.  Ward  Crampton,  M.D.,  '00,  Columbia  Univ. 

Assistant  Director  of  Physical  Training.  City  Schools.  500  Park  Ave.,  New  York. 

Charles  O.  Dewey.  A. B., '85.  Syracuse  Univ.;  Ph.D., '90,  Univ.  of  N.  Y;;  LL.B.. '04,  St.  Lawrence 
Univ. 
Principal  of  Public  School  No.  136;   res.,  467  McDonough  St.,  Brooklyn. 
H.  N.  Dickinson.  A.B..  '89.  Amherst  Coll. 

1906,    Teacher  of  Latin.  .Manual  Training  High  School;  res. ,  199  Kingston  .Vve.,  Brooklyn. 
Cornelia  A.  Dike,  A.B. 

J902,    English  Department,  Wadleigh  High  School,  Manhattan;  648  W.  158th  St.,    New 
York. 
Julia  C.  Dixon. 

1895,    Teacher  in  Pubhc  School  No.  67,  106  Adclphi  St.,  Brooklyn. 


New  Vork)       LIFE,  ACTIVE,  A\D  CORRESPOND! XG  MEMBERS  S.?7 

NEW  YORK— Con/Iff u<-(i 
1903     J()HN  Doty. 

iSoo,    Principal  of  Public  School  No.  21,  Manhattan,  553  \V.  141st  St.,  Nfw  York. 
John-  Dwyer.  .\  M.  "03,  St.  John's  Coll.,;  P.I.M.,  Pd.O.,  New  York  Iniv. 

igDj,    District  Supcrintcmicnt  of  Sthotil.s  764  W  c>l  End  Ave.,  New  York. 

JfLIA  L.   ElCHE. 

1904,    Assistant  to  Principal.  Public  School  No.  103,  Manhall.in;    res.,  446  E.  8?th  St.. 
New  York. 
Mrs.  Kate  .\.  Erwis. 

New  Salem,  Albany  Co. 
Charles  S.  Estes,  A.B.,  '84,  Colby  Coll.;  Ph.D..  '05.  Johns  Hopkins  Iniv. 

Latin  Department.  Erasmus  liall  Hi^h  School.  jOs  St.  James  PI.,  Brooklyn. 
Ella  A.  Falixjn. 

Assistant  Principal  of  Training  Schtxil,  State  Normal  School,  New  Paltz. 
Mauie  Fay. 

1898,  Assistant  to  Principal.  Public  Schix)ls  Nos.  78  and  11.  .New  York;  res.,  Hillsidr  Ave., 

Corona. 
CoR.VELius  D.  Flemino. 

Principal  of  Grammar  Sihofil  No.  1;    ns..  Concord  and  .\dams  St.,  Brooklyn. 
Edwi.s  W.  Foster. 

Instructor  in  Manual  TraininR  IliKh  School,  Brooklyn;  res..  Central   Park.   I  chk 
Island. 
H.  Delmar  French,  .A.M.,  '01,  Litt.D.'oi,  St.  John's  Coll. 

1906,  Instructor  in  Ethics,  and  (i(>oo)  Secretary  of  the  Department  of  Philoimphy.  Brook- 
lyn Institute  of  .\rts  and  Sticnces;  res.,  251  Clermont  Ave..  Brooklyn. 
Arthur  F.  Gardner,  .A.M.,   Huckncll  L"niv. 

1905.    Head  of  Latin  Depirtmcnt,  Hi  ;h  Sch;x)I,  Larch  .\ve.,  Tro,-. 
Maude  Gardner. 

1901,    Teacher  of  Drawing,  Girls'  High  School,  117  Herkimer  St.,  Brooklyn. 
Laura  Drake  Gii.i..  A.B.,  •81.  A.M..  '85,  Smith  Coll. 

1931,    Dean  of  Barnard  College,  New  York. 
Edward  J.  Goodwin,  A.B..    72.  Litt.D..  'os.  Bates  Coll;    L.H.D..   01;.  Amherst  Coll. 

1904,    Second  .\.s.si.stant  Conimivsioner  of  Education,  Education  l>i|uriii)rni,  .Albany. 
Jea.nette  E.  Graham,  Ph.B..  '04,  Stale  .\'or.  Coll.,  .Albany.  N.  Y. 

1894,  Instructor  in  State  Normal  School,  New  Paltz. 
Magnus  Gross,  B.Sc.,  Coll.  of  the  City  of  .New  York. 

First  As.sistant   in   Public  School   No.  6,  Boys.  .Manhattan;   res.,  (>}o  W.   I7>)lh  Si  , 
New  York. 
Li'THKR  Hausey  Gri.icK,  .M.D.,  '8q,  L'niv.  of  .New  York. 

Dirccti>r  of  Physical  Training.  City  Schools,  500  Park  \vr..  .New  Yoik 
Ida  Haiin. 

Class  Teacher  in  Public  School  Nn.  15.  it  Forrest  St..  Corona.  L.  I. 
Frank  Hankinson.  BE.,  B.Sc.,  .M.Sc..  State  -Vor.  .Sch..  Wi-st  Chester    Pa.;   B.Sc.    New   York    fniv. 
11X33.    Teaiher   of   Mathematics,  Manual  Training  High  School,   185  Pror|>ect  Paik,  U., 
Brooklyn. 
Fra.nk  F.  Hahdinc.,  Ph.B.,  '84,  Columbia  l'niv.;  Ph.D.,  '93,  l'niv.  of  \Vno»ler. 

i8<>4,    Prinii|>al  of  Public  Schtxil  .No.  144;  rc».,  715  Greene  Ave.,  Liooklyo. 
Eliza  .\.  Harris.  Pd  .M..  '91.  New  York  l'niv. 

1899,  Teacher  in  Public  Schools;  res.,  44  Patchrn  Ave,,  Brooklyn. 

Elizabeth  S.  Harris. 

1931,    Principal  of  Public  School  .\o.  144,  .Manhattan;  res..  1622,  tnjth  St.,  Brooklyn. 

Makv  1°.  Harris. 

1931,    Assistant  in  .Mathematics,  Wadleigh  High  ScIumiI,  Manhattan;    m.,    iH    W.   io;ih 
St.,  .New  York. 
Dorotiika  C.  Hess,  AM.,  '03,  .New  York  l'niv. 

1903,  Tutor  in  .Normal  College  o(  City  of  .New  York,  rrs  .  621  .N    I>rfferl<  Ave    Kuliiiiond 

Hill.  New  York. 

Ida  Ikklhkiwkr. 

1901,    Principal   of   Public   Sihoiil    No.    68,    .Manhattan;    rc»..     117    E.    jMh   St.,    New 
York. 
Hesry  Eiiward  Jknkiss,  B.Sc..  '7^,  Coll  of  the  City  of  New  Yi*k;  I.I..B.,  'ro.  Columbia  Coll. 

n/Ji,    Prin<i|<al  of  Publit   .S<  Imk.I  .No    171.  .Manhattan    \  Sheridan  S<|     New  York 
Jmr.ru  Kahn,  B.S<  ,  'oo.  Coll   •>{  City  of   New  \'.nk.  A  M  ,  "o  1.  Pd  M  .  Ph  1)  .  'n,.  Sew  Y.^k  I'ni*. 

1904,  Teacher  in  The  High  S<  lioi>l  of  Comnieri  e.  Manhattan   and  ln%lru(  tor  in  l'hilov>|>iiy, 

New  York  Univeriily,   rem.,  5  E.  io6lh  St.,  .Sew  York. 

CoRIIKLIA  S.  KlLUrR. 

1895,  Prinripolof  Publir  .S<hi*.l  S>,  94.  .Manhattan;   n  W  With  St     New  York. 
Van  KvtiE  Kilpatruk,  A  B  .  "91.  AM  .  '94.  Svraour  l'niv. 

1901,  Aiting  PrmuiMl  ol  Public  .Vho»l  No   jJ.  io6ih  St.  and  Bruadway.  Nrw  Vork. 

JosrPHINl:    I.A.SK. 

1902,  Kinilcrgartner,  21H  Erie  Si  ,  SyraruM-, 

Marios  B.  B.  l.Asr.rr-nr.i.. 

Inalruitor  in  reachrrn  College;   tr%  .  414  W    «i*lh  Si  .  New  ^  of k 

Mary  E.  Latham  „.     „     ..        „    „ 

1H.27.    Primipal  of  Bryant  Grammar  S«ho<.l.  14  F.lm  SI  .  M<>mell>ville. 

Mrs.  Minnii-.  Q   l.ri>wiTH. 

tty-'i     Prm.  i|mI  of  Public  School  No  8.  Bffaiklyn.  4^)  Marino  Si..  Brooklyn. 


838  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  York 

NEW  YORK— Continued 

1903     Caroline  B.  Le  Row. 

Teacher  of  Reading,  Girls'  High  School,  Brooklyn;  59  W.  89th  St.,  Manhattan,  New 
York. 
Fred  Volney  Lester,  A.B.,  '86,  A.M.,  '96,  Colgate  Univ.;    Ph.D.,  '04,  111.  Wes.  Univ. 
1905,    Supervising  Principal  of  Schools,  Oyster  Bay. 

F.  Park  Lewis,  M.D.,  '76. 

President  of  Board  of  Managers,  New  York  State  School  for  the  Blind,  454  Franklin 
St.,  Buffalo. 
Albert  E.  Linder,  A.B.,  '90,  A.M.,  '92,  Princeton  Univ. 

Co-Principal  of  Mohegan  Lake  School,  Mohegan. 
James  E.  Lough,  A.B.,  '91.  Miami  Univ.,  A.B.,  '94,  A.M.,  'os,  Ph.D.,  '98,  Harvard  Univ. 

1901,  Professor  of  Experimental  Psychology,  School  of  Pedagogy,  New  York  University, 

Washington  Sq.,  East,  New  York. 
Nathan  J.  Lowe,  Pd.B.,  '93,  St.  Nor.  Coll.,  Albany,  N.  Y. 

Principal  of  Public  School  No.  i,  Richmond,  Tottenville. 
Simon  S.  Lowenstein.  B.Sc,  '99   Coll.  City  of  New  York;   A.M.,  '06,  New  York  Univ. 

1900,  I'eacher  in  Public  School  No.  160,  Manhattan,  1227  Madison  Ave.,  New  Y'ork. 
Henry  Ludwig,  Jr.,  B.Sc,  Coll.  of  City  of  New  York;  A.M.,  New  York  Univ. 

1902,  Principal  of  Public  School  No.  145,  Brooklyn,  775  Carroll  St.,  Brooklyn. 
Hannah  L.  Mattinson. 

Preceptress  in  High  School,  Orchard  Road,  Solvay. 
Walter  Martin  Mohr,  B.Sc,  '89,  Coll.  City  of  New  York;   A.M.,  '98,  LL.B.,  *oi.  New  York  Univ. 

1891,  Instructor  in  Manual  Arts,  Public  Schools,  2901  Valentine  Ave.,  New  York. 

Augusta  D.  Moore. 

1898,    Principal  of  Public  School  No.  24,  Brooklyn,  209  Lincoln  Road,  Flatbush,  New  York. 

Mary  F.  Moran. 

1903,  Teacher  in  Public  School  No.  40,  Manhattan,  108  W.  9sth  St.,  New  York. 

James  S.  Morey. 

Principal  of  Public  School  No.  134;  res.,  1633,  42d  St.,  Brooklyn. 

Mrs.  Anna  B.  Moriarty. 

1901,  Principal  of  Public  School  No.  86;  res.,  6oi  Halsey  St.,  Brooklyn. 
J         William  J.  Morrison,  B.Sc,  '96,  Swarthmore  Coll. 

Instructor  in  History  and  Principles  of  Education,  Training  School  for  Teachers, 
319  Stratford  Road,  Brooklyn. 
Arthur  Henry  Norton.  B.Sc,  '99,  Syracuse  Univ. 

1904,  Principal  of  The  Cook  .Academy,  Montour  Falls. 
Emily  Nosworthy,  A.B.,  '01,  Nor.  Coll.,  New  York. 

1902,  Teacher  in  Public  Schools,   180  W.  82d  St.,  New  York. 
Mary  C.  O'Brien. 

1892,  Principal  of  Public  School  No.  96,  Primary,  Manhattan,  730  E.  i42d  St.,  New  York_ 
Thomas  S.  O'Brien,  A.M.,  '70,  LL.D.,  '04,  Coll.  of  St.  Francis  Xavier;  Ph.D.,  '91,  New  York  Univ. 

1896,  Associate  City  Superintendent  of  Schools,  65  W.  70th  St.,  New  York. 
Robert  C.  Ogden,  A.M.,  '02,  Yale  Univ.;  LL.D.,  '03,  Tulanc  Univ. 

President  of  The  General  f;ducition  Board;    The  Southern  Education  Board;    the 
Board  of  Trustees  of  Hampton  Institute  and  of  Tuskegee  Institute;   784  Broadway, 
New  York. 
Emma  G.  Olmstead. 

70  Elm  St.,  Potsdam. 
Eleanor  Parry,  M.D.,  '94,  Woman's  Med.  Coll.  of  N.  Y.  Infirmary. 

749  Madison  Ave.,  New  York. 
James  E.  Peabody,  A.B.,  Williams  Coll.;  A.M.,  Harvard  Univ. 

Head  of  Department  of  Biology,  Morris  High  School,  Bronx,  918  E.  170th  St.,  New 
York. 
Metta  L.  Persons,  A.B.,  '99,  Univ.  of  Chicago. 

1902,   Teacher  of  Methods  and  Principal  of  Training  School,  State  Normal  School,  New 
Paltz;   home  address,  13  Monroe  Heights,  Cortland. 

Myron  C.  Plough. 

1897,  Superintendent  and  Principal  of  High  School,  14  Lake  St.,  Hammondsport. 

Emily  C.  Powers. 

1900,    Principal  of  Public  School  No.  67,  Brooklyn,  56  Macon  St.,  Brooklyn. 

John  F.  Quigley. 

Principal  of  Public  School  No.  i.  Queens,  16  Ely  Ave.,  Long  Island  City. 

Honor  E.  Quinn. 

1888,    Principal  of  Public  School  No.  63;   res.,  209  Hopkinson  Ave.   Brooklyn. 

Mary  E.  Quinn. 

Principal  of  Public  School  No.  125;  res.,  209  Hopkinson  Ave.,  Brooklyn. 

Timothy  L.  Roberts. 

1892,    Supervisor  of  Music,  Public  Schools,  52  Oneida  St.,  Utica. 

John  C.  Rockwell. 

.School  Commissioner,  First  District,  Westchester  County;    res.,  227    Westchester 
Ave.,  Port  Chester. 
Julius  Sachs,  A.B.,  '67,  Columbia  Coll.;  Ph.D.,  '71,  Rostock,  Germany.  _ 

1902,    Professor  of  Secondary  Education,  Teachers  College,  Columbia  University,  149  W. 
8ist  St.,  New  York. 
Margaret  Scott. 

1904,    Principal  of  Public  School  No.  9,  Queens,  67  Greenpoint  Ave.,  Long  Island  City. 


New  York)  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  839 

NEW  YORK— Coii/i».i«-</ 

1003     Artiur  M.  Scripture,  A.M..  '88.  Hamilton  Coll. 

i8go.    Principal  of  Hinh  Sc1uk>1.  New  H;irtford. 
Epiiraim  Cttler  Shkim),  am.,  '03.  Marii-tla  Gill.;  .\.M..  "03,  Princeton  Univ. 

igoi.    Instructor  in  L;>lin  and  Cireek.  Hi-atlicote  Hall.  Kvc. 
.\LBKRT  Shikl.-;.  AH..  "86,  Coll.  of  City  of  New  York.  P.I..M.,  '06.  A.M..  'og.  New  York  I'niv. 

iSijg.    SupiTintendcnt  of  Dislrict.s  b  and  7.  2  \V.  uoth  St..  .Manhattan.  .New  Y<irk. 
CiiARi.ES  F.  Simons. 

i88o.    Principal  of  Curtis  School.  Richmond;   res..  ij8  St.  Paul's  .Vve..  Tompkinsville. 
Samuel  J.  Slawsos. 

Principal  of  High  School,  Wcllsvillc. 
William  .\lexani>f.r  Smith,  .\.H.,  '00,  Williams  Coll. 

igji.    Superintendent  of  School.s,  2i  Hooker  .\vc.,  PouKhki-epsic. 
lUsjAUiN  Jeffkrson  Staston. 

11/33.    Teacher  of  .Mathematics  and  Elementary  Science.  Public  School  \"o.  17.  Kiihmond. 
New  York;   res.,  n  Marion  .\ve..  Tompkinsville. 
William  E.  Stark.  .\.U.,  'g?,  .\..M.,  '01,  Harvard  Cniv. 

1933,    Principal  of  High  School  Department,  Ethical  Culture  School,  Central  Park  We>t  and 
bid  St.,  New  York. 
StTH  Thayer  Stewart,  .\.H.,  '73,  Yale  Coll.;  LL.B.,  '75,  Columl>ia  Coll. 

i8g6.    Di.strict  Suix-rintendent  of  Public  Schools   857  Prospect  PI..  linxiklyn. 
Grace  C.  Str.xchan. 

1000,   District  Superintendent  of  City  Schools,  203  Henry  St.,  Brooklyn. 
James  Sulliva.v,  A.B.,  '04,  .•V.M.,  'o.";,  Ph.D.   '<j8.  Harvard  Cniv. 

1003.  Head  'I'eacher  of  History.  Hitjh  School  of  Commerce.  30S  W.  07th  St..  New  York. 
Ken.vincton  L.  Thompson,  .\.H.,  '00,  Cornell  I'niv. 

1004.  Superintendent  of  Schix>ls  and  Princiixil  of  HiRh  School,  CattarauKU^. 
Maurice  J.  Thompson.  .\.li.,  '80,  Ruttiers  Coll. 

Principal  of  Public  School  No.  6,  Male  De|xirliiient    .Manhattan;    reu. .    41   K    8sth 
St..  .New  York. 
Harry  F.  Towle,  A.B..  '76,  A.M.,  'gi,  Dartmouth  Coll. 

Principal  of  Curtis  Hi/h  School.  Quecn.s;  res.,  us  Monta:jue  St..  Urookl)^!. 
James  F.  Tithill.  .A.B..  '82.  Cornell  I'niv. 

i8qi,    .Superintendent  of  Schools  and  Princijial  i.f  Hij-h  .Sthool,  1  s6  Highland  Ave.,  Middle- 
town. 

Lewis  H.   rLTHiLL,  A.M.,  '85.  Cornell  Cniv. 

Principal  of  Public  SchiMtl  .No.  g-  res..  1237  Pacit'ic  St.,  Hr(Kjkl>-n. 
AuASA  Walker. 

Manager  of   Educational  Department,  Ijingmuns,  Green  &  Co.,  g3.  5th  .\ve..  New 
York. 
Miriam  Elizabcth  Wheeler,  Pd.D.,  'g7,  Sch.  of  Ped.,  New  York  Cniv. 

i8g7.    Head  of  Department.  Public  School  No.  63.  .Manhattan;  rc»..  117  'E.  3d  St..  New 
York. 
EuDV  R.  Whitney.  A.B.,  '89,  M.Sc.,  '02,  Hamilton  Coll. 

iHgo,    Head  of  Scicnie  Deiwrtnient,  and  (igoi;)  Princijul  of  HiKh  School,   jo  North  St., 
Uinghamton. 

Evangeline  E.  Whitney. 

iHijH.    DUtrict  Suijerintcndent  of  SchuoN.  473  Ma.li--in  St..  Itrooklyn. 

Evelina  Williams.  .... 

Teacher  in  Public  School  No.  21,  Musliing,  Queen*;  Uux  23,  MrMbuiy  Sla.,  New 

York. 

Mrs.  .Mary  E.  Williams. 

i8g6,    Director  of  Dome^lic  Science.   Public  School*,   New   York;  rrn.,  Snlgwiik    Park. 
Fordham  HriKlilH. 
Arihi  »   I,    WiLLlsToN    SB  .  'Bg.  .Maw    Inm    of   re.h.      .  „.    ^      ,  „  ,       . 

l8o8,    Dirciti>r  of  De|iartmcnt  of  .Vienie  and    I  ethnology,   IVatt   InMilulr.   Kyrrxm   St  . 
Brooklyn. 
Thomas  D.  WrKit>,  AM.  "gi,  Olwrrlin  Coll  ;  M  D  ,  'gi.  Columbia  Cniv 

igoi     ProfrwKir  of  Phytiial  l-UJu(alion.  Culumliia  Cnivrmily  and    Teachrra  Collrgr    Nrw 
York. 
Eli/abeth  Ash  W<^.l.WAi.li.  Crad.  Phllodclphia  Nor   S<h. 

iijci.    KinilrfK-irlrn   rroihrf,  Piiblii  .S<  hm.l  .So    jft;   rr»  .  440  Waahlnxlon   A»T  ,  Bnatklyn 
iiuA     Benjauis  Kii  iiAmi  .\ni>ii» ws.  A  B  .  '01.  A  M  .  'o\.  Cornell  Cniv, 

Srirrlary  of  DriMnmrnm  <i(  l><>mr»lic  Eionomy.  Teaclirni  Ci»llr«r   Ci>lumlit4  fni 
vrniily.  New  \iifk 

Mrs.   Rita  Trvom   BAietiiouiMi  w.  ....,.,  ,    .. 

'Ihr   Bryn   Mawr.  Am*tmUm    Ave.   and    I2itl   .SI..  4<n  n««i»  lr«>nl.  <arr  ■•!    Mim 

.MiKrnric.  New  York. 

ki*»rLL  H.  BiLUiWH.  BS<     A  M  '       '     '      ■   t  tniv 

l(^jt,    Suiirritilrmlrnl  ol  Ih  \*r  ,\\alrf>llr« 

Jl-LIAN  A.  C.  CllAMM  I  K     I'b  I'  :l.iM»  Cniv  .    1.1.  D  .  '04.  Kiihnviixl  <"oll  .AM, 

|.;,|j,,.,  M     <lh   Ave.,  and     D(rr«|i*  ■•(  the    l>c|nr|nM-nt  f>( 

|j„.  Uirttofnynflhr  Jamr«(o»n  Ki|»M4lton    N>w  V«rk. 

KiiANK   H    [^''Y,;,„,.,f  of  Drawing  and    NUtiu.d  Trjinin«    PuWk   Sthuul*.  Srw  V.-4  cily;   tr%  . 
Purl  Chester. 


840  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  Y:>rk 

NEW  YOKK— Continued 

1904  Anna  Maria  Cooley,  B.Sc,  '03,  Columbia  Univ. 

1904,  Instructor  in   Domestic  Art,   Teacliers  College,   Columbia   University     123th   St., 

W.,  New  York. 
Thomas  M.  Donohue,  B.Sc,  '94,  Coll.  of  the  City  of  New  York. 

i8o5.    Teacher  in  Public  School  No.  87,  Boys,  1308  Union  .\ve..  New  York. 

LiBBIE  J.  F.GINTON. 

1875,    Principal  of  Public  School  No.  47,  Pacific  St.  near  3d  Ave..  Brooklyn. 
Edwin  W.  Fielder. 

Editor,  D.  Applcton  &  Co.,  436  Fifth  .»\ve.,  New  York. 

Anna  E.  Harvey. 

Professor  of  Froebelian  Methods,  Adelphi  College,  Brooklyn. 

Russell  Hinman. 

With  American  Book  Company,  100  Washington  Square,  East,  New  York. 
George  B.  Hodge,  B.Sc,  C.E.,  '87,  Pd.M.,  '01. 

Educational  Secretary,  International  Committee  Y.  M.  C.  A.    3  W.  29th  St.,  New 
York. 

Mrs.  Annie  L.  Je.ssup. 

1S96,    Director  of  Domestic  Art,  Public  Schools,  500  Park  Ave.,  New  York. 
Joseph  French  Johnson,  A.B.,  '78.  Harvard  Coll. 

Dean  of  New  York  School  of  Commerce,  32  Waverly  PL,  New  York. 
Archibald  C.  McLachlan,  A.B.,  '8t,  A.M.,  '89.  Ph.D.,  '97,  Hamilton  C'oll. 
1896,    Principal  of  Jamaica  Normal  School,  59  Alsop  St.,  Jamaica. 
Ellen  Murray. 

1901,    Principal  of  Public  School  No.  12,  Manhattan,  371  Madison  St.,  New  York. 
Ernesto  Nelson. 

Special  Argentine  Educational  Commissioner,  .American  Institute  of  Social  Science, 
105  E.  22d  St.,  New  York. 
Luella  A.  Palmer,  B.Sc,  '06.  Columbia  Univ. 

1906,    Teacher  in  Speyer  School,  Teachers  College;   res.,  235  E.  i8th  St.,  New  York, 
Charles  Cardoza  Poinde.kter,  B.Sc.  in  Agri..  '03,  Ohio  St.  Univ. 

Private  Secretary  to  Thomas  F.  Hunt,  Professor  of  Agronomy,  Cornell  University; 
res.,  421  N.  Albany  St.,  Ithaca. 
Francis  E.  Randall. 

9  Ft.  Washington  Ave.,  New  York. 
Ella  Lee  Requa. 

SS  W.  S2d  St.,  New  York. 
Emma  M.  Requa,  B.Sc,  Nor.  Coll. 

1906,    Professor  of  Mathematics,  Normal  College-,  res.,  S5  W.  52d  St.,  New  York. 
Hubert  J.  Schmitz,  Ph.D.,  '77,  Strassburg,  Germany. 

1881,    Professor  of  Sciences,  State  Normal  School,  Geneseo. 
F.  Grace  Seymour. 

1903,    Principal  of  Alfred  Street  School,  86  Carroll  St.,  Binghamton. 
George  Arthur  Smith,  A.B.,  '96,  Yale  Univ. 

1905,  Principal  of  Public  School  No.  2,  87  Buena  Vista  Ave.,  Yonkers. 

1905  Frances  Holmes  Abbot.  A.B..  '94,  Mt.  Holyoke  Coll.;   A.M.,  '00,  Univ.  of  Chicago. 

1901,   Teacher  of  Enghsh,  Curtis  High  School,  New  Brighton,  S.  I.;    home  address,  431 
William  St.,  East  Orange,  N.  J. 
John  S.  Adams. 

Representative  of  Ginn  &  Co.,  516  Madison  Ave.,  .\lbany. 
William  C.  Allen   B.Sc,  and  A.M. 

Teacher  in  PubUc  School  No.  33,  Bronx,  103  W.  88th  St.,  Manhattan,  New  York. 
William  R.  Anderson. 

Principal  of  MiUbrook  Memorial  School,  Millbrook. 

William  B.  Aspinwall,  A.B.,  '96.  Harvard  Univ.;  Pd.B.,  '00,  Pd.M.,  '01,  St.  Nor.  Coll.,  Albany,  N.  Y.; 
Ph.D.,  '04,  Univ.  of  Paris. 

1906,  Assistant  to  President,  and  Professor  of  Mathematics,  State   Normal  College,  100 

Willett  St.,  Albany. 
Frances  M.  Athy. 

1901,    Teacher  in  Public  School  No.  105;   res.,  177,  6th  Ave.,  Brooklyn. 
Lola  M.  Au. 

1889,    Teacher  in  Public  School  No.  13,  Bronx,  E.  235th  St.,  Woodlawn,  New  York. 
Edgar  M.  Barber,  B.Sc,  '90.  Valparaiso  Coll.;    C.P.A.,  '00,  Univ.  St.  of  New  York. 

1898,    Teacher  in  Harlem  Evening  High  School  for  Men,  641  Washington  St.,  Office,  U.  S. 
Appraiser,  New  York. 

Edgar  S.  Barney,  A.B.,  C.E.,  '84,  A.M.,  '87,  D.Sc,  '04,  Union  Coll. 

1893,    Principal  of  Hebrew  Technical  Institute,  36  Stuyvesant  St.,  Manhattan,  New  York. 
Guy  H.  Baskerville,  A.B. 

190S,    Superintendent  of  Schools,  93  Orawaupum  St.,  White  Plains. 
Estelle  a.  Batcheller. 

1886,    Teacher  in  Public  School  No.  40,  Girls;    res.  2055  Bedford    Ave.,  Flatbush,  New 
York. 
Martha  B.  Bayles. 

1903,   Teacher  in  Public  School  No.  15,  New  York;  res.,  21  S.  i.sth  Ave.,  Mt.  Vernon. 
Homer  Phelps  Beach. 

Manager  of  Eagle  Pencil  Co.,  377-379  Broadway,  New  York. 


New  VorkJ        LIFE,  ACTIVE,  AXD  CORKKSPOy DING  MEMBERS  84 1 

NEW  YORK— C«m/i»iu«rf 

lOos     Stella  S.  Beard. 

i8qs.    Teacher  of  English,  High  School.  Far  Rockaway. 
.\1\KTH\  A.  Bkechkr,  Ph.H.,    04.  Syracuse  I'niv.:    .X.M..  'o?.  Columbia  I'niv. 

1903.    Ttacher    of   Malhcmalics.  East   High  Sch<x)l.    Rochester;    home  address.   Livonia 
Center. 

WiLHELVii.SA  C.  Bki.i.fr.  B  .Sc.  '04.  A.M.,  '06.  Columbia  Univ. 

i88g.   Teacher  in  Model  School.  New  York  Training  School  for  Teachers.  51  E.  11  id  St 
New  \ork. 
Mrs.  Elizabeth  P.  Bemi.>:. 

Editor  of  "Normal  Instructor  "  "Primary  Plans."  and  "Teachers  World  "  iioj 
7th  Ave..  New  York. 
Charles  A.  Bevedict.  Ph.B..  '00.  III.  Wcs.  Univ. 

IQ04.    Principal  of  High  School,  6  Catherine  St.,  Port  Jervis. 

FU)RE.N'CE    BkRMIN'CIIAU. 

Teacher  in  Public  School  No.  iiq.  Girls,  Manhattan.  202  W.  138th  St..  .New  York. 
Teresa  E.  Berxholz. 

Principal  of  Public  School  No.  9.  203  W.  87th  St..  Manhattan,  New  York. 
F.KNNiE  E.  Best. 

Teacher  in  Public  School  No.  9.  Borough  of  Richmond;   res..  .New  Dorp.  S.  I. 
Ij^ura  Black. 

1900,    Principal  of  Public  School  No.  22;   res..  761  Westmin.sier  Road.  Br»<jkl)-n. 
Gilbert  S.  Blakelv.  .\.B..  '88.  Dartmouth  Coll.;    .\.M.,    '97   Harv.ird  Univ. 

1S97.    Instructor  in  Morris  High  School.  2678  Creston  Ave..  New  York. 
Ciiari.es  Winne  Blessing,  A.B.  'S-S.  A..\f..  '01.  Union  Coll.;   S.T.B..  '93.  Boston  Univ. 

1903,  Principal  of  School  No.  7,  Albany;   res  ,  Slingerlands. 
Josephine  E.  BLyDENsuROH. 

Teacher  in  Public  School  No.  102.  122  Park  PI..  Brooklvn. 
Cora  E.  Bowen. 

1893,  Teacher  in  Public  School  No.  14s;   res.,  80  Willoughby  St.,  Brooklyn. 
Grace  Bowtell. 

1904.  .Vssist.int   to   Principal.  Public  School  No.   147,  Manhattan;    res.,   115  S.  9lh  St  , 

Brooklyn. 
Hesriette  Braker. 

1898.    Assistant  to  Principal,  Public  School  No.  60,  607.  nth  .St.,  Brooklyn. 
Edwin  R.  Brooks. 

Salesman  for  F.  Devoc  il  Co.,  Schcxil  Water  Colors.  101  Fulton  St.,  New  York. 
Frances  R.  Brown. 

Private  Tutor,  215  E.  isth  St.,  New  York. 
R.  E.  Brown.  Ph.B..  "91.  Alfred  Univ.;    Pd.B..  .\.  Y.  St.  .Nor.  Coll. 

SuiJcrintcndent  of  Schools.  163  E.  M.iin  St.,  Granville. 
Robert  L.  Browne,  AH.,  \n.  Coll.  of  the  Ciiv  of  N.  Y. 

i8i>8.    Instructor  in  Public  School  .N'o.  74.  .Manhattan.  153  W.  22d  St..  .New  York. 
William  U.  Hhi.bakfr.  M.V..  V>.  Si.  \<.r.  .Sth.    .Millrrsville.  Pa.;    I'd  M..   04.  .New  Vurk  Univ. 

1H9S.    Teacher  of    .Mathematics,   I'olytechnic   I'rcjxiratory  School.   Brooklyn,    res.,   Bald- 
win. L.  I. 
Elizabeth  H.  Bunnell,  A.B.,  '94.  Mt.  Holyoke  Coll.;   A.M.,  'oj,  rolumbin  Univ. 

A.s.si.stant  Teacher  of    English,  Training  School  for  Tcichrn.  Prospect   Place  nrjr 
Nosirand  Ave..  Brookl)!!. 
Ekwaru  Bl'sh. 

Prin(i|ial  of  Public  .School  No.  18;    res,  289  Hcwes  St  ,  KriMiklyn. 
James  C.  Byrnes.  H  S<  ..  Coll.  of  ihr  City  fif  .N'cw  York;   I'h  M  ,  .\rw  York  Univ 

i8<>H,    .MrinlMT  of  the  Board  of  Examiner^  Park  .\ve   and  59lh  St.,  .New  York. 
William  A.  Campbell. 

189H.    Di.Hirict  Superintendent  of  School*,  703  No«lrand  ,^ve.,  Brooklyn. 
I.Ai-RA  Charlton. 

Prinii|nl  of  I'ublic  School  No.  54,  Manhattan.  4  W    I29lh  St  .  New  York. 

Geo«<;k  H.  CiiAxnn  i> 

Prin<i|ial  of  Public  .School  No.  %i.  Manhattan,  519  W.  44th  St.,  New  York. 

Ci^rroll  Brent  <'hilton. 

K<iitof  of  "TTic  Muitic  I»ver«  library."  ybt,  5th  Ave.,  New  York. 

P».R(  IVAI.    ClirBII. 

Director  of  English.  Ethical  Culture  .Scho-J,  33  Central  Park,  We«l,  Nrw  York. 
John  Hollky  Clark.  A.B  .  '70.  AM  .  '73   Union  Coll. 

1H97.    Princiinl  of  Flushing  iligh  ScIi'kiI.  i\i  Sanford  .\ve..  Flushing.  I.   I 
fJiw-AR  K.  Cobl'kn.  M.Si..  '90. 

itM,    PrinciiMl  ol  (;rammar  .School  No.  8;  mi.,  ijo  W,  Si<lnry  Avr.,  Ml.  Yefn<»n. 

Ida  Cor. 

1894.  Mcvl  of  Driarlmrni,  Public  SchorJ  No.  1(14.  Manhattan.   rr«  .  51  W.n^lbine    .M., 

Brooklyn 
I>.t,iH  B.  CoHN,  A  H  .  •o\.  <oll   of  the  CilV  of  Nrw  Y.irk. 

mr>4.    Teacher  in  Public  Sch*!"!  No.  |o   Manhattan;  rm..  o»o  Home  St  .  Unmt.  Nrw  \ork. 


Jrssik  IlLivrN  Coiiurn 
'  Miliar 
lojd  St  .  .New  York 


190$.    Aiwi'lant  to  Priniiiial.  Public  .School  No   0».  Intrrmrdiilr    Minh.ilt.in;    rr»      K  W. 
V<»|' 


Sarah  E.  Colky. 

Princii«l  of  Public  School  .No  ,?,  Primary.  Manhattan.  3>t  W    .ml.  Si     \rw  Y..ik 


842  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  York 

NEW  \ORYi~Continued 

igos    Elizabeth  Conrow,  A.B.,  '94,  Swarthmore  Coll.;   Ph.B.,  '96,  A.M.,  '02,  Cornell  Univ. 

1905,   Teacher  of  German,  Richmond  Hill  High  School,  173  Elm  St.,  Richmond  Hill. 
Georgianna  Conrow,  A.B.,  '99,  A.M.,  '02,  Cornell  Univ. 

1905,  Instructor  in  French,  Vassar  College,  Poughkeepsie. 

Ella  Conway. 

Principal  of  Public  School  No.  120,  Manhattan,  145  E.  21st  St.,  New  York. 

EVIE   CORNEY. 

Assistant  Principal  of  Public  School  No.  27,  Queens,  30  Wilson  Ave.,  Flushing,  L.  I. 
John  B.  Cottrell,  A.  B.,  '93,  Alfred  Univ.;   A.M.,  '00,  New  York  Univ. 

1899,    Teacher  of  the  Graduating  Class,  Pubhc  School  No.  19;   res.,  cor.  S.  2d   and  Keap 
Sts.,  Brooklyn. 

Dora  M.  Coughlan. 

1894,    Principal  of  Public  School  No.  38;  res.,  229  Keap  St.,  Brooklyn. 
Nathan  D.  Cram. 

With  Silver,  Burdett  &  Co.,  85,  sth,  Ave.;  res.,  718  St.  Nicholas  Ave.,  New  York. 
W1LLI.4M  Albert  Crane,  A.B.,  Adelphi  Coll.;   A.M.,  '04,  Columbia  Univ. 

1898,    First   Assistant  and   (1905)  Acting  Principal  of  Curtis  High  School,   18  Prospect 
St.  Stapleton. 

Rufina  A.  Cregin. 

Principal  of  PubUc  School  No.  42,  35  E.  77th  St.,  Manhattan,  New  York. 
W.  X.  Crider,  Ph.B.,  '98,  111.  Wes.  Univ.;   Ph.D.,  '01,  Taylor  Univ. 

Proprietor  of  Rome  Teachers'  Agency,  iii  W.  F-mbargo  St.,  Rome. 
Bernard  Cronson,  A.B.,  Coll.  City  of  N.  Y.;  Pd.  M.,  Pd.D.,  N.  Y.  Univ. 

Principal  of  Public  School  No.  125,  Manhattan,  180  Wooster  St.,  New  York. 
Frederick  F.  Crooker.  B.Sc,  '98,  Coll.  City  of  New  York. 

1898,    Teacher  in  PubUc  School  No.  6,  Manhattan,  50  W.  126th  St.,  New  York. 
Fanniebelle  Curtis. 

Director  of  Kindergartens,  Boroughs  of    Brooklyn  and  Queens,  379  Washington 
Ave.,  Brooklyn. 
Margaret  Davidson. 

1901,  Principal  of  Public  School  No.  124,  183  Berkeley  PI.,  Brooklyn. 
Henry  Delamain. 

Principal  of  Public  Schools  Nos.  27,  28,  and  29,  Queens,  College  Point,  New  York. 
Peter  E.  Demarest,  Pd.D.,  '91,  New  York  Univ.;  Ph.D.,  '02,  American  Univ. 

Principal  of  Bryant  High  School;   res.,  11  E.  87th  St.,  New  York. 
John  H.  Denbigh. 

Principal  of  Morris  High  School,  Bronx,  i66th  St.  and  Boston  Road,  New  York. 
Lewis  H.  Denton. 

1891,    Principal  of  Public  School  No.  26,  Richmond;   res.,  7  Fisk  Ave.,  Westerleigh,  West 
New  Brighton,  New  York. 
Bernard  J.  Devlin,  A.B.,  '88,  Coll.  City  of  N.  Y.;  A.M.,  '93,  Coll.  of  St.  Francis  Xavier;  Pd.M.,  '98, 
N.  Y.  Univ. 

1903,  Principal  of  Public  School  No.  13,  Bronx,  938  E.  175th  St.,  New  York. 
Michael  E.  Devlin,  A.M.,  Ph.D. 

1902,  Principal  of  Public  School  No.  8,  Manhattan,  New  York;  res.,  Westchester. 
Agnes  Bartholomew  Devoe. 

1906,    Critic  Teacher,  Brooklyn  Training  School    for   Teachers,  565  W.  148th    St.,    New 
York. 

Mrs.  Mary  C.  Donohde. 

1904,  Principal  of  PubUc  School  No.  28;  res.,  84  Decatur  St.,  Brooklyn. 
Timothy  F.  Donovan. 

Principal  of  Public  School  No.  18,  Richmond,  Port  Richmond,  New  York. 
Philip  Dowei.l,  A.B.,  '85,  Ph.D.,  '00,  Augustana  Coll.;   Ph.B.,  '95,  A.M.,  '96,  Yale  Univ. 

1002.    Teacher  of  Biology,  Curtis  High  School;  res.,  12  Bond  St.,  Port  Richmond,  New  York_ 
Irwin  W.  Driehaus.  B.Sc,  '00.  Univ.  of  Cincinnati;  A.M.,  '05.  Columbia  Univ. 

1906,  Teacher  of  Science,  New  York  Training  School  for  Teachers,  322  Livingston  Hall, 

1 1  sth  St.  and  Amsterdam  Ave.,  New  York. 
Frances  M.  Driscoll. 

1898,    Principal  of  Public  School  No.  60;   res.,  130,  6th  Ave.,  Brooklyn. 
John  J.  Driscoll. 

Principal  of  Public  School  No.  16,  Richmond,  Madison  Ave.,  Tompkinsville,  S.  I. 
William  F.  Dunbar. 

Teacher  in  PubUc  School  No.  57,  Queens,  gi  Concord  St.,  Brooklyn. 
Margaret  Dwyer. 

Teacher  in  PubUc  Schools,  113s,  s8th  St.,  Brooklyn. 
Anita  M.  Earl. 

1902,  Teacher  of  Sewing,  New  York  Training  School  for  Teachers,  866  West  End  Ave., 

New  York. 
Edwin  Lyell  Earle,  A.B.,  '98,  A.M..  '02,  Columliia  Univ.;  Ph.D.,  '03.  Roman  Univ. 

1905,  President  of  New  York  Froebel  Normal  Institute,  and  Special  Extension,  Depart- 

ment of   Pedagogv.  Lecturer,  Brooklyn  Institute  of  Arts  and  Sciences  ;   res.,  59 

W.,  96th  St.,  New  York. 
Edwin  L.  Earp,  Ph.D.,  'or,  I.eipsic. 

1904,    Head  of  Department  of  Sociology,  Syracuse  University,  703  University  Ave.,  Syracuse. 
Herman  L.  Ebeling,  Ph.D.,  '91,  Johns  Hopkins  Univ. 

1903,  Assistant  Professor  of  Latin  and  Greek,  Hamilton  College,  CUnton. 


XewYork]       LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  843 

NEW  YORK— rc>i/i";iiW 
190S     Sanford  J.  Ellsworth. 

189s,    Principal  of  High  School,  Lc  Croft,  Oak  St.,  Far  Rockaway. 
Isaac  N.  Failor,  A.M..  '7.S.  Ohio  WVs.  Univ. 

1807.    Principal  of  Richmon.l  Hill  High  School,  Elm  St.,  Richmond  Hill,  Kew  York. 
Elizabeth  E.  Farrell.  B.Sc..  New  York  Iniv. 

1906.    Inspector  of  L'ngradwi  Classes,  Dcp;irtmcnt  of  Education,   ik,  K     ,.,th    St     New 
\ork. 

EVELYNE    A.    FeeK. 

1901,  Instructor  of  Training  Class,  2  Grove  St.,  Baldwinsville. 
Mrs.  I-ucinda  B.  Finn. 

Substitute  Teacher,  Public  Schools,  591,  loth  Ave.,  New  York. 
Camille  Fontaine,  B.cS.I..,  '75,  Ijccnrie  en  Droit,  '78.  P.iris. 

1902,  Chairman  of    Romance  Language   Dep;irlmenl.  High   School  of  Commerce    m<  \V 

6sth  St.,  New  Vork. 
Clara  .\.  Foster. 

1003,    Teacher  in  Public  School  No    13,  E.  Houston  and  F.s.s.x  Sis.,  New  Vork. 
Cecilia  A.  Francis. 

Princip,d  of  Public  School  No.  168,  47  \V.  130th  St.,  New  \<>rk. 
CoRNELR's  E.  Franklin,  A.B  ,  '83,  A.M.,  '86,  Union  Coll.,  N.  Y. 

1901,    District  Superintendent  of  Schools,  New   York;    res..   15,8.  7th  St.,  Klmhumt,  L.  I. 
Joseph  A.  Fripp,  A.  R..  '70,  Coll.  of  Ciiv  of  New  York;  A.M.,  '98,  New  York  Univ. 

1900,    Principal  of  Public  School  No.  79,  Manhattan,  42,  isl  St.,  New  York. 
Isaac  K.  Fink,  D.D.,  '00,  I.L.D.,  'oS.  \Viitenl)erg  Coll. 

President  of  the  Funk  &  WagnaJls  Company,  44-60  E.  23d  St.,  New  York. 
Edwin  White  Gaii.lard. 

Super\-isor  of  Work  with  Schools.  New  York  Public  Library,  J09  W.  2ul   St.,  New 
York . 
Ellen  M.  Gallagher. 

1904,    Teacher  in  Curtis  High  School,  Richmond;   res.,  ai  W.  s6th  St.,  New  York. 
Pauline  I.  Geballe,  A.B.,  '04,  Smith  Coll. 

1905,   Teacher  in  High  School,  Greene. 
,V.  Grace  Gibson. 

Teacher  in  Model  School,  .New  York  Training  School  for  Teacher*.  3^0  W.  44th  St., 
New  York. 
A.  F.  GiLMORE,  A.B.,  '02.  A.M.,  'os.  Bates  Coll. 

1895,  With  .American  Hook  Co.,  100  W.x«hinglon  Sq.,  New  York. 
W.  Grant  Goodwin.  M.Sc.  '90.  A.M..  '97,  Cornell  I'niv. 

As.si.stant  Teacher  of  History,  Curtis  High  .School,  Richmond;   res.,  1464  Islington 
Ave.,  New  York. 
RfTH  E.  Granceb. 

H»o2,    Principal  of  Public  School  No.  137,  Saratoga  .\ve.,  Brooklyn. 
Forest  Grant. 

1904,    Instructor  in  Drawing  and  Design,  High  School  of  Commerce,  si8  i2lh  St.,  BrooLlvn. 
Temperance  Gray,  A.B..  'ov  .Adrlphi  Coll. 

1903,  AAsi-stant  Princi|Ml  o(  I'ublic  School  No.  141,  516  Noslrand  Ave.,  Brooklyn. 
Mary  Woitott  Green,  AH.,  Syracuv  Univ. 

1903,  Teacher  of   l^wiKuagcs  an<l  S<irnir,   Public  S<hool  No.  jo,   Richmond.   New  York; 

res.,  57  ProsiK-it  .St.,  West  .New  Brighton. 
JriiiN  GRiFrrN. 

Di.striit  Su|x:rinlcn<lrnt  of  Schools,  13s  IJ\inK.slon  St.,  Brookl>-n, 

AdKIAIDE    IlAKiHT. 

1804,    Principal  of  Public  School  No.  157,  Primary.  Manhattan;    mi.,   mo  W.   13MI  St, 
New   York. 
Harbv  Howard  Halsted,  A.B.,  '04.  Coll   of  the  Cily  of  NVw  Vork. 

H;04,     Teacher  in  Public  S<h<«i)l  .No.  '.H.  J14  W    lo^lh  St  ,  New  York. 
James  P.  Havev,  B.-Sc  ,  'R«,  Coll.  of  City  of  NVw  York;    M  I)  .  '9*.  Columbia  Univ. 

1896,  Director  of  Art  and  Manual  Training,  Cily  Schoiils.  $00  Park  Ave.,  New  Vork. 

GeoRc:e  I..  Hanlpv. 

1900,    Prin<i|Ml  iif  I'ublic  School  .No.  4>),  494  Ashland  A\t  ,  Buffalo. 

IbNRv  v..  Hard. 

Princi|nl  of  Public  School  No,  78,  199  Sterling  PI.,  Brooklyn. 

.Marv    T.  Harrinoton. 

i(«4,    AssiManl  in  Public  School  No.  3'.  Nfanhallan;   re»  ,  iw  R'Klney  Si  ,  Brooklyn, 
('.  WARRr.N  Hawkish  « 

Princiinl  of  I'ublic  School  No.  11,  (»g<lrn  ,\vr.  and  ifiolh  .S«  .  Bmni.  New  Ycifk. 

Horace  G.  HrAirv 

Teacher  in  High  S<hool  of  Commercr,  777  l'rin|ir<t  PI..  Bri»klyn. 

HfSBY  J.  HrinrN.s. 

PriniitKil  of  Public  .School  No  Hi.  1309,  i«l  Avr  .  Manhallan,  New  Vfifk, 

CAROI.ISr  HrNDRIC  KV)M.  „  .       ,  ..,  .-»,... 

1904.  Teacher  of  Hialory  ami  IJleralurr.  l)r  l^ncrjr  Srhool,  je<  W.  I4*d  St.,  New  \ork. 

Simon  Hi«sdashkv    B  St..  '99,  Coll.  of  the  Cily  M  Vrw  York;   A  M.    Vi.  CnlumliJa  Univ. 
:904,    PrimifMl  of   Tlximan  DnMd^m  .School,  307  Henry  Si.,  .New  York. 

Frederic  K  C.  Hodc.hon.  AH..  "04,  Tufi«  Coll,  »,       „    . 

With  Ginn  Ac  Company,  70,  510  Ave..  New  York. 


844  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  York 

NEW  YOV^— Continued 

loos     Minnie  Louise  Hutchinson. 

Director  of  Sewing  and  Constructive  Work,  Public  Schools^  Boroughs  of  Brooklyn 


and  Queens,  98  Hancock  St.,  Brooklyn. 

30N. 

901,    P 
Lucy  Jay. 


Alice  Jackson. 

1901,    Principal  of  Public  School  No.  150,  Manhattan,  508  W.  143d  St.,  New  York. 


1886,    Teacher  in  Public  School  No.  54,  Kingsbridge,  New  York. 
John  J.  Jenkins,  Pd.D..  '00,  New  York  Univ. 

Principal  of  Public  School  No.  15,  Queens,  162  Clinton  St.,  Corona,  L.  I. 

Theophilus  Johnson. 

Principal  of  Public  School  No.  11,  Queens,  3d  St.,  Woodside,  L.  L 

Emma  L.  Johnston,  A.B.,  '09,  Adelphi  Coll.~ 

1904,    Principal  of  Brooklyn  Training  School  for  Teachers,  Prospect  PI.  near  Nostrand  Ave., 
Brooklyn. 

Lillian  I.  Jones. 

1892,    Teacher  in  Public  School  No.  26,  228  Van  Buren  St.,  Brooklyn. 

Martin  Joyce. 

1900,  Principal  of  Public  School  No.  7,  Queens,  Richmond  Hill,  L.  I. 

Solomon  Kauffman.  ,„,,,,      ,     «t       r^  ■  , 

Teacher  in  Curtis  High  School,  Hamilton  Ave.  and  St.  Mark  s  PI.,  New  Brighton, 
S.  I.;  res.,  5-)  Mjrningside  Ave.,  New  York. 

Catharine  F.  Kavanagh. 

Assistant  to  Principal,  Public  School  No.  188,  Boys,  37  N.  Portland  Ave.,  Brooklyn. 

Carrie  Wallace  Kearns. 

1901,  Principal  of  Public  School  No.  10s,  Manhattan,  269  E.  4th  St.,  New  York. 

David  J.  Keator.  A.M..  '00.  Nashville  Coll. 

1898,    Principal  of  School  No.  23,  Richmond,  40  Central  Ave.,  Mariner's  Harbor,  S.  I. 

William  J.  Kennard. 

Principal  of  Public  School  No.  5,  Bronx,  2436  Webster  Ave.,  New  York. 

A.  K.  N.  Keyes,  A.B..  '04,  Adelphi  Coll. 

Assistant  Teacher  of  English,  Training  School  for  Teachers,  Brooklyn;    res.,  475, 
ist  St.,  Brooklyn. 

Cecil  A.  Kidd. 

Principal  of  Public  School  No.  184,  Manhattan,  31  W.  ii6th  St.,  New  York. 
Clarence  D.  Kingsley,  B.  Sc,  '07.  Colgate  Univ.;   A.M..  '04.  Columbia  Univ. 

1904,    Teacher  of  Mathematics,  Manual  Training  High  School.  499.  4th  St.,  Brooklyn. 

Floyd  E.  Kinne 

1898,   Teacher  of  Mathematics,  Public  School  No.  51.  519  W.  44th  St.,  New  York. 

Milinca  L.  Klein. 

Teacher  in  Public  School  No.  75,  419  E.  S2d  St.,  New  York. 

Margaret  Knox.  Pd.M.,  '02,  N.Y.  Univ.  Sch.  of  Ped. 

1 00 1,    Principal  of  Public  School  No.  15,  Manhattan,  478  Mott  Ave.,  New  York. 
William  A.  Kottman,  B.Sc,  '86.  Coll.  of  Citv  of  New  York;  A.M.,  '05,  Columbia  Univ. 

1904,    Principal  of  Pubhc  School  No.  7,  Boys,  Manhattan,  60  Chrystie  St.,  New  York. 
Hugh  H.  Lansing,  A.B..  '93,  Williams  Coll. 

257  Broadway,  Troy. 
E.  G.  Lantman,  A.m. 

1898,  Superintendent  of  Schools,  392  Irving  Ave.,  Port  Chester. 
Josephine  M.  Lawlor. 

1897,    Principal  of  Public  Schools  No.  17  and  18,  Queens,  206  Barclay  St.,  Flushing,  L.  I, 

Glenn  Ma.x  Lee.  Ph.B.,  '04,  Hobart  Coll. 

Vice-Principal  of  High  School,  Gouverneur. 

Eugenie  C.  Levie. 

1903,   Assistant  Principal  of  Public  School  No.  124,  Manhattan,  29  Horatio  St.,  New  York. 

Frank  W.  Lilley. 

Western  Agent,  Educational  Department,  Eagle  Pencil  Co.,  Clarence. 

Ida  B.  Lindheimer.  Pd.M.,  New  York  Univ. 

1900,    Principal  of  Public  School  No.  38,  Manhattan,  256  W.  129th  St.,  New  York. 
Henry  R.  Linville,  A.\i.,  '9^;  Univ.  of  Kans.;  A.B.,  '94,  AM.,  '95.  Ph.D..  '97.  Harvard  Univ. 

1897,    Teacher  of  Biology,  De  Witt  Clinton  High  School,  Manhattan.  New  York. 
Dwight  R.  Little,  A.B.,  '00,  Williams  Coll.;  A.M.,  '03,  Pd.M..  'o].  New  York  Univ. 

1900,    Instructor  and    (1905)   Lecturer    in    Education.    Polytechnic   Preparatory   School, 
Brooklyn;    permanent  address,  Sheffield    M;iss. 
Morris  Loeb,  A.B.,  '83.  Harvard  Univ.;  Ph.D..  '87,  Berlin  Univ. 

1894,    Professor  of  Chemistry,  New  York  University,  273  Madison  Ave.,  New  York. 

John  .\.  I.oope.  ,,  ,    ■       . 

Principal  of    Public   Schools    Nos.  33,  34.  3S>  36,  and  49,  Queens,  Palatina  Ave., 
Hollis,  New  York. 

Helen  E.  Lucas. 

1899,  Superrisor  of  Drawing,  City  Schools,  20  Anson  Place,  Rochester. 

Charles  W.  Lvon  Ph.B. 

District  Superintendent  of  Schools,  2410  Clarendon  Road,  Brooklyn. 

William  Harrison  Mace,  Ph.D..  Jena. 

1891,    Professor  of  History  and  Political  Science,  Syracuse  University,   127   College  PI., 
Syracuse. 


New  York]        LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  845 

NKW   YORK— Com/ i«M^(/ 
iQos      Mrs.  Cora  B.  Mackey. 

1S82,    Teacher  in  Public  School  No.  ijq,  Brooklyn;   res.,  26  Mc.Aulcy  PI..  Jam.iiia,  L.  I. 
Donald  C.  MacLarf.n.  .\.B..  '70,  .\.M..  '81.  Princeton  Univ. 

iSpg.    Instructor  in  M.ithemalics  and  Greek,  Dc  Witt  Clinton  High  Sch0.1l,  8j  Wa.shinston 
PI.,  New  York. 
John  T.  Mannino.  .^.B..  'ojt.  Manhattan  Coll  ;    .A.M..  '06.  Columbia  Univ. 

1896.    Teacher  in  Public  School  No.  8.  Bronx.  2676  Marion  A\-c.,  Bronx.  .New  York. 
Frank  .\.  Manny.  .-X.B..  .\.M..  Univ.  of  .Mich. 

Superintendent  of  Ethical  Culture  School,  a  Central  Park,  West.  -New  York. 
Mary  S.  Marot. 

108  Ca>'uga  St..  Syracuse. 
Alfred  Df.  B.  Mason. 

locj.    Teacher  in  Public  School  No.  44.  441  Lafayette  .Ave..  Brooklyn. 
Marion  J.  Mayo.  A.B..  Nat.  Nor.  Univ.;  A.M..  Pd.D.,  New  York  Univ. 

1005,    Teacher  of  Mathematics,  High  School  of  Commerce.  16-18  \V.  loist  St..  New  York. 
Mary  F   Mc.\leer. 

1900.    Principal  of  Public  School  No.  i88.  Girls.  M.inhattan;   res.,  jso  W.  ii.Sih  St..  .New 
York. 
Alec  G.  McAllister.  A.M..  '07.  Tufts  Coll. 

i8<)5.    Principal  of  Public  School  No.  40.  1254  Bergen  St  ,  Brooklyn. 
Isabella  .\   McCabe. 

Principal  of  Public  School  No.  93,  Primary,  Manhattan,  11  E.  130th  St..  New  Y.rk. 
Bellf  C.  McClellan. 

1S85,   Teacher  in  Public  School  No.  s7,  59  E.  t24lh  St.,  New  York". 
Henry  G.  McDonoi-ch. 

J903,    Teacher  in  Public  .School  No.  51,  Queens,  25  N.  Wa.shiniflon  St..  Jamaica.  I..  I. 
Mary  E.  McQiirk.  Pd.M.,  '04.  New  York  Univ. 

1899.  Principal  of  Public  Schfx.l  No.  46,  .\queduct.  Queens.  Hatch  .\ve.,  cor.  Grafton  .\v-., 

Ozone  Park,  New  York. 
Kati  a.  .>'.  Mf.e. 

1882,    First  As-slstant  and  .Acting  Princip;\l  of  Public  School  .\o.  24.  Bronx;  res.,  73  E.  123d 
St.,  Manhattan,  New  Y'ork. 
MAJtY  Jerome  Mfrritt. 

i88g.    Principal  of  Public  School  No   29,  cor.  Columbia  an  1  .\mity  St..  Brooklyn. 
Clara  Millinoton. 

1900.  As.sistant  to  Principal,  Public  School  No.  133,  356,  9th  St.,  Brooklyn. 
Habbiette  Melissa  Mills. 

1906.    Hc.vl  of  Department  of  Kindergarten  Eclucation,  Froclicl  Normal    Srhnol,  S9  \V. 
i/jlh  St..  New  York.  ^ 

Mrs.  .Martha  J.  Min-;mi'll.  Grad..  '04,  Nor.  Coll..  Now  York 

1906,    Head  of  Department,  Public  School  No.  118;  res.,  65  Morton  St..  Brooklyn. 
AoOLPH  MlsciiLK-H    FJ..Sc..  '79.  Coll.  ol  Citv  of  New  York. 

1899,  First  .A-ssistant,  Public  .School  No.  18.  108  E.  7is(  St..  New  York. 
.\rtiu'r  C.  Mitchell.  Fd.B..  '90.  .Alfrwl  Univ. 

Princi|Kil  of  Public  .School  No.  16.  Qurrns.  149  Madison  A\'e.,  Flushing.  L.  I. 
Theodore  C.   Mitchill.  A.B..  '86.  .A.M..  '01.  Columbia  Univ. 

1901.  First   A.s.sislant  in   English.  Boys'  High  Sihi«il,  Bmoklvn.  and  (1904)  Princiivil  of 

.New   York   Evening   High  .School   for   .Men.   .Manhattan;    re».,  223  W.   44ln  St., 
Manhattan,  New  York. 
Frank  K.  Montfort. 

1K02.    Principal  of  Public  Sch(K)l  No.  57,  Queens,  BayiUde,  L.  I. 
Frank   R.   .MfKjRE    .•\..M..  '77.  Colgate  Univ. 

I*rinci|)al  ol  ComriuTiial  High  School,  101  Habwy  St.,  Brooklyn. 
Eucenf.  C.  Morris. 

Teacher  of  Music,  Public  SchfuU,  New  York;  res..  Mi  t  I'ulnam  .\\r  .  Brink  vn. 
Mary  If.  Mi;llins. 

1900,  AMislnnt  Teacher  in  Public  Schor>l  No.  »i.  Manhalinn,   res.,  311  E.  $:lh  St..  New 

York. 
Mary  A.  Nfw. 

Teacher  in  Public  .School  No.  o-  Kichmond.  OMJning. 
Hi'r.o  Newman.  B.Sr  .  'Hv  Coll,  ..f  City  of  New  Y..rk;   P.l  M     w,  New  York  Univ 

ii>o>.    Primi|Ml  of  Public  Sch'»il  .No.  »»,  Bronx.  4sH  U'.  Mid  St..  ,Vr»  York. 
Joseph  Newman.  A.B..  '97   <''>ll   "<  <'iiy  •«•  ^'ew  York;  M  S«     "no   New  Yiifk  U-ii\ 

i8«>8.    Instructor  in  ChrmiMry,  Ccimmrrciol  Iligh  Scbcwl;  rm..  3.55  E.  i24ih  Si     MjiiIi.ii- 
lan.  New  Yurk. 
John  T.  NiriioLV)N. 

Teacher  in  Public  School  No.  iM,  ManhalUn,  A14  \V.  i4Jllh  .Si..  New  Y<>tk. 
John  T.  Ncjlan. 

Prin<i|Kil  of  Public  School  No,  \<>   Umox.  ttOQ  K,  1  i4ih  S(.,  New  York. 
Gkor'^k  \V.  Norton.  B.Sc..  Weslryan  Univ.,  Conn. 

lastruflor  in  Joinrry.  Bryant  High  Schcml.  I>mg  Island  Cily;   rr».,  471 1_.  i»l  A\*.. 
Astoria,  L.  I. 
William  Novm.  A.B.,  '89,  A.M..  'o<.  Amhrrsi  Coll, 

1903,    Inirtruclor  in  Teachrrs  Collrge,  ('olumWa  I'niversily;  New  York. 

Mabc;arkt  F.  O'Connfll.  ».       .,    . 

1901,  Principal  of  Elementary  School  No,  31.  .Manhallan.  77  \\ .  94lh  S«..  New  York. 


846  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  VorV 

NEW  YOBX.— Continued 

190s    James  A  O'Donnell. 

Principal  of  Public  School  No.  53;   res.,  176  Troutman  St.,  Brooklyn. 
William  O'Flaherty,  A.B.,  A.M. 

Principal  of  Public  School  No.  40.  Bronx,  100  E.  8ist  St.,  Manhattan,  New  York. 

Mary  J.  C.  O'Neil. 

397,  ist  St.,  Brooklyn. 
Charles  E.  O'Neill,  A.B.,  LL.B. 

Teacher  in  Public  School  No.  24,  Manhattan;   res.,  408   Pleasant  Ave.,  New  York 
John  Baker  Opdycke,  A.M., '99,  Franklin  and   Marshall  Coll., '03,  New  York  Univ.,  and '05.  Colum- 
bia Univ. 

1905,  Instructor  in  English,  High  School  of  Commerce,  155  W.  65th  St.,  New  York. 
Susan  M.  Orr,  A.B.,  Ursuline  Coll. 

397   ist  St.,  Brooklyn. 
William  J   O'Shea,  B.Sc,  '87,  Coll.  of  City  of  New  Y'ork;   M.Sc,  '8q,  Manhattan  Coll. 

1906,  District  Superintendent  of  Schools,  104  Keap  St.,  Brooklyn. 
Charles  E.  Overholser,  A.B.,  A.M.,  Harvard  Univ. 

190S,    Teacher  of  German,  Boys'  High  School,  25  Jefferson  Ave.,  Brooklyn. 

Martha  H.  Patton.    . 

1901,    Teacher  in  Public  School  No.  35,  Bronx,  i62d  St.  and  Morris  Ave.,  New  York. 
Allen  Peckham. 

With  Silver,  Burdett  &  Co.,  85,  5th  Ave.,  New  York. 

Mrs.  Eliza  S.  Peli,. 

Principal  of  Public  School  No.  96,  Girls,  Manhattan,  New  York. 

Anna  L.  Phillips,  A.B.,  '05,  Adelphi  Coll. 

190S,    Teacher  in  charge  of  Eastern  District  High  School  Annex;  res.,  253  Steuben  St., 
Brooklyn. 
Ellen  M.  Phillips,  Pd.M.,  '01,  New  York  Univ. 

Principal  of  Public  School  No.  131,  Manhattan,  615  W.  136th  St.,  New  Y'ork. 

Elizabeth  L.  Plaisted. 

1900,  Teacher  in  Public  School  No.  184,  Manhattan;  res.,  2038,  sth  Ave.,  New  York. 

Laura  Potter. 

1901,  Assistant  to  Principal,  Public  School  No.  87,  263  Putnam  Ave.,  Brooklyn. 
Francis  W.  Powers,  A.B.,  '92,  Coll.  City  of  New  York. 

1894,    Teacher  in  PubHc  School  No.  82,  Manhattan;   res.,  745  Jefferson  Ave.,  Brooklyn. 
Isabelle  L.  Pratt. 

1898,    Appointment  Secretary  of  Teachers  College,  Columbia  University;    res.,  221  W. 
104th  St.,  New  York. 
Matthew  D.  Quinn,  B.Sc,  St.  Lawrence  Univ. 

1897,    Principal  of  Public  School  No.  5,  Queens;   res.,  loi  E.  92d  St.,  New  York. 
William  Louis  Rabenort,  B.Sc. 

1904,    Principal  of  Public  School  No.  9,  Bronx,  315  W.  97th  St.,  New  York. 
EsLE  F.  Randolph,  A.B.,  '03.  A.M.,  '04,  Pd.D.,  '06,  Salem  Coll.  ^ 

Principal  of  Public  School  No.  8,  Richmond,  Midland  Road,  Great  Kills. 
Lizzie  E.  Rector,  Pd.D.,  '95,  New  York  Univ. 

1900,  Principal  of  PubUc  School  No.  4,  Manhattan,  203  Rivington  St.,  New  York. 
Rudolph  R.  Reeder,  Ph.D.,  Columbia  Univ. 

Superintendent  of  the  New  York  Orphanage,  Hastings-on-Hudson. 
Margaret  A.  Regan. 

1904,    Principal  of  Public  School  No.  107,  Manhattan,  272  W.  loth  St.,  New  York. 
Frederick  J.  Reillv,  A.B.,  '91,  A.M.,  '92,  Xa\'ier  Coll.;  LL.B.,  '96,  New  York  Univ. 

1901,  Teacher  of  Graduating  Class,  Public  School  No.  10,  Bronx,  444  St.  Nicholas  Ave., 

New  York. 
Julia  Richman. 

1903,  District  Superintendent  of  City  Schools,  197  E.  Broadway,  New  York, 
Alice  E.  B.  Ritter,  A.B.,  '04,  Adelphi  Coll. 

190T,    Assistant  Principal  of  Public  School  No.  84,  466  E.  25th  St..  Brooklyn. 
Charles  C.  Roberts. 

Principal  of  PubUc  School  No.  25,  Manhattan;  res.,  106  S.  loth  Ave.,  Mt.  Vernon 
John  S.  Roberts,  Pd.M.,  A.M.,  New  York  Univ. 

Principal  of  Public  School  No.  62.  Intermediate,  Manhattan,  Hester  and  Essex  Sts., 
New  York. 
M.  Louise  Rockwood. 

Principal  of  Public  School  No.  46,  91  St.  Mark's  Ave.,  Brooklyn. 
Anna  E.  Rodney. 

Teacher  in  Public  School  No.   10,  Girls,  Bronx;    res.,  39  E.  23d  St.,  Manhattan, 
New  York. 
Frank  Rollins,  Ph.D.,  '02,  Columbia  Univ. 

1904,  Principal  of  Stuyvesant  High  School,  Manhattan,  225  E.  23d  St.,  New  York. 

George  C.  Rowell,  Ph.B.,  '99,  Union  Coll. 

1903,    Editor  of  "American  Education,"  Albany;    res.,  157  Barrett  St.,  Schenectady. 

Annie  Louise  Roy. 

1885,    Assistant  to  Principal,  Public  School  No.  83,  Manhattan,  2  E.  izSth  St.,  New  York. 

Rebecca  Rusk. 

1889,    Teacher  in  Public  Schools,  Marlborough. 


New  York]        LIFE,  ACTIVE,  AND  CORRESPONDING  yf EMBERS  847 

NEW  \OKiL-Continutd 

1905    M.  Josephine  Ryan. 

180J.    Teacher  in  Public  Schools,  517  Ijfayctte  Ave.,  Brix>klyn. 
Thomas  Joseph  Ryan. 

1901,    Teacher  in  Public  School  No.  ip.  Queens;  res.,  13J  Franklin  Ave.,  Brooklyn. 
.\dda  Pe.*el  Sackett.  B.ScPd.M.,  'oj,  Pd.D.,  '04,  New  York  Univ. 

1900,  Teacher  in  Public  School  No.  is,  New  York;   res.,  Sidney. 
Eu\L\  J.  Salberc. 

i88j.    Teacher  in  Elementary  School,  j66  W.  ii6th  St.,  Manhattan,  New  York. 
C.  Augusta  Sanger. 

1895,  Principal  of  Public  School  No.  83,  Primary,  479  W.  isjd  St.,  New  York. 
Arthur  Schultze,  Ph.D.,  '87.  Kiel,  Germany. 

190J,    Head  of  the  DeiKirtment  of  Mathematics,  High  .School  of  Commerce;  res..    4  W.  91st 

St.,  Manhattan,  New  York. 
Mary  B.  Scott,  Grad.,  '98.  Onconta  Nor.  Sch.,  N.  Y. 

1898,    Teacher  in  Public  School    No.  a?.  Queens;    res.,  314  Lexington  .\ve.,  Manhattan, 

New  York. 

Sarah  E.  Scott.  A.M..  '98,  Adelphi  Coll. 

1904,    Principal  of  School  No.  140,  60th  St.,  near  4lh  \\c..  Brooklyn. 
Richard  \.  Searing.  .\.B. 

Superintendent  of  Schools,  226  Bryant  St.,  North  Tonawandn. 
Clara  E.  Sharp. 

1906.    Teacher  in  Public  School   No.  15,  Richmond.  New  York;   res.,  i6t  .St.  Paul's   .\ve., 
Stapleton,  L.  I. 
LuLA  V.  Sheehan. 

1904,  Assistant  to  Principal,  Public  School  No.  31,  Manhattan;  res.,  The  Kcncsaw,  joj  \V. 

103d  St.,   New  York. 
Edgar  Dubs  Shimer,  A.B.,  '74,  .V.M.,  '77,  Ph.D.,  '87,  Muhlenl>erg  Coll. 

1896,  District  Superintendent  of  Public  Schools  104  Union  Ave.,  Jamaica,  L.  I. 
Mary  Shires. 

189s,    Principal  of  Public  School  .No.   132,  .Manhattan;    res.,  479  W.    is^d  St.,  Sl«.   .M, 
New  York. 
Anna  A.  Short. 

1903,    Principal  of  Public  School  No.  51.  Brooklyn;   res.    wo  Washington  PI.,  .Manhattan, 
New  York. 
Belisario  Silfa. 

151  Henry  St.,  Brooklyn. 
Mrs.  Martha  SMrrn. 

1901,  Principal  of  School,  Highland. 
Maude  Smith. 

190J,    Teacher  in   Public  School   No.   38,  Queens,   New   York;    res.,  Grand   View  \\t., 
Springfield. 
M.  Kate  Smith. 

Teacher  of  Drawing,  is  Overlook  Terrace,  Yonkers. 
Samuel  McKee  Smith,  Ph.H..  '77.  Cornell  Univ. 

1902.  Princiijal  of  Public  Sthool  .No.  17,  Richmond;  rn.,  1  Hamilton  Park.  New  Hrigbtoa, 

S.  I. 

Helen  A.  Stein. 

1898,    Principal  of  Public  School  No.  13,  Manhattan.  i$«  K    7»d  St.,  .New  York. 

Edward  Du  Bois  Strvker,  Pd.M.,  '00,  New  York  Univ. 

First  Assutant  Teacher,  Public  School  .No.  34,  Brum.  ti>  K.  i74lh  St  .  .New  York. 

Isabella  Si;llivan. 

1897,  I'riniiijal  of  Public  School  No.  170,  Girlv  Mnnhallan;    re».,  37  W     iiilh  St.,  New 

York. 

Anna  L.  Suter.  „    „    „     „      . , 

1900,   Teacher  in  Public  School  No.  40;  rc»..  1595  Pacific  St.,  nrooklyn. 

Annie  Sutherlano.  ...  

Teacher  in  Public  .Schfxil    .No.  1K8.  Boys.  .Manhattan,  »«?  W    4lh  St  .  New  \firk, 

Thomas  H.  Sweeney.  

|8<;7.    PrinciiMl  of  Pul.lir  St  h.Kil  No  6.  Quccni,  JH7  Kim  St  ,  Astoria.  I..  I. 

Emma  Svlvesti.r,  Pd  .M  .  '00,  New  V>>rk  Univ 

1903.  AwkiMani  l-i  ihr  l'rinii|iol.  Public  School  No    iM.  .New  York  Hly.   rr»  .  6i  Qumd  • 

.\ve  ,  Fluihing.  I.    I. 

Maiiv  Iv  Tate.  „        .  

Prin.iiml  of  Public  Sthiwl  No   4},  (;lfU.  Manhattan.  >t  F.   4Mh  St  .  .Sew  \ork. 

Primipal  of  PuWic  School  .No,  34.  R(chm<«<l;   rrs  .  j  Wtrnrr  PI  .   r»m|iklns»lll«. 

Helen  A.  Tim  niM*<iir»  ....„., 

i8.y.,     I>a<her  in  Public  ScbnnI  No.  141.  iSO  MyrxU  Aw..  Brooklyn 

Charles  Frav  i«  Tmiii.i'vih    A  li  .  '</•.  Coll.  of  Clir  of  New  York;   I.I..M  ,  '00.  New  Yock  Unit. 
i90«,    Tcaiher  in  I"  >iH  ljif*r<"tle  St..  Manhallan.  .New  York, 

jAronTHr.nBAi.1.,  I».  AB,  •..  Iw.f  Nrw  Y.»k  .  ,    „     ••     ^.  .. 

1M9M     Traihrr  (n  I...  m    -...  -.1   .Nn.  30,  .Manhallan,   rrs..  »oj  «     "■«'•>  '^i     Nlauhallan. 
New  Y«*k. 
ALrRED  C.  TiioMrviN.  A  B.,  "gj.  Yalr  Univ. 

1905,  Supcriniendeni   of  SthooU,  »»  Schwil  .St  ,  Auiiurn. 


848  NATIONAL  EDUCATIONAL  ASSOCIATION  [NTewY^rk 

NEW  YORIL—Conlinued 

1905  Attoustus  a.  Thompson. 

1894,    First  Assistant  in  Public  School  No.  7,  Bronx,  New  York  city,  res.,  449  Hawthorn 
Ave.,  Yonkers. 
Lawrence  A.  Toepp. 

Teacher  in  Public  School  No.  11,  Richmond,  New  York  city,   res.,   Livermore  Ave., 
West  New  Brighton. 
Gertrude  M.  Traphagen. 

1898,    Teacher   in  Charge  of   Public    School    No.  38,  Queens;    res.,  73  Herriman  Ave.,. 
Jamaica. 
Louise  E.  Tucker,  A.B.,  '00,  Adelphi  Coll.;   A.M.,  'ot,  Columbia  Univ. 

1904,    Professor  of  Education,  College  of  Saint  Angela,  New  Rochelle;    res.,  483  Putnam 
Ave.,  Brooklyn. 
LoRA  A.  Turner.  A.B.,  '04,  Oberlin  Coll.;  Pd.  M. 

1906,    Head  of  English  Department,  High  School,  230  Broad  St.,  Towanda. 
Joseph  Tynani 

Tutor  in  the  College  of  the  City  of  New  York. 
Margaretta  Uihlein. 

1896,  Principal  of  Public  School  No.  54,  New  York  citv;    res..  Southern  Bout.,  Bedford 

Park. 
May  B.  Van  Arsdale,  B.Sc,  Columbia  Univ. 

Instructor  in  Physical  Science,  Teachers  College,  Columbia  University;   res.,  457  W. 
123d  St.,  New  York. 
Edgar  Vanderbilt,  M.Sc,  '69,  Coll.  City  of  New  York. 

Principal  of  Pubhc  School  No.  55,  Manhattan,  140  W.  20th  St.,  New  York. 
Eldon  M.  Van  Dusen. 

1903,  Teacher  in  Commercial  Department,  Far  Rockaway  High  School,  Far  Rockaway. 
Edith  L.  Verlenden. 

Teacher  of  Science,  Public  School  No.  27,  Queens;   res..  Grand  View  Hotel,  College 
Point,  L.  I. 
William  T.  Vlymen,  A.B.,  '81,  A.M.,  '84,  Princeton  Univ.;  Ph.D.,  '01,  New  Y'ork  Univ. 

1900,  Principal    of    Eastern    District    High    School,    Brooklyn;     res.     379     Front     St., 

Hempstead. 
William  F.  Vroom. 

1898,    Instructor  in  Shop  Work,   Public  School  No.  5,  Manhattan;   res.,   lo  St.   Nicholas 
Terrace,  New  York. 
Agnes  Wallace. 

First  Assistant  Teacher  in  Public  School  No.  96,  G.,  Manhattan,  Ave  A  and  8ist  St., 
New  York. 
Agnes  L.  W.4i.sh. 

1901,  Teacher  in  Public  School  No.  31,  Manhattan,  421  W.  44th  St.,  New  York. 
Mary  Walsh. 

1870,    Teacher  in  Public  School  No.  31,  Manhattan,  243  W.  70th  St.,  New  York. 
Annie  L.  Ward. 

1898,    Assistant  to  Principal,  Public  School  No.  13,  Manhattan;    res.,  531  Putnam  Ave., 
Brooklyn. 
Mary  A.  Ward. 

1897,  Principal  of  Public  School  No.  89,  276  Decatur  St.,  Brooklyn. 
Mrs.  Ellen  E.  Kenyon  Warner,  Pd.D.,  Univ.  of  N.  Y. 

Author  of  "The  Culture  Readers,"  in   care  of   D.  Appleton  &  Co.,  436,  5th  Ave., 
New  York. 
Henry  Waters,  A.M..  Lewisburg  Univ. 

Co- Principal  of  Mohegan  Lake  School,  Mohegan. 
Marcus  A.  Weed.  Grad.,  '63,  St.  Nor.  Sch.,  Albany,  N.Y. 

1878,    Principal  of  Public  School  No.  78,  675  Jefferson  Ave.,  Brooklyn 
Orville  G.  Wheeler,  A.B.,  '00,  Univ.  of  Vt. 

Manager  of  Educational  Department,  G.  P.  Putnam's  Sons,  27  W.  2?d    St.,  New 
York. 
Rachel  J.  Wilbur. 

1904,  Teacher  in   Public  School  No.    188,    Girls,    Manhattan;     res.,   597    Decatur    St., 

Brooklyn 
Mary  Low  Williams. 

1903,  Teacher  in  Public  School  No.  31,  Manhattan;   res.,  18  Hancock  St.,  Brooklyn. 
James  F.  Wilson,  A.B.,  '94,  Leland  Stanford  Jr.  Univ.;    LL.B.,  '04,  New  York  Law  Sch. 

1904,  First    Assistant    in    History,     Stuyvesant    High    School,     225     E.     23d    St.,    New 

York. 
Clementine  D.  Witte. 

1903,    Assistant  to  Principal,  Public  School  No.  12.  Manhattan;    res.,  51  Turner    Place, 
Flatbush,  Brooklyn. 
Mrs.  H.  a.  Woodward. 

1902,  In  charge  of  Preparatory  Department,  Syms   School,  265  Circuit  Road,  New  York. 
Harriet  J.  Woollard. 

1903,  Teacher  in  Charge  of  School  No.  50,  Queens,  48  Union  Ave.,  Jamaica,  L.  I. 
Moses  Yeaton. 

Principal  of  Public  School  No.  80;  res.,  11 71,  4Sth  St.,  Brooklyn. 

1906  Elizabeth  M.  Ball. 

Principal  of  Public  School  No.  i8,  Bronx,  501  Courtlandt  Ave..  New  York 


New  Yorkl        LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  S^q 

NEW  YORK—ConJinutd 

1906     Franklin  T.  Bakfr.  A.B..  Dickinstm  Coll  ;   A.M..  Columbia  I'niv. 

1893.    Professor  of  English,  Teachers  College.  New  York  ;    res.    Park  Hill.  Vonkcrs. 
Jessica  E.  Beers.  Pd.M..  08.  .\.  Y.  I'niv. 

PrincipoJ  of  Elmwood  School;   res..  213  Bryant  St..  BufTalo. 
A.  R.  Brubacher.  A.B..  '97.  Ph.D..   oj.  Yale  I'niv. 

Principal  of  Inion  Classical  Institute  and    Schenectady  High  School.  1  S.  Wendell 
A\-e.,  Schenectady. 
John  B.  Corcoran. 

1907,    Student   in  I'niversity  of  Chicago,   5714  Kimbark  .Ave.,  Chiiago.   111.;  permanent 
address.  Millers. 
WiLLi.\M  J.  Deans.  B.Sc..  .St.  Lawrence  Cniv. 

1906,    Superintendent  of  Schcxils.  520  W.  3d  St..  Elmira. 
Stephen  Pierce  DrccAN,  B.Sc..  '90,  M.Sc..  'q6.  Coll.  City  of  New  York;    .\M..    00.  Ph  D..    oi. 
Columbia   I'niv. 

1906,  As.s<iciatc  Professor  of  Education,  College  of  the  City  of  New  Vi.rk.  11  .Mjrtle  St  . 

White  Plains. 
Bi'RT  B.  Farnsworth.  Ph.M. 

1904,    Educational  Director.  13d  St.  Y.  M.  C,  .\..  215  W.  iy\  St..  .New  York. 
Elizabeth  Hale. 

1907,  Super\'isor  of  Primary  Work,  High  School  Annex.  Schenectady. 
Patty  SMrra  Hill. 

1906,    In.structor  in  Teachers  College,  Columbia  l'ni\Trsity;   res..  503  W.   ijisi  .m..  .New 
York. 
Helen  Loi'ise  Johnson.  B.Sc..  '04.  Teachers  Coll..  Columbia  I'niv, 

1906,    Profcss<ir  of  Domestic  Science.  The  James  Millikin  I'niversity,  Deialur.  111.,  home 
address.  30  Paddock  St.,  Watertown. 
John  Knox,  A.B..  '87.  A.M..  "90.  Brown  L'niv. 

With  D.  C.  Heath  &  Co..  Publishers.  21$.  4th  Ave..  New  York. 
Naomi  Norsworthy,  B.Sc.,  '01.  Ph.D  .  '04.  Columbia  Univ. 

1904,    Instructor  in   Psychology,  Teachers  College,  Columbi.^  I'niversity;    res.,   557  W. 
124th  St.,  New  York. 
Sl'san  S.  Osgood. 

Third  Vice-Principal,  and  Head  of  History  Depiirtmenl.  High  School;    78  Dickin- 
son St.,  Binghamton. 
Elizapeth  Saoe. 

Instructor  in  Domestic  Art,  Teachers  College,  Columbia   I'nixrntity;    res.,   J337 
Broadway.  New  York. 
Charj.es  Pavson  Gi  rlev  S<-ott.  .\  B..  '78.  A.M.    '81.  PhD  .  '8t.  I^ifayeite  Coll. 

Philologist.  Etymologi.st.  Lc-xiiograjihrr;    Ktymologii.il  Ivliior  of  the  Century  Dic- 
tionary;  (1883)  Secretary  of  the  Simplil'ie<l  Sficlling  lioord.  1  Madison  .\vr.    Sew 
York;  res..  150  Woodworth  A\-e..  Vonkrrs. 
GrxiRoE  D.  Straveh.  .\.B.,  '03.  Inhns  Hopkins  L'niv.;    Ph  D..  "o^   Columbi.i  L'niv. 

In.slruitor  in  Elementary  Education.  Teachers  College,  Columbia  L'niwrMtv,   New 
York. 
J.  M.  Thompson.  Ph  II. 

1906,    Institute  Conductor,  State  of  New  York,  Dumlee. 
Ei>wiN  G    Warveb.  A.B..  '85.  Amher«  0)I1  ;   Ph.D..  "91.  N<"w  York  Univ. 

i8«s.    Head  of  I^tin  Deixirtment,  Polytechnic  Preparatory  School;   rc»..  5^  Montgomery 
PI.,  Brooklyn. 
GtoRoK  M.  Wiley.  A  B  .  'w.  A.M..  "03.  Union  Coll.,  N.  Y. 

Su()crintcndeni  of  SchuoU'.  jo  E.  4(h  St..  Dunkirk. 

institutions 

LirK  MRMiira 

1803     New  York  State  F-dlcatios  Dn-ARtMrNt.  State  I.iiirary. 
Serials  Section,  Albany. 

Ai-Tivr.  Mr.MBris 

1895  Ojlumbia   L'siveb-hitv.  .  .........  ,■    n 

Prrsidrni.  Nicholas  Murray  Builer.  librarian.  Jame«  M,  CaaftfU.  SfcwiarT.  t.  P. 
Keplicl,  .New  Y'>rk. 

1896  Cf)nsKt.t.  Umivermtv,  I.hiraiy.  

Prcoident,  J    li,  S<hunnan,  Libranan,  (.oirge  \\.  Ham*.  Itha<a 

1808     Brvs^.n  Library.  TrArHrRs  C-ii.Ln.r.   _    .,    _      ,^       .      ,...,.  .„      n.    v       *,•—•. 

Ubrartan,  Miw  K  li.  BaMwin,  M<imin««i'le  ilriahl*.  i»o«h  S»  .  \\  .  New  \ock. 

SYRAfUHf.  PUBLIi:  LiBRABV.  ,,.„.».         .        .• 

PrrM'k-nl,  J.  Wm,  Smith.    IJbrarian.  E»rllrl  W     Mundy.  Syfa<ii«r 

Vamab  CoLURor.  Library.  .  ^    .      .„  ..  »   %».  _j  n      i.i._^i 

President.  Jamea  M.  TayUir;  libranan,  irancn  A.  Womi.  p.iu«hk«-t».i» 

1899     BtTfAio  Public  Library.  ,  „       .         ><      n    1     i.i_  « 1  .-<    n..it.tn 

Ijlifarian,  Waller  L.  nniwn,   A»M«l«ni  librarian     Mr«,  11.  L.  Ll-nrn  »-if  J    nuHaJo. 

»  EW     ork     '^■"|^j^-^"**j,,^„5„j„i^,^^^  |jl,„,y  |,uij,li„,  4,,  UU^rtlclM    NrwV.«k 

Nrw  YoBit  UKivrRHtTv    S<  icxh   or  Pri-«M».v  ,     ,        ,     ,.     1       .       i_ 

Chanrellor.  Henrv  M.  MatCracken.  Secretary.  Jamr.  I     I/«irt.    W  a.l„..iri..n    «i  . 
Ea*.  New  York. 


850  A^-4  TIONA  L  ED UCA  TIONA  L  A SSOCIA  TION  [New  York 

NEW  YOKY.— Continued 

1899  Port  Jervis  Free  LrsRARir. 

Librarian,  Elizabeth  G.  Thorne,  Port  Jervis. 
State  Normal  School,  New  Paltz. 

Principal,  Myron  T.  Scudder,  New  Paltz. 
Teachers  College,  Department  of  Manual  Training. 

Director,  C.  R.  Richards,  New  York. 

1900  State  Normal  and  Training  School,  Oswego. 

Principal,  I.  B.  Poucher,  Oswego. 
State  Normal  School  Library,  Brockport. 

Principal,   Charles  T.  McFarlane-,   Chairman  of  Library   Committee,   Charles  D. 
Seely,  Brockport. 

1901  Brooklyn  Public  Library. 

Librarian,  Frank  P.  Hill,  26  Brevoort  PL,  Brooklyn. 
College  of  St.  Francis  Xavier. 

President,  Rev.  David  W.  Hearn,  30  W.  i6th  St.,  New  York. 
Pratt  Institute  Free  Library. 

Librarian,  Isabel  Ely  Lord,  Ryerson  St.,  Brooklyn. 
Queens  Borough  Library. 

President,  Walter  G.  Frey;  Librarian,  Miss  J.  F.  Hume,  Office,  loi  East  Ave.,  Long 
Island  City. 
State  of  New  York,  Education  Department. 

Commissioner,  Andrew  S.  Draper,  Albany. 
University  of  Rochester. 

President,  Rush  Rhees;   Assistant  Librarian,  H.  K.  Phlnney,  Rochester. 

1902  Canisius  College. 

President,   Rev.  Augustine  Miller;    Librarian,   Francis  S.   Bctten,  651   Washington 
St.,  Buffalo. 
Colgate  University,  Library. 

President,  George  E.  Merrill;  Librarian,  D.  F.  Estes,  Hamilton. 
General  Education  Board. 

Secretaries  and  Executive  Officers,  Wallace  Buttrick  and  Starr  J.  Murphy,   54  WilUam 
St.,  New  York. 
State  Normal  School,  Cortland,  Library. 

Principal,  Francis  J.  Cheney,  45  Church  St.,  Cortland. 
State  Normal  School,  Plattsburgh. 

Principal,  George  K.  Hawkins,  Plattsburgh. 

1903  Oneonta  Normal  School. 

Principal,  Percy  I.  Bugbee,  Oneonta. 

1904  New  York  Trade  School. 

President,  R.  Fulton  Cutting;  Superintendent,  H.  V.  Brill,  1260,  ist  Ave.,  New  York. 

1905  Alumni  Association,  New  York  Training  School  for  Teachers. 

President,  Milo  F.  McDonald;  Secretary,  Ignus  O.  Hornstein,  287a  Hart  St.,  Brook- 
lyn. 
Bronx  Borough  Teachers'  Association. 

President,  John  W.  Davis;    Corresponding  Secretary,  LilUe  Moonev,  Public  School 
No.  8,  Bedford  Park,  Bronx,  New  York. 
Class  Teachers'  Organization  of  Brooklyn. 

President,  John  B.  Cottrell,  Public  School  No.   19,  cor.  South  2d  and  Keap  Sts., 
Brooklyn. 
Ethical  Culture  School. 

Superintendent.  Franklin  C.  Lewis;    Secretary,  Mafilde  Kitzinger,  Central  Park, 
West,  and  63d  St.,  New  York. 
New  York  Froebel  Normal  Institute. 

Superintendent,  E.  Lyell  Earle;    Head  of  Department  of  Kindergarten  Training, 
Harriette  M.  Mills,  59  W.  96th  St.,  New  York. 
Male  Teachers'  Organization. 

Treasurer,  William  M.  Simmons,  184th  St.  and  Grand  Ave.,  Bronx,  New  York. 
Loyola  School. 

Principal,  Rev.  N.  N.  McKinnon,  S.J.;    Secretary,  F.  X.  Delany,  S.J.,  65   E.    83d 
St.,  New  York. 

1906  Adelphi  College. 

President,  Charles  Herbert  Levermore;  Librarian,  Mabel  Farr,  Brooklyn. 
Barnard  College. 

Dean,  Laura  Drake  Gill,  New  York. 
College  of  the  City  of  New  York,  The. 

President,  John  Finley,  New  York. 
Fordham  University. 

President,  Daniel  J.  Quinn;  Secretary,  W.  G.  R.  Mullan,  New  York. 
Geneseo  State  Normal  School. 

Principal,  James  V.  Sturges;  Librarian,  Ida  M.  Mendenhall,  Geneseo. 
Manhattan  College. 

President,  Rev.  Brother  Edward;  Librarian,  Rev.  Brother  Angelus,  New  York. 
Mercantile  Library  Association  of  New  York. 

Librarian,  W.  T.  Peoples,  New  York. 
New  Rochelle  Public  Library. 

Librarian,  Elizabeth  C.  Stevens,  New  Rochelle. 


New  York)        LI FE,  ACTI VE,  AN D  CORRESPONDIXG  MEMBERS  85 1 

NEW  YORK— Co«/in««/ 

Rochester  Athesaetm  and  Mkchanics  Institite. 

President,  Lewis  P   Ross,  Rochester. 
PoLYTEiHSic  Prepakatijry  Sch(X)L,  HroKklvn. 

President,  Fred  \V .•Atkinson,  Librarian,  Jessie  Harris,  cjg  Livingstone  St.,  Ilrooklyn 
Syracuse  I'.niversity. 

Chancellor,  James  Roscoe  Day.  Syracuse. 

Wells  College. 

President,  Rev.  Geo.  M.  Ward;   Lil>rarian.  .Mice  Sanluirn,  .\urora. 

LIST  OF  PUBLIC  SCHOOLS  OF  THE  CITY  OF  .NEW  VokK 

1903     Board  of  Education  of  the  City  of  New  York. 

President,  Edgcrton  L.  Winlhrop,  Jr.;    Secretary,  .\.  Emnrson  Palmer.  Park  .\ve. 
and  59th  St.,  New  York. 

BOROUGH    or   THE    BRONX 

Public  School  No.  3.  Primary.  Cnurtlandt  .\ve.,  and  i$yih  St. 

Principal,  Josephine  Hammer. 
Public  School  No.  4,  173d  St.  and  Fulton  .•\ve. 

Principal,  .\ngclo  I'aii. 
Public  School  No.  5,  2436  Wehster  .\ve. 

Princip;il,  William  J.  Kennard. 
Public  School  No.  18,  501  Courtlandt  .\ve. 

Principal,  Elizabeth  M.  Ball. 
Public  School  No.  21.  E.  225th  St.,  Williamsbridge, 

Principal,  Eliza  A.  Caterson. 
Public  School  No.  25,  East  140th  St.  and  L'nion  .\ve. 

Priniiixil,  Frank  .\.  Young. 
Public  School  No.  26.  Bumside  and  .Vndrews  .\ves.,  Morri.s  Heights. 

Priniiixil,  Jennie  Bermingham. 
PiJBLic  School  No.  27,  510  St.  .Ann's  .Ave. 

Principal,  Thomas  J.  Meighan. 
Public  School  No.  20.    M.Sth  St.  and  Cypress  Ave. 

Princiixil,  John   T.  Maguire. 
Public  School  No.  33,  Jerome  .\ve.,  north  of  184th  St, 

Principal,  Hugo  Newman. 
Public  School  No.  3s,  163d  St.,  bet.  Grant  and  Morris  Aves. 

PrinciiKii,  Ellen  C.  Gilbert. 
Public  School  No.  36.  .Vvenuc  C.  8th  and  oth  Sts.,  Unionport. 

Princiiul,  Morgan  Washburn. 
IOCS     Morrls  High  Sciioou   i66th  St.  and  Boston  Road. 

Principal,  John  H.  Denbigh. 
Public  School  No.  2,  Primary,  i6<)ih  St.  ami  3<l  .\ve. 

Princijul,  K.ale  Van  Wagenen. 
Public  School  Nf).  3.  'Wih  ^<  •  »"'!  Courtlan.li  .\ve. 

Princiiial.  Charles  .M.  Ilabtrnk, 
Pubiic  School  No.   7,  KingO, ridge  Ave.  and  332<l  St.,  Kingsliridge. 

Princiixil,  Isaac  B.  Siirague. 
Public  School  No.  q.  Grammar,  73s  E.  i3«th  St, 

Princi|»al,  William  Rnl)enort. 
Public  School  No    10,  Grammar.  Eagle  Ave.  and  163d  St, 

Principid,  Evander  Childs. 
Public  School  No.  h.  Ogdcn  Ave  anr)  160th  St.,  High  Bridge, 

Principal,  C.  Warren  Hawkini. 
Public  School  .No.  12,  2d  St.,  WenirhMirr. 

Prinii|wl,  John  !•.  (  omlon. 
Public  School  N..    n.   Park   Ave.  Willi.imO.ridgr, 

Primiijsil,  Bernard  J    Drvhii. 
Public  Sciuxjl  No.   M,  Kaxlem   Boul  ,    Throg'i  .Neck. 

Printiinl,  Philip  <  )'Kyan. 
PtBiir  S<llooL  No.   17,  Fordham  Si  ,  City  Inland. 

I'riniiixd,  Clmrlr*  C.  Holdcn. 
Public  SiiKxiL  No    19.  juth  Si  .  Wi-Ml.iwn 

Primiiwl,  .Marian  '  '  '•  • 

Public  Scii'MfL  No.  to.  Fo«  and  I'v 
PriniiiKil.  Mary  A    ' 

Piiil.u-  S<ii<x> 


n.L  No    2J,  <99  K.  umh  ^<     .,.„.. 
Acting  Principal.  KIl/alK-th  C  .  Kelly. 


Public  SaiwL  No.  30,  mim  Si   and  lir>»>k  Ave. 
Princi|nl,  M.iry  .\.  C/mloo. 

Public  Sriif»oL  N".  3".  '""H.'^'   »"''  J''  '^*''- 
Prin(i|nl.  Ellen  Murray. 

,006     Public  School  No.  4 2 ,  W,a«h|n«ion  and  .WenJ-v"  A%t«. 
Prin(ii«l,  N\m.  I*.  .N!<'  arthy. 


852    ,  •      NATIONAL  EDUCATIONAL  ASSOCIATION  [New  York 


NEW  YORK.— Continued 


BOROUGH    OF    BROOKLYN 


Boys'  High  School,  Marcy  and  Putaam  Aves. 

Principal, . 

Eastern  District  High  School,  Driggs  Ave.  and  S.  3d  St. 

Principal,  William  T.  Vlymen. 
Erasmus  Hall  High  School,  Flatbush  Ave. 

Principal,  W.  B.  Gunnison. 

Manual  Training  High  School,  ylh  Ave.  and  4th  St.  • 

Principal,  Charles  D.  Larkins. 

Public  School  No.  3,  Hancock  St. 

Principal,  LaSalle  H.  White. 
Public  School  Na.  5,  Duffield  and  Johnson  Sts. 
Principal,  William  J.  O'Leary. 
Public  School  No.  7,  141  York  St. 

Principal,  Edith  Horton. 
Public  School  No.  8,  Middagh  St.,  near  Henry  St. 

Principal,  Mary  Walsemann. 
Public  School  No.  10,  7th  Ave.,  17th  St.  and  Prospect  Ave. 

Principal,  Oliver  C.  Mordorf. 
Public  School  No.  13,  Degraw  St. 

Principal,  Wallace  S.  S.  Newton. 
Public  School  No.  14,  Navy  and  Concord  Sts. 

Principal,  Ellen  F.  Quinn. 
Public  School  No.  15,  3d  Ave.  and  State  St. 

Principal,  Andrew  J.  Sherman. 
Public  School  No.  22,  Java  St. 

Principal,  Laura  Black. 
Public  School  No.  23,  Conselyea  and  Humboldt  Sts. 

Principal,  Everett  Barnes. 
Public  School  No.  24,  Arion  Place,  cor.  Beaver  St. 

Principal,  Augusta  D.  Moore. 
Public  School  No.  25,  787  Lafayette  ,\ve. 

Principal,  Frederic  W.  Mar. 
Public  School  No.  26,  Grammar,  Quincy  St.,  near  Ralph  Ave. 

Principal,  Frank  K.  Perkins. 
Public  School  No.  2q,  Amity  and  Columbia  Sts. 

Principal,  Mary  Jerome  Merritt. 
Public  School  No.  31,  Dupont  St.  and  Manhattan  Ave. 

Principal,  Bryan  J.  Reilly. 
Public  School  No.  47,  Pacific  and  Dean  Sts.,  near  3d  Ave. 

Principal,  Libbie  J.  Eginton. 
Public  School  No.  50,  S.  4th  St.,  near  Havemeyer. 

Principal,  Emma  L.  Fortune. 
Public  School  No.  51,  Meeker  Ave.  and  Humboldt  St. 

Principal,  Anna  A.  Short. 
Public  School  No.  52,  Ellery  St.,  near  Broadway. 

Principal,  Emily  J.  Black. 
Public  School  No.  57,  Primary,  Reid  Ave.  and  Van  Buren  St. 

Principal,  Elenore  E.  Elliott. 
Public  School  No.'sq,  Leonard  St. 

Principal,  Mary  R.  Fitzpatrick. 
Public  School  No.  63,  Hinsdale  and  Liberty  Sts. 

Principal,  Honor  E.  Quinn. 
Public  School  No.  64,  Belmont  Ave.  and  Berriman  St. 

Principal,  Frank  A.  Willard. 

Public  School  No.  68,  Bushwick  .^ve.  and  Kosciusko  St.  ; 

Principal,  Fannie  A.  Irvine.  3 

Public  School  No.  60,  Ryerson  St.,  near  Myrtle  .\ve.  J 

Principal,  Margaret  J.  McCoc«y.  ' 

Public  School  No.  74,  Kosciusko  St.  .  ^ 

Principal, — .  c 

Public  School  No.  7s,  Evergreen  .\ve.  and  Ralph  St.  " 

Principal,  William  S.  Mills.  '■ 

Public  School  No.  84,  Girls,  Glenmore  Ave  ,  cor.  Stone  Ave.  ',, 

Principal,  Lydia  A.  Mills. 
Public  School  No.  8"),  Trvinn;  .\ve.  and  Harman  St. 
Principal,  Mrs.  Anna  B.  Moriarty. 
Public  School  No.  88,  Thames  St.  and  Vandervoort  PI. 
Principal,  /Egesta  Beck. 

Public  School  No.  01.  Albany  Ave. 

Principal,  Georgiana  E.  Brown. 
Public  School  No.  104,  sth  Ave.  and  92d  St.  > 

Principal,  Arthur  D.  Stetson. 


New  York]        LIFE,  ACTIVE,  AXD  CORRESPOXDI XG  MEMBERS  85.? 

NEW  \OKK.—C<mtiHued 

1003     Public  School  No.  106.  Putnam  and  Hamburg  Avcs. 

Principal,  Joseph  V.  \\  iihcrbcc. 
Public  School  No.  iio.  Monitor  St.  and  Driugs  .\ve. 

Principid,  Charles  Pcrrinr. 
Public  School  No.  hi.  cor.  \'anderhill  .\ve.  ami  Sterling  PI. 

Principal,  Emily  G.  Uridgham. 
Public  School  No.  113.  Evcrgret-n  Ave.,  Moffat  and  Chauncey  Sts. 

Principal.  Mary  C.  \'.  Connolly. 
Public  School  No.  110.  .Vvc.  K  and  E.  3.sili  St. 

Principal,  Moses  Becter,  Jr. 
Public  School  No.  122,  66-82  Harrison  .Xve. 

Principal,  James  J.  Reynolds. 
Public  School  No.  12s.  Blake,  cor.  Rockaway  Ave. 

Principal,  Mary  E.  Quinn. 
Public  School  No.  126,  Grammar,  Mescrole  .\ve.  ami  Ijjrimer  St. 

Princip;U,  Eredcric  L.  Luqui-er. 
Public  School  No.  127,  7lh  .\ve.  and  70th  St. 

Principal,  John  J.  Malarkey. 
I'UBLic  School  No.  133,  Hutler  St.,  near  4th  .\ve. 

Principal,  .Vnna  G.  Bauer. 
Public  School  No.  136,  4th  .Vve.  and  40th  St. 

Principal,  Charles  U.  Dewey. 
Public  School  No.  137,  Saratoga  .Ave.  and  Hainbridge  St. 

Principal,  Ruth  E.  Granger. 
Public  School  No.  140,  60th  St.,  west  of  4th  Ave. 

Principal,  Sarah  E.  Scott. 
1905     Brooklyn  Trainino  School  for  Te.mhkrs.  Pro.<rx-tt  IM.  and  Nostrand  Aft. 

Principid,  Emma  I..  Johnston. 
Girls'  High  School,  Nostrand  .\ve.  and  Halsey  St. 

Principal,  \Vm.  L.  Eelter;    Librarian,  .Miss  .\1.  J.  Uriuk. 
Public  School  No.  4.  Berkeley  PI.  and  sth  Ave. 

Principal,  T.  E.  Downey. 
Public  School  No.  6,  Warren,  near  Smith  St. 

PrinciiKd.  Clara  C.  Calkins. 
Public  School  No.  20,  I'nion  .\ve.,  near  North  2d  St. 

Print! [xd,  Matilda  C.  Skene. 
Public  School  No.  21,  McKibbiu  St.,  near  Graham  .\ve. 

Principal,  Beatrice  PrcsswofxJ  King. 
Public  School  No.  32.  Hoyt,  cor.  President  St. 

Principal.  Almerin  W.  Smith. 
Public  School  No.  jj.  Heyward  St.,  ne.ir  Broadway. 

Principal,  Caroline  R.  Gipner. 
Public  School  No.  34,  Norman  .\ve.  and  Eckford  St. 

Principal,  James  'I'.  Carey. 
Public  School  .No.  v).  ''th  .\ve.,  cor.  Sth  St. 

Priociinl,  .NLiry  Mc.Sw)Tiy;   Librarian.  .\dtt  CillaghiUl. 
Public  School  No.  42,  St.  Mark's,  near  Cla.vson  Ave. 

Principal.  Elizal>cth  E.  Dohcrty. 
Public  School  No.  43,  Bnt-rum  St.,  near  Manhattan  .\ve. 

Princiiial,  James  .\.  <J  Donnell. 
Public  S<-||<kiL  No.  4?,  I^ifayelle  and  Clasvm  Avc4. 

Prinii|xil,  Purvis  J.  Brhan. 

Public  .S<h<m>l  No.  si.  17  Starr  St. 

Princijul,  Anna  A.  McNully. 
Publk   .Schjkjl  No.  .s5.  Floyd  St.,  near   TomiikinH  Ave. 

Princiinl,  Sidney  .M.  EucrM. 
Public  Sch<k»l  .N'o.  <;«.  Drgraw.  near  Smith  .St. 

Prin1ii1.1l,  Annie  E.  Hull. 
Public  S«lirj<iL  No.  te.  4th  Ave.  and  jolh  St. .... 

Prinii|ul,  Eronccs  .M.  Driwill;  Ubr«rt«n,  Nor»  A.  Ualy. 
PuBLU:  School  No.  Ut.  0«!Kim  St  ,  near  Sutler  Ave. 

Prinii|>.d,  kalhlrrn  Cullrn. 
PuBLU-  SciUMiL  No.  71.  MiDougall  St.  and  R.Kkaway  Ave. 

Prin.iiMl,  W.   1.  B.  S.  Imlay. 
Publk-  School  No.  77,  id  St..  near  6ih  Ave. 

Primijial,  (banning  .Slebbina. 

Public  Stikkjl  \i>.  »»,  4lh  Ave,  «<if.  3''lh  ^«-    ,      , 

Principal,  Mm.  Minnie  <^.  Udwlih. 
PuHLli   S«  IHM)L  No   8<.  Covrrt  Si.  and  Evrrgrcc  ii  Ave. 

Prin<i|jal.  Arthur  C.  Perry.  Jr. 
Public  S<  H<h)L  No    H7.  Hrrlimrr  St    and  kaihlr  I'l. 

Prinii|Ml.  Ella  Kelly.  ^ 

I'l  Bill   SciKKM.  No.  H«>.  Nrwlirk  Ave.  and  E.  31M  St. 

Principal,  .Mary  A.  Waid. 


854  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  York 

NEW  YORK— Co»/WM€(f 

1905  Public  School  No.  90,  Church  Ave.,  cor.  Locust  St. 

Principal,  Mary  E.  O'Donnell. 
'  Public  School  No.  100,  2965  W.  3d  St. 

Principal,  Joseph  T.  Griffin. 
Public  School  No.  105,  Fort  Hamilton  Ave.  and  59th  St. 

Principal,  Helen  M.  Curran. 
Public  School  No.  107,  13th  St.  and  8th  Ave. 

Principal,  Sarah  B.  Van  Brunt. 
Public  School  No.  T15,  Ave.  M,  near  E.  04th  St. 

Principal,  Katherine  R.  Callohan. 
Public  School  No.  123,  Irving  Ave.,  cor.  Suydam  St. 

Principal,  Joseph  G.  Furey. 
Public  School  No.  129,  Quincy  St.  and  Stuyvesant  Ave. 

Principal,  Ed.  P.  Crowell. 
Public  School  No.  134,  i8th  -Ave.  and  Ocean  Parkway. 

Principal,  James  S.  Morey. 
Public  School  No.  141,  MrKibVjen,  Leonard  and  Boerum  Sts. 

Principal,  ^\nna  M.  Olsson. 
Public  School  No.  143,  Havemeyer  and  N.  6th  Sts. 

Principal,  Carrie  Ikelheimer. 
Public  School  No.  144,  Hovpard  and  St.  Mark's  Aves. 

Principal,  Frank  V.  Harding. 
Public  School  No.  145,  Central  Ave.  and  Noll  .St. 

Principal,  Henry  Ludvvig,  Jr. 

1906  Public  School  No.  12.  Adelphi  St.,  near  Myrtle  Ave. 

Principal,  Willis  A.  Huntley. 

BOROUGH    of    MANHATTAN 

1903     De  Witt  Clinton  High  School  Annex,  60  W.  13th  St. 

Principal  in  charge,  John  T.  Buchanan. 
New  York  Training  School  for  Te.\chers,  119th  St.  and  2d  Ave. 

Principal,  Edward  N.  Jones. 
Model  School  of  the  New  York  Training  School  for  Teachers,  241  E.  119th  St. 

Principal,  Emma  A.  Johnson. 
Public  School  No.  i.  Boys,  8  Henry  St. 

Principal,  Benjamin  Veit. 
Public  School  No.  i,  Girls,  8  Henry  St. 

Principal,  Mary  R.  Davis. 

Public  School  No.  5,  Primary,  124  Edgecombe  Ave. 

Principal,  Ella  F.  Wlialen. 
Public  School  No.  5,  Boys,  124  Edgecombe  Ave. 

Principal,  Henry  Cassidy. 
Public  School  No.  6,  Girls,  8sth  St.  and  Madison  Ave. 

Principal,  Katherine  D.  Blake. 
Public  School  No.  8,  29  King  St. 

Principal,  Michael  E.  Devlin. 
Public  School  No.  9,  West  End  Ave.  and  82d  St. 

Principal  Teresa  E.  Bemholz. 
Public  School  No.  to,  Primary,  St.  Nicholas  Ave.  and  117th  St. 

Principal,  Hester  A.  Roberts. 
Public  School  No.  12,  371  Madison  St. 

Principal,  Elise  W.  Kornmann. 
Public  School  No.  13,  Girls.  239  E.  Houston  St. 

Principal,  Helen  A.  Stein. 
Public  School  No.  13,  Primary,  239  E.  Houston  St. 

Principal,  Sarah  A.  Robinson. 
Public  School  No.  15,  72S,  sth  St. 

Principal,  Margaret  Knox. 
Public  School  No.  18.  Boys,  121  E.  sist  St. 

Principal,  Burtis  C.  Magie. 
Public  School  No.  19,  344  E.  14th  St. 

Principal,  James  B.  T.  Demarest. 
Public  School  No.  20,  Girls,  Rivington  and  Forsyth  Sts. 

Principal,  Mary  Maclay. 
Public  School  No.  21,  222  Mott  St. 

Principal,  John  Doty. 
Public  School  No.  23,  Mulberry  and  Bayard  Sts. 

Principal,  Joseph  D.  Reardon. 
Public  School  No.  25,  Boys.  330,  sth  St. 

Principal,  Charles  C.  Roberts. 
Public  School  No,  29,  16  Albany  St. 

Principal,  James  G.  Smith. 
Public  Sch.)ol  Mo.  30,  230  E.  8Sth  St. 

Principal,  Frank  A.  Schmidt. 


New  York]        LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  S55 

NEW  \OKI/i—ConliHutd 


PuBLir  School  No.  32.  Box-s,  357  \V.  35th  St. 

Principal,  Samuel  .■\>Tes. 
PrBLic  School  No.  31.  Primary.  3^7  W.  3<;th  St. 

Principal.  Eliiabcth  C.  O'Rourkc 
Public  School  No.  38.  Clarke  St. 

Principal,  Ida  U.  Lindheimer. 
Public  School  No.  30.  Hoys.  23s  E.  ijqth  St. 

Principal,  Theodore  B.  Barringer. 
Public  School  No.  40,  310-320  E.  joth  St. 

Principal,  Joseph  K..  Van  Denburg. 
Public  School  No.  ai.  fts  Hcstrr  St. 

Principal,  R.  .■\.  CarU. 
Public  School  No.  43.  Primary,  ugth  St.  and  Amsterdam  Ave. 

Principal,  Mary  C.  Mcchan. 
Public  School  No.  44,  s  Hulxrt  St. 

Principal,  Edward  R.  Maguire. 
Public  School  No.  4S,  134  \V.  28th  St. 

Principal,  Sadia  E.  Baird. 
Public  School  No.  40,  237  E.  37th  St. 

Principal,  James  R.  Petligrew. 
Public  School  No.  so.  Girls.  211  E.  20th  St. 

Principal,  Caroline  Emanuel. 
Public  School  No.  •^i.  sio  W.  44th  St. 

Principal,  Geo.  H.  Chatlield. 
PiTBLic  School  No.  $i.  Girls,  207  E.  70th  St. 

Principal,  Margaret  M.  Slattcry. 
Public  School  No.  56,  Girls.  351-355  W.  i8th  St. 

Principal,  .\lice  V.  Parle. 
Public  School  No.  58.  317  W.  52d  St. 

Principal,  William  V.  O'Callaghan. 
Public  School  No.  67,  120  W.  46th  St. 

Principal,  Edward  J.  McNally. 
Public  School  No.  68.  116  W.  128th  St. 

Principal,  Ida  Ikelheimer. 
Public  School  No.  6q,  125  W.  54ih  St. 

Principal.  Thomas  J.  B<iyle. 

Public  School  No.  70.  Boys.  207  E.  75th  St. 

Principal,  Gojrge  White. 
Public  School  No.  70.  Prim.-iry,  207  E.  75th  St. 

Pnncipal,  George  White. 
Public  School  No.  73,  200  E.  46ih  St. 

Principal,  Hannah  W.  De  Milt. 
Public  School  No.  75,  25  Norfolk  St. 

Principal.  Frederick  A.  Berghone. 
Public  School  No.  77,  Girls,  ist  Ave.,  cr)r.  Hcih  St. 

Principal,  MatiliLi  B.  i^mlein. 
Public  School  No.  82.  Hoys.  70th  St.  and  isi  .\\*. 

Principal,  Henry  J.  Heidcni't. 
Public  School  No.  85,  ii7ih  St.  and  im  .Ave 

Principal,  Mary  H.  iJonnhuc. 
Public  S<iiool  No.  8/1,  Primary.  Ix-xingion  Ave.  and  g6ll»  St. 

Princi|>al,  Ada  .\.  Breniian. 
Public  Scho<il  No.  8«,  100  kivingion  St 

Princijul,  Su^ic  .\.  (irilTin. 
Public  School  No.  gj.  Hrix.mr  anil  kidijr  Si«. 

Princi{jal,  .Mr^.  .\nnic  h.  lloyne. 
Public  Scm«k»L  No.  (/».  Primary.  \vr.  A  »ni|  Hut  St. 

Pnnciinl,  .Mary  C.  O'Brien. 
Public  Scmiiol  No.  105,  j'><>  E  4ih  Si. 

Pnnnpul.  Carrie  W.  Kearn*. 
Public  Schcxjl  .No.  106.  I-alavriie.  near  S|irins  St. 

Principal.  .May  J.ukvm 

Public  School  No.  107.  »7»  W   loih  Si 

Pnaciinl,  Margo/n  A.  Kr«an. 

Public  School  No.  ijj.  ijo,  i»i  Ave. 

PnnuiMl,  .Margaret  H    MilKiO. 

Public  Sctkxjl  No  itt;  \\'>  V.  uih  Si 

Printipa).  Jo»rphint  I.   Ro«cr». 

Public  School  No.  127.  <m  W.  t7<h  S< 

Principal,  Clara  Amcriian 
Public  School  No    tv>,  141  Haitrr  Si 

Priniijial,  Mary  A.  fndrrhlll. 

Public  S<-ho'»l  No   141.  *'<>  \^'   ^'•'*>  "^i 

Prin<i[ul.  Kair  A.  UaJah. 


NA  TIONA  L  ED  UCA  TIONA  L  A SSOCIA  TION  [  New  York 

NEW  YOViYi— Continued 

Public  School  No.  147,  E.  Broadway  and  Gouverneur  St. 
Principal,  William  L.  Ettinger. 

Public  School  No.  150,  308  E.  96th  St. 

Principal,  Alice  Jackson. 
Public  School  No.  157,  Primary,  St.  Nicholas  Ave.  and  126th  St. 

Principal,  Adelaide  Haight. 
Public  School  No.  168,  Girls,  105th  St.,  near  2d  Ave. 

Principal,  Cecilia  A.  Francis. 
Public  School  No.  169,  Audubon  Ave.,  i68th  and  169th  Sts. 

Principal.  John  T.  Nicholson. 
Public  School  No.  170,  Girls,  37  W.  iiith  St. 

Principal,  Isabella  Sullivan. 
Public  School  No.  170,  Primary,  37  W.  iiith  St. 

Principal,  Mrs.  Eloise  K.  Fisher. 
Public  School  No.  171,  11  E.  103d  St. 

Principal,  Henry  Edward  Jenkins. 
Public  School  No.  172,  108th  St.  East,  near  2d  Ave. 

Principal,  Margaret  F.  Brangan. 
Public  School  No.  174,  125  Attorney  St. 

Principal,  Elizabeth  J.  Hofer. 
Public  School  No.  177,  66  Market  St. 

Principal,  Mary  L.  Brady. 
Public  School  No.  179,  140  W.  io2d  St. 

Principal,  John  P.  Conroy. 
Public  School  No.  184,  31  W.  ii6th  St. 

Principal,  Cecil  A.  Kidd. 
Public  School  No.  192,  137th  St.  and  Amsterdam  Ave. 

Acting  Principal,  Samuel  Langer. 
Public  School  No.  76.  68th  St.  and  Lexington  Ave. 

Principal,  Mary  A.  McGovern. 
Public  School  No.  160.  Primary,  Rinngton  and  Suffolk  Sts 

Principal,  Lottie  A.  Norcott. 
Public  School  No.  161,  105  Ludlow  St. 

Principal,  Mrs.  Lizzie  F.  Spafford. 
High  School  of  Commerce.  155  W.  65th  St. 

Principal,  J.  J.  Sheppard. 
Stuvvesant  High  School,  225  E.  23d  St. 

Principal,  Frank  Rollins. 
Wadleigh  High  School,  114th  St.,  we.st  of  7th  Ave. 

Principal,  John  G.  Wight. 
Public  School  No.  6,  Boys,  85th  St.  and  Madison  Ave. 

Principal,  Maurice  J.  Thompson. 
Public  School  No.  7,  Chrystie  and  Hester  Sts. 

Principal,  WilUam  A.  Kottman. 
Public  School  No.  10,  Boys,  117th  St.  and  St.  Nicholas  Ave. 

Principal,  Ernest  R.  Birkins. 
Public  School  No.  ii.  314  W.  17th  St. 

Principal  John  H.  Grotecloss. 
Public  School  No.  16.  208  W.  13th  St. 

Principal,  Josiah  H.  Zabri.skie. 
Public  School  No.  20,  Boys.  45  Rivington  St. 

Principal,  H.  WiUiam  Smith. 
Public  School  No.  26.  124  W.  30th  St. 

Principal,  Rufus  A.  Vance. 
Public  School  No.  27,  206  E.  42d  St. 

Principal,  PhiHp  H.  Griinenthal. 
Public  School  No.  28,  257  W.  40th  St. 

Principal,  Clara  H.  Knapp;    Librarian,  Nora  F.  Coughlan 
Public  School  No.  31,  200  Monroe  St. 

Principal,  Margaret  F.  O'Connell. 
Public  School  No.  33,  Primary,  418  W.  28th  St. 

Principal,  Alida  S.  Williams' 
Public  School  No.  34,  108  Broome  St. 

Principal,  Edwin  A.  Coldwasser 
Public  School  No.  36,  710  E.  9th  St. 

Principal,  Ellen  T.  O'Brien. 
Public  School  No.  37,  113  E.  87th  St. 

Principal,  Margaret  P.  Duggan. 
Public  School  No.  41,  Girls,  36  Greenwich  Ave. 

Princip.al,  Kathcrinc  Bcvicr. 
Public  School  No.  46,  915  St.  Nicholas  Ave. 

Principal,  William  A.  Boylan. 
Public  School  No.  53.  Primary,  207  E.  79th  St. 

Principal,  Wilhelmina  M.  Bonesteel;  Librarian,  M.  Louise  Carbin 


New  York]        LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS 


SS7 


NEW  YORK— CoHlinued 

Public  School  Xo.  so.  uS  E.  S7th  St. 

Principal.  Mary  C.  McGuire. 
PcBLic  School  Nh.  6?.  Girls    117-1J7  E.  3d  St. 

Principal.  Helena  A.  Hulskamp. 
PrBLic  School  No.  71.  188.  7th  St. 

Principal.  Urania  D.  Sccord. 
Public  School  No.  7j.  Girls.  Lrxinjjion  .\\t.  and  io6th  St. 

Principal.  Helen  M.  Kanning. 
Public  School  No.  77..Bo>'s.  400  E.  S6ih  St. 

Princip:il.  Edwjird  A.  Page. 
Public  School  No.  7.S.  Girl.s.  362  Plea.'vint  .\vc. 

Princip;il.  Kate  M.  Kalvcry. 
Public  School  No.  83.  Boys.  Primary.  216  E.  iioth  St. 

Principal.  C.  .\uKusta  Sanger. 
Public  School  No.  87.  Boys.  77th  St.  anil  .\m.stcrdain  .\\t. 

Principal,  Edward  H.  Boycr. 
Public  School  No.  03.  Girls.  .Vmslcrdam  Ave.  and  03d  St. 

Principal.  Mis.  Emma  S.  Landrine. 
Public  School  No.  04.  .\msicrdam  .\vc.  and  6Sth  St. 

Principal.  Cordelia  S.  Kilmer. 
Public  School  No.  q6.  Girls.  .\ve.  .\  and  8ist  St. 

Principal,  Mrs.  Eliza  S.  Pell 
Public  School  No.  103.  iioth  St.  and  Madison  Ave. 

Principal.  M;iry  Maslerson. 
Public  School  No.  104.  413  E.  i6th  .St. 

Principal,  Isabella  V.  Wright. 
Public  School  No.  ioq.  231  K.  o<jth  St. 

Principal.  Frank  J.  Coleman. 
Public  School  No.  i  10.  Broome  and  Cannon  Sis. 

Principal,  .Vdclinc  E.  Simpson. 
Public  School  No.  11^,  7  Downing  .St. 

Principal,  Mary  E.  Maguire. 
Public  School  No.  117.  170  E.  77ih  St. 

Princioal.  .Mary  S.  Cunningham. 
Public  School  -No.  i  iq  Girls.  i33<l  St..  7ih  and  8th  Ave*. 

Princi|>al.  Emma  C.  Sihoonmaker. 
PiTBLic  School  No.  ui.  127  E.  103d  St. 

Princii>al.  Teres;!  C.  Burke. 
Public  School  No.  114.  10-3'  Horatio  St. 

Principal.  Eugenie  C.  Levie. 
Public  School  .\o.  17%.  180  \VcK>«ier  St. 

I'rincipal,  William  J.  Harwood. 

Public  &:hool  No.  m.  »73  E.  jd  St. 

Princiiul.  Ellen  .M.  I'hilli|r». 

Public  School  No.  135.  int  .-Vvc.  and  ^ml  St. 
Princi|«al.  Kate  .M.  Sirphrns. 

Public  School  No.  ho.  iio  Norfolk  St. 

PrinciiMl,  .\nnie  .M.  .Vikinvm. 
Public  School  No.  hi.  oi»i  St.  ami  I  ir«t  Ave. 

Principal.  Mr*.  Agnc»  O'Brien. 
Public  School  No.  1^7.  <lirl''  St.  \i.h..la»  Ave.  and  iJ7ih  Si. 

PriniiiKil.  (Jlivia  J.  Hall. 
Public  Scii'k)L  .No.  i(>%    IUiy».  340  W.  looih  St. 

ITinuital    I)avid  E.  (;.ii|ilip>. 
Public  School  No.  iWj.  1  m  W.  H«>th  St. 

Prinii|ul    riioitiin  MiKirr. 
Public  S*-Hool  .No.  iM,  Prim.irv.  loMh  Si.,  near  i<l  Ave. 

Priiiupal    MiMirni  Haum. 
Public  S«ior)L  .No.  I H«  '-■r  si. 

Pnniii  r.iwn. 

Public  ScMooL  No.  iHi   4.,i  '•, 

print ipai.  AiiiK-  J    I  *rWy 
PuBiir  School  No   ihh  r.irW   I»^t.  r.*    ITilrd  Si. 


I- 


Public  Sciihol  N 


i<x>i    Jawai'  a  IIi'.m  N"  " 

Nr.wTowH  Hi'.M  '  • 

I 

Publh:  School  N 


iKiaoui.M  or  qt'rcm 

I.M..  c.   \y^     jamaka. 


'.iif»l. 
.  h»tn 
I  oih  SI  .  Ifmt  l*l«ivi  Qtr. 


858  NATIONAL  EDUCATIONAL  ASSOCIATION  [New  York 

NEW  YOKIL— Continued 

1903     Public  School  No.  5,  Academy  St.,  near  Grand  Ave.,  Long  Island  City. 

Principal,  Matthew  D.  Quinn. 
Public  School  No.  27,  13th  St.  and  ist  Ave.,  College  Point,  L.  I. 

Principal,  Henry  Delamain. 
Public  School  No.  76,  Montgomery  and  Congress  Aves.,  Laurel  Hill. 

Principal,  Kate  R.  Hickey. 
Public  School  No.  78  and  12,  Maurice  Ave.,  Winfield. 

Principal,  Fred  H.  Mead. 

190S    Brv.jvnt  High  School,  Wilbur  Ave.,  Academy  and  Radde  Sts.,  Long  Island  City. 
Principal,  Peter  E.  Demarest. 
F.'\R  RocKAWAY  High  School,  Far  Rockaway. 

Principal,  Sanford  J.  Ellsworth. 
Flushing  High  School,  231  Sanford  Ave.,  Flushing. 

Principal,  John  HoUey  Clark;   Librarian,  Jean  Ely. 
Public  School  No.  4.  Prospect  St.  and  Beebe  Ave.,  Long  Island  City. 

Principal,  Robert  L.  Conant. 
Public  School  No.  9,  Monson  St.,  Long  Island  City. 

Principal,  Margaret  Scott. 
Public  School  No.  it.  Second  and  Third  Sts.,  Woodside,  L.  I. 

Principal,  Theophilus  Johnson. 
Public  School  No.  17,  MvTtle  Ave.,  Corona,  L.  I. 

Principal,  Josephine  M.  Lawlor. 
Public  School  No.  20,  231  Sanford  Ave.,  Flushing. 

Principal,  John  HoUey  Clark. 
Public  School  No.  31,  Bell  Ave.,  Bayside. 

Principal,  Mehin  Hix. 
Public  School  No.  32,  Lakeville  Road,  Little  Neck,  L.  I. 

Principal,  Anna  Brett. 
Public  School  No.  39.  State  St.  and  Ro.-inoke  Ave.,  Far  Rockaway. 

Principal,  Sanford  J.  Ellsworth. 
Public  School  No.  44.  Boulevard  and  Academy  Ave..  Rockaway  Beach. 

Principal,  Wm.  M.  Gilmore. 
Public  School  No.  57,  Curtis  Ave.,  Morris  Park,  L.  I. 

Principal,  Frank  K.  Montfort. 
Public  School  No.  58,  Walker  Ave  ,  Woodhaven. 

Principal,  Cyrus  E.  Smith. 
Public  School  No.  61,  Elm  St.,  Brooklyn  Hills  (Richmond  Hill  P.  O.). 

Teacher  in  Charge,  Kate  M.  Weslbay. 
Public  School  No.  68,  Evergreen,  L.  I. 

Principal,  Frank  C.  Ellis. 
Public  School  No.  72.  Maspeth  Ave..  Maspeth. 

Principal,  Robert  Eadie. 
Public  School  No.  79,  7th  Ave.,  Whitestone. 

Principal,  Wm.  H.  Carr. 
Public  School  No.  80,  Greenpoint  Ave.  and  Pearsall  St.,  Long  Island  City. 

Principal,  John  J.  Dempsey. 

borough   of   RICHMOND 

903  Public  School  No.  i.  Academy  Place,  Tottenville. 

Principal,  Nathan  J.  Lowe. 
Public  School  No.  ii,  Jeffer.son  St.,  Dongan  Hills. 

Principal,  George  Hogan. 
Public  School  No.  14,  Broad  and  Brook  Sts.,  Stapleton. 

Principal,  A.  Hall  Burdick.  • 

Curtis  School,  Public  School  No.  19,  Greenleaf  Ave. 

Principal,  Charles  F.  Simons. 
Public  School  No.  23,  Andros  Ave.,  Mariner  Harbor,  S.  I. 

Principal,  David  J.  Keator. 

904  Public  School  No.  17,  Prospect  Ave.,  New  Brighton,  S.  I. 

Principal,  Samuel  McK.  Smith. 

90s    Curtis  High  School,  Hamilton  Ave.  and  St.  Marks  PL,  New  Brighton,  S.  I. 

Principal,  Harry  F.  Towle. 
Public  School  No.  3,  School  St.,  Prince  Bay. 

Principal,  Gould  J.  Jennings. 
Public  School  No.  4.  Fresh  Kill  Rd.,  Kreischerville,  L.  I. 

Teacher  in  charge,  Henry  F.  Albro. 
Public  School  No.  b,  Ross\-ille  Ave.,  Rossnlle.  S.  I. 

Teacher  in  charge,  Willis  L.  Rowlands. 
Public  School  No.  8,  Linwood  Ave.,  Great  Kills. 

Principal,  Esle  F.  Randolph. 
Public  School  No.  13,  Pennsylvania  .^ve.,  Rosebank. 

Principal,  Sheldon  J.  Pardee. 
Public  School  No.  18,  Broadway,  West  New  Brighton, 

Principal,  Timothy  F.  Donovan. 


North C^olina]    LIFE,   ACTIVE,  AXD  COKRICSPOX PI \l;  MEMBERS  859 

NEW  YORK— C<wi/i>iii^</ 

1905     PiBLic  School  No.  10,  Hebcrton  Ave.,  Port  Richmond. 

Principal.  EuKcnc  G.  Putnam. 
Public  School  N'o.  21.  Richmi)nii  Ave.  Granilcville  (Port  Richmonil  P.  O.). 

Teacher  in  ch-irgc,  Eil^ar  W.  Robinson. 
Public  School  No.  j6,  Richmond  Turnpike.  Linolcumville. 

Principal.  Lewis  H.  Denton. 
Public  School  No.  jq.  Castleion  Comers.  West  .N'ew  Uriithton. 

Principal,  OiMrxe  Hu^an. 

NORTH  CAROLIN.\ 

LIFE    MEMBER 

1884     Robert  Bisgham,  .\.M.,  '60.  LL.D..  '90,  Univ.  of  N.  C. 

1873,    Superintendent  of  liingham  School,  Asheville. 

ACTIVE    MEMBERS 

i8g8     George  H.  Crowell,  Ph.B..  'qj,  Univ.  of  N.  C.  Ph.D.,  '06   Central  Univ.,  III. 

1897,    Superintendent  of  Graded  Schools,  High  Point. 
James  Yadkin  Joyser.  Ph.B.,  '81.  Univ.  of  N.  C. 

iQOj,    State  Superintendent  of  Public  Instruction,  J04  E.  Jones  St..  Raleigh. 
D.  Matt  Thompson,  .\.M. 

i8qi.    Superintendent  of  Cily  Public  Schools,  32s  E-  Broad  St..  StatesWIIc. 
Lydia  \.  Yates. 

igo.t.    Teacher  in  Public  Schixil,  N.  4lh  St.,  Wilmington. 

iqoo     William  C.  A.  H\mmel. 

iSSS,    Director  of  Manual  .\rts  and  Physics,  State  N'ornial  and  Industrial  College    Greens- 
boro. 
Paul  J.  I>ong. 

1897,    County  Supcrintemlent  of  Schools,  Jackson. 

R.  W.  MrrcHEi.L,  .\.B..  'o';.  Nat.  .Vor.  Univ. 

igos,    Principal  of  City  High  Sch<x>l.  8  W.  Chestnut  St..  .Vsheville. 

Richard  Joseph  Tkihe. 

1900.    Superintendent  of  City  Schools,  bi  Orange  St.,  .\shevillc. 

1932  Geo.  W.  Clinton.  .\.M  .  '94.  Livingstone  C<ill.,  I).I>. 

Bishop  of  .\.  .M.  E.  /.ion  Church,  ami  President  of    Alihioson  College,  Msdiioa- 
nlle,  Ky  ;  h<jmc  address.  415  N.  Myers  St..  Cliarlotte. 

190J     Henry  W.  Spray. 

Canton. 
Francis  P.  Venabi  e.  Ph.D..  "81.  Gttttingen;    LL.D..  'o.}.  Univ.  of  Pn.;   D.Sc.,  '04,  Ufayette  Coll. 
1900,    President  of  University  of  North  Corolinii,  Chji|]cl  Hill. 

1005    Julius  Isaac  Foust   I'h  B  ....        „,         .... 

Acting  President:      Profesv>r  of  Pe.lag«gy.  North  (  arolina  Slate  Normal  and  Indu»- 
IiiaI  College,  1000  S|>ring  G.irden  St..  Gri-en-Owro. 

Isaac  C.  GRirriN. 

1903,    Superintendent  of  City  ScbooU,  Liljerly  am!  H'l-  ''••     s.  i.imrv. 

G.    H.    OSBORN. 

190A.    Sui»Tintendent  of  Schools,  Troy. 
Charles  Alpiionso  Smith.  Ph.D..  •9?.  Johns  H..pkin»  Univ.,    LL  I>  .  V-S    '  ,..v  ..(  Mi" 

1902     Pr.)f<-<.v,r  ..I  English  and  De.in  <>l  tWaduale  De|Mflment.  I  ni»-enuly  t»l  North  C*rubna. 
ChajK-l  Hill. 

Cora  Strosg,  A.B.,  "03.  C«.mell  Univ.  .,^„        ,. .1^        n 

AMUiUanI  in  .Mathcmalic*.  Stale  Normal  an<l  Imlualnal  0>llrgr,  GrtriulMro,  atldrrM, 
for  1907.  in  tare  of  Dr  J    H    Tanner.  Ilhata.  .S.  Y 

J.  W.  Tma(  ksthn.  .      .    „  1.  1  •  i. 

Rcprewrnlalivr  of  Amcriian  Itiok  Company.  Kalrtgh. 

1906      FUGESE    C.    Br<iOIW.  o     .    l      o        i-    II   1 

Su|>crinlendent  •>!  PuWk  SiUntt.  jio  S  John  S»  ,  («4.ltl»ifo 

IM»TITt;Tlot«« 

iH<>H     North  Carolina  State  Normal  anh  Imim-kirial  CottKOR. 
Acting  l'rr»i<lenl,  J    I    hi>u»l.  Grrcn«liijOJ 

1H99     S<.x>TlA  Semixarv.  ...         ^  ,,    .'  I 

l're«t<lenl.   Rev,   D    J    Sallerrield,  (  .MK-Kd. 

UMiVERatrv  or  North  C*r<ilin«.  Library.  .  .....         ,~l      ,  mn 

^  PrCTt-Jcnl.  F    P.  Venablc.  UlfarUn.  I^mi.  K    Wd««i.  ChaprI  IIIU. 

1933  Shaw  VstvrusnY  ^     .      .  »,  o  x^.u 

PreM<lenl.  crharlr*  hranoi  Me^rvr,   Kalrigh. 

.^■..     Ki.Mtu  ('akiiiina  CoiLEiiR  or  AoRii  I'l  tt'Rr  Aftu  MriiiAXk-  ARt».  Lirrao 

i9>4     North  ^*"'""«*  ^';;;|JJ;;^  ,;„^  ,•    ^^^^.^,    U»»arUn,  Mi.  K    W    Slock..!    \\r„  K^.r.gh 

1906     Daviimiom  CoLLr'sr  .      ,    .-    ,..    1.    .  •   _ 

*^  )•  "iry  lyiuU  Smith.  l)avt<Uiii 

PiRM.    LiB.AMV    ^  ^^  j^   Cklwell,  Carnrgir  lluil-Ung.  t;nxiMl«»o 


86o  NATIONAL  EDUCATIONAL  ASSOCIATION         [North  Dakota 

NORTH  DAKOTA 

ACTIVE    MEMBERS 

1886     Frederick  E.  Strattom   A.B.,  '71.  A.M.,  '74.  Williams  Coll.;    Ph.D.,  '91,  III.  Wes.  Univ. 
1906,    Dean  of  Fargo  College  and  Professor  of  Greek,  609,  gtli  Ave.,  S.,  Fargo. 

1894  Walter  L.  Stockwell,  B.Sc,  '8g,  Univ.  of  Minn. 

1933,    State  Superintendent  of  Public  Instruction,  Bismarck. 
Mrs.  Helen  H.  Stockwell,  B.L.,  Univ.  of  Minn. 
Bismarck. 

1895  George  A.  McFarland,  B.Sc,  '83,  M.Sc,  '86,  A.M..  '06,  Hiram  Coll. 

1892,  Principal  of  State  Normal  School,  Valley  City. 
Webster  Merrifield,  A.B.,  '77,  .\.M.,  '92,  Yale  Univ. 

1891,    President  of  State  University  of  North  Dakota,  University. 
Lura  L.  Perrine,  A.B.,  '8o,  Albion  Coll. 

1S92,    Teacher  of  Natural  Sciences,  State  Normal  School,  Valley  City. 

1896  Mrs.  Alice  W.  Cooley. 

Educational  Author  and  Lecturer,  104,  4th  Ave.,  S.,  Grand  Forks. 
Joseph  Kennedy,  B.Sc,  '86,  A.M.,  '02,  Univ.  of  Minn. 

1893,  Professor  of  Philosophy  and  Education   and  Dean  of  The  Teacher's  College,  The 

University  of  North  Dakota,  1112  University  Ave.,  Grand  Forks. 

1897  J.  G.  Halland,  A.B.,  '84,  A.M.,  '87,  Luther  Coll. 

1933,    Professor  of  History  and  Political  Science,  Agricultural  College,  Agricultural  College. 
W.  E.  Hoover,  M.Sc,  '87,  Ohio  Northern  Univ. 
J  1906,    Superintendent  of  City  Schools,  no  S.  8th  St.,  Fargo. 

1900  George  W.  Hanna,  B.Didac,  '94,  M.Didac,  'gg.  Highland  Park  Coll. 

1899,    Superintendent  of  City  Schools,  620  Normal  Ave..  Valley  City. 

1901  William  W.  Ewin  '.. 

Teacher  in  U.  S.  Indian  School,  Pierre. 
A.  J.  Ladd,  A.m.,  '00,  Ph.D.,  '04,  Univ.  of  Mich. 

1905,    Professor  of  Education,  University  of  North  Dakota;  res.,  879  Belmont  Ave.,  Grand 
Forks. 

1902  M.  W.  Barnes. 

iSgg,    Superintendent  of  Schools  of  Barnes  County,  Valley  City. 
P.  S.  Berg,  B.Sc,  'g3,  Mt.  Union  Coll. 

Superintendent  of  Schools,  Dickinson. 
Edith  E.  Brant,  Grad.  Nor.  Tr.  Dept..  Conservatory  of  Music,  Detroit,  Mich. 

1903,  Instructor  in  Music,  State  Normal  School,  Mayville. 
Ernest  R.  Brownson. 

1905,    Superintendent  of  Schools  of  Williams  County,  Williston. 
Mrs.  Mattie  M.  Davis. 

1904,  Superintendent  of  Schools  of  Cass  County,  388,  7th  Ave.,  S.,  Fargo. 

A.  E.  DUNPHY. 

i8g9,    Director  of  Manual  Training,  State  Manual  Training  School,  EUendale. 
Andrew  A.  Love,  A.B.,  '88,  OberUn  Coll. 

Manager  of  Love  Teachers'  Agency,  Broadway,  Fargo. 
George  S.  Thomas,  A.M.,  '79,  Univ.  of  Va.;  Ph.D.,  '88,  Univ.  of  Leipzig,  Germany. 

1893,    Professor  of  Greek  and  Latin,  University  of  North  Dakota,  University. 
Clyde  R.  Travis,  Ph.B.,  '02,  111.  Wes.  Univ. 

1898,    Professor  of  Mathematics,  State  Normal  School,  Mayville. 
Daniel  Webster  Tucker,  A.B.,  'gg,  A.M.,  '03,  Indiana  Univ. 

igo4.    Superintendent  of  Schools,  Bathgate;  address  for  igo7,  R.  F.  D.  No.  i,  Kappa,  Ind 
Lake  G.  Watson,  Ph.B.,  '00,  Earlham  Coll.;  A.M.,  '02,  Columbia  Univ. 

1903,    Supervisor  of  Training  Department,  State  Normal  School,  Mayville. 

1903  George  K.  Foster,  A.B.,  '01,  Columbia  Univ. 

1903,    Superintendent  of  Public  Schools,  Casselton. 
J.  Nelson  Kelly,  A.M.,  Emory  and  Henry  Coll.;  LL.B.,  Lake  Forest  Univ. 

1903,  Superintendent  of  City  Schools,  521  S.  5th  St.,  Grand  Forks. 
JosEPHYNE  M.  Paulsen. 

Superintendent  of  County  Schools,  Fessenden. 
Mrs.  K.^trine  Belanoer  Macdonald.  A.B.,  '02,  Univ.  of  N.  Dak. 

1904,  Principal  of  State  High  School,  Lidgerwood. 

Wallace  Nelson  Stearns,  A.B.,  Ohio  Wes.  Univ.,  and  Harvard  Univ  ;   A.M.,  D.B.,  'g6,  Harvard 
Univ.;    Ph.D.,  'gg,  Boston  Univ. 
Professor  of  Biblical  Languages  and  Literature,  University  of  North  Dakota;    res., 
409  S.  6th  St.,  Grand  Forks. 

1904  Neil  C.  Macdonald,  A.B.,  '00,  Univ.  of  N.  Dak. 

1903,    Superintendent  of  City  Schools,  Lidgerwood. 
Ida  M.  Montgomery,  A.B.,  Univ.  of  Nebr. 

Oriska. 
Bert  E.  Groom. 

Superintendent  of  County  Schools,  Langdon. 

1905  Mrs.  Una  Brasfield  Herrick. 

igo,S,    Director  of  Gymnasium  and  Dramatic  and  Oratorical  Departments,  State  Normal 
School,  in  care  of  Cottage  Dormitory,  Valley  City. 
Fred  V.  Hutchinson. 

1904,    Superintendent  of  County  Schools,  Lisbon. 


Ohio]  LIFE,  ACTIVE,  AXD  CORKESPOXDIXG  MEMBERS  SOi 

NORTH  DAKOTA— Conlinufd 

1905  WALTER  M.   Kern.  A.B..  '04.  Ind.  St.  Univ. 

1Q05.    President  of  State  Manual  Training  .Sihool.  Kllendalc 
Pitt  Gordas*  Knowiton.  .\.B..  'qo.  OU-rlin  Col!.;    A.M.,  'qi.  H.irvard  I'niv.;    Ph.D.,   'g6.   Ix-ipsic. 

iS^»7.    Professor  of  Philos<.Hjhy  and  Kiononiiis.  Farno  College,  413.  7th  Ave.,  S.,  Fargu. 
Joseph  F.  McL.\in.  .\.  B..  'oq.  Univ.  of  .\.  Dak. 

1900,    County  Superintendent  of  Schools,  Grand  Forks. 
P.  D.   N'ORTOV,  .\.B..  'q7.  Univ.  of  \.  Dak. 

iQOS,    Superintendent  of  Schools  of  Ramsey  County,  Devils  I^ke. 

LlX)YD    R.\DER. 

Superintendent  of  County  SthiK)ls.  Dickinson. 

1906  Ryl.and  M.   Black.  .\.B.,  '01;.  tlhio  Wes.  Univ. 

1905.    Suix-rintendent  of  Sthcxils  of  Kidiland  County.  Wahix-lon. 
Edward  P.   Robertso.v,  .V.-M.,  "88.  D.D..  '00.  Ilam'iine  I'niv. 

i8<>g.    President  of  Wi-sley  College  of  .North  Dakota,  $14  Belmont  .\vc.,  t^rand  Forks. 

i.sstiti'tio.vs 

1896     Educational  .\ssociation  of  North  Dakota. 

President,  P.  S.  Berg.  Superintendent  of  Schools,  Dickinson;  Secretary.  A.  P.  flollis, 
Normal  School,  Valley  City. 

1899  State  Univer.sity  of  .North  Dakota. 

President.  Webster  Mcrrificld;    Secretary.  J.  \V.  Wilkerson,  University. 

1900  State  Normal  School,  Mavvii.i.e. 

President,  Joseph  Carhart,  Mayvillc. 
1932     Department  of  Public  Instrcctids,  Statk  ok  North  Dakota. 
Superintendent,  W.  L.  Slockwell,  Bismarck. 
State  Normal  School  of  North  Dakota. 

Principal,  George  A.  McFarland;    Librarian,    .\laU-l  G.  West,  \'allcy  City. 

OHIO 

LIFE    DIRECTOR 

1887    OscAK  Taylor  Corson,  A.M.,  '87. 

Editor  of  "Ohio  Educational   .Monthly,"  and   Institute   I.ecturer,  S7   E.  Main  St., 
Columbus. 

LIFE    MEMBERS 

1866     Ulysses  Thomi^on  Clrran,  .\  B.,  '5''.  Miami  Univ.;  B.U,  '71,  Cincinn.iti  l^w  Coll. 

Member  ol   Board  of  Examiners,  City  Teachers,  On  Columbus  Ave.,  Sandusky. 

1870     William  H.  Cole.  A.B..  A.M.,  (Jhio  Wes.  Univ. 
Sabina. 

L.    E.    HOLDEN. 

Lake  Shore  Boul.,  N.  K.  Bratcnahl,  Cleveland. 
Mrs.  Delia  Eathrop  Williams,  Pd.!)..  '94.  N-  Y.  State  Nor.  Univ. 
62  S.  I  jberty  .St.,  Delaware. 
1880     J   J.  Burns,  A.M.,  '76,  Washington  and  Jefferson  C.ill.;  Ph.D..  '8*1.  Ohi<i  State  Univ. 

189s,    0>rrcsi).>:iding  Secrelaryof  tjhio Teachers'  Reading  Circle, Oj8  Holg«le.\ve.,  Deliance. 
Charles  C.  Davids<in,  A..M..  '87,  Uhio  Univ. 

1891,    Trastec  of  Ohio  University,  50  \N  •  r-'y  ^t-.  Alliance. 

Bettie  a.  Dltton.  ,  ...        ..        ..,.,11 

1H70,    PrinriiKil  of  Kentuiky  Street  School.  94  State  St.,  (  Irvclaml. 

.Mrs.  Rklben  Nf(Miii  an. 

218  Sjjring  St..  Youngstown. 
John  Bradley  Peaslek,  A.B.. '6?,  A  M. '96.  DartmiHith  Coll.;  LL.B., '66.  Cincinnati    I.»w  Coll; 
PhD,  '79.  Ohio  State  Univ. 

3218  Warsaw  Ave.,  Cincinnati. 

Esther  /\.  Widneh. 

1224  N.  Main  St.,  Doyinn. 
1882     James  A.  Robcrt.  A.M..  '67.  Yale  Coll  ;  Ph  D  .  '8.!.  Deninoo  Univ. 

2j63  (.fuy  St..  Ciniinnali. 
i88»     E.  W.  OjV.  A.M., 'sH,  Brown  Univ  ;  Ph.  I)  , 'W.,  Princeton  Coll. 

1873,    Princiiul  of  Hughes  High  S.h.«.l,  College  Hill.  Cincinnati. 
1884     C   W   Bennkit,  A  B  , 'Wi.  A  M  ,  "'M).  Ohio  Wr»   I'niv  ;  PhD  , 'K42,  Moore'*  Hill  Coll. 
1874",    SuiierinlpndrMi  of  S«h...U,  21H  W    A»h  Si  ,  Pi.|ua. 
lACfiB  ALBRi'iiir  SiiAWAS.  A  II.'H...  A  M  .■m,,oIkt1ui  ('..11      I'h  I)  (h<io.if»ry), 'w4.  Mu»kin«um  C..II 
iHH,,,    S.i|irfiiitrM.lrni  ol  Ciiy  S<  h.-.N.  1122  llfylrn  R.iad.  Culumbu*. 

Af-Tivr  nr.MBr** 

Edmund  A  J-si  .,  \  H  ,'•'..  \  '^'  . '^^.  Amhermt  C<ill  ;  Ph  D.'oi.  Ohlii  I'niv. 

KK54.    State  Commiwiwr  ol  Comimm  ScluxiU  327  1;.  Biowl  St..  Colunilnir 
l88g     EdwinB.  Co<,AB,'74.0hioWr,   Iniv. 

i8Mf.    Superintendml  of  Sch.».U.  »o<  W.  Oiurch  b«.,  Xrnla. 

Nathan  ''  /^^'^^^^^^^^  „,  ^,,.,j,   ,.„,,|ij  Sch...!..  203  K  Mi"  St  .  Akr.Hi. 

18(20     .\  Rs      ii\  ;jj^;*'"l^„,ip^|  „,  Wavefly  Sthool,  410.1  Franklin  Ave  .  CWvrUna. 


862  NATIONAL  EDUCATIONAL  ASSOCIATION  [Ohio 

.  OHIO — Continued 

iSq'j    J.  P.  Sharkey. 

1898,  Superintendent  of  Schools;  (1893),  Member  of  State  Board  of  Examiners,  Van  Wert. 

William  H.  \'ogel. 

1899,  Superintendent  of  Drawing,  Public  Schools,  3535  Fairview  Ave.,  Hyde  Park,  Cin- 

cinnati. 

1891  Arthur  Owen  Jo.ves,  B.Sc,  '99,  Univ.  of  Cincinnati. 

1 90 1,  Art  Master,  Woodward  High  School,  2315  Highland  Ave.,  Walnut  Hills,  Cincinnati. 
Charles  William  Super,  A.B.,  '66,  Dickinson  Coll.;  A.M.,  '82,  Syracuse  Univ.;  Ph.D.,  '74,  111.  Wes. 

Univ.;  LL.D.,  '94,  Dickinson  Coll. 
Ex-President,  and  (1S79)  Professor  of  Greek,  Ohio  University,  44  Union  St.,  Athens. 
Frederick  Treudley,  A.B.,  '78,  Univ.  of  Ind.;    A.M..  '06.  Hiram  Coll. 

1902,  Profes.sor  of   Philosophy  and  Sociology,  Normal  College,  Ohio  University,  24  Mul- 
berry St..  Athens. 

1892  Charles  Christian  Miller,  A.B.,  '83,  Ph.D.,  '03,  Ohio  Univ. 

President  of  Lima  College,  701  W.  North  St.,  Lima. 
Matllda  L.  Walke. 

1873,  Teacher  in  Public  Schools,  471  Riddle  Road,  Cincinnati. 

1893  Charles  Haupert,  A.B.,  '8d,  A.M.,  '83,  Heidelberg  Univ.;  Ph.D.,  '00,  Wooster  Univ. 

1893,    Superintendent  of  Schools,  and  (1894)  Member  of  State  Board  of  Examiners,  9  Col- 
lege Ave.,  Wooster. 

M.  A.  KiMMEL. 

1880,    Superintendent  of  Schools,  Poland. 
H.  H.  R.\scHiG. 

1874,  Principal  of  loth  District  School,  618  Prospect  PI.,  .\vondale,  Cincinnati. 
S.  D.  Sanor,  A.M.,  '98,  LL.B.,  '99,  Western  Reserve  Univ. 

1904,    Superintendent  of  Schools,  Homeworth. 
William  Henry  Scott,  A.M.,  '65,  Ohio  Univ.;  LL.D.,  '84,  Ohio  Univ.  and  Ohio  Wes.  Univ. 

1883,    Profes.sor  of  Philosophy,  Ohio  State  University;  address,  Clintonville,  Franklin  Co. 
Lucia  Stickney,  A.M.,  '95,  Oberlin  Coll. 

1900,  Teacher  in  East  High  School,  840  Franklin  Ave.,  Cleveland. 

1894  William  W.  Boyd,  A.B.,  '84,  A.M.,  '86,  Marietta  Coll. 

1902,    Inspector  of  High  Schools  for  Ohio  State  University,  791  Bryden  Road,  Columbus. 
Emma  C.  Davis. 

1893,  General  Supervisor  of  Public  Schools,  466  Rockwell  Building,  Cleveland. 
Arnold  J.  Gantvoort. 

1894,  Musical  Director,  Teacher   of    Public  School  Music  and  Sight  Reading,  Lecturer 

on  History  and  Aesthetics  of  Music,  College  of  Music,  Cincinnati. 
Edward  L.  Harris.  .A.B.,  A.M.,  Ph.B..  Syracuse  Univ. 

1889,    Principal  of  Central  High  School,  2250  Euclid  Ave.,  Cleveland. 
Charles  P.  Lynch,  A.B.,  '86,  A.M.,  '89,  Ph.D.,  '97,  Allegheny  Coll. 

1906,    Principal  of  West  High  School,  7300  Franklin  Ave.,  Cleveland. 
William  Oxley  Thompson,  D.D.,  '91,  Muskingum  Coll.;  LL.D.,  '97,  Western  Univ.  of  Pa. 

1899,  President  of  Ohio  State  University,  Columbus. 
George  R.  Twiss,  B.Sc,  '85,  Ohio  State  Univ. 

1894,   Head  of  Department  of  Science,  Central  High  School,  61  Arlington  St.,  Cleveland. 
Anna  J.  Wright,  A.B.,  '72,  Oljerlin  Coll. 

1879,    Teacher  in  High  School,  1555  W.  29th  St.,  N.  W.,  Cleveland. 

1895  Charles  S.  Barrett,  B.Sc,  '85,  Hopedale  Coll. 

1900,  Principal  of  South  High  School,  78  W.  9th  Ave.,  Columbus. 
Charles  E.  Brown. 

With  American  Book  Co.,  1335  Schofield  Building,  Cleveland. 
William  Paxton  Burris,  Ph.B.,  'ox,  A.M.,  '94,  De  Pauw  Univ.;   A.M.,  '01,  Harvard  Uriiv. 

Professor  of  the  History  and  Philosophy  of  Education,  and  Dean    of    College  for 
Teachers,  University  of  Cincinnati,  Cincinnati. 
Charles  E.  Carey,  Ph.B.,  A.M.,  Wesleyan  Univ. 

1897,  Superintendent  of  Public  Schools,  306  Park  Ave.,  Warren. 

William  Wallace  Chalmers,  A.B.,  '87,  Univ.  of  Mich.;  .'V.M.,  '89,  Eureka  Coll.;  Pd.B.,  '91,  Mich 
State  Nor.  Coll.;  LL.D.,  '04,  Heidelberg  Univ. 

1898,  President  of  City  Board  of  Examiners,  2220  Maplewood  Ave.,  Toledo. 

■    Stephen  Trimble  Dial,  A.B.,  '80,  A.M.,  '84,  Ohio  Wes.  Univ.;  Ph.D.,  '94,  Syracuse  Univ. 
1893,    Superintendent  of  Schools,  116  Hillside  Ave.,  Lockland. 
Clayton  L.  Dickey. 

North  Broadway,  Columbus. 
—^'William  Harris  Elson,  A.B.,  Indiana  Univ. 

1906,    Superintendent  of  Instruction,  School  Headquarters,  Cleveland, 
George  A.  Howard. 

With  American  Book  Co.,  300  Pike  St.,  Cincinnati. 
Herbert  Thomas  Kincaid,  A.B.,  '83,  Dartmouth  Coll. 

Classical  Department,  Steele  High  School,  39  W.  McPherson  St.,  Dayton. 
Anne  H.  Kino,  B.L.,  '92,  Univ.  of  Cincinnati. 

1904,   Teacher  of  Mathematics,  Walnut  Hills  High  School,  922  Nassau  St.,  Cincinnati. 
Julia  C.  Kolbe. 

1893,    Primary  Teacher  and  Teacher  of  German,  Norwood;  res.,  337  Milton  St.,  Cincin- 
nati. 
Annie  Laws. 

President  of  the  Cincinnati  Kindergarten  Association,  818  Dayton  St.,  Cincinnati. 


Ohio]  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  S,6j, 

OHIO— Conlinued 

1895  S.  Herrick  Lavto??,  n.Sc..  B.L  .  A.M.,  Ph.D. 

1005,    Supcrintcndeni  of  Schools,  365  N.  Main  St.,  Fostoria. 
William  Rase  Lazenby,  B..\gri.,  Cornell;  M..\gri.,  Iowa  .\«ri.  Coll. 

iSSi,    Professor  of  HnrticuUure  and  Korestry,  Ohio  St.ate  University,  and  (1804)  Secretary 
of  Ohio  Molical  L'nivcrsily,  348  \V.  8th  Ave.,  Columbus. 
Charles  Louis  Loos.  Jr.,  .\.H..  0.).  .\.M..  '71,  Bcthanv  Coll..  W.  \':i. 

1S99.    Principal  of  Steele  High  School,  834  S'.  Broadway,  Dayton. 
S.  H.  Maharry,  .\.M.,  'oo,  .Muskingum  Coll. 

1905.   Superintendent  of  Scluxjls.  37  \.  Gamble  St..  Shelby. 
S.  K.  Mardis,  Ph.B.,  Pd.B..  '03,  Ohio  Univ.;  Pd.D. 

1903,    Superintendent  of  Public  Schools,  sjq  Trenton  St.,  Toronto. 
George  C.  Mairer.  Ph.B..  Ph.M.,  '03,  Univ.  of  Wooster. 

1893,    Superintendent  of  Schimls.  409  \V.  Ray  St.,  New  Philadelphia. 
\V.  \V.  McIntire,  Ph.B.,  Ph.M.,  Univ.  of  Wooster. 

1903.    Principal  of  Norwood  High  School.  »io6  Grand  St.,  Cincinnati. 
Robert  Edoar  R.^vman,  M.Sc.,  .-V.M.,  N.  W.  Ohio  Nor.  Coll. 

1897,    Superintendent  of  Public  Instruction,  i  Pine  St.,  K.vt  Liverpool. 
William  Sherman  Robinson,  B.Sc.  'qi,  M.Sc,  '03.  Ml.  Union  Coll. 

1905.    State  .•\gent  for  the  Macmillan  Co..  Rent. 
Willi.ui  Sherman  Rowe,  A.B..  '92.  De  Pauw  Univ. 

1905,  Superintendent  of  Schools.  215  E-  5ih  St.,  Greenville. 
Margaret  W.  Sutherland. 

1S89,    Principal  of  Columbus  Normal  School,  45  N.  17th  St..  Columbus. 
Charles  F.  Thwi.sg.  D.D..  '88.  Chicago  Thcol.  Sem.;  LL.D..  94.  III.  Coll..  M.iriella  Coll..  Wa)-ne»burg 

Coll.,  and  Washington  and  Jefferson  Coll. 
1890,    President  of  Western  Reserve  University  and  Adelbert  College,  55  BellQoirer  .\ve., 

Cleveland. 

1896  Frank  S.  Alley,  A.M.,  Moore's  Hill  Coll. 

1906.  Salesman  for  Hopper  Stationery  Co..  Greenfield. 
J.  J.  Bliss,  A.B..  '81,  A.M.,  '86,  Oberlin  Coll. 

1895,  Superintendent  of  Schools,  51  j  Rensselaer  St.,  Buryrui. 

George  B.  Bolenbaich.  „   ^.     . 

1901,  Principiil  of  Robert  Fulton  School,  565  Delta  Terrace.  Station  C.  Cincinnati. 

Grannille  Webster  BRiMDAir.H,  M.i:..  '89,  Juniata  Coll. 

1896,  Principal  of  Garfield  School.  1601  W.  2d  St..  Dayton. 

Howard  Champlin.  ,     ,   ,  .•      j  c 

1892,  Superintendent  of  Writing  in    Public  Schools,  care  I  nion  Helhel.  501   h.  jd  St., 

Cincinnati. 
Frank  B.  Dyer,  .\.B..  '70.  Ohio  Wes.  Univ.;   LL.D..  '05.  Miami  Univ. 

1903,   Supcrinlemient  of  Schools.  3437  Burch  Ave..  Cincinnati. 
August  Frederic  Foerste,  A.M.,  Ph.D..  '90.  Harvard  Univ. 

1893,  Teacher  of  Ph>-sics  and  Geology,  Steele  High  .School.  1017  (»r4nd   A\t  .  Da)-lon. 
Warren  L.  Fcltos.  B.Sc.,  '95.  Ohio  Wes.  Univ. 

1900.    Superintendent  of  Public  Schools,  Alvordton. 

Fra.ncis  Heif.rmann.  S  J.  .      o     ...  .    . 

1900,    President  of  St  John's  College.  807  Superior  St..  roldo. 

M.  A.  Benson.  .... 

Principal  of  High  School,  Jacknon. 
John  W    Jones.  B.Sc..  N    Nor.  Univ.;  B  P..  O.  Univ  ;  AM..  'o>.  C.allaudet  Coll. 
1895.    Superintendent  of  the  Ohio  Institution  for  the  Deaf.  Columbua. 

Mrs.  Fra-npes  W.  LKrrr.R.  .  «    ,     »•  1  n-    »-   -r    tt 

1H90     Superintendent  <.f  Phyiical  Wucallon,  Depanment  of  the  Njn.nal  W  .  (  .  T.  V.. 
and  .\.ilion.il  W   C.  T.  U.  Leiturrr.  220  W    Park  Avr  .  .M*n':>rl  I. 

A.VNA  F-Lt/ABETH  Ijnr.As.  AM..  '06.  Miami  Univ.  ,,.....  t-   ■       i. 

'^  ,";"  PrinciiMl    of    Training    Department,    State    Normal    bthool.    Mumi    I  nivef.»ly. 

Oxford. 

J.  V.  McMillan.  ,.      ..    , 

1902.  Superintendent  of  School.,  jii  Waahlnglon  St.,  Marietta. 

Gtntr.r.  M.  Pt.vurn  .    „      ..    , 

Principal  of  Ward  School.  623.  4lh  St .  Marietta. 

John  H.  Rowlanh.  A  .M. 

General  Agent     '  ''^* 

Jnncni  H.  Snyder.  B  Sc  ,  'H».  '  ,   f-  ,i„m»,>.. 

«<»4.    AwiMant  Slate  t  " ■ ••  ■     --    ••    •'•  f^"'""'''"*- 

"*■""  ^njo^lvmcipal  of  S.M.th  Ca--  School.  4,0  Sibley  St  .  CUvel-nd 
CMARLrU.i«;r.rTTVANCLrvR.A.n.'7o.AM..'«..OhJ..Wr.^l'nW^ 

1902.   SupcrinicmJcnl  of  City  SchntO*.  4 J  Mart-*  Ave.,  .ManafirW. 
,897     Frank  H.  Bm^l.  ^^^^  ^^^  ^^^^^^^  ^^^  ^^^  ^^^^  .^,^,  P^   ^^^^  „^,   onclDnail. 

Ema  "'^^"'Y^     Principal  of  V.M  '  !    10th  DiMfi<l,  31  K    MtOwm  St..  Daylon. 

John  W.  Carr.  A  B.  "Hj  '^  ^'  ^,     t,i     1      ,i,.i^Ak^    ti.vi>M> 

190S.    Suirriolrndeni    .;  1.  City  Vt.-I.    1'.  <  »tf,*H  Aw     l>ayt.m. 


864  NATIONAL  EDUCATIONAL  ASSOCIATION  [Ohio 

OHIO — Continued 

1897  Rose  Morrison. 

1894,    Kindergartner  and  Assistant  in  City  Normal  School,  374  Commonwealth  Ave.,  Cleve- 
land. 
Rev.  Sylvester  F.  Scovel,  A.B.,  '53,  A.M.,  '56,  Hanover  Coll. 

1883-89,    President  of  University  of  Wooster;    (1883)  Professor  of  Morals  and  Sociology, 
University  of  Wooster,  185  N.  Beall  Ave..  Wooster. 
Edward  Marlay  Van  Cleve,  A.B.,  '86,  A.M.,  '89,  Ohio  Wes.  Univ. 

1903,  Superintendent  of  City  Schools,  Wells  High  School   Building;   res.,  319   N.  5th  St., 

Steubenville. 
T.  Howard  Winters,  A.B.,  '96,  Ohio  Wes.  Univ. 

1901,    Principal  of  Kingsbury  High  School,  Ironton. 

1898  James  M.  Carr,  B.Sc,  '01,  Muskingum  Coll. 

1906,    Superintendent  of  Schools,  509  N.  2d  St.,  Barberton. 
Jesse  S.  Johnson,  Ph.B.,  '92,  De  Pauw  Univ. 

1900,  Superintendent  of  Schools,  57  Lincoln  Ave.,  Salem. 
Edmund  D.  Lyon,  A.B.,  '82,  Ohio  Wes.  Univ.,  A.M. 

Principal  of  Woodvjrard  High  School,  Sta.  M.,  Cincinnati. 
Gillespie  K.  Lyons. 

With  the  American  Book  Co.,  2130  Lawrence  Ave.,  Toledo. 
David  R.  Major,  B.Sc,  '90,  Wabash  Coll.;  Ph.D.,  '96,  Cornell  Univ. 

1901,  Professor  of  Education,  Ohio  State  University,  Columbus. 
James  E.  Randall. 

1892,  Superintendent  of  Schools,  Camden. 

W.  C.  Reeder. 

1893,  Teacher  of  Mathematics,  Steele  High  School,  R.  R.  2,  Dayton. 

William  E.  Roberts. 

Supervisor  of  Manual  Training  in  Public  Schools,  Rockwell  Building,  Cleveland. 
F.  J.  Roller,  A.B..  '81,  A.M..  '83.  Mt.  Union  Coll. 

1888,    Superintendent  of  Public  Schools,  34  Main  St.,  Niles. 
J.  F.  Smith.  A.B.,  '85,  A.M.,  '90,  Kenyon  Coll. 

1888,    Principal  of  High  School,  130  Hancock  St.,  P.  O.  Box  577,  Findlay. 
Mary  Walter. 

Primary  Teacher,  Public  Schools,  Pomeroy. 
Oliver  A.  W'RIGHT    A.B.,  '02,  Adelbert  Coll.,  Western  Reserve  Univ. 
665  Oak  wood  Ave.,  Columbus. 

1899  Howard  Ayers,    B.Sc,  '83,    Harvard   Coll.;    Ph.D.,  '86,    Freiburg;    LL.D.,   '99,    Mo.    State   Univ. 

Ex-President  of  University  of  Cincinnati,  299  Southern  Ave.,  Mt.  Auburn,  Cincinnati. 
C.  L.  Cronebaugh,  B.Sc,  '87,  Nat.  Nor.  Univ.  ^ 

1898,    Superintendent  of  Schools,  24  South  East  St.,  Massillon. 

Charles  William  Dabney,  A.B.,  '73,  Hampden-Sidney  Coll.;  Ph.D.,  '80,  Gottingen;  LL.D.,  '01  , 
Yale  Univ.,    and  Johns  Hopkins  Univ. 

1904,  President  of  University  of  Cincinnati,  3483  Evans  PI.,  Clifton,  Cincinnati. 
Harrison  L.  Frank,  .\.M.,  '79,  Otterbein  Univ. 

1901,    Superintendent  of  City  Schools,  314  S.  State  St.,  Marion. 
John  A.  Heizer,  B.Sc,  '90,  Nat.  Nor.  Univ. 

1900,  Principal  of  Guilford  School,  2016  Hudson  Ave.,  Norwood,  Cincinnati. 
William  D.  Lash,  A.M.,  '74,  Ohio  Univ. 

1878,  Superintendent  of  Schools,  Zanesville. 

E.  A.  Ferguson  Porter. 

Representative  of  American  Book  Co.,  300  Pike  St.,  Cincinnati. 
Christian  F.  Rapp. 

Principal  of  Harrison  School,  Hotel  Princeton,  Cincinnati. 
Wilbur  S.  Strickland,  B.Sc,  '87,  Nat.  Nor.  Univ. 

1901,  Principal  of  Sherman  School,  2005  Hudson  .\ve.,  Station  H,  Cincinnati. 
John  Wesley  Swartz,  A.B..  '96.  Ohio  Wes.  Univ. 

Representative  of  Ginn  &  Co.,  64  Grasmere  St.,  East  Cleveland. 
Frances  E.  Thomson,  Ph.B.,  '05,  Oberlin  Coll. 

1887,    Principal  of  High  School,  Medina. 
John  S.  Weaver,  A.B.,  '67,  A.M.,  '70,  Wittenberg  Coll. 

1905,  Teacher  in  High  School,  321  N.  Fountain  Ave.,  Springfield 

1900  Alexander  D.  Beechy,  A.B.,  '80,  Mt.  Union  Coll.;  Ph.D.,  Wooster  Univ. 

1891,    Superintendent  of  Schools,  20  Summit  St.,  Norwalk. 
George  W.  Burns,  A.B.,  Bethany  Coll.,  W.  Va.;  A.M.,  Farmers'  Coll. 

1879,  Principal  of  District  School  No.  18,  4402  Hamilton  Ave.,  Cincinnati. 

NovETUS  H.  Chaney,  .\.B.,  '80,  A.M.,  '84,  Wilmington  Coll.;  A.M.  '92,  Ph.D.,  '93,  Ohio  Wes.  Univ. 

1902,  Superintendent  of  City  Schools,  234  Custer  Ave.,  Youngstown. 

F.  S.  CouLTRAP,  A.B.,  '75,  A.M.,  '78,  Ohio  Univ. 

1898,    Superintendent  of  Schools,  Athens. 
J.  P.  Cummins,  A.M.,  Nat.  Nor.  Univ. 

Principal  of  aad  District  School,  3453  Evans  PI.,  Cincinnati. 
Nettie  Flllmore. 

1879,   Teacher  in  Woodward  High  School,  420  Hopkins  St.,  Cincinnati. 
Franklin  Paul  Geiger,  B.C.S.,  A.B.,  '94,  Mt.  Union  Coll. 

1902,    Superintendent  of  Schools,  807  Walnut  St.,  Canal  Dover. 


Ohiu]  LIFE,  ACTIVE,  AXP  CORRESPOXDIXC  MEMBERS  S65 

OHIO — ConJinufd 
1900     Albert  B.  Graham. 

Superintcndcnl  of  .'\gricultural  Kxlcnsion,  College  of  Agriculture.  Ohio  Slate  Uoiver- 
sity.  Columbus. 
I.  C.  GciNTHER,  B.Sc.,  '00,  A.M.,  '00.  N.  W.  O.  Univ. 

Supcrintcnileal  of  I'ublic  Schools,  323  \V.  Main  St.,  Oalion. 
J.  M.  H.xuiLTON,  .\.B.,  'oj,  Nat.  Nor.  Univ. 

iSog,    Superintendent  of  Public  Schools,  434  £.  Main  St.,  Lebanon. 
H.  V.  HoTCHKiss.  Ph.D.,  Allegheny  Coll. 

iQoo,    Superintendent  of  Schools,  436  E.  Buchtel  .Ave.,  Akron. 
Sardi.ne  Pressley  HfUPHREY.  B.Sc..   OS.  Rio  Grande  Cull.:   .\..\I..  '06.  Ohio  Univ. 

1S97,    Superintendent  of  Public  SchooU,  222  Park  .\ve.,  Inmton. 
Norman  Edward  Hitchisson. 

1900.    Superintendent  of  Schools,  Kenton. 
Lira  B.  K.ean.  Ph  B..  'So.  Ph.M  .  'oi.  Univ.  of  Wcxisier. 

iSy:,    Principal  of  High  School,  153  N.  Buckeye  St.,  Wooster. 
Lee  R.  Knmcht. 

1889,    Principal  of  Perkins  Normal  School,  373  Carroll  St.,  .\kron. 
Charles  A.  Krout,  .\.B..  'S7.  .\.M..  '90,  Wittenberg  Coll. 

1900,    Supcrinlcndtnl  of  Schools,  Tiffin. 
Herbert  R.  McVav.  Ph.B..  '90,  Ohio  Univ. 

1902,  Superintendent  of  City  Schools.  1025  Walnut  .\vc..  Sidney. 
William  Hes-ry  Mkck.  .\.B..  '04,  Ohio  Wes.  Univ.;  .\.M.,  'oH.  Mi.imi  Univ. 

1895,    feather  of   History  an.i   Civics.   Steele  Hi«h  ScIi.k)!.  and  (189.S)  .Member  of  State 
Board  of  School  Examiners,  2 118  E.  3rJ  St.,  Uayton. 
JoHS  Evans  Morris,  B.Sc,  '84,  M.Sc,  '87,  Mt.  Union  Coll. 

1892,    Superintendent  of  Public  Schools,  208  E.  Oxford  St.,  .Mliance. 
H.  W.  Momma. 

Teacher  of  NLithemalics,  Steele  High  School,  si  Drake  .\ve..  Dayton. 
Alfred  Tyler  Perry.  A  B.,  '80,  A.M.,  'ot,  D.D.,  '01,  Williams  Coll. 
1900,    Pre.sident  of  .Marietta  College,  210.  sth  St.,  .Marietta. 
Arthur  Powell.  A.B..  'So.  A.NL.  "8^.  Olierlin  Coll.;    P.i.D..  OhUt  N.ir.  Univ. 

1903,  Superintendent  of  .Schools.  6th  and  Vandevecr  St.,  Middletown. 
Edward  D.  Roberts.  .\.B.. '99,  Univ.  of  Cincinniii. 

1904,  Principal  of  McKinley  School,  lOio  Dudley  St.,  Cincinnati. 

Ella  .\.  Rothe. 

Teacher  in  Third  Intcrme<liate  School.  2351  W.  McMuken  Ave..  Cmcmnati. 
William  McKE>fDREE  Van(  e,  .\.B..  '83.  .\.M..  '8/),  Ohio  Wes.  Univ. 

190O.   Superintendent  of  Public  Schools.  45  Oak  Hill  Ave..  Delaware. 
O.  Perry  Vimjrhes,  B  Sc,  '79,  N.  Nor.  Univ. 

I9DI,    Principal  of  Oylcr  Schixjl,  Cincinnati. 
.\rthur  H.  Wicks.  .\.B  .  'os.  Baldwin  Univ. 

1930,    Superintendent  of  Schools,  738  Cherry  St.,  Clyde. 
Homer  B.  Williams,  .\.B., '91,  A.M., '94,  Ohio  .Northern  Univ.  ....      ... 

1898,    Superintendent  of  Sch<K)ls,  anil  ( 1904)  Member  of  State  Board  of  School  Kz&miain 
1035  Columbus  .\ve.,  Siindusky. 
1931     Walter  H.  .Viicev.  ,.„..,   ^.     ■ 

Superintendent  of  .Music,  Public  Sch«>oU,  Station  K.  Cmcmnati. 

Peter  D.  .\mstutz.  .      .         ,....,.,      .   ,.      ■ 

1898,    Superintendent  of  Riley  Township  SchooU  and  High  School.  1  an<l>ira. 

F.  E.  Assknhkimer.  A  II  .  '<)^.  Capitol  Univ.  .         , 

1932,    Princiixil  of  Normal  Department.  IJma  College.  ,wi  Jamesi>n  Ave  .  Uina. 
Frask  P.  Bajhmaw.  A  B..'c/>,  Univ.  of  Chiiag«r.  Ph.D., 'oj,  Columbia  Univ. 

Profe«or  of  Hustory  and  Principle*  ol  Kilucalion.  Ohio  University.  Alliens. 

John-  K.  BwTin    AM.   ot    Hiram  Coll.  ».   ^,      ,      ,  .         #•  „,  „ 

„r>-i.    Su|«-rintendcnt  o(  Publii  Sch.«.U,  1104  N.  ClcvrUod  Aw,  (anion. 
T.  W   B'KJKMVKR.  U  Sc  , 'Ko.  N.1I.  Nor   Univ  ..... 

Principal  of  Uusinevi  College.  412  Jackinn  St.,  Samlusky. 

Charles  J.  Brooks.  „     .    .        ^,     ,       ., 

i9>j.    Principal  of  Avoiulale  Scho<il,  1550  Ruth  Ave..  Cincinnati. 
Ki.wis  N.  BRowr*.  AM.'«4.  LL».'«7.  Phn.'oi.  Unlv.of  Mit^h  ,    ,.  _  .      .,, 

1905,  SujK-rinlrndrnt  of  (Jhio  Sl.Me  Vlvml    f"^  the  Wind,  c..r.   Mum  aii.l    I  af^.iis  Ave. 

Columbus. 
FoRRMT  Bakkr  Bryavt.  a  B  ,  '99.  Oitrrlirin  I'niv 

19JJ,    Su|»eTintcndent  of  ScbooU,  kichwi«i<l. 

Franhh  K<-^»'<»^  j{V*J^;^|  _  j  0,|um»4an  .Sch..,l.  rm.  5643  McO«nUk  R.«.l.  Hylr  Park.  Cin.lnna.l. 

''^"•^^":;;;i:^"i:;io:Vv:;'.!;.;r.n:MS:h.  State  N..nn..  s.h«j.  o.i«cd.MH-„.  .adrc 

ihi'i  Wa»hinglon  .\vr  ,  (  hiugo.  III. 
B,  NJAM.M  Marhhail  Davis    B  S<  ,  "oo    M  S.      o,    B.iller  Unlv  ;   Vhly.'oA   Unlv  .H  C.I. 

igoj.    Pn>fnuK.r  of  Natural  Hi.t..r).  Mwmi  Unnxrilty.  Hrt.r  Hall.  Oslord 
FR.Dr...CK  WiLUAM  DrAjivrss.^^  Du.ri.t  S.h...l.  ,6,4  Harri.K,  Ave  .  Wc-w...l.  Cin.lnna... 
CHA.L«  '^.'l;;"-; >  ;^/\i;^^:;!^,Ssch..J.  .4.4  W   „.h  S...  S.  W.  (>v,l«v.. 


866  NATIONAL  EDUCATIONAL  ASSOCIATION [Ohio 

OHIO — Continued 
1901     Frank  Rogers  Ei^lis.^^_^^^  Manager  of  American  Book  Co.,  3°°  Tike  St.,  Cincinnati. 

Elizabeth  G.^Evans.^A^B.^  in  EngUsh!'steele  High  School,  Dayton;  home  address,  4126  Chester  Ave.. 

Philadelphia,  Pa. 
Charles  S.  Fay,  |^^'^j^^g^j[^'^^j  °j  Schools,  325  Reiley  Ave.,  Wyoming,  Station  R,  Cincinnati. 

T.  M.  H.  Frederick,  A.B.,  '86,  Amherst  Coll.  ,       t    1  a 

1895,    .Superintendent  of  Schools,  15  Wagar  Ave,  Lakcwood. 
\Vi-ri=  T    PTRTtswoLD   Ph  B.,  '04,  .\.M.,  '05,  Qberlin  Coll. 
WELLS  1..  ^K^^^    Principal  of  Rayen  School,  102  Woodbine  Ave.,  Youngstown. 

MiRON  Elisha  Hard,  A.M.,  Ohio  Wes.  Univ.  ^u      1    c,     rv,nv  ti,» 

1902,    Superintendent  of  PubUc  Instruction,  194  Church  St.,  Chilhcothe. 

BENTAM.N  B^^Harl^an,^B.Sc,  '^^-^^^^^^^.^^^  gtcele  High  School;   res.,  39  Babbitt  St.,  Dayton. 

Henry  Harrison  Helter,  A.B.,  '91,  Ohio  Wes.  Univ.     ,  .      „^    .,,       , 

1899,    Superintendent  of  Schools,  506  W.  Anglaize  St.,  Wapakoneta. 

Warrfn  E.  Hicks,  Pd.M.,  '02,  Mich.  Nor.  Coll.    ^  ,      ,  t^   o   j  c.    r-i      ^     a 

WARREN  r.^^^^     Assistant  Superintendent  of  City  Schools,  1719  E.  82!  St.,  Cleveland. 

I   N.  Keyser,  Ph.B.,  '90,  Baldwin  Univ. 

1901,    Superintendent  of  Public  Schools,  314  Lafayette  Ave.,  Lrbana. 

William  H   Kirk,  A.B.,  '87,  A.M.,  '90,  Baldwin  Univ.        ^      ^       ^,      ,      . 
1891,   Superintendent  of  Schools,  28  Grasmere  St.,  East  Cleveland. 

Joseph  ^RUG.^^   Professor  of  German  Language  and  Literature,  Central  High  and  Normal  Schools, 

5811  Thackeray  Ave.,  S.  E.,  Cleveland. 
William  McClain,  Jr.,  A.B    '93,  AM    '95,  O^"?.  ^es.  Univ. 

1901,    Superintendent  of  Schools,  E.  High  St.,  London. 
John  Edward  McGilvrey,  A.B., '95.  Ind.  Univ,  ri.„»i,„^ 

1898,    Principal  of  Cleveland  Normal  School,   167  Whitman  St.,  Cleveland. 

Henry  C.  ^ckl^ey.^  Assistant  Superintendent  of  Schools,  11435  Ashbury  Ave.,  Cleveland. 

J.  C.  Oldt,  A.B.,  '90,  A.M,,  '93. 

1890,    Superintendent  of  Pubhc  Schools,  Put-in-Bay. 

Cordelia  L.  O'Neill.  .      ^  ,      ,  t-   o    .  c.    r-i      1     ^ 

190S,    Principal  of  Marion  School,  1701  E.  8ist  St.,  Cleveland. 

F.  B.  Pearson,  A.M.,  '88,  Wooster  Univ  r^  ,      u 

Principal  of  East  High  School,  125  Wilson  Ave.,  Columbus. 
John  Wn.LiAM  Perrin,  A.M.,  '89,  Wabash  Coll,;  Ph.D,   '95,  Univ.  of  Chicago. 
190S,   Librarian  of  Case  Library;   res.,  80  Bell  Ave.,  Cleveland, 

Thomas  P.  Pierce.  ^  o  ,.    ,     rr     • 

Superintendent  of  Schools,  Harrison. 

«Ai>T>%.  T    '^FvrFR    A  R     '08    \  M.,  'ok.  Univ,  of  Cincinnati. 

Harry  L.  ^^'^^'^c^^^^'^^'^^f^  Woodward  High  School,  3206  Woodburn  Ave,,  Walnut  HQls,  Cincinnati. 

Oscar  M,  Soule,  B.Sc,  92,  Nat.  Nor  Univ.  x,      ,  ,■ 

1900,    Superintendent  of  Schools,  9  Lake  Ave.,  Franklin. 

harles  Principal  of  Association  Institute  School  of  Commerce  and  Finance;    res,,   1677, 

85th  St.,  N.  E.,  Cleveland. 
Clarence  Birch  Stoner,  A.B,,  '96,  Otterbein  Univ. 

Superintendent  of  Schools,  Mt.  Gilead. 
TOHN  L.  Trisler,  Ph.D.,  Heidelberg  Univ.;   Pd.M.,  Ohio  St.  Nor.  Univ. 

1884,    Superintendent  of  Schools  and  School  Examiner  of    Hamilton  County,  737  Sturges 
Ave.,  Hartwell. 

allie      iNG^^^   Teacher  in  Public  Schools,  8  Sunnyside  Driveway,  Athens. 

F  D  Ward,  B.Sc,  '79,  N.  W.  Ohio  Nor.  Univ.  .  „      1   c-      t, 

'     '  1905,    Principal  of  Normal  Department,  Baldwin  University,  169  Beech  St.,  Berea. 

Henrv      .  ^^^I'^'^'p^^j^  ^j  ^j^jg  Normal  College,  Ohio  University,  and  Editor  and  Publisher  of  the 
"Ohio  Teacher,"  Athens. 

loHN  A    Wright,  B.Sc,  '01,  Valparaiso  Coll.  . 

1900,    Superintendent  of  Schools  and  County  School  Examiner,  Liberty  Center. 
Lewis  Edwin  York,  B.Sc,  '94,  Ph.B.,  '02,  Ph.M.,  '04,  Mt.  Union  Coll. 

1902,    Superintendent  of  Public  Schools,  Lock  Box  79,  Barnesville. 
ToHN  W   Zeller,  Ph.M.,  Mt.  Union  Coll.;  A.M..  Ph.D.,  Findlay  Coll. 

1877,    Superintendent  of  PubUc  Schools,  311  E.  Lmcoln  St.,  Findlay. 
igo2     Millard  T.  Andrew,  B.Sc,  "91,  Nat.  Nor.  Univ         ^    _     .        . 

1902,    Principal  of  25th  District  School,  Sta.  L,  Cincinnati. 

Howard  E.  Axline. 

1901,    Principal  of  Hicks  School,  45  Robinwood  Ave.,  Lakewood. 
Guy  Potter  Benton.  A.M.,  D,D.,  B.ikcr  Univ.;    LL,D,,  ^06    Upper  Iowa  Univ. 

President  of  Miami  University;   res,,  312  h.  High  bt.,  Uxlord. 
Starr  Cadwallader,  A.B.,  '93,  A.M.,  '96,  Hamilton  Coll. 

1905,    Secretary  of  Cleveland  School  of  Art,  1944  E.  ii6th  St..  Cleveland. 


Ohio]  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  867 

OHIO — ConJinued 

1903     H.  H.  CiLLY.  A.B..  "87.  Mt.  Union  Coll. 

IQ05,    Principal  of  Glcnnlle  High  School;  res.  Sta.  H..  318  Doan  St.,  Cleveland. 
E.  .\xToi.NErrE  Ely,  .\.M.,  'qi.  Univ.  of  Cincinnati. 

Principal  of  Uarthulomcw  Cliiton  School,  Evans  PI.,  Evanswood,  Clifton,  Cincinnati. 
LiTTHER  E.  Everett,  .\.B.,  '96,  .\.M.,    00,  Univ.  of  Wooster. 

1001,    Superintendent  of  Schools,  21  E.  First  St.,  Uhrichsvillc. 
Eliz.vbeth  K.  F.mrwk.xther. 

Tc.uhcr  of  French  and  English,  Norwood  High  School,  8 jo  I.ocust  St.,  Walnut  Hills, 
Cincinnati. 
Charles  S.  Howe.  Ph.D.,  '87.  Woosier  Univ. 

1903,    President  of  Case  School  of  .\pplied  Science,  Cleveland. 
George  \V.  Knight,  .\.B.,  '78,  .V.M.,  '8j,  Ph.D.,  "84,  Univ.  of  Mich. 

1885,    Professor  of  .American   History  and   Political   Science,   Ohio  Stale   University,  85 
Jefferson  .^ve.,  Columbus. 
E.  L.  Mesdenh.^ll,  B.Sc.,  'qi,  Nat.  Nor.  Univ.;  .\.B.,  '03.  .\.M.,  '04.  S.  N.  Univ. 

IQ05,    Superintendent  of  Old  Soldiers'  an<l  Sailors'  Orphans'  Home  SchooLv  Xcnia. 
Harvey  C.  Minnich,  M.Sc,  '8q,  AM.,  '00,  Ohio  Nor.  Univ. 

1903,    Dean  of  State  Normal  College  of  Miami  University,  Oxford. 
Calvin  Thomas  .Northrop. 

Superintendent  of  Schools,  360  Main  St.,  Conneaut. 
Ward  Hicley  Nye,  .\.B.,  '01,  Obcrlin  Coll. 

1933,    Superintendent  of  Schools,  Oberlin. 
Margaret  .\.  O'Connor. 

1899,  Principal  of  Graded  Schools,  6  Orch.inl  Grove  .\ve.,  l..ikewood. 
George  D.  Pettee,  .\.B.,  '87,  .\.M.,  '93.  Vale  Univ. 

1900,  Principal  of  University  School,  Cleveland. 

Herman  S.  Piatt,  .\.B.,  .\.M..  Univ.  of  III.;  Ph.D.,  Univ.  of  Siras-sburg. 

1901,  Superintendent  of  Schools,  iij  N.  8th  St.,  Coshocton. 

.May  H.  Prentice.  ,,<-,-■,      ■ 

1895,    Instructor  in  City  Normal  Training  School,  i  j6  Courtland  .St.,  Clevel.ind. 

Homer  C.  Price,  B.Sc.  (.Xgri.'),  Ohio  Si.  Univ.;  M.Sc.  (.Xgri.),  Cornell  Univ. 

1903,    Dean  of  College  of  .Vgriculturc  and  Domestic  Science.Ohio  State  Univcnuty,  Columbus. 

Mary  A.  Vknable.  ,-,      ,     j 

1S94,    Teacher  in  Primary  Grade,  Lakew<KKi  Schools,  3603  .\rchwo.Ml  .\ve.,  tleveUnd. 

Elmer  Ellsworth  Wolfe,  A.B.,  '83,  A.M.,  '86,  Bucknell  Univ.;  Ph.D.,  'yi.  Richmond  Coll. 
1903,    Priniiiul  ol  .Vcademy  t)f  .Manilla  C4.1I<kc,  hi,  sih  St..  Marietta. 

Fred  Mi-rlin  Yocmans,  LL.B.,  Cincinnati  I-aw  Sch. 

i>jo2.    PrinciiKil  of  S.  P.  Chase  School;  res.,  ibii    Erie  Ave.,  Hyde  P.wlt,  (  iniinnall. 

1903     Lucy  D.  .\mbrose.  _,.... 

1880,   Teacher  in  Fourth  Intermediate  School,  9W  Daylon  St.,  lincinoati. 

Emily  Ball. 

1885,    Teacher  in  High  School,  3s  E.  yi  St.,  P«»rtsm..uih. 
Elizabeth  Day  Bell,  Ph.M.,  "oo,  OitcrUin  Univ. 

1900,  Principal  of  High  School.  Wellington. 

I**f  I  4    f'       DtttTF 

1901,  Teat  her  of  Drawing,  Art  DeiMrtmenI,  liughe«  High  School,  iioo  Grand  St..  Walnut 

Hilb.  Cincinnati. 
Oscar  Ciirisman.  A  B  ,  'RS,  AM.  '93.  Ind    Univ  ;  Ph  D    'oA.  Pniv   o(  Jeiu.  .     c.     a  1 

Profcsitor  of  Pai.lol.^y  .»nd  I'^vlhr.^.l{>.  <  )hi..  I  nivrrMly,  jj  W  .  Curpmler  St..  Allien*. 
Reed  P.  Clark,  B  Sc..  '79.  Or.and  kivrr  InM  .  A  M  .  Ml,  IL.ir  (oil. 

SuiJerinlcndcnt  ol  Sih.«.N,   1   Pr..-i«-<<  ^' •  A'l'ial'iiU 

Mabii  Clivtov  Coliinh.  B.L..  '90.  Univ   of  Cincinnati ,     , 

.MARIA      list^.v  ^»^'.^^,  ^  J  O-lkgiale  Sch...l  lor  (iirU.  1317  M.  MilUn  St.  W.lnul    HilU.  Cimin 

nati. 
W.  P.  Cope,  A  B  ,  '71.  A  M  ,  'j^.  Hiram  Coll  ;  Ph  D  ,  'oo.  Unlv^  of  Wontrr. 
188s.    Princi|»l  of  High  Siliool,  vi.t  l>ayi'>n  Si  .  Hamilttm. 

Lottie  M.  Cohmf.r.  .    .        „         ,,, 

Teacher  in  Public  Scbook  1339  .M)^lr  Ave  .  /.anwvlllr. 

T All  1*4    S     OURKV 

,^5.    Teacher  in  Commrnlal   IV,Mrlmrnl.  Crniral    Hii|h    Sh-.l      (  lr»rUt..1.    rr.    «•■» 
Alameda  Ave  .  |jikrwiji»l 
MoRTos  L.  Dartt,  M  K  ,  •'.        •    "    •    ■-  '•     M  -  '■'■il    '•• 
1903,    Priniiiul  ■        ' 

OKOIlOe    C     DllTC!'  11     Vh  I'  .^l,..!,- 

Ill'    »  I  iiiii.:i"'i  .^ivluuiy. 

Jiitiu  O    i  '    ln»l 

""  ,,  9  Imlrprodm.*  M  .  n<in>«  Clly. 

isU     I>«'hii  -I  '«""•   •'vl  l-"n   Walnut  HilU  High  Sch..J.  id.*   F.trf»« 

A'     ' 
Et.MA  H    FicK,  AB  '"«' 


Tci  Ma-llwovilW. 


.Martin  HRNurL 


Xyi.    IJbrafian   of    PubUc  S.h.«4  Ubr.ry.    Dr,«rimrni    »«    PubUc    In««nictJon.   iHg  K. 
Mound  SI  .  tolumbtti.    • 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Ohio 

OYLIO—Conlinued 

Jannette  F.  Jackson. 

1902,  Supervisor  of  Primary  Grades,  Public  Schools,  68  Mentor  Ave.,  Cleveland, 

Jennie  B.  Johnson. 

1890,    Principal  of  Brownell  School,  1819  E.  ssth  St.,  Cleveland. 
Darrell  Joyce,  A.B.,  '03,  Miami  Univ. 

1903,  Superintendent  of  Schools,  501  Prytania  Ave.,  Hamilton. 
RiCH\RD  J.  Kiefer,  B.Sc,  '93,  Ohio  Nor.  Univ.;  A.B.,  '02,  Heidelberg  Univ. 

1903,    Superintendent  of  Schools,  W.  Walker  St.,  Upper  Sandusky. 
.^NNA  Florentine  Lillig. 

Teacher  in  PubHc  Schools,  7607  Sagamore  Ave.,  N.  E.,  Cleveland. 
Elisha  S.  Looms,  Ph.D.,  '88,  Wooster  Univ. 

1895,    Head  of  Department  of  Mathematics,  West  High  School,  Cleveland;  home  address, 
301  Front  St.,  Berea. 
Clara  May,  A.B..  '94,  Oberlin  Coll. 

1903,    Assistant  Principal  of  Kindergarten  Training  School,  59  N.  Main  St.,  Oberlin 
Mary  McGowan. 

Teacher  in  Intermediate  Department,  Hyde  Park  School,  Cincinnati;  res.,  Epworth 
Ave.,  Madisonville. 
Bertha  Emeline  Montoomerv,  Pd.M.,  '04,  Univ.  of  City  of  Neve  York. 

1895,  Principal  of  Kindergarten  Training  School,  96  S.  Cedar  .\ve.,  Oberlin. 
Grace  E.  Mowry. 

1906,    Miss  Howe  and  Miss  Marot's  School,  513  W.  ist  St.,  Dayton. 
Oscar  E.  Olin,  A.M.,  '97,  Kans.  Agri.  Coll. 

1898,    Professor  of  Economics  and  History  and  Instructor  in  Philosophy,  Buchtel  College, 
476  Orchard  Court,  Akron. 
Ira  Clarence  Painter,  A.B.,  '99,  Denison  Univ. 

1905,    Principal  of  Hign  School   222  Thurman  St.,  Zanesville. 
Isaac  Frane|,in  Patterson,  A.M..  '98,  Richmond  Coll.;  Pd.D..  '04,  Scio  Coll.;  LL.B..  Baldwin  Univ. 

1894,    Assistant  Principal  of  South  High  School,  4106  E.  91st  St.,  Cleveland. 
William  Foster  Peirce,  A.B.,  '88,  A.M.,  '92,  Amherst  Coll.;  L.H.D.,  '96,  Hobart  Coll. 

1896,  President  of  Kenyon  College,  Gambler. 
Jasper  Newton  Pinkerman. 

1901,   Superintendent  of  Schools,  Jelloway. 
Thomas  L.  Simmermon. 

1893,    Superintendent  of  Schools,  Ridge  Ave.,  Pleasant  Ridge. 
William  Earle  Stilwell,  A.B.,  '01,  A.M.,  '03,  Harvard  Univ. 

1903,    Head  Master  of  University  School,  842  Ridgeway  .■Vve.,  Cincinnati. 
Louise  B.  Thompson,  .\.B.,  '97,  Univ.  of  Cincinnati. 

i<):>o,   Teacher  in  WjjJ.varJ  Higii  School,  5401  Montgomery  Road,  Sta.  H,  Cincinnati. 
Fred  H.  Warren,  A.B.,  96,  Ohio  Wcs.  Univ. 

1903,    Superintendent  of  Schools,  E.  Walnut  St.,  Hillsboro. 
JiTLiA  A.  WiLMOT.  .A.M..  Oberlin  Coll. 

1881,    Principal  of  Orchard  School,  8508  Cedar  Ave,  Cleveland. 
Charles  A.  .\rmstrong,  A.B.,  '93,  Mt.  Union  Coll. 

1901,    Principal  of  High  School,  1409  Lawrence  Ave.,  Canton. 
W.  S.  Cadman. 

1897,  Superintendent  of  Schools,  4229  Grove  .\ve.,  Norwood,  Cincinnati. 
H.  E.  CONARD,  B.Sc,  Belmont  Coll. 

1905,  Superintendent  of  PubUc  Schools,  Gallipolis. 
George  A.  Davis   A.B..   99.  Olivet  Coll.;   Ph.B. 

Principal  of  High  School,  Creslinc. 
Susan  A.  Dillin. 

1892,    Principal  of  Grammar  School,  5415  Euclid  .\vc.,  Cleveland. 
Florence  E.  Ellis. 

1906,  Supervisor  of  Drawing,  School  Headquarters,  Cleveland. 
Harvey  S.  Gruver,  .\.B.,  '02.  Otterbein  Univ. 

Superintendent  of  Public  Instruction,  Worthington. 
Frank  H.  Kendall,  A.B.,  Ohio  Wes.  Univ. 

1901,    Superintendent  of  Schools,  205  Mentor  Ave.,  Paincsville. 
Olla  Fern  Kieffkr,  .\.B.,  'qs,  Univ.  of  Wooster. 

1901,    Teacher  of  German,  High  School,  Wooster. 
Mrs.  Clara  Davi'j-Klemm. 

189J,    Teacher  of  Biology,  Walnut  Hills  Hi^h  School,  Cincinnati. 
Mrs.  Marie  Burt  Parr. 

1901,    Supervisor  of  Music.  Public  Schools,  Room  466,  Rockwell  Building;    res.,  24   F.lsi- 
nore  St.,  E.,  Cleveland. 
Wilson  A.  Putt,  B.Sc,  '95,  Burhlcl  Coll. 

1903,  Supervisor  of  Music,  Public  Schools.  School  Headquarters.  Cleveland. 

Joshua  Dean  Simkins,  B.Sc,  '80,  \at.  Nor.  Univ.;   LL.B.,  '81.  Iowa  St.  Univ.;   A.M.,  '04,  Ohio  Univ. 

1904,  Superintendent  o(  Schools,  ii.^  \.  4th  St.,  Newark. 
Paul  H.  Wright,  ,\.B.,  '01,  Wilmington  Coll. 

1906,    Superintendent  of  Schools,  Utica  Special  District,  R.  F.  D.  No.  2,  Lebanon. 
Laura  E.  Aldrich. 

1897,    Teacher  in  Walnut  Hills  High  Sclfool,  2393  Kemjjcr  Lane,  Walnut  Hills,  Cincinnati. 


Ohio]  LIFE,  ACTIVE,  AND  CORRESPOX DIXC7  ME.MPI  R\  Sftq 


OHIO— ConJintud 
lOos     Albfrt  Clin-ton  AtLESHOrsF..  A.M..  'oi.  WiiicnlxTK  <'oll. 
igo6,    Suiwrintcndrnt  o(  Public  SihixiLs,  Huron. 
Joseph  Ellft  Antrau.  .\.H..  '07,  Mi    I'nion  CnW.:  A.M..  '01.  I'niv.  of  NUih. 

DciMrtmcnt  of  Latin.  Hiijh  Sihool,  510  N.  Howard  St.,  .\kron. 
Edgar  Ewint.  Br.^xdov.  A.M..  '07.  I'niv.  of  Mo.;   Doctcur  d'Uni\Trsili*    'o\.  r.iris    I'r.imc. 

1898.  Professor  of  Romanic  Languagc:>,  Miami  L'nivcrsily.  Oxfonl. 
Carey  Bocgess. 

1894.    Superintendent  of  City  Schools.  185  S.  Factory  St..  Sj^ingticld. 
Emily  Cai.n. 

1S99,    Principal  of  West  School,  iii  Urocklcy  A\x.,  I^kcwood. 
H.  .\.  Cassidy. 

Suix-rinlendcnl  of  Public  School,  Lancaster. 
Edwin  W.  Chibb   A.H..  'Hy   A.M.    'oo  Litt.D..  V>   L;ifa>-ctlc  Coll. 

1900.    Professor  of  Kngliiih.  Ohio  University;   res.,  51  Mull>crry  St..  .Xlhcn*. 

T.  D.  DOL'THETT. 

.\gent  for  .Vnieriian  Book  Company,  220  Bowery  St.,  Ravenna. 
Henry  J.  Eberth.  Ph.B..  '80   .A.M..  '01   Kenyon  Coll. 

1906.    Su|xrintendent  of  Schools.  2411  Scottwotxl  .\\t..  Toledo. 
M.  Jay  Flannkrv    Ph.B..  '01.  Heidellx-rg  I'niv. 

1902,    Su]x-rintendcnl  of  Scho<jls.  Sabina. 
John  William  ILm.i.    B.Sc.  '01    Teachers  Coll.;  .\.Sl..  'oi.  Columbia  I'niv 

190S,    Professor  of  Theory  and  Practice  of  Teaching,  L'ni\Trsity  of  Cincinnati,  Cincinitali. 
Amy  I.  Herriff,  B.Sc,  '04.  Bu<htcl  Coll. 

1905,  Principal  of  High  School,  Kent. 

John  C.  Heywood,  M.D. 

Princiixil  of  idth  District  and  Intermediate  .School,  3317  Vine  St.,  Cincinnati. 
Franklin  T.  Junes,  .\.B.,  '07,  .VlelU-rt  Coll.;   A.M.,  '01,  Western  Rewr^e  Iniv. 

1003,    Teacher  of    Science    and     .Mathematics,    University    School,    jojs   .Xdrllicrt    K<i.ul, 
Cleveland. 
M.  Foster  Lewi.s,  .\.B.,  '98,  Western  Reserve  Cniv. 

1904.  Teacher  in  Central  High  School,  1945  E.  Mith  St.,  Cleveland. 

CHARLF.S  Allen  Mari-le.  B.Sc,  '85,  Ohio  St.  Univ.  ..      -       .      . 

1906,  Instructor  in  Mathematics,  Central   High  Sch<Mi|.  2046,  fioih  St..  S.  ¥...  Cleveland. 

Clara  Mayfr. 

1894,    princiiKil  of  Grammar  School,  Clewlaml;   re*..  148  Belle  A\t..  LakewmMl. 

Charles  Wesley  McCi.ire.  A.B..  "77   AM  .  'So.  Walash  Coll. 

1900,  Superintendent  of  Schixils.  Germantown. 

WlLS<jN   .\.  McCfRDY.  ..    •       c         !■• 

1901,  Sujierintendenl  of  .Schools  ami  County  Exaininrr  <>f    School*.    loiS  M.\in  St.,   \\<-l 

Bedford. 

Charlfs  .M<x)RF.  Mkrkv    Ph  H. 

SuiK-rinlendrnt  of    Schools,   Madi->nville;    n»     4r">  I**^'!'  ^1  •   Madi'-mville.  Sla. 
.M.  Cincinnati. 

Jl  LIA    .\.    Ml  LROONKY.  ,       ..         ,        , 

1889.    Principal  of  Oulhwnitc  School,  41  Belmore  R"ia<L  Cle^rlanil. 

John  E.  Olivenbaim,  B.Sc  in  M.E.,  '04.  Univ  of  Maine  ^         .,,,.,.,..• 

1905.  Instructor  in  DrawinK  and  I  »rMri|Kivr  (;eometry,  Caae  StU>*>\  "f   Ap(ilie<l   Scienrr. 

1160  Nlurray  Road,  S.  E.,  Cleveland. 
S.  Stella  Ray.  A  B. '95, ''I'erlin  C.,11. 

189s.    Princiinl  of  Glcnvillc  Hiich  Sthi».l,  Paine^villr. 

Henry  A.  REoriELi).  ..»,.. 

1899,  Superintendent  of  Public  Sch<ioU.  Noiimgham. 

T     1     RfMJKHS 

|89»,    Dire.torof  I)rav.in«.  Shaw  lliith  Sch.«.l  »nd  E«M  Cle^rUnd    PulJic  Sih-.J..    rrv. 
io<K>«  Wilbur  \\r     Cle\Tlanil. 
GfsTAVE  A.  RuETrMK.  A  M  .  '.)'    '•.:  il  C.tl  „,,-,,, 

1H94,    PrimiiHl  of  s  104  Srunlon  K-ud    Ovt-Und 

Anna  B.  SHu.ir.v.  B  S<..  ■«».  .n 

1906.  Primi|ial  of  lli„  xlle. 

Mm.  Pauline  .STrisfM.  .„       .  ...  .  .         i-  ■   1 

I'jos,    Mcmljer  «if  l»«Mird  "i  F^lMralloO,  »»»«  S«ii«lwt«.!  .\vr      LOrtti. 

ffiHN  Arntrn  Tait.  A  B .  '94.  '  '     ..,   .^       .  o      v.       -1. 

190J,    Teai»»rr  in  II  M  W.  Chur.h  Si  .  Newark, 

Charlm  A    T|i.i.rN   Ph  B     ■..  '    II    Wei-    K'-'^  «'n'« 

190J,    Superintewlcnl  oj  :nlt.-.i*   C.TevrUn.l  Hei^liU. 

JAMW  T.  '^^l^'^^,^^^^^^,^^„^  ,^  s,h„,,,    ,„  Wel  Frmplc  S,..  \\*^«n«t..n  <     11. 

B»»THA  B.  Wa<,.m<  ......  >  t     L I 

iH.„.    Prin<i|«l  of  (•.r..n,mr,r  S.h.ril.  4"  Mar.  Avp  .  I.«Vrwanil. 

Fran:;  i'.  WMtTwrv.  A  B  .  '98   '  ,.11    1    c,    #•  jii„.      1 

loot,    Suirfinlrnd.  ,  Baldwin  M  ,  C.4ltnw.-«l 

i.x/.     lively  J    Antony    »  ><        •   -  \  ^'    '°»- 5«   Fr.mi.CJI. 

'•*""         „)o"    1, „rr..iv  ..(  «  in.lno.ll   Ctminn«i(. 


870  NATIONAL  EDUCATIONAL  ASSOCIATION  [Ohio 

OHIO — Continued 

1Q06     Clifton  E.  Bratten,  B.Sc,  Nat.  Nor.  Univ.,  Lebanon,  O. 

1903,  Superintendent  of  Schools,  Waynesville. 
Carrie  E.  Broadwell. 

1904,  Principal  of  Elementary  School,  Halle  School;  res.,  5503  Frankhn  Ave.,  Cleveland. 
George  Buck,  A.B..  '98,  A.M.,  '01,  Wittenberg  Coll. 

1906,    Principal  of  East  High  School;   res.,  1435  W.  5th  St.,  Dayton. 

MiNA    B.    COLBURN. 

Superintendent  of  Cincinnati  Kindergartens  and  Training    School;    res.,  6  Linton 
St.,  Linton,  Cincinnati. 
John  Edgar  Collins,  B.Sc,  '92,  Nat.  Nor.  Univ.;  A.B.,  '03,  Ohio  Wes.  Univ. 

1906,    Superintendent  of  PubUc  Schools,  1013  Buckland  Ave.,  Fremont, 
Laura  K.  Collister. 

1904,  Principal  of  Doan  School,  2061  E.  96th  St.,  Cleveland. 
Bessie  M.  Corlett. 

1902,  Principal  of  Miles  School;   res.,  8706  Tioga  Ave.,  S.  E.,  Cleveland. 
Charles  W.  Cookson,  A.B.,  Pd.B.,  Ohio  Univ. 

1906,    Superintendent  of  Public  Schools,  116  Rafeo  St.,  Troy. 
Ida  M.  Deighton. 

1896,  Principal  of  Willard  School,  5813  Franklin  Ave.,  Cleveland. 
Arthur  L.  Gantz,  Ph.B.,  '00,  Otterbein  Univ. 

1903,  Superintendent  of  School,  Reynoldsburg. 

William  Backus  Guitteau,  Ph.B.,  '97,  Ohio  St.  Univ.;  A.M.,  '01,  Cornell  Univ.;  Ph.D.,  '04,  Univ. 
of  Pa. 

1905,  Principal  of  Central  High  School;  res.,  2039  Putnam  St.,  Toledo. 
Hannah  Handler. 

1902,    Principal  of  Elementary  School,  2318  Holmden  Ave.,  Cleveland. 
William  T.wlor  Harris.  A.B.,  Harvard  Univ.  ' 

Principal  of  Walnut  Hills  High  School,  Cincinnati;   res.,  3810  Spencer  Ave.,  Nor- 
wood. 
E.  A.  Hotchkiss,  A.B.,  '02,  Ohio  Wes.  Univ. 

Superintendent  of  City  Schools,  312  N.  Wayne  St.,  St.  Marys. 
George  B.   Landis,  A.B.,  Findlay  Coll.;    A.M..  Oberlin  Coll. 

State  Educational  Secretary  of  Ohio  Young  Men's  Christian  Association,  sn  Schultz 
Building,  Columbus. 
Platt  Rockwell  Lavvton,  A.B.,  '01,  Denison  Univ. 

1902,  Educational  Director,  Young  Men's  Christian  Association,  19  Liberty  St.,  Dayton. 
H.  A.  LiND,  Ph.B..  '00,  Wooster  Univ. 

1905,  Superintendent  of  Schools,  Strasburg. 
M.  H.  Mathews,  A.B.,  '97,  Otterbein  Univ. 

1898,    Teacher  in  Steele  High  School,  32  Maple  St.,  Dayton. 
Margaret  McCarthy. 

1906,  Principal  of  Case  School;   res.,  4517  Clinton  Ave.,  N.W.,  Cleveland. 
Rose  L.  McCoart. 

Principal  of  North  Doan  School;   res.,  1573  E.  22d  St.,  N.  E.,  Cleveland. 
Royal  L.  Melendy,  A.B.,  '03.  Univ.  of  Mich. 

Assi.stant  Professor  of    Sociology,  University  of  Cincinnati;    res.,  813  Dayton  St., 
Cincinnati. 
William  Hugh  Mitchell,  A.B.,  '98,  A.M.,  '04,  Dartmouth  Coll. 

1906,    Instructor  in  Mathematics  and  History,  University  School,  Cleveland. 
Fred  L.  Pauly,  B.Sc,  '03,  Nat.  Nor.  Univ.,  Lebanon,  Ohio. 

1906,    Principal  of  High  School;   res.,  14  S.  Mechanic  St.,  Lebanon. 
Frank  Eugene  Reynolds. 

1905,    Superintendent  of  Schools,  664  Clinton  St.,  Defiance. 
Preston  W.  Search. 

Educational  Lecturer,  Wyoming. 
T.  W.  Shimp. 

1903,  Superintendent  of  Schools,  W.  2d  St.,  Delphos. 
Emma  L.  Shuart. 

1894,    Principal  of  Fahmont  School;  res.,  10301  Wilbur  Ave.,  S.  E.,  Cleveland. 
Henry  M.  Shutt,  A.B.,  '96,  Scio  Coll.;    Ph.B.,  '03.  Ohio  North.  Univ. 

1905,    Teacher  of  English  and  History,  High  School;   res.,  714  E.  2d  St.    Canton. 
Louise  W.  Sterling. 

Principal  of  Sibley  School;  res.,  2022  E.  82d  St.,  Cleveland. 
Mary  G.  Strachan. 

1902,    Principal  of  Warner  School;   res.,  4268  Warner  Road,  Cleveland. 
W.  C.  Washburn,  M.D.,  '97,  Cincinnati  Coll.  of  Med.  and  Surg. 

1897,  Principal  of  nth  District  School;   res.,  1817  Chase  St.,  Cincinnati. 
Jennie  R.  Wilson. 

Principal  of  Stanard  School,  1694  E.  8sth  St.,  Cleveland. 

institutions 
1895     Miami  University. 

Librarian,  Rev.  Wm.  J.  McSurely,  Oxford. 
1897     Cleveland  Public  Library. 

Librarian,  William  H.  Brett,  Cleveland. 


Oregon]  LIFE.  ACTIVE,  AND  CORRESPONDING  MEMBERS  87  I 

Omty—ContiHuta 
1897     Ohio  State  U-viyersity. 

President,  William  O.  Thompson;  Librarian,  Olive  Jones,  Columbus. 
1S93    NoRM.\L  School,  D.wton. 

Principal,  Grace  A.  Greene,  Dayton. 
iSoo    The  Westers  College  for  Woices. 

President,  Lilian  W.  Johnson;  Librarian,  Lois  \.  Reed,  Oxford. 
IQ30     Desisoh  Untn'ersity,  Library. 

Librarian,  Mrs.  Kate  Shcpard  Hincs,  Granville. 
1Q32     Oberlis  College,  Library. 

President,  Henry  C.  K.ing',  Librarian,  .-Vzariah  S.  Riwt,  Ol>crIin. 
Ohio  State  Library. 

State  Librarian,  C.  B.  Galbreath,  Capitol  Uldg.,  Columbus. 
Otterbein  U.viversitv. 

President,  Rev.  Lewis  Boo'^walter;   Librarian.  Tir/a  L.  Uarm-s,  Westerviile. 
1033     Da\tos  Pcblic  Library. 

Librarian,  Ijnda  M.  Clatworthy,  Dayton. 
Kesyos  CoLLEr.E,  Library. 

President,  William  F.  Pierce;  Librarian,  Mrs.  Kllen  D.  Devol,  Gambler. 
11)34     Librvry  of  .\delbert  College  of  Wf.stern  Reserve  University. 

Librarian,  E.  C.  Williams,  Cleveland. 

igo5    Toledo  Public  Library. 

Librarian,  Willb  F.  Sewall,  Toledo. 
1006     Department  of  Common  S<'hools.  State  of  Ohio. 

State  Commissioner  of  Common  Schools,  Edmund  .\.  Jones.  Columbus. 
Lake  Erie  College  and  Seminary. 

President,  Mary  Evans,  Painesville. 
Public  Library  of  Cincinnati. 

Librarian,  .V.  D.  C.  Hodues,  Cincinnati. 

UNrs'ERsrrv  of  Cincinnati' 

President,  Charles  W.  Dabney;    Libr.irian,  Charles  .MUrl  Read,  Cinannati. 

OKL.VHOM.\ 

ACTIVE    MEMBERS 

iSvJ     David  R.  Boyd,  \M.,  '78,  .KM.,  '81,  Ph.D.,  Vs.  L'niv.  of  Wooster. 

1892,    President  of  University  of  Oldahoma,  Norman. 
189s     H.  Edgar  Thompson,  B.Sc.,  '88,  Sj.  N'or.  Sch.,  Bowlmg  Green,  Ky. 

^lain  St.,  Kalston. 
1807     Steven  Melvil  BARRtrrr,  B.Sc,  'o<;,  Drury  Coll. 

igo4,    Suix-rintcndent  of  City  Schools,  614  .\venuc  \,  Box  273,  Lawton. 
iQoi     Charles  S.  Davis,  Grad.,  '97.  Kans.  St.  N'or.  Sch.  . 

ipos,    Mitorial  Ck-rit,  U    S.  Ge<)I.>i{ii.^l  Sur>'cy,  740  Harrard    St  ,  N    \N  ,  Washington. 
D.  C.;  home  address.  Chilocco. 
.^t'snN  Elgin  Wilber.  Grad..  "oK.  Nfiih.  St    Nor  Coll.;  A.B..  '03.  Univ.  of  Mich.  . 

1903,    Professor  of  PsvcholnKv  ami  K<lui  .ilion.  anil  Vict- President,  SimlhwcMrrn   I  cmlxri.tl 
Normal  Sth.jol  of  Oklahoma.  Wcathrrford. 
19^3    John  BLACicsTr)NE  Taylor.  A  B..  AM  .  \)^.  Il.irif..rd  ('..ll. 

1906,    Suijerintcndcnt  of  Sthools,  India   Temple  St  .  Oklahoma  (  ily. 
lOo;     Ernest  Elwell  BAL<oMn.  A  B  .  "oj.  Ivrlaml  Slanf.ird  Jr    Univ  ,     .  ,      , 

Deixirtment  of  .\Kriiulture  .ind  Pliy.iour.iphy.  Soulhwr^lrrn  Stale  Normal    Sihool. 
Weatherford. 

Mrs.  F.  S.  Sol'tiiwkk. 

Teacher  in  Public  Sthtxjis,  Anadarko. 

i<X)6    Thomas  W.  Conwav  ....       „  ».         ,  c       .< 

President  of  Stale  Normal  School.  818  Normal  Si  .  Mva 

J.  E.  Dvciie,  A.B.,  '91.  Kansas  Univ, 

1907,   Stale  Su|jcriniriidcni  of  Public  lonruition,  Gulhnr 
R    N   LiNViLLE.  Pd  M  ,  -ox,.  St.  Sch  .  KIrksvillc.  Mo.;  A.U.,  "oj.  A  M     ■««    Ur»lr  I  niv        ,  ^.  .      . 
\'Tu{r\v,f  ..1  llinlory.  Civm,  and  txoot.mk^,  SiulhwrMcm    Mule   Normal  Srbuul, 
Weatherford. 
Will  lAM  /..  Smith,  A.B  .  '</>.  Ind    Univ 

1906,    Suijcrinfrndcni  ol  SdnjoU.  103$  J  S»..  I'trry. 

RiniAm.  V.  TrMMivri    BSe. -Hi    \  .' v.   s.h.In.1  ,,.u.    1    n.».-^i 

1904.    Prole««ir  of  Anthii  Ur,.  t rnir.l  Male  Norm«l  N»h...l,  Minoikl. 

■SI 

iRuo    The  Usivrmitv  or  OKI  AHOMA  .....  v 

^^  Prr»idmi,  D.vid  K    Boyd,  IJlifafUn,  M   J.  Frrguaiio.  N.*m««. 

loo?     NoRTiiwtsTtRM  Normal  .S(  H'i«)L.  Limarv. 

PrciUdctil.  T.  W.  C«o»«y,  Alv.. 

OREGON 

Lin  DIKU.-TOB 

1888    Chari-M  C*««oll  Strattoh,  A  M  ,  D  D  .  "Ho.  WilUmrti*  UnW.;  D.D..  '79.  N.*thwr^rfn  Univ..  Ill . 

and '(V-j,  Ohu»  We«    I  niv 
Ki  l're«l<»cnl  ..I  I'./tlUnd  I  nivrr.4i).  Si    John.. 


8^2  NATIONAL  EDUCATIONAL  ASSOCIATION  [Pennsylvimia 

O'R.'E.GOl^i— Continued 

ACTIVE   MEMBERS 

1892     Edwin  DeVore  Ressler,  A.B.,  '91,  Otterbein  Univ.;  A.M.,  '97,  Ohio  State  Univ. 

1902,    President  of  State  Normal  School,  Monmouth. 
189s     J.  H.  AcKERM.AN.  Ph.D..  '06,  Oregon  Agri.  Coll. 

1898,  State  Superintendent  of  Public  Instruction,  144  S.  igth  St.,  Salem. 
MoTT  H.  Arnold,  A.B.,  '86,  .\.M.,  'go,  Ohio  Wes.  Univ. 

1904,  Superintendent  of  Schools,  315  Pearl  St.,  Eugene. 
1899    J.  S.  Landers,  B.Sc,  '87,  Nor.  Ind.  Nor.  Sch. 

1899,  Superintendent  of  Public  Schools,  The  Dalles. 

1 90 1     Claude  C.  Covey. 

Superintendent  and  Special  Disbursing  Agent,  Indian  Service,  Wurmspring. 
Heman  Burr  Leon.vrd,  B.Sc,  '95,  Univ.  of  Mich.;    Ph.D..  '06,  Univ.  of  Colo. 

1906,    Instructor  in  Mathematics,  University  of  Oregon,  Eugene. 
Horace  G.  Wilson. 

1905,  Superintendent  and  Special  Disbursing  Agent,  U.  S.  Indian  Service,  Klamath. 
1903     Sheldon  Franklin  Ball,  A.B.,  '02,  Univ.  of  Chicago. 

1906,  Instructor  in  Mathematics,  High  School;   res.,  215  E.  36th  St.,  Portland. 
H.  M.  Crooks,  A.B.,  Wooster  Univ. 

1905,    President  of  ./Mbany  College,  Albany. 

institutions 

1899    Tualatin  Academy  and  Pacific  University. 

President,  \V.  N.  Ferrin;  Librarian,  Joseph  W.  Marsh,  Forest  Grove. 
1901     State  Normal  School,  Monmouth. 

President,  Edwin  De  Vore  Ressler;  Librarian,  J.  B.  V.  Butler,  Monmouth. 
1903     Library  Association  of  Portland,  Oregon. 

President  of  Library  Board,  C.  A.  Dolph;  Librarian,  Mary  Frances  Isom,  7th  and 
Stark  Sts.,  Portland. 
1906    Southern  Oregon  State  Normal  School,  Ashland. 

President,  B.  F.  Mulkey,  Ashland. 

PENNSYLVANIA 

life  directors 

i88s    Ezekiel  Hanson  Cook,  A.B.,  '66.  A.M..  '60   Bowdoin  Coll.;   Ph.D.,  '89,  Colgate  Univ. 

842  Real  Estate  Trust  Building,  Philadelphia. 
1891     Eliphalet  Oram  Lyte,  M.Sc,  Millersville  St.  Nor.  Sch.  Pa.;  .\.M.,  Ph.D.,  Franklin  and  Marshall  Coll. 
1887,    Principal  of  First  Pennsylvania  State  Normal  School,  Millersville. 

life  members 

1876  , Edward  Brooks,  A.M.,  '58,  Union  Coll.;  Ph.D.,  '76,  Lafayette  Coll.,  Washington  and  Jefferson  Coll. 
Ex-Superintendent  of  Public  Schools,  5971  Drexel  Road,  Philadelphia. 

1879  Mrs.  Rachel  Foster  .\very. 

Swarthmore. 
Simon  Gratz,  A.M.,  Univ.  of  Pa. 

Ex-President  of  Board  of  Education,  1919  Spruce  St.,  Philadelphia. 

1880  Edgar  Arthur  Singer,  Ph.D.,  '96,  Univ.  of  Pa. 

1887,  Associate  Suiierintcndent  of  Schools,  4662  Penn  St.,  Frankford,  Pliiladelphia. 

ACTIVE   MEMBERS 

1879     George  Morris  Phillips,  A.M.,  '74,  Ph.D.,  '84,  Bucknell  Univ.;   LL.D.,   06,  Temple  Coll. 

1881,    Principal  of  State  Normal  School,  West  Chester. 
18S1     Andrew  J.  Morrison,  .-X.M.,  Ph.D.,  '01. 

1898,    Principal  of  Northeast  Manual  Training  School,  1430  N.  7th  St.,  Philadelphia. 
iS34    George  H.  Stout. 

1888,  Supervising   Principal  of   Newton    Boys'    Combined    School,    3746   Powelton   Ave., 

Philadelphia. 
1S87     Nathan  C.  Schaeffer,  LL.D.,  '95,  Western  Univ.  of  Pa.;  A.M.,  Ph.D.,  D.D. 

1893,    State  Superintendent  of  Pubhc  Instruction,  Harrisburg;  home  address,  546  W.  James 
St.,  Lancaster. 
1S89     .\.  W.  Moon,  A.B.,  '95,  Indiana  Univ.;   .^.M.,  '05,  Columbia  Univ. 

1906,    Principal  of  High  School,  Wallingford;   P.  O.,  Swarthmore. 
1S92     Eliza  k.  Bishop. 

Teacher,  211  Pine  St.,  Harrisburg. 
R.  K.  Buehrle,  A.m.,  '78,  Ph.D.,  '87  (honorary),  Franklin  and  Marshall  Coll. 

1880.    Superintendent  of  Schools,  408  Manor  St..  Lancaster. 
Virgil  G.  Curtis,  A.M.,  Tufts  Coll. 

1905,    Superintendent  of  Schools,  High  School,  Corry. 
W.  Wilberforce  De.atrick,  A.B.,  '76,  A.M.,  '79  Mercersburg  Coll.;  D.Sc,  '03,  Franklin  and  Marshall 
Coll. 
1891,    Professor  of  Psychology  and  Higher  English,  Keystone  State  Normal  School    Kutz- 
town. 


Pcaasylvanu]    LIFE,  ACTIVE,  AXD  CORRESPOX DI Xc:  MEMBERS  87.; 

PENNSYLVANIA— <:o«/i«M<-<i 

iSgi     H.  \V.  Fisher,  Grad.,  State  Nor.  Sth..  Millcrsville,  Pa. 

187s.    Supervisor  of  i7ih  Ward  SchooLs,  35©  Ix-high  .-Vve.,  E.  E.,  Pittsburgh. 
Mary  J.  Laubkrto.s. 

1891,    Supcrvi.Mnt{  Principal  of  George  W.  Childs  School,  4403  Osage  .\ve.  West  Philadelphia. 
Enoch  C.  Lavkrs,  A.M.,  Lniv.  of  Chiiago,  Ph.D.,  III.  Wi-s.  Iniv.;  Pd.D..  New  York  Iniv. 

i8g4.    Head  of  Ucpartment  of  Mathematics,  and  Teacher  of  Pedagogy,  Public  High  School, 
1 20  Porter  St.,  LastoQ. 
HcRMA.N-  T.  Likens.  AM    'US.  I'niv.  of  Pa.,  Ph.D..  'qi,  Jena. 

iSvS,    Head  Training  Teacher.  State  Normal  School,  Third  and  College  Ave.,  California. 
S.  C.  ScHillTKER,  A.M..  '85.  M.Sc.,  'qo,  Muhlenberg  CoH.,  Pa.:  Ph  D..  '03.  I'niv  of  Pa. 

189s,    Professor  of  Biological  Sciences   State  Normal  School,  610  S.  High  St.,  West  Chester. 
H.  H.  Spavd. 

18S3,    Superintendent  of  Public  Schoob,  Box  310,  Mioersville. 
J.  Liberty  Tadd. 

1884,    Director  of  Public  Industrial  Mx  School,  The  Normandie.  Wc-sl  Philadelp^tia. 
i8g3     C.  A.  B.\DOKK.  A.M.,  '77,  LL.U.,  '8.?,  Hamilton  Coll. 

1S83.    Sujierintcndcnt  of  Schools,  no  lILsfC-ll  Ave.,  E.,  Oil  City. 
M.  G.  BRCUBArcH.  A.M..  'oi.  Ph.D.,  •q4,  Univ.  of  Pa.,  LL.D. 

190O,    SupiTintendcnt  of  Schools.  3324  Walnut  St.,  Philadelphia. 
L(}YAL  Freem\n  Hai.i..  B.E.D.,  '01.  Slate  Nor.  Sch.,  Indiana.  Pa. 

1^93,    Supervising  Principal  of  Centre  .-Kvc.  Schools,  412  Lookout  Ave.,  Butler. 
William  Henry  Sxmiki..  .\.M..  F'h  D..  'qi.  I'niv.  of  Pa. 

1878,    Supervising  Principiil  of  Public  Schools,  2505  N.  12th  St.,  Philadelphia. 
Andrew  Thom.\s  Smith.  Pd.D.,  '93,  Sch.  of  Pe>l.,  Iniv.  of  NY.;  .\.M.  (honorary),  '03,  I^fa)-ette  Coll. 

1899,    Principal  of  State  Normal  Schcxil,  Mansfield. 
Pal'line  W.  Spencer. 

1S93.    Teacher  of   History  and   Philosophy  of  Education,   Philadelphia   Normal  School, 
3421  Race  St..  Philadelphia. 
Joseph  Swain.  B.L.,  '83.  M.Sc.,  "85,  Ind.  Cniv.,  LL.D.,  '93.  Waba.sh  Coll. 

1893,    President  of  Swarthmorc  College,  Swarthmore. 

1894  Henry  T.  Spanoler,  .\.B..  '73,  .\.M.,  '76,  L'rsinus  Coll.;  D.D  ,  '94,  Heidelljerg  Cniv. 

1893,    Treasurer  of  L'rsinus  College,  CoUcgeville. 
Charles  Killinger  Wither,  .V.B.,  '88,  A.M.,  '91,  Franklin  and  Marshall  Coll.;  LL.B.,  '04,  Yale  I'niv 
Main  St.,  Palmyra. 

1895  W.  G.  Gans. 

1903,  Principal  of  Schools,  Wilmercli|^ 

Charles  Joseph   Lim;.  B.Sc..  '90.  Cornell  lniv  :    .•\..M.    '00.  Ph.D.,  '02.  Univ.  of  Denx-er. 

1906.    Profc-ssor  of  Physics  ami  .\strononiy.  Allegheny  Cxjllcge,  Meadnlle. 
jAMf-s  Mac  .Alister.  .\..M..  LL.D  .  Brown  Cniv.   and  I'niv.  of  New  York;  OfTicer  d'.\cademie.  Pari*. 

1891,    President  of  Drexel  Institute,  Philadelphia. 

1896  J.  George  Becht.  NLSc..  Laf.nvrllc  Coll.;    D.Sc..  Buckncll  Cniv. 

1904.  Principal  of  Clarion  Slate  Normal  School,  Clarion. 

R.  M.  Cmm. 

i8btt,    Suprrxi^g  Principal  of  Mt.  Washington  SchouU   329  Grondnrw  .\vr.,  Piitkburgh 
John  Arthir  Gibson.  .\.B.,  '91,  Allegheny  Coll. 

i8<yj.    Supcrinlt-ndcDt  of  Sch<jols,  701  N.  MiKean  St.,  Butler. 
William  Lerov  Ma<  (Ji.wan.  A  II.,  Allrghmv  Coll  .  Ph  »  ;  Ph  M 

1890.    Sujjcrintcndcnt  of  SthooU.  212  Concwango  A\c.,  Warren. 
I'HKXiDORE  B.  Noss,  A  .M  .  'H2,  Ph.D.,  'K3,  Syraru>if  Cniv. 

1883,    Principal  of  State  N<jrmal  Sch<iol.  California. 
Jii)s<jN  PEkRV  Wn.sH.  AM,  'H4.  Ph  D  .  '91.  I.ifavptir  C.ll. 

11/56,    \'icc  Pretudcnl  of  Pcniuylv.inia  State  College.  State  College  P.  O. 
i8.,7     Fra.s(  IS  Blrkk  Brani>t,  A  B. '92,  Harvard  lniv  ,  PhD  .  •9<.  Columbia  Cniv. 

i8gb.    Head  of  Dritanment  of  Pr<Li«otcy.  Central  High  Schuui,  4Ji7  I^chwood  A»«..  W« 
Philai!rli>)i(a. 
Clvuk  Ernest  Eiiin<,hi,  .NLD  .  '80.  Chicago  Horn.  Mf«l  Coll. 

1.H95,    l'hy»iial  Dim  tr»r  and  ln«iruii>>f  in  H)gi«-ne,  Suif  Nfirmal  S«htii4.  i<  Ni^mal  Av».. 
Woa  <'hc»ter. 

1H97.    Priiuiiul  of  Department  of  Commerce,  High  School.  229  Brigg»  S<  ,  HarriUiurt. 
Mknry  Hon  k.  A.M  .  Franklin  an<l  .Marshall  Coll 

Deputy  Suie  Superinlendrai  of  Public  InMrucliod.  Harri>buig 

Km  M,  Rapp  .  ....... 

1896.    Suprrlnlendent  of  BrrV    '     '..-4..  11 J  N    4«h  !»«. '•*««•'«'« 

William  STrAUNt  Wiiiti    Ph  B      K.,  .......,.,., 

RriorM-nlalivr  ol  thr  -A  U»  .  IJ*0  Arth  St  .  Phlla<|rl|itiU. 

i1>1     Davio  HrNORirm  Br«orv,  B  S.  ,  'H4.  .Ml*  .  «4.  I  m»   ,A  V»  ;  A  M  ,  '94.  j"  Wr»  fni* 

I9JJ,    A«Mttani  Pr«i<rwiiif  in  Uailrrii4<i«y.  I  nivrrxiy  of  PmntyhanM.  .i4lh  ami  Umum  S««  . 

PhlUdrltiltu. 

Franklin  SpitMCER  Ei'MMStrv  Ph  II  .'oj.  LI.  B. '01  ,  ,     ^     .,      ,        . 'i.       .    . 

^*  I  ,4  Frai.».,u  n.o.  ..,.«    PhilaiJrl|ihia 

Maoricr  Few.  A.B  LI.  B    'h,.  Cni»  »l  P. 


3^4  NATIONAL  EDUCATIONAL  ASSOCIATION  [Pennsylvania 

PENNSYLVANIA— CoM/j»Mei 
i8g8     J.  R.  Flickinger,  A.B.,  '77,  A.M.,  '80,  Princeton  Univ.,  D.Sc,  '00,  Bucknell  Coll. 
1900,    Principal  of  Central  Sta|e  Normal  School,  Lock  Haven. 
H.  W.  Golden,  B.Didac,  '90,  M.Didac,  '92,  Edinboro  St.  Nor.  Sch. 

1897,    Principal  of  5th  Ward  Public  School,  cor.  Page  and  Fulton  Sts.,  Allegheny  City;  res., 
8  Dawson  Ave.,  BeUevue. 
Samuel  Hamilton,  Ph.D.,  '00,  Grove  City  Coll. 

1886,    Superintendent  of  County  Schools,  Holland  Ave.,  Braddock. 
John  W.  Lansinger,  Sc.M.,  '86,  St.  Nor.  Sch.,  Millersville,  Pa. 

Teacher  and  Treasurer,  State  Normal  School,  Millersville. 

William  Albert  Mason. 

1892,  Director  of  Drawing  in  Public  Schools  of  Philadelphia,  212  W.  Chelten  Ave.,  German- 

town. 
Jesse  H.  Michener,  Ph.D.,  Univ.  of  Pa. 

1906,    District  Superintendent  of  Schools,  4512  Regent  St.,  Philadelphia. 
William  Noetling,  A.M.,  '59,  C.E.,  Union  Coll.,  N.  Y;   Pd.D.,  Susquehanna  Univ. 

Professor  of  Pedagogy,  Susquehanna  University,  Selinsgrove. 
Mary  Craig  Peacock. 

1894,   Teacher  in  Normal  School,  Philadelphia;  res.,  Torresdale. 
Margaret  S.  Prichard. 

Head  of  Department  of  Psvcliologv,  Philadelphia  Normal  School,  1301  Spring  Garden 
St.,  Philadelphia 
EiiRA  M.  Sparlin   A.B.,  '85,  A.M.,  '88,  Univ.  of  Rochester;  Ph.  D.,  '03,  Univ.  of  Wooster. 

1905,    Principal  of  Stevens  High  School,  355  College  Ave.,  Lancaster. 
Elizabeth  S.  Tait. 

1893,  Teacher  of  Methods  in  English,  Philadelphia  Normal  School,  1301  Spring  Garden 

■  St.,  Philadelphia. 
Lightner  Witmer,  Ph.D.,  '91,  Leipzig,  Germany. 

1893,    Professor  of  Psychology,  University  of  Pennsylvania,  Philadelphia. 

1899  Edward  E.  Allen,  A.B.,  '84,  Harvard  Univ. 

1890,    Principal  of  Pennsylvania  Institution  for  the  Instruction  of  the  Blind,  Overbrook. 

George  D.  Gideon. 

Publisher,  1412  Arch  St.,  Philadelphia. 
Benjamin  Wiestling  Mitchell,  A.B.  '83,  A.M.,  '86,  Princeton  Univ.;  Ph.D.,  '88,  Washington  and 
Jefferson  Coll. 
1897,    Professor  of  Latin  and  Head  of  Department  of  Ancient  and  Modern  Languages. 
Central  High  School;  res.,  4326  Pine  St.,  Philadelphia. 
James  H.  Penniman,  A.B.,  '84,  Yale  Univ. 

1886,    De  Lancey  School,  4326  Sansom  St.,  Philadelphia. 
Frank  M.  Shelton,  B.S.,  '99,  Mt.  Union  Coll. 

1904,    Assistant  in  Physics,  Central  High  School;   res.,  333  Collins  Ave.,  Pittsburgh. 
Joseph  R.  Smith,  M.D.,  '53,  Univ.  of  Buffalo;  A.M.,  '51,  LL.D.,  '01,  Univ.  of  Mich. 

Brigadier  General  U.  S.  .Vrmy,  2135  Spruce  St.,  Philadelphia. 
Grace  Edgar  Spiegle,  M.D.,  '98,  Woman's  Med.  Coll.  of  Pa. 

1893,    Teacher  of  Hygiene  and  Director  of  Physical  Training,  Philadelphia  Normal  School 
for  Girls,  2115  N.  12th  St.,  Philadelphia. 
Mrs.  Lucy  L.  W.  Wilson,  Ph.D.,  '97,  Univ.  of  Pa. 

1893,    Head  of  Department  of  Nature  Study  and  Geography,  Normal  School,  1301  Spring 
Garden  St.,  Philadelphia. 

1900  O.  H.  Bakeless,  M.E.,  '79,  Bloomsburg  St.'Nor.  Sch.,  Pa.;  A.M.,  '90,  Lafayette  Coll. 

1932,    Chair  of  Pedagogy,  State  Normal  School,  Bloomsburg. 
A.  L.  Edgerton  Crouter,  A.M.,  '85,  Gallaudet  Coll.;  LL.D.,  '93,  Univ.  of  111. 

Superintendent  of  Pennsylvania  Institute  for  the  Deaf  and  Dumb,  7406  Germantown 
Ave.,  Mt.  Airy,  Philadelphia. 

William  Wilson  Fry. 

Secretarv  and  Treasurer  of  the  Palmer  School,  Mercantile  Library  Building,  loth 
and  Chestnut  Sts.,  Philadelphia. 
Cheesman  a.  Herrick,  Ph.D.,  '99.  Univ.  of  Pa. 

Director  of  School  of  Commerce,  Central  High  School,  Broad  and  Green  Sts.,  Phila- 
delphia. 
Robert  W.  Himelick. 

1902,    Superintendent  of  Schools,  483  McKee  Ave.,  Monessen. 

Evelyn  Holmes. 

37 n  Walnut  St..  Philadelphia. 
Mary  Hunter  Mayer. 

1897,  Principal  of  Girls'  High  School,  144  N.  sth  St.,  Reading. 

Rev.  P.  R.  McDevitt. 

Superintendent  of  Philadelphia  Parish  Schools,  21  S.  13th  St.,  Philadelphia. 
James  Lane  Pennypacker,  A.B.,  '80,  Harvard  Coll. 

Director  of  Christopher  Sower  Co.,  Educational  Publishers,  614  Arch  St.,  Philadelphia. 

1901    John  B.  Alker. 

1892,    Instructor  in  Woodworking.   17th  and  Wood  Sts.,  Philadelphia;    address,  Box  151, 
Narberth,  Montgomery  Co. 
Charles  H.  Brelsford. 

1906,    District  Sup<"rintendent  of  Schools.  District  No.  3,  2434  N.  Broad  St.,  Philadelphia. 
Smith  Burnham,  Ph.B.,  '92,  A.M.,  '98,  Albion  Coll. 

1898,  Professor  of  History,  Stale  Normal  School,   143  E.  Marshall  St.    West  Chester. 


Pennsylvania]     LIFE,  ACTIVE,  AN D  CORRESPONDING  MEMBERS  875 

rLNNSVI.VAMA— Co»i/inM*</ 
looi     Clifford  B.  Gosselley. 

1006,    Assistant  to  Director.  Head  of  Sihool  (or  Apprcnliccs  ami   Journeymen.  Carneifie 
Technical  Schools,  Sthenlcy  Park.  Piltsbuntb. 
Russell  H.  Conweli..  LL.B..  '65,  .\ll>any  I'niv.;  LL.D.,  "08,  Temple  Coll. 

1887,    President  ol  The  Temple  College,  aoao  N.  Broad  ht.,  Philadelphia. 
Milton-  C.  Cooper.  B.Sc  .  '05.  Temple  Coll. 

iQOO,    ULstrict  Superintendent  of  Schools,  suo  Oreen  Si,,  Phila  Irlphia. 
A.SDREW  Tiioupsuv  DoiTiuTT,  A. It.,  'go,  .\.M..  '01,  Ph  D.,  LI..1).,  '03.  The  Nat.  I'niv..  Chicago. 

i'risidcnl  of   ihc  -Swctli-nliurg  Correspondence  L'ni\-erNity;    res..  Sit  First  National 
Bank  BuildiiiK.  I'niontown. 
John  Coulter  Hm-KENBEHRv,  \.\\..  'qo.  Ind.  Univ.;  Ph.D.  '06.  I'niv.  of  Pa. 

iQOi,    Head  of  Dep;irtnient  of  I'sychnloKy  and  Pedagogy,  Stale  Normal  School,  California. 
Anderson  H«\t  Hopkins,  Ph.U.,  gj.  Iniv.  of  Mich. 

1905,    Libnirian  of  Carnegie  Library  ot  Pittsburgh,  Pittsburgh. 
V.  K.  Irvine,  A.B.. 'qj.  Coll.  of  N.  J. 

i8g7,    Princifial  of  High  School,  Box  173,  Butler. 
Edith  Mansfield,  Grad..  '8s,  Oswego  Tr.  Sch.;  A.B.,  '03.  Lehind  Stanford  Jr.  I'niv. 

1 88s,    Training  Teacher,  Stale  Normal  School,  Indiana. 
J.  Irvis  Robb. 

iQOj,    Professor  of  History  and  Economics,  Northeast  Manual  Training  School,  Philadelphia; 
res.,  Bryn  Mawr. 
190J     Samvel  .\ndrews. 

i8q9.    Superintendent  of  Schools,  314  Stratford  .\ve.,  Pittsburgh. 
Besjami.v  F.  Battin,  .\.B.,  'yj.  Swarthmore  Coll.;  Ph.D.,  '00.  Jena. 

1900,    Professor  of  Iji-rinan,  Swarthmore  College,  West  House,  Swarthmore. 
Charles  S.  Foos,  .\.M. 

1002,    SujxTintendent  of  Schixils,  1518  Mineral  Spring  Road,  Reading. 
R.  H.  HoLBROOK,  Ph.D.,  '80,  Nat.  .Nor.  L'niv. 

In  charge  of  S.  S.  High  School,  so  S.  Oakland  Sq.,  Pittsburgh. 
Joseph  Howerth,  .-X.B.,  Cornell  Univ. 

1902,    Superintendent  of  Schools,  135  Church  St.,  Shamokin. 
Paul  Kreczpointner. 

ln>litule  Ixrcturer,   1400,  3d  Ave.,  .\lloona. 
H.  C.  MISSIJIER,  AM..  ':j,  Yale  Coll. 

1890.    Superintendent  of  Schools.  Public  library  Building,  Erie. 
George  Leslie  Omwake,  A.B.,  '08,  .\.M.,  '01,  Ur>inu*  Coll.;  D.B., '01,  Yale  Univ. 

IQ03,    Dean  of  Ursinus  College,  Collegevillc. 
J.  Monroe  Willard,  Litt.D.,  'o,j.  Cent.  Hi^h  Sch.,  PhiUdelphia.  Pa. 

1898,    Princip.1l  of  Philadelphia  .Nt>rmal  School  (or  Girls,  1301  Spnng  Garden  St.,  Phila- 
delphia. 
A.  Duncan  Yocuil,  Ph  B.,  '80,  Dickinwm  Coll  ;  Ph  D  ,  'oo,  Univ   of  Pa. 

Professor  of  Ped.igogy    I'nivcrsilv  of  PennsylvanU.  Philailelphia. 
1903     Anna  F^tella  Acklin.  A.B.,  'W).  A  M.    H.).  Waym-sb.irg  C..|t  ;   Ph  D 

Profe»«>r  of  Kngli.'.h    High  .Sch.«)l.  iii'i  .Mill  Si  .  U'llkinOHirg. 
Charles  C.  Boyer,  A.M.,  '88,  Muhirn' r-^t  CM  .  Ph  l>.  '>n.  \V.»«ipr  Univ. 
i8<>8.    Vice  Princijfcil  "(   K  Normal  Sthool.  Kut/lii«n. 

Ijm  RA  H.  Carnki.l,  A  »,  IJit  I),  'll  ..  ...... 

i90<;.    Dean  of  the  Ciillrii.    '  .     Ilie  1  emiJe  College.  PhlladelpJiw. 

Kditii  H.  Chapman,  Ph. B.. 'oi.  B«»»ton  Univ.  .     o      ..    •. 

l<fa^.    I'r.i.  her  in  York  Collrgialc  Initlilule,  j»j  E.  Poplar  SI.,  ^ofk. 
Oiiver  P»»rv  C  Ucnt    High  Sch,  Phila<iel|ihiii;  PhD,  '90.  Unlv   of  Pa. 

i^,  ,  nl  of  Public   Schoil*.  Ogdcn  .Schtail.   nth  and    Mran<lywlne 

William  Harper  Daw,,  A  ll ,  '^,  Princeton  Univ.  ,.,.,,,       ,      c      i.  1.    li  l 

1904,    Inmruitor  in  P.ychology  an.l  Phil.»o|4iy,  l^ehlgh  I  nWenity,  S.iulh  Bethlehem. 

JtANNirrrF.  Nf    Eaton 


i^i.    Vile  i'rimirol  of  Belmar  School.  E.  E..  Hermllate  Si.  and  Un«  A»r  .  PittU.urgh. 
Iaiii 

Paii   a    Hm». 


David  A.  Harmav    \  M     Pr.    r.  M  ...  „      , 


^^J^     1  inut  Si  ,  Sieeluio. 

AODUtON   L.   JoNFH.   A  .M  ,   'o».    |ji(«>e1le   toll 

18HH,   .Su|jerintcn.lmi  of  Public  Sih.-.U.  3»  J*-  Church  M  .  \\r*l  I  hr»icf, 

C    E   Karlvin. 

II/5J,    Sujirrvivic  of  Manual  Training.  High  S(h<»l.  All'-nu. 
Rrv.  OficAR  Scmlit/  Kmrnri     \  li     ■^i    \  M     «r>d  B  l>  .  'qj.  «>»wrlin  Coll. 
Primijal  ..(  ;  •■  l'eonU.urg 

l„  E.  McCiNMEa,  AM  ,  '99    !  ,1 

l88J»,    Soiirrinlen.1'  '  ■  ^   "^    ''     '       ••"■"no 

FRANK..N  \^»\^^:^\  ,"„  N.^l  s.hn.J.K«t«nwn. 

Gardner  Brucf.  .Miih..»,  A  ;.  '    ;' 

Suiierinlrn.!'  <  """•r.  Munty 

Groioe  W    Mwrf,  am,  I'.  . 

Superinten<lenl  of  thcMrt  Cuuoly  SKhuoJi.  f^iUloun 


876  NATIONAL  EDUCATIONAL  ASSOCIATION  [Pennsylvania 

PENNSYLVANIA— Cow/inuerf 

1903  Mabel  H.  Nissley,  M.E.,  '96,  Shippensburg  St.  Nor.  Sch. 

Senate  Library,  Capitol,  Harrisburg;   home  address,  Hunimelstown. 
Louis  Nusbaum,  A.B.,  '93,  Cent.  High  Sch.,  Philadelphia,  Pa.;  Ph.B.,  '99,  111.  Wes.  Univ. 

Supervising  Principal  of  Horace  Binney  School,  141 7  N.  29th  St.,  Philadelphia. 
George  W.  Phillips,  D.Sc,  '99,  Bucknell  Univ.;  A.B.,  '78,  A.M.,  '81,  Lafayette  Coll. 

1902,    Superintendent  of  Schools,  1642  Sanderson  Ave.,  Scranton. 
A.  C.  RoTHERMEL,  A.B.,  '91,  A.M.,  '93,  Franklin  and  Marshall  Coll.;   Pd.D.,  '06,  Dickinson  Coll. 

1899,   Principal  of  Keystone  State  Normal  School,  Kutztown. 
Florence  Rothermel,  M.E.,  St.  Nor.  Sch.,  Kutztown.  Pa.;   A.B..  Dickinson  Coll. 

1902,    Teacher  of  Algebra,  Keystone  Slate  Normal  School,  Kutztown. 
Isaac  H.  Russell,  Ph.B.,  '86,  Cornell  Univ. 

1889,    Principal  of  North  East  Boro  Schools,  North  East. 
Edward  Ry.vearsom,  A.B.,  '93,  A.M.,  '96,  Ohio  Wes.  Univ. 

1902,    Director  of  High  Schools,  5608  Howe  St.,  Pittsburgh. 
Alfred  Newlin  Seal,  B.Sc,  Ph.D.,  '95,  Univ.  of  Pa. 

1899,    Professor  of  Chemistry  and  Physics,  Girard  College,  PhiLadelphia;  405  Wister  St., 
Germantown. 
Emily  Juanita  Shields,  Grad.,  Indiana  Nor.  Sch.,  Pa. 

Teacher  in  Homewood  Public  Schools,  5471  Broad  St.,  E.  E.,  Pittsburgh. 
Stephen  G.  Simpson,  A.B.,  '96,  .\.M.,  '99,  Lafayette  Coll. 

1902,  Head  of  English  Department,  High  School,  219  S.  loth  St.,  Easton. 

A.  G.  C.  Smith. 

1887,    Superintendent  of  County  Public  Schools,  a  E.  Jefferson  St.,  Media. 
C.  V.  Smith,  A.M.,  Franklin  and  Marshall  Coll. 

1905.    Principal  of  Kittanning  .Academy;   res.,  360  N.  Jefferson  St.,  Kittanning. 

J.  B.  Smith,  Ph.D. 

Teacher  in  State  Normal  School,  California. 
Harris  Alvin  Spotts,  A.B.,  '04,  Bucknell  Univ. 

1903,  Principal  of  Lycoming  County  Normal  School,  Muncy. 
Francis  J.  Stein. 

1904,  Principal  of  Stein  Business  College,  Educational  Author  and  Publisher,  2458  N.  31st 

St.,  Philadelphia. 
Levi  J.  Ulmer,  B.Sc,  '02,  Bucknell  Univ. 

1903,    Department  of  Science,  High  School,  Cor.  Parkwood  and   Mulberry  Sts.,  Williams - 

port. 
Homer  J.  Wightman. 

1905,  Superintendent  of  Schools,  804,  6th  Ave.,  Altoona. 

1904  Daniel  Fleisher,  A.B.,  '80,  A.M.,  '83,  Ph.D.,  '88,  Pa.  Coll. 

Superintendent  of  Schools,  45  S.  6th  St.,  Columbia. 
J.  Kelso  Green. 

Superintendent  of  Schools  of  Cumberland  County,  no  W.  South  St.,  Carlisle, 

Bert  M.  I.e  Suer. 

1906,  Director  of  Manual  Training,  Public  Schools,  Boys'  High  School,  Reading. 
Hervin  Ulysses  Roop,  A.B.,  A.M.,  Ph.D.,  LL.D. 

1897,    President  of  Lebanon  Valley  College,  College  Ave.,  Annville. 
Jonas  Elwood  Wagner,  B.Sc,  '02,  M.Sc,  'c;.  Pa.  State  Coll. 

1905,  Principal  of  High  School,  Penn  St.,  Bellefonte. 
J.  Elwood  Wherry,  A.B.,  '01,  Grove  Citv  Coll.;   A.M.,  'c;. 

1901,    Principal  of  Public  Schools  and  Township  High  School,  Natrona. 
H.  E.  Winner,  A.M.,  '04,  Grove  City  Coll. 

1906,  Principal  of  i6th  Ward  Schools,  5208  Friendship  Ave.,  Pittsburgh. 

Helen  K.  Yerkes. 

Supervising  Principal,  of  George  H.  Thomas  School,  1516  Willington  St.,  Philadelphia. 

1905  Jennie  M.  Ackerman. 

1904,  Teacher    of    Methods   and    Principal    of   Model    School,    State    Normal    School, 
Indiana. 

J.  C.  Armstrong. 

Principal  of  Pittsburgh  Academy,  5538  Black  St.,  Pittsburgh. 
J.  M.  Berkey,  -^.M.,  Pa.  Coll. 

Principal  of  Oakland  Sub-District  Schools;    res.,  3442  Boquet  St.,  Pittsburgh. 
John  C.  Bechtel. 

1905,  Teacher  of  Mathematics,  Perkiomen  Seminary,  Clayton. 
Nelson  Peter  Benson. 

1903,    Principal  of  Schools,  Au.stin. 
William  W.  Birdsall,  A.M.,  Earlham  Coll. 

Principal  of  Philadelphia  High  School  for  Girls,  T7th  and  Spring  Garden  Sts.,  Phila- 
delphia. 

William  M.  Bowen. 

Pre.sident  of  Directors  Department,  State  Educational  Association  of  Pennsylvania, 
630  Madison  St.,  Chester. 
William  D.  Brightwei.l. 

1905,    Superintendent  of  Schools,  805,  nth  St.,  New  Brighton. 

Geoffrey  Buckwalter. 

1896,    Supervising  Principal,  PubUc  Schools,  3d  and  Catherine  Sts.,  Philadelphia. 


Pennsylvanial     LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  87- 

PF.NNSYIA  \NIA-r<m/r»M<-</ 

1Q05     May  R.  Carolaxd. 

^".^•."j''1*^^ .'*'■'""'"'    "'    "»""'•'■    Schiwl.    314     i:arlh.ini    Tcrr.iir.    C.crmanK.wn 
Phuadrlphu. 

Hamlis-  E.  Cogsweil.  Mus.M..  '03.  S>Tacusc  Univ. 

1906.    Director  of  Normal  Omscrvalorv  of  Music.  Imliana. 
T.  S    Davis. 

\<yyi.    Superinlcndent  of  Schoo's  .if  Ilbir  County.  R.F.D.  No.  i.  Altui>na. 
Wallace  Peter  Dick.  .V.H..  A.M..  Unmn  Lniv. 

1898.    Profcs.'«)r  of   elrcrk  and   Latin.   Slalc   Normal    Sihool,  419  \.   WaJnul  Si.    WcM 
Chester. 
Walton  Jay  Diethick.  Ph  B..  Lafawtie  Coll. 

Vice-Principal  of  Hiuh  ihool.  Jcrsi-y  Shore. 
Fbedebick  E.  Dowse-;.  Ph.B..  Vi.  A.M..  V>.  IM.D..  'o<;.  Dickinson  Coll. 

1905.  Superintendent  of  City  Schools,  1811  \.  jd  St..  Harrislmrs. 
Josephine  G.  Di-ke.  Grad..  04,  New  School  of  Methods.  Boston.  M.iss 

1906.  Director  of  Music.  311  S.  Gay  St..  Phoenixville 
Pai'L  Moore  Dysart.  B.Sc..   94.  WashinRton  and  Jefferson  Coll. 

1895.    Professor  of  Physics.  Central  High  School,  n^  Coltart  Sq.,  PillsliurKh. 
Elizabeth  Troth  Eck^rii. 

1904.    Teacher  in  Edward  Gratz  School,  1311  N.  ijth  St..  Philadelpliia. 
Thomas  A.  Edwards.  .\.B..  "86,  .■\..\I.,  '89. 

Professor  of  PcdaK'Vy    and  Dean  of  Dcp.u1ment  of  Collene  for  Women.  Biicknell 
University,  Lewisburg. 
Edward  DoOLrrriE  Fitch,  M.D.,  '87.  N.  Y.  Horn.  Med.  Coll. 

1898.    In.structor  in  Algcbri,  De  Ljnccy  School.  Philadelphia:  rc>.  1  S.  ()li\r  St.,  MediA. 
Sarah  H.  Gilbert.  M..Sc..  '81.  St.  Nor.  Sch.,  Millersvillc.  Pa. 

1881.    Teacher  in  Slate  Normal  School.  Millersville. 
KONALD  p.  Gleason,  B.Sc.,  '87,  Worcester  Polv.  Inst. 

Principal  of  Technical  High  !>chool,  947  Clay  Kvt..  Scranlon. 
Caroline  Hadlev. 

Swarthmorc, 
S.  H.  Hadlev,  A.B..  '98.  Gro\-c  City  Coll. 

1902,    Superintendent  of  Public  .'nhooK,  9  F.lm  St.,  Sharon. 
D.  S.  Harti.ine,  A.B..  •97.  A.M      00.  I  .ifayrtic  Coll. 

1897,    Head  of  I)c|>artment  of  UioloKy,  State  N-Tmil  S.li,..|    Bl<«imsbur|{. 
Mary  L.  Hess,  B.L..  '9$.  Allentown  Coll. 

Teacher  in  'Grammar  School.  Hellcrtown 
A.  D.  HoRTON.  A.B..  '98.  AM  .  "oo.  Alleghmv  Coll. 

i'/03.    Superintendent  of   Public  Sihools.  New  Krnvngton. 
J.  M.  Hlmphries.  Litt.B..  "83.  Cornell  Univ. 

1904.  Supenisintc  Principal  of  Public  School*.  310  York  .\\t..  Towuida. 
Margaret  L.  Himphrevillf.. 

1905,  .\s<iistant  Supervisor  of  Mu.mc,  Public  Sch<»l*.  }3i  W.  Mne  St..  Laoc«sler. 
Herman  T.  Jones. 

1905.    Superintendent  of  Schools  of  Cambria  County,  Ebrnsliurii. 
Er.vest  B.  K.r.NT    Ph.D..  Columbia  Univ. 

1904,  Director  uf  U'Nai  B'rith  Manual  Training  5«cImoI,  410  Chriiiian  St..  PhiLuielphia. 
Otis  A.  Kii.b<»lrn. 

■  899,    Su|irrintenilent  of  Schools  of  Potter  County.  Coudrraimrl. 
J.   HoRAfK  Landis.  a  W     '.,1    Uniri'ti  Uf-.II 

l<>04.         ^N:-  ,,        .,|^,„„„yl",,_^     J^J    ||„„,|,,,„    V,,  «^-,,j^^,„,^ 

ROBILRT    E.    I.ARAU 

Sami-KL  MrCfNE   I.lNsiuY.  PI.  »i  »'«  .    Ph  I)  .  'g»    Hallr 

PriifrMor  of  "^^  rrMlv  of  Penniylvania.  and  (k^oA)  Memirr  <•(  IWtard 

,.t  I  .1...  ....  , 

Susan  C.  \xtw.z,  M  -••rr.  Pa, 

iltg6,    I  I  '   Intliluir,  i7»o  Arch  Si..  Ptiilailrlphla. 

Abram  S.  IjriNf.rsK  ».j  1  .  IMM. 

Primiiul  of  Crnlral  Hijih  .S(h>iol.  Mayluan 

Jmrpti  K.  ^^ "  -        ■    " '  '  '"- 

FiANrW  Svi 

t,,    ,      I'i'i     ;..'    ■■!    I  ..:nrt.<  (.  1  w    iiii;'i     ■<■  ii.  •  I      iin-.i.ii.     ifs      ri) »    .S .    i\  m.insliin    A«r.. 
S<  t.inl'ifl. 
JaUIh  H.   .M.  Krr    \l  I'      .,.-    Vu\-.     .f  P. 

igoi.    r-  'n»o4)   Clinical   Pn>(rMi«  ol 

lrMr«  III   Pnlraltlt*.  (trnrral 
I' 
John  I^  MrvRR.  AH.   01.  A  .M     V'.  UUifHi  V.iU,  i.j; 

Teachrr  at  (>cran|aifi.  N   ]  .   h<imr  a<t<lrrM   K    V    U  .  1.  Ann«illr 

Klmer  K.  MtriirNr«. 

tH97.    Su|irrvi«in(  Principal  of  llayutl  Ttyior  Schogl.  J71*  N.  iMh  Si..  rtiiU<lrlphU. 

ClARASA    a.    MoffATT  ......       ^       .  »..        .     .  M-r-i      , 

1905.  Teacher  in  PuWk  VbcwJ*.  Plll*liur<;  rra  .  gii  North  Aw.,  W illtinUMjrf. 


878  NATIONAL  EDUCATIONAL  ASSOCIATION  [Penasylvania 

PENNSYLVANIA— Co«/JM«ei 

1905  I.  N.  Moore,  A.M. 

1002,    Vice-Principal  of  State  Normal  School,  Slippery  Rock. 
Ernest  Clapp  Noyes,  A.B.,  '98,  Yale  Univ.;    .\.M.,  '00,  Harvard  Univ. 

1906,  Department  of  English,  Fifth  AvenueHigh  School;  res..  6015  Stanton  Ave.,  Pittsburgh. 
H.  A.  Oday,  Ph.B. 

1902,    Principal  of  Schools,  Honesdale. 
James  Joseph  Palmer,  A.B.,  '99,  .Allegheny  Coll. 

190S,    Borough  Superintendent  of  Schools,  147  Plum  St.,  Greenville. 
Grace  H.  Redfearn. 

Teacher  in  Public  Schools,  2 114  N.  28th  St.,  Philadelphia. 
Mrs.  Amanda  Rixstine,  Grad.,  St.  Nor.  Sch.,  Kutztown,  Pa.,  and  Neff  Coll.  of  Oratory,  Combs  Coll. 
of  Music. 
Teacher  in  Public  School,  Schuykill  Township,  1039  Charlestown  .\ve.,  Phoenixville. 
Fred  W.  Robbins,  Ph.B.,  Bucknell  Univ. 

1900,    Superintendent  of  Public  Schools,  224  S.  High  St.,  Bethlehem. 

S.  Janet  Sayward. 

1892,    Principal  of  Miss  Sayward's  School,  Philadelphia;  res.,  Overbrook. 

Charlotte  S.  Schmerker. 

1904,  Supervisor  of  Drawing,  Public  Schools,  396  Union  St.,  Allentown. 

Mary  E.  Severs. 

Teacher  in  Public  Schools,  2348  N.  29th  St.,  Philadelphia. 
Robert  Barclay  Spicer,  A.B.,  '90,  Swarthmore  Coll. 

1905,  Sujjerintendent  of  Friends'  Schools  in  Pennsylvania,  New  Jersey,  and  Delaware;  res., 

140  N.  isth  St.,  Philadelphia. 

Laura  B.  Stalky. 

1897,    Director  of  Music,  Lower  Merion  District,  Ardmore. 
Foster  H.  Starkey,  .^.B.,  '92,  Harvard  Univ.;  A.M.,  '94,  Bucknell  Univ. 

1897,  \'ice-Principal  and  Professor  of  Latin,  State  Normal  School,  West  Chester. 
William  Sherman  Steele,  A.M.,  Hamilton  Coll.;   LL.B.,  Univ.  of  Mich. 

1905,  Principal  of  High  School,  1622  State  St.,  Harrisburg. 
Reed  B.  Teitrick,  A.M.,  '01,  Grove  City  Coll. 

1896,    Superintendent  of  County  Schools,  Brookville. 

Mrs.  Mary  E.  Van  Wagonen. 

1889,    Supervisor  of  Drawing,  Public  Schools,  153  N.  Craig  St.,  Pittsburgh. 

George  Wheeler,  B.Sc,  '05,  Temple  Coll. 

1906,  District  Superintendent  of  Schools,  3206  Columbia  Ave.,  Philadelphia. 
J.  W.  F.  Wilkinson,  A.B.,  '93,  A.^L,  '96,  Princeton  Univ. 

1898,  Department  of  Mathematics,  State  Normal  School,  Clarion. 
James  D.  Woodring,  A.M.,  '81,  Muhlenburg  Coll.;  D.D.,  '02,  Central  Pa.  Coll. 

1902,    President  of  .AJbright  College,  Myerstown. 
James  T.  Young,  Ph.D.,  '95,  Halle,  Germany. 

Director  of  Wharton  School  of  Finance  and  Commerce,  University  of  Pennsylvania, 
Logan  Hall,  Philadelphia. 

1906  Robert  T.  Adams,  A.B.,  A.M.,  Allegheny  Coll. 

1899,  Superintendent  of  Schools,  437  Chestnut  St.,  Lebanon. 
James  L.  Allison. 

1902,  Superintendent  of  Schools,  1320  Wood  St.,  Wilkinsburg. 
'^    James  E.  Ament,  LL.D.,  '06,  Kentucky  Univ. 

1906,    Principal  of  State  Normal  School,  Indiana. 
S.  S.  Baker,  B.Sc,  '92,  Washington  and  Jefferson  Coll. 

1905,    Principal  of  St.  Clair  Schools;   res.,  531  Neville  St..  E.  E.,  Pittsburgh. 
Bird  T.  Baldwin,  B.Sc,  '00,  Swarthmore  Coll.;   A.M.,  '03.  Ph.D.,  '05.  Harvard  Univ. 

1905,  Professor  of  Psychology  and  Education.  West  Chester  State  Normal  School,  and(i9o6) 
Lecturer  in  Psychology  and  Education,  Swarthmore  College;  res..  West  Chester. 
James  J.  Bevan,  M.Sc,  '96   St.  Nor.  Sch.,  West  Chester,  Pa. 

1905,    Superintendent  of  Schools  of  Carbon  County,  68V  Broadway,  Mauch  Chunk. 
William  W.  Brown. 

District  Superintendent  of  Schools,  1215  Erie  Ave,  Philadelphia. 
J.  W.  Cooper,  M.S.,  '84,  St.  Nor.  Sch.,  Millersville,  Pa. 

Superintendent  of  Public  Schools,  34  N.  Jardin  St..  Shenandoah. 
William  W.  Cottingiiam,  LL.D.,  '00  Lafayette  Coll. 

1853,    Superintendent  of  City  Schools,  49  S.  2d  St.,  Easton. 
Francis  R.  Coyne. 

1905,    Borough  Superintendent  of  Schools,  Old  Forge. 
Sara  E.  Croner. 

1904,  Assistant  Principal  of  Mt.  Washington  Schools;   res.,  204  Merrimac  St.,  Pittsliurgh 

M.  W.  Cumminos. 

1903,  Superintendent  of  Schools,  Susquehanna  St.,  Olyphant. 

Samuel  H.  Dean. 

1892,    Superintendent  of  Schools,  Mt.  Carmel. 

J.  G.  Dell,  M.E.,  '04.  Juanita  Coll. 

Superintendent  of  Huntingdon  County  Schools,  1131  Moore  St.,  Huntingdon. 
Werner  E.  De  Turck,  A.B.,  '05,  Franklin  and  Marshall  Coll. 

1905,  Instructor  in  Latin  and  French,  Keystone  State  Normal  School,  Kutztown. 


Pennsylvania]    LIFE,  ACTIVE,  A\D  CORRESPONDING  MEMBERS  87Q 

PENNSYLVANIA— Con/inKfi 
1006     Robert  F.  DirriiBrRN. 

Superintendent  of  Public  Schools.  Pam.iqua. 
\V.  \.  Ehrhakt. 

i8g6.   Superintendent  o(  Schools.  30  E.  Mahanoy  .Xx-e.,  Mahanoy  City. 
William  C.  E.stler.  Gi^d..  '70.  St.  Nor,  Sch..  Millcrs\ille.  Pa. 

1880.    Borough  Superintendent  of  Schools.  3d  and  Spruce  Sts..  Xo.   107.  .Mhland. 
William  W.  Evass. 

1005.    County  Superintendent  of  Schools   401  Iron  St..  BloomshurK. 
Joseph  B.  Ciabrio. 

1899.    Superintendent  of  Hazle  Township  Schools.  140  W.  Broad  St..  Hazlelon. 
A.  I).  Glenn. 

1Q06.    Deputy  State  Superintendent  of  Public  Instruction.  Box  J48.  Harrisburg. 
I'rie  Lee  Gohdv.  .\  B..  '04.  .A.M..  07.  W;ushini{ton  Coll. 

iQOi.    Superintendent  of  Schoob.  300  Kerry  St..  Danville. 
Clyde  R.  Green.  ME..  'oS.  St.  Nor.  Sih..  Slipperv  R<xk.  Pa  ;    Ph  B..    oj.  Gro\-e  City  Coll. 

1906,    Superintendent  of  Schools.  1710.  41b  .Ave..  New  Brighton. 
C.  F.  Hoban,  A.m..   06,  Nat.  St.  Mary's  Coll. 

1Q03,    Superintendent  of  Schools,  506  Dudley  St.,  Dunmore. 
Anna  Hvle.  Grad..  '00.  Kindernarten  Coll. 

1905.    Teacher  in  Orphan  School,  Box  339.  Butler. 
Elmer  A.  Jacoby.  .\.B..  'o,>;.  A  M..  '00.  Ivchiuh  Cniv. 

i8i>g.    Head  of  Department    of    Mathematics,  and   (1904)   Vice-Principal   of    Perkioroen 
Seminary.  Pennsliurg. 
Frank  H.  Jakvis. 

Superintendent  of  Common  Schools.  Wyoming  Co.,  Slocum  St.,  Tunkhannock. 
Sara  Etta  Johnston.  .A.B..  '94.  .\..M..  '9<;.  Wc-simin.stcr  Coll. 

1901,  Assistant  Principal  <.f  Moni-ssen  High  Sch(x>l,  660  McKee  .\ve.,  Monessrn. 
Frank  Koehler,  M.E.,  '97.  Keystone  St.  Nor.  Sth.;  A.M.,  "oj.  Crsinus  Coll. 

1905.    Su|x;rintcndent  of  Sch.iols  of  Monrix-  Co.,  Gilbert,  Ex.  (Jilice.  Wei\sfort . 
Amos  E.  Rravbill.  Pd  B..  '04.  St    .Vor    Sih     Millersville.  Pa.;    .\.B..  '04.  Franklin  and    Marshall 
Coll  ;    A  .M  .    oi;    H.irv.ird  Cniv 

J906,    Principjil  of  Bo\-s'  High  School;  res..  S34  W.  James  St..  Lancaster. 
Elmer  E.  Kintz.  A.B.,  '97    AM..  ■98.  Dirkin.son  Coll. 

1905.    Superintendent  of  Iiorou;{h  Schools.  E.  Patterson  St..  LansfurJ. 
Ella  Levy,  .M.E..  '89  St.  .Nor.  .S<h     Ixxk  Haxrn.  Pa. 

1894,  /Vssistant  in  BclU-fonte  High  School.  .Milesburg. 
M.  J.  Lloyd,  M.  E..  '87.  St.  Nor.  Sch  .  Mansl"ield.  Pa. 

1903.  Superintendent  of  Schools.  Taylor. 
Cha.s.  Lose,  A..M..  '90.  Bucknell  Cniv. 

Superintendent  of  School*,  J15  E.  3d  St.,  Williamspart. 

Sarah  Xixon  Lowrv. 

1890,    Teathcr  in  John  S    Hart  Scho>)l,  and  (19X1)  Suiiervlting  Priii>i|ul.    res..  194;  E. 
Cumlx-rland  Si     Philadelphia. 
Thomas  S    March.  Ph  I)  .  Lafayetir  Coll 

1904.  Suijerintendcnt  of  .SihooU.  .N.  Maple  .\\t.,  GrcenslNirg. 

Blamiie  H.  McCann. 

1905.  Assistant  Principal  nf  Ml.  Washington  SchuuU.  109  .Amalirll  .S(  .  Pilt>burgh. 
William  Dwioht  M<  Fari.anij.  AM.,  '89.  Ph  I)     '90    Brilevue  Coll  .  Cniv   of  Veljr 

1902,  Head  of  Academical  l)e|uninenl.  High  Sih<ii>l;    rrt  .  6814  Krankulown  .\\x.,  Pittt- 

burgh. 
J.  .M.  M<  LAfOHLi.v.  B.Sc..  'oo,  Mt.  Cnion  C.ll 

1905,    Teacher  of  Science    South  High  .School    cor.  .Mi  Kre  Placr  ami  Itair*    I'llliliunih 
.Mary  V.  .MrRKvNoLDs. 

1895.  Stenographer  in  Dr[nnmrnl  of  i>ublic  Inslruilion  of  Penntylvania.  >oi   VV    Stale 

St         (I  .rM^I■llrg. 

John  D.  Mresr..  I  \  \i  .  '91.  Franklin  and  Matntull  Ci>ll. 

i,>t94,    II  .'tmrnt  of  Kngli«h   S>uihwr*trm  .Stale  .\<innal  Schoul.  Lack  Ikit  10*. 

i  .Ull' nii.i 

Maldr  E.  Milhollanp 

190s,    A*MMant  Prinii|ul  ol  .Mi    Woahtngloa  School,    m  ,  71A  (jfaod  Mp«  Aw  ,  Pittt 

txirgh 
John  Morrow 

Stif^rinirn  !rnt  of  Puldk  Scboub,  lioi  177,  Allrgltrn) 

Jamim  N.  Mlir,  I'  "<  '**         .     . 

igo{.  •(  Public  S(hiii4t,  40A  Haynr*  Si  .  JohnKown 


Gravt  .Nod- 
H.  V  N'VHA 
Cntiut.r.  I> 


up  A«v  ,  llradduck 
■    -srwiaici   T)i«n%hip.  (ilrnMoii   "»i      Lirnir"** 
Si  r   A  ,   Bullaki,   K'KhcMrr   ft    PilKijumh   Hallway. 


I<    K    \     M 
pAti.  M    PrA«M,N   A  »     91    \  ,.  „         c        i. 

tQoi.    I'f.(<  i-r  ■■(  I  ./ihmorr  (nllrtr.  Vwanhnxirr 

AanivR  HoawiM  '  v4   »;''."■   f   '""•"'•'•,  ..         .      ,  „  c 

igo4.     \  i«ir  of  I'.ngUth.  InlvrrMiy  of  Prnnsytrania,   rv*  ,  4411  Santtiin  M  , 

J ...^ 


88o  NATIONAL  EDUCATIONAL  ASSOCIATION  [Pennsylvania 

PENNSYLVANIA— Cow/t»Me<i 

1906  S.  H.  Replogle. 

1906,    Principal  of  Central  Grammar  School;   res.,  2000,  2d  Ave.,  Altoona. 

W.  L.  Rutherford. 

1005,    Instructor  in  History,  High  School,  612  McKee  Av.,  Monessen. 

A.ARON  Reist  Rutt,  A.B.,  '03,  A.M.,  '96.  Pa.  Coll. 

1905,    Superintendent  of  Lower  Marion  Pubhc  School,  Ardmore. 
ELiz.'iBETH  R.  Seed. 

1904,  Teacher  of  Draviring.  27  Natchez  St.,  Pittsburgh. 
Livingston  Seltzer. 

Superintendent  of  Schuylkill  County  Schools,  Pottsville. 
David  M.  Sensenig.  M.Sc,  '72,  St.  Nor.  Sch.,  Millersville.  Pa. 

Professor  of  Mathematics,  State  Normal  School,  West  Chester. 
Robert  C.  Shaw,  A.B..  A.M.,  Washington  and  Jefferson  Coll. 

1905,  Superintendent  of  Schools  of  Westmoreland  County,  Greensburg. 
Ida  M.  Slater. 

1895,   Teacher  in  Public  Schools,  218  Virginia  Ave.,  Pittsburgh. 

Charles  W.  Stine. 

1906,  Superintendent  of  Schools,  York  Co.  Court  House,  York. 

J.  C.  Taylor. 

1893,    Superintendent  of  Schools  of  Lackawanna  Co.,  1660  Capouse  Ave.,  Scranton. 

W.  E.  Tobias,  B.E.,  '89,  M.E.,  Cent.  St.  Nor.  Sch.,  Pa. 

1905,  Superintendent  of  Schools  of  Clearfield  County,  Clearfield. 

Homer  K.  Underwood,  A.B.,  '99,  Washington  and  Jefferson  Coll.;    A.M.,  '01,  Yale  Univ. 
1901,    Principal  of  High  School;   res.,  707  Beaver  St.,  Sewickley. 

Willis  Y.  Welch. 

1899.  Department  of  Science,  Clarion  State  Normal  School,  Clarion. 
Samuel  S.  Willard,  A.B.,  '76,  A.M.,  '79.  Pennsylvania  Coll. 

1906,  Superintendent  of  Schools  of  Perry  County,  New  Bloomfield. 
William  A.  Wilson,  A.B..  '87,  A.M.,  '94,  Colgate  Univ. 

J905,  Superintendent  of  Schools.  642  Broadway,  Milton. 
Clinton  Rogers  Woodruff,  A.B..  '86,  Philadelphia  H.  S.;    Ph.B.,  '89,  LL.B.,  '92,  Univ.  of  Pa. 
North  American  Building  Philadelphia. 

1907  Alicia  M.  Zierdan. 

1906,  Pennsylvania  State  Museum,  Harrisburg. 
Mary  S.  Zane. 

1901,  Head  teacher  in  Home  for  Deaf  Children,  Belmont  and  Monument  Avts.,  Philadelphi>-'. 

institutions 

life  director 

1879    Teachers'  Institute  of  the  City  of  Philadelphia. 

President,  William  H.  Samuel,  2505  N.  12th  St;    Secretary,  Mary  A.  Wallace,  913 
S.  i6th  St.,  Philadelphia. 

active  members 

1897  The  Free  Library  of  Philadelphia. 

Librarian,  John  Thomson,  1217-1221  Chestnut  St.,  Philadelphia. 
First  Pennsylvania  State  Normal  School,  Millersville. 

Principal,  Eliphalet  Oram  Lyte,  Millersville. 
State  Normal  School  Library,  Mansfield. 

Principal,  Andrew  Thomas  Smith,  Mansfield. 

1898  Keystone  Literary  Society  of  the  Keystone  State  Normal  School. 

Librarian,  W.  W.  Deatrick,  Kutztown. 
Philomathean  Literary  Society,  Keystone  State  Normal  School. 

Kutztown. 
University  of  Pennsylvania,  Library. 

Provost,  Charles  C.  Harrison;  Librarian,  Morris  Jastrow,  Jr.,  Philadelphia. 

1899  Ai.toona  Mechanics'  Library  and  Reading  Room  Association. 

Chairman   of    Library    Committee,    Charles    B.    Dudley;    Librarian,  Elizabeth   L. 
Snyder,  Altoona. 
Dryn  Mawr  College. 

President,  Miss  M.  Carey  Thomas;  Librarian,  Isadora  Gilbert  Mudge,  Bryn  Mawr, 
Carnegie  Library  of  Pittsburgh. 

Librarian,  .\nderson  H.  Hopkins,  Schenley  Park,  Pittsburgh. 
Dickinson  College. 

President,  George  Edward  Reed,  Carlisle. 
Indiana  Normal  School  of  Pennsylvania. 

Principal,  James  E.  Ament;    Librarian,  Mrs.  Walter  Mitchell,  Indiana. 
Lehigh  University. 

President,  Henry  S.  Drinker,  South  Bethlehem. 
Scranton  Public  Library. 

Librarian,  Henry  J.  Carr,  Scranton. 
Southwestern  State  Normal  School,  California. 

Principal,  Theodore  B.  Noss;  Librarian,  .^nna  M.  Shutterly,  California. 
Pedagogical  Library,  Board  of  Public  Education,  Department  of  Superintendence. 

Superintendent,  M.  G.  Brumbaugh;  Librarian,  Lillian   lone   MacDowell,  Philadel- 
phia. 


t'cnnsylvania]    LI FE,  ACTI VE,  AXD  CORRESPOXDIXG  MEMBERS  S8i 

PEKNSYIA  AMA— <:>n/i«i«^(/ 

iQoo    The  Pexnsylvanu  State  Collece. 

Acting  President.  James  A.  Rc.iver;    Lihrari.in    Krwin  W.  Kunklr.  Stale  CnlleRc. 
iQoi     Carsecie  Free  Library  or  Allegheny. 

librarian.  Edward  Ernest  Eggers,  .Mlegheny. 
Pen^nsvlvania  State  Library. 

State  Librarian,  Thomas  L.  NfontRomery,  Harrisburg. 
Waysesburg  College. 

.\ctinK  President.  J.  F.  Bucher;   librarian,  Delia  Hart  Huiher.  VVaynesburg. 
tool     Carsecie  Free  Library  or  Braddook. 

Librarian,  George  H.  I.imb,  Braddock. 
Carnegie  Public  Library  or  BRAiiroRD. 

President  of  Board  of  Man.igcrs.  R.  B.  Stone;   Librarian.  SuMn  L.  Sherm.in.  Bra  I- 
ford. 
Swarthmore  College  Library. 

President.  Josi-ph  Swain;    Librarian.  John  Russ<'ll  Mayes.  Swarlhnmre. 
1003    Erie  Pvblic  Library. 

Librarian.  Jean  .\.  Hard,  Eric. 
Mercantile  Library  Company. 

President.  John  F.  Ix-wis;   librarian,  T.  Wilson  Medley.   lolh  aUivc  Cheslnul  St.. 
Philadelphia. 
1005     Bayard  Taylor  55rHooL.  PuiLAnELpiiiA. 

Prindp.Tl,  Elmer  E.  .\lithener.  R.andolph  al)ovc  Venango  St.,  Philadelphia 
John  F.  HARTRANrr  School.  PniLAi)K.LrniA. 

Principal.  Emma  R.  Wilson,  7th  St.   and  Boston  .\vv.,  Philadelphia. 
John  Lartain  SrH(X)L   Phiiadelphia. 

Prindixil,  .\nnic  S.  Jones,  31st  and  Oxford  St.s.,  Phil.tdclphi... 
Joseph  Leidy  Co%fniNED  School,  Philapelphia. 

Prindpal,  Margaret  Robinson,  4iii  and  Thompson  Sts.,  Philadelphia. 
Joseph  Singerly  Schckil,  Philadelphia. 

Princip;il,  W.  W.  Brown,  ud  and  Rcrks  Sts..  Philadelphia. 
Minnie  Mtrdock  Kenoricic  School,  West  Phh.ai>elphia. 

Supcr^■isinK  Prinii|).d.  Laura  J.  .Vshnmre.  3Hthand  Powelton  .\\t..  West  Philailelphia. 
;g.  W.  Baldwin  School.  Piiii  adelphia. 

PrindiKil.  Martha  M.  Dunn,  lOth  and  Porter  St».,  Philadelphia. 
.Vewtos  Girls  School.  Philadelphia. 

Prindpal,  Sarah  E.  Bradshaw,  38th  and  S|irutr  Sts.,  Philadelphia. 

Pa.<m-hallville  School,  Phhadelphia. 

Prindixil.  Cornelius  J.  Walter,  Woodland  Ave.  and  roth  St.,  PhiladelphU. 

RUTLEDGE   S<-HOOL,  PHILADELPHIA. 

Princi|i,il.  Marrivm  Walton,  7lh  and  .N'orris  Sl<«.,  Philadel|ihia. 

Western  L'niversity  of  Pennsylvania. 

Chancellor.  Rev.  S.  B.  .NfcCormicl;    librarian,  Catherine  KiMon.  .MIegheny. 

1906      BlRWINGHAM  SirB-D|STRI<-r  S<  HOOL,  PrrTSBIII<;H. 

Prin(i|>al.  Margaret  .M.  Miller,  S.  ijth  St.,  Pittalmrgh 

Carnegie  Library    Mowestead.  . 

Ijbran.tn.  W.  F.  Stcvciw.  Momrrtead. 
Cr.NT«AL  State  Normal  S<  ikiol. 

Princiixd.  J.  R.  Flitkingrr.  Lock  Mawn. 
Colfax  Sub-Dlstrut  .S<h'kil,  PirrsnrRi.it. 

Principal.  .Margaret  A    I  rrw.  S<ilway  and  Wighlman  St..  Pittnliurgh. 

Cl'MBKRLAND  VaLLEV  StATE   .S<illMAI    S<  H"NiI  .   LiniAtV 

Acting  Princi|xil.  William  .M.  Rife.  Shippenaburg 

CiEWKVA  CoLLKCE,  LlBRARV.  

Prcaidcnt,  W.  P.  Johnalun;  Librarian,  (•mrgf  Kenne.lv,  Beaver  I- all*. 

Hancock  .School  Facli.ty.  Prrriiift.,H.  .      ^    .         .... 

Prinuiul.  Kate  A    Barry    W.l«lrr  and  7«h  A*t  .  Pitltliurgh. 

HOLMM   ScHO<iL.  OaKIASO   Slh  DlsT»l<T    Pitism  ■<.M 

Aaautant  Printi|Ml.  D    A    Brown.  Piiiiburgh. 

Homtwoon  Su»DiiT«iCT  SciirH.i.  pirT»«t»..H  .... 

Princiinl.  C.  M   '  '    Mamtllnn  and  I^ng  Atr«  .  rittaiHiigh. 

LtNCOLM  SC«  DlHTau-t   V  Hf*il  .,..«,... 

Prindtul.  L   I  rtmrt  Sfhmil,  Piltalnirgh. 

PrimtfA*   )    A   SnndflTM*.  SwMilirlar  S(  .  PiiidHirgh. 
Mr.  Albiox  Sni'-  ^     fr.wirH.  McCaivlle-    S.hoi.1.  Butlrt  St    aixl    McCandlrM 

K0BTII  SmooL,  PnT»BfR<»ii.  ,  ,  ...  ..  ^.     .....     • 

Prandial.  G.  M.  Parkw.  c»if    t>ur]imnr  Way  aivl  mh  M  .  PlitalMnih. 

Pen?«vi.vaki»  Statt  Mi^riM  „      ,  , 

I)irr<i>*  ••{  Muwum.  TVimaa  L   M<i«itom"*    Harrialnirg 

pHOE.HixvaLr  PiBMc  Liiii*»v  ^      ,^      ,  ^„ 

Liliraflan.  Almlra  Pennyjiatkrr.  iTKirnJtvilk. 


882  NATIONAL  EDUCATIONAL  ASSOCIATION  [Rhode  Island 

PENNSYLVANIA— CoM/j»Mcd 

1906    St.  Clair  Sub-District  Schools,  Pittsburgh. 

Principal,  S.  S.  I5aker,  Bane  Building,  Fernleaf  St..  Pittsburgh 
State  Normal  School.  Bloomsburg. 

Principal,  D.  J.  Waller,  Bloomsburg. 
State  Norm.al  School,  Edinboro. 

Principal,  John  F.  Bigler;  Librarian,  Miss  Annie  L.  Wilson,  Edinboro 
State  Normal  School.  West  Chester, 

Principal  G.  M.  Philips,  West  Chester. 

RHODE  ISLAND 

LIFE    DIRECTOR 

1882     Thomas  Williams  Bicknell,  A.M.,  '60,  Brown  Univ.,  '78,  Amherst  Coll.;  LL.D.,  '84,  Drury  Coll. 
Author,  Editor,  Publisher,  and  Manufacturer,  254  Pleasant  St.,  Providence. 

ACTIVE    MEMBERS 

i8g2     George  Everett  Church,  A.B.,  '72,  A.M.,  '78,  Amherst  Coll. 

1889,    Principal  of  Peace  Street  Grammar  School,  43  Adelaide  Ave.,  Providence. 
1894     Walter  Ballou  Jacobs,  A.B.,  '82,  A.M.,  '85,  Brown  Univ. 

1895,    Professor  of  Theory  and  Practice  of  Education,  Brown  University,  res.,  310  Olney 
St.,  Providence. 
Abby  Lillian  Marlatt,  B.Sc,  '88,  M.Sc,  '90,  State  Agri.  Coll.,  Kans. 

1894,    Department  of  Household  Economics,  Technical  High  School,  Providence. 
1896     Victor  Frazee,  A.B.,  '89,  Dalhousie  Coll.,  N.  S.;  A.M.,  '02,  Brown  Univ. 

1905,    Principal  of  Manton  Avenue  Grammar  School,  Providence;   res..  East  Greenwich. 
Mrs.  Ella  M.  Pierce. 

1902,    Principal  of  Webster  Avenue  Training  School,  194  Daboll  St.,  Providence. 
Bessie  M.  Scholfield. 

1902,    Director  of  Kindergartens  and  Schools  for  Feeble-Minded  Children,  190  Knight  St., 
Providence. 

1898  David  Webster  Hoyt,  A.M.,  '72,  Brown  Univ.;  '61,  Middlebury  Coll. 

1S64,    Principal  of  English  High  School,  40  Humboldt  Ave.,  Providence. 

1899  Sarah  Dyer  Barnes. 

1902,    Assistant  Superintendent  of  Schools,  Providence;  res.,  Manton. 
Walter  E.  Ranger,  A.B.,  '79.  A.M.,  '83.  Bates  Coll.  and  '04.  Univ.  of  Vt. 

190.S,    State  Commissioner  of  Public  Schools,  State  House,  Providence. 

1900  Ella  L.  Sweeney. 

1902,    Assistant  Superintendent  of  Schools,  32  Summer  St.,  Providence. 

1901  William   H.   P.    Faunce,  .A.B.,  '80,    A.M.,    'S3,    D.D.,    '05,    Brown    Univ.;    '01,    Yale    Univ.;  '03, 

Harvard  Univ.;   LL.D.,  '04,  Baylor  Univ.;  and  '06,  Univ.  of  Ala. 

1899,  President  of  Brown  University,  Providence. 

1903     Charles  Edward  Dennis,  Jr.,  .\.B.,  '88,  A.M.,  '90,  Ph.D.,  '95,  Brown  Univ. 

1901,  Principal  of  the  Hope  Street  English  and  Classical  High  School,   114  Taber  Ave., 

Providence. 
William  Holden  Eddy,  A.B.,  '92,  A.M.,  '93,  Ph.D.,  '99,  Brown  Univ. 

1905,  Principal  of  Messer  Street  Grammar  School,  666  Angell  St.,  Providence. 
Herbert  W.  Lull,  A.B.,  '74,  Harvard  Univ. 

1900,  Superintendent  of  Schools,  35  Powel  Ave.,  Newport. 
Walter  H.  Small,  A.B.,  '78,  .VM.,  '82,  Dartmouth  Coll. 

1902,  Superintendent  of  Schools,  42  Adelphi  Ave.,  Providence. 
1903     Daniel  Alva  Crandall,  A.B.,  '03,  Alfred  Univ. 

1906,  Principal  of  High  School,  Wapping,  Conn.;    res.,  Rockville. 
Frank  O.  Draper,  A.B.,  '86,  .\.M.,  '89.  Brown  Univ. 

1906,    Superintendent  of  Public  Schools,  204  High  St.,  Pawtuckct. 
C.  Edward  Fisher,  A.B.,  '98,  St.  Lawrence  Univ. 

1903,  Department  of   Mathematics  and   Mathematical   Sciences,    Rhode   Island   Normal 

School;  res.,  232  Pleasant  Street,  Providence. 
Marion  D.  Fulton,  A.B.,  '85,  A.M.,  '08,  Evving  Coll. 

190S,    Eastern    Representative    of    Powers    &    Lyons    Publishing  Co.,  36   Division     St., 
Providence. 
Charles  I.  Gates,  A.B.,'99,  A.M.,  '06,  Brown  Univ. 

1899,    Principal  of  Pleasant  Street  School,  5  Jay  Street,  Westerly. 
William  H.  Holmes,  Jr.,  A.B.,  97,  Colby  Coll. 

Superintendent  of  Schools,  Westerly. 
Lyman  G.  Horton. 

1903,    Principal  of  the  East  Greenwich  Academy,  Pence  St.,  East  Greenwich. 
Nathan  Gardner  Kingsley. 

1803,    Principal  of  Doyle  Avenue  Grammar  School,  605  Hope  St.,  Pro\'idence. 
Wendell  .\.  Mowry,  A.B.,  '93,  .\.M.,  '94,  Brown  Univ. 

1898,    Superintendent  of  Schools,  51  Illinois  St.,  Central  Falls. 
Kath.\rine  Upham  Peirce,  A.B.,  '89,  Vassar  Coll. 

1898,  Teacher  in  English  High  School,  125  E.  Manning  St.,  Providence. 
Leroy  G.  Staples,  .^.B.,  '00,  Bates  Coll. 

Superintendent  of  Schools,  Town  of  Burrillville;   res.,  Pascoag. 
190S     Isaac  O.  Winslow,  A.M.,  '81.  Brown  Univ. 

1899,  Principal  of  Grammar  School,  50  Elton  St.,  Providence, 


South  DakouJ  LIFE,  ACTIVE,  AND  CORRESPONDING  MEMBERS  88? 

KHUDE  ISI_\\D— C<m/m«rc/ 

INSTItrTIONS 

1897     Rhodk  Islaxd  N'ohm\l  Schijol. 

I'rincipal,  Charles  S.  Chapin;  Librarian,  Mary  K.  Makr|>racr,  I'ruvidence. 
1890     Harris  Isstitlte  Library. 

Uhrarian,  Miss  Ama  Ilowarl  Ward,  WtHm.vjckct. 
1031     Brown  Universptv. 

I'rcsidem,  \V.  H.  P.  Fauncr;  librarian,  H.  L.  Koopman,  Providence. 
1QD3     Rhode  Island  Coi.LKi.r  or  .ViRiciLTrRE  and  .Mkciianic  .Vrts. 

Prvsident.  Howard  Edwards;    Librarian.  Lillian  .\L  Cictirur.  Kington. 
1904     Providence  Publii-  Library. 

Librarian,  William  E.  Foster,  Washington  St.,  IVovidence. 

SOUTH  CAROLINA 

I.IFK    MKUBKR 

1S91     .Martha  Schofield. 

iSoS,    Founder  and  General  Mananer  of  Schofirl.i  Normal  an.l  Induslrial  Svhool  (or  Colored 
Youth,  .\iken. 

A(-TIVK    IIEMBERS 

iSos     Uavii)  Han*  kokt  Johns<jn.  \.\\..  '-•.  ,\.M.,  'Ho.  I'niv.  oi    linn.;    LI.  Ii..  'o<    >.  t  ar.  loll. 

1895.    President  of  Winthmp  .Normal  and  Industrial  College,  Ruik  Hill. 
1896     E.  S.  Drehfr.  ah..  '.S8.  A.m..  '93.  Roanoke  Coll. 

1895.    Superintendent  of  .SchooLs,  13^3  Washington  5»t.,  Columbia. 
William  Harvfy  Ha\i>. 

1906.    Professor  of  Secondary  Education,  Uniwrsity  of  South  Carolina;   res.,  2iii  Diviita 
St..  Columbia. 
1808    John  S.  Marquis,  A.B..  '76.  A.M.,  'o^,  I-afayette  Coll. 

1891,    Princi|»al  of  Urainerd  InMitute,  Box  J3S,  Chester. 
1899*  Henry  P.  Ar<he«.  A  B..  '^.S,  AM..  '07.  Gill,  of  Ch.-irlrsion 

1885,    Superintendent  of  City  Schools,  74  Rulledge  Ave.,  Charleston. 

John  J.  McMahan,  A.B.,  '86,  A.M.,  '88,  S.  Car.  Coll. 

1 1 18  Senate  St.,  Columliia. 
\\  iLLiAM  K.NOX  Tate,  .\.B.,  '91,  .\.M.,  '00,  L'niv.  of  N'a«hville. 

1898,    Principal  of  .NIemminger  Normal  Sihool,  131  Coming  St.,  Charlrsloo. 

1900  James  Thomas  Coleman,  B.Sc..  '86,  S.  C.  .Mil.  .\tad. 

Princi[>al  of  Schools.  Summcrville. 

Albert  Leosidas  St<)Kf:s. 

\<too,    Priniiixil  and  Projirictor  of  Slokcs  Bu-anr-s  Collrgr,  }•}  Mrriing  St.,  Charleston. 

Patterso.s  Wardlaw,  .\  B.,  'H-d,  r.r>.kine  (>>ll. 

iH<j4,    Professor  of  Pedagogy,  .Siulh  Carolina  College,  K31  Sumter  St.,  Columbia. 

1903  Leonard  T.  Baker,  A. B., '88.  AM  , '9/.  Coll.  of  Charleston. 

i(>o6.    AsMKiate  Professor  of  Pe<l.igogy.  Cni^xTsity  of  South  (!aralinj|,  CulumUa. 

.\RTHIR    I..   .MaNCHFSTKR. 

Director  of  Music  anil  PmleMor  of   Voiie  Culture  and  Singing.  C.»n»Tnw    Collrgv> 
in  S.  Church  St.,  S|nnanlnirg 

O   B.  .Martin,  A.M.,  'qj.  Furman  l'niv. 

1903,    Slate  Suiieriniendeni  "(  E/1uc«li<io,  Ca|iiliil,  Columbia. 
Albert  J.  Tiiackstdn,  .\  B  , 'oi,  I  >ir  ' 

1897,    Sujirrinlenilcnl  ol  '  '  'rangeburg. 

1904  JamesA.  B.  S<HE»Mi.  A  B.'vo.  A  M  r  C.JI     Ph.D., '«?.  I'»  Ci4l  ;  LL.D  , 'oj,  S.  C.  CoU 

1004.    PrrM.lcnt  of  .N'ewljcff  >  I  oikgc.  .Newlwrry. 

loos     Rkv.  LrwiH  M.  DiNTos,  I)  I). 

Prrvidrni  of  Clallin  Inivrr^lv.  Orangeburg. 
Abwah^m  (•    fKiiiiuN    A  B     A  M     1)1)     LID 

Prenideni  of  lirnrdul  (  ollrnr,  t  ..lumUa. 
RoBiRT  P.  Prxi..  A  B  .  'Hi,  Uii  I) .  l'niv  of  N.  C 

I90».    I'residrnt  of  Conver»e  CtJIrgr,  S|iananburC. 

1901  WiNTHtor  VoRMAf   AVP  IvnrrTtttU   r*"itrr.r 

i  ■  ■    ;  Ki«k  Mill. 

,V.,     Si.  .M(A...Ms.  .,    librarian,  M.»  M    II    Km«.  C.JumbU. 

CLg-K,.  A"-''^^-,^;;:*J^^'V  ^'r^i^r  UlirarUn.  K   B    IWc-,  CWm--.  .  .4W„  V  O 

SOL'TII  DAKOTA 
ATTivt  MrMiirt» 

,875     I*"^ '"  ^'^'«i,,^,«„  ,^  South  Dakota  Suie  N.»i«.l  Skhool.  8|«.f.Ui 

,, .  I    I.     ■.  .    1  I    I.    •    .    I  (  Mi.h 

1890     William  1!  ,,,^.^^    M..U»*. 

1893     A.  WtLLis  ,   »    .,    .    1.1   ,..1.    Vw     \l..I,-^, 


884  NATIONAL  EDUCATIONAL  ASSOCIATION  [South  Dakota 

SOUTH  DXY^OTh— Continued 
1894    Mattie  Jones. 

1893,    Teacher  in  Riggs  Institute,  Flandreau. 

189s    Frank  Crane,  A.M.,  Gale  Coll. 

Clerk  of  Supreme  Court,  Pierre. 
Anna  B.  Herrig,  Grad.,  Oswego  Nor.  Sch.,  N.  Y. 

1898,    Superintendent  of  Training  Department,  State  Normal  School,  Madison. 
George  M.  Smith,  A.B.,  '73,  .\.M.,  '77,  Colby  Coll. 

1891,    Professor  of   Modern   Languages,   Literature,  and   Pedagogy,  University  of   South 
Dakota,  Vermilion. 
1897    Alexander  Strachan,  A.B.,  '80,  A.M.,  '82,  Univ.  of  Rochester,  N.  Y. 

1890,    Principal  of  High  School  and  Superintendent  of  Schools,  9  Van  Buren  St.,  Deadwood. 
1899    Edward  Elliott  Collins,  A.B.,  Univ.  of  S.  Dak. 

Ex-Superintendent  of  Public  Instruction,  Vermilion. 
William  W.  Girton,  Grad.,  '74,  St.  Nor.  Sch.,  Platteville,  Wis. 

1904,    Professor  of  Civics  and  Geography,  State  Normal  School,  Washington  Ave.,  Madison, 
igoi     Anson  H.  Bigelow,  B.Sc,  '87,  Univ.  of  Nebr. 

1904,  Superintendent  of  City  Schools,  121  May  St.,  Lead. 
Arthur  E.  Farmer,  B.L.,  '01,  Fenton  Coll.;  Pd.B.,  '05,  Mich.  St.  Nor.  Coll. 

1903,    Principal  of  High  School,  Yankton. 
SlVERT  A.  Jordahl,  B.L.,  '98,  Univ.  of  Minn. 

1898,    Teacher  in  Lutheran  Normal  School,  1124  Norton  Ave.,  Sioux  Falls. 
George  Williston  Nash,  B.Sc,  '91,  M.Sc,  '95,  Yankton  Coll. 

1905,  President  of  State  Normal  and  Industrial  School;  res.,  223,  9th  Ave.,  E.,  Aberdeen. 
Helen  S.  Peabody. 

1885,    Principal  of  All  Saints  School,  Sioux  Falls. 
G.  J.  Schellenger. 

1903,   Principal  of  High  School,  Selby. 
Edward  C.  Scovel. 

Teacher  in  Ring  Thunder  Day  School,  Rosebud  Agency,  Rosebud. 
Samuel  Weir,  A.B.,  '89,  Northwestern  Univ.;   Ph.D.,  '95,  Univ.  of  Jena. 

1905,    Vice-President.  Dean  of  School  of  Education,  and  I^rofessor  of  the  History  and  Philoso- 
phy of  Education,  Dakota  Wesleyan  University,  Mitchell. 

1902  Carl  J.  Mohn. 

Kidder. 
Thomas  Nicholson,  A.B.,  '93,  A.M.,  '95,  Northwestern  Univ.;    D.D.,    '98.  Iowa  Wes.  Univ.,  and 
'05,  Garrett  Bib.  Inst. 

President  of  Dakota  Wesleyan  University,  811  Sanborn  St.,  S.,  Mitchell. 
M.  M.  Ramer. 

Ex-State  Superintendent  of  PubUc  Instruction,  Millbank. 
Arthur  H.  Seymour,  B.Sc,  '87,  A.M.,  '98,  M.Sc.  '90,  Ohio  Nor.  Univ. 

Arlington. 
C.  M.  Young,  Ph.M.,  Ph.D.,  Hiram  Coll. 

Professor  of  History  and  Social  Science,  University  of  South  Dakota,  Vermilion. 

1903  James  J.  Duncan. 

1901,  Day  School  Inspector,  Indian  Service,  Pine  Ridge  Agency. 
Freeman  H.  Hoff,  A.B.,  '91,  Ohio  Nor.  Univ. 

Superintendent  of  City  Schools,  211,  6th  Ave.,  E.,  Mitchell. 
MoRiTZ  Adelbert  Lance. 

Office  of  State  Superintendent  of  Public  Instruction,  Pierre. 
Belle  M.  Munger,  Grad.,  '93,  Oberlin  Coll. 

1902,  Principal  of  Pubhc  Schools,  Custer. 

1904  Louise  Cavalier. 

Teacher  in  Riggs  Institute,  Flandreau. 
Franklin  B.  Gault.  A.M.,  Cornell  Coll.;   Ph.D.,  Wooster  Univ. 

President  of  University  of  South  Dakota,  Vermilion. 
Ella  Gertrude  King. 

1903,  Teacher  of  Music,  Riggs  Institute,  Flandreau. 

1905  George  L.  Brown,  M.Sc,  '02,  Univ.  of  Mo.;   Ph.D.,  '00,  Univ.  of  Chicago. 

Professor   of   Mathematics   and   Astronomy,    South    Dakota    Agricultural    College, 
Brookings. 

A.  B.  Hess,  Pd.B.,  M.E.,  A.B.,  Ph.D. 

1902,    Superintendent  of  Schools,  519,  sth  Ave.,  Madison. 
Frederick  J.  Kelly,  A.B..  '02.  Univ.  of  Nebr. 
1905,    Principal  of  High  School,  Lead. 

B.  Malcolm  Lawrence,  A.B.,  '82,  .\.M.,  '86,  Cblby  Coll. 

1905,    Instructor  in  Mathematics  and  Physics,  State  Normal  School,  Madison. 
RuFDS  BuEL  McClenon,  A.B.,  '78,  \M.,  '81,  Williams  Coll. 

1904,  Professor  of   Latin  and  Pedagogy,  South  Dakota  Agricultural  College,  801,  9th  St., 

Brookings. 

1906  WiLLLAM  B.  MooNEY,  Pd.B.,  'o2,  Pd.M..  '03.  St.  Nor.  Coll..  Greeley,  Colo. 

Superintendent  of  Training  School,  South  Dakota  State  Normal  .School,  Spearfish. 
H.  A.  Ustrud. 

State  Superintendent  of  PubUc  lastruction,  Pierre. 

institutions 
1897    South  Dakota  Agricultural  College. 

President,  Robert  L.  Slagle,  Brookings. 
1903    Hearst  Free  Library. 

Librarian,  Mrs.  Julia  Concannon,  Lead. 


Tcancsy*J  LIFE,  ACTIVE.  A\D  CORRESPOX PI XU  MEMBERS  885 

TENNESSEE 

ACTIVE   MtUBKRS 

iSSq     \V.  T.  White.  A.B.,  '77.  A.M..  '03.  Univ.  of  Tcnn. 

1&8;.    Principal  of  Girls'  High  School,  508  liroad  St.,  Knoxville. 
iSoi     I.  C.  McNeill. 

HP7,     Supcrinieniicnt  of  Schools,  Room  514.  Tennessee  Trust  Huilding,  Memphis. 
1894     Richard  Joses.  .\.M..  "Hi.  low.i  Coll.;  Ph.D.,  'g.?.  HeiJell>erK.  Germany. 

1895,  Professor  of  Literature,  Vandcrljilt  L'nivcrsity,  N'anJerliilt  Campus,  Nashville. 

1807  H.  C.  Weber. 

Superintendent  of  Schools,  7og  McGavotk  St..  .Nxshville. 

1808  Philander  Prif_stley  Clavton.  A  B..  'Si.  A.M..  '86.  L'niv.  of  Tenn.;    Lilt  f)..  Vi.  Hates  Coll. 

igoi.    Professor  of  Science  and  .\rt  of  Teaching.  University  of  Tennessee.  Knoxville. 
Warren  W.  Piielw.  .\.H..  '04.  .\.M..  V>.  Coliiml)ia  rniv.;   Ph  I)  .  '00.  ('nlum)iian  L'niv 
1905.    Professor  of  Political  Science  and  Pedagogy.  Grant  University,  .\thens. 
I1JD3     H.  Elsier  Bierlv,  .\.B.,  'qi.  Princeton  Univ. 

ig34,    Profevsor  of  Phili>si>|)hy  and  Education,  Grant  University,  and  Editor  of  "Soutbera 
Educational  Review,"  Chattanooga. 
George  W.  Gordon.  BSi.,  \q.  Univ.  of  Nashville. 

i8gi.    SuixTrinlendent  of  Cily  Schools.  Tennessee  Trust  Building.  Memphis. 
Israel  Hyman  Pere<.  .\  »..  '8q.  I.L.B.,  '01,  .\.M..  "og.  Yale  Univ. 

Ez' President  of  Board  of  Education,  Memphis  Trust   Building,  Memphis. 
Eugene  F.  Turner. 

1905.  Registrar   of    University   of    Tennessee.  .Medical    Department,   res.,  (lii.  »d    Ave., 

Nashville. 

190 1  .\.  C.  Webb. 

1900,    Super\-isor  of  Penmanship  and  Drawing,  309  Wilbum  St.,  .Nashville. 

1902  WiCKLiFFE  Rose,  A.M.,  '90,  Univ.  of  Na-shville. 

Professor  of  Phik)Sophy.  University  of  Tennessee,  and   De.in  i)f  Peabody  College  for  Teach- 
ers;  res.,  loji  Belmont  A\x.,  .Nashville. 
J.  L.  Wright. 

Principal  in  City  Schools,  626  Boscobel  St.,  Nashville. 

1903  GoRDO.N  M.  Benti.ev,  B.Sc.,  '00,  .\.Nf.,  '01.  Cornell  Univ. 

Instructor  in  A>dl(>gv. Histology,  and  Kntomol<>i(y,  and  .\ssi.slant  Stale  Enlomulogi^l  of 
TcnnisM-e.  Univi-rsily  of   I'cnnivrfr,  Knox\illc. 
.\lbert  M.  Harris,  A.R..  '01.  .\..M..  '01,  Cornell  Coll. 

1903,  Adjuna  ProfesMir  of  Public  Speaking  and  Debate,  N'andrrliilt  University,  1  s  (iarlanil 

Ave.,  Nashville. 

McG.  Ingri'm. 

1906.  Principal  of  High  School.  .Minor  Hill. 

D.  J.  Johns.  Jr. 

n>oj.    Principal  of  Calilwcll  Schi»>l.  (dK  .\rington  St  .  Nashville. 
C.  Tyrold  Kirkpatricic,  .\.H  .  '»*.  AM  ,  '03.  \an<lerl>ill  Univ. 

1900,    Teacher  of  I.alin.  Fogg  High  S<hiiol    and  (iuo6)  Head  of    Ijtin  Department.  Cily 
Schools;   res..  702  WocHlland  St..  .Nastiville. 
William  C.  Lawson,  B.Sc.,  Nat.  Nor    Univ.;  PdH.,  A  B  ,  .\mrrican  Univ.  o(  Harriman. 

1899,    Superintendent  of  City  Schools,  Pulaski. 
Seymoi;r  A.  .Mynkers.  .\  l»..  'Ho,  Univ.  of  Trnn. 

igo7,    Su|x:rinlendent  of  Sthiols.  Knoxville. 

1904  Brown  .\YERS,  Ph.D..  Stevens  Inst,  of  Tech.;   I.!.  D  .  Washingtiw  and   !xr  Univ.,  S.  C.  Coll  ,  TuUnt 

Univ. 

1904,  PrcMdent  of  University  of  Tennessee,  Knonille. 

J.  W.  Ht;EY. 

1896,  Superintendent  of  Schools,  Sprinf  St.,  Springlirld. 

Ira  Landrith,  B..Sc  ,  'HK,  I.I..B..  'Kg,  I.I.  D  ,  '03,  Cuml^rUnd  Univ. 

if/34,    Rrgrnt  ol  Urlfiionl  d.llege.  i  P..  llelmiiOl  Cirile.  Noahvilir. 
John  H.  Pesi  k.  A  H  .  '01.  Wa«l>ingi(>n  Coll 

1904.    Priniiiul  .i(  High  S<h.«-I.  Johnjum  Cily 

Albert  T    BARRrTT    AM.  I.LD    PhD.        .    .    ^  „         ,       ...      ^  ,    .        c 

|'r>.frsv)r    ol    i->ituial»<in.  PeabiHly  Collrgr    lor     leathcrt,   rra.,    1041,    3d    Ave.    a., 

\jsliville. 

1905  ALHIKI    I'.    B"l  HI  SM.     A   M   .    -Kt     S-mthwrstrm    Unlv ,        _        .  ^.      till. 

,H,jo.    Pr..lrsv,r  ..(  I.r.,  Colleicr  Ut  Teathm.  NaahvUlr. 

Klmik  Britos  Waiii»    AU      ■ 

I'rolr^vir  '•!   M  -Hr.   M«ry»illr 

II     l»     WvaTT.  M  D     V,7    AM      74    Dartrtvniih  <  oil 

iHg4.    l'rm<i|Ml  »l  High  St.h>m.l.  sij  CImlnul  St  .  «  h4llan<«i«a. 

I9(y.       Cl.RM'tlUH   J      HrATW.lir  ,.    .        .        w 

1903.   SuiBTintemlmi  of  <  tty  Sth<ii>U.  M-irriMown 

IMsTITt.'TloX* 

Lire   PIBRrT<iR 

iHH..      Il.itun  I.r    I'.iil'i  ATloM  or   NAVilVII.Lr. 

I'rr«l<lrnt,  l^manl  Parke.  Sc  .   Supmnlm-lnii    II    t     Wrlirt    N»«hvilJr. 

AiTivr  Mmata* 

ittv«    Warii  Semisarv  roR  \..ixo  Ui>ir« 

Prraiilml.  J<4in  Dirll  Blanloo.  NaUivlllr. 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Texas 


TENNESSEE— Con//««e</ 

iQoi     University  of  Tennessee,  Library. 

President,  Brown  Ayres;  Librarian,  Sabra  W.  Vought,  Knoxville. 
Vanderbilt  University. 

Chancellor,  J.  H.  Kirkland;  Librarian,  William  J.  Vaughn,  Nashville. 

1904     Georc;e  Peabodv  College  for  Teachers,  University  of  Nashville. 

Chancellor,  Jas.  D.  Porter;    Librarian,  Jennie  E.  Lauderdale,  Nashville. 
1906    Carnegie  Library  of  Nashville. 

Librarian,  Mary  Hannah  Johnson,  Nashville. 

TEXAS 
active  members 

1874     Alexander  Hogg,  A.M.,  '57,  Randolph-Macon  Coll.;  '74,  William  and  Mary  Coll.;  '89,  LL.D.,  '00, 
Univ.  of  Ala. 
iQDo,    Superintendent  of  City  Schools  and  Editor  of  "Texas  and  Pacific  Quarterly,"  301 
Lamar  St.,  Ft.  Worth. 
1890     Lloyd  E.  Wolfe. 

1902,    Superintendent  of  Public  Schools,  1800  San  Pedro  Ave.,  San  Antonio. 
1892     H.  C.  Pritchett,  A.m.,  '73,  Pritchett  Coll. 

1891,  Principal  of  Sam  Houston  Normal  Institute,  Huntsville. 

1894  Oscar  Henry  Cooper,  A.B.,  '72,  Yale  Coll.;  A.M.,  LL.D.,  '91,  Univ.  of  Nashville. 

1902,  President  of  Simmons  College,  Abilene. 
LuciEN  V.  La  Taste. 

P.  O.  Box  30s,  Dallas. 
A.  H.  Wilkins. 

Representative  of  American  Book  Co.,  418  Main  St.,  Dallas. 

1895  J.  M.  Fendley,  A.B.,  '82,  Univ.  of  Nashville. 

1885,    County  Superintendent,  and  Principal  of  Avenue  L  School,  3202  Avenue  N,  Galveston. 
Thomas  G.  Harris,  A.B.,  '76,  A.M.,  '80,  Carson-Newman  Coll. 

1903,  President  of  State  Normal  School,  San  Marcos. 
W.  S.  Sutton,  A.B.,  '78,  A.M.  '84,  LL.D.,  '05.  Univ.  of  \xk. 

1897,    Professor  of  Education,  University  of  Texas,  112  W.  i8th  St.,  Au.stin. 
1897    Noel  Jackson  Clancy,  Grad.,  St.  Nor.  Sch. 

1905,  Statistical  Clerk  in  State  Department  of  Education,  Austin. 
Frank  C.  Patten. 

1903,    Librarian  of  Rosenberg  Library,  Galveston. 

1899  Isaac  Merritt  Agard,  A.B.,  '70.  .A.M.,  '84,  Amherst  Coll.;   Ph.D.,  "03,  Univ.  of  Woosler. 

1906,  President  of  Tillotson  College,  Austin. 

1900  Edward  Levoisier  Blackshear,  A.B.,  '8t,  A.M.,  '02,  Tabor  Coll.;  LL.D.,  '03,  Wilberforce  Univ. 

1896,  Principal  of  State  Normal  and  Industrial  College,  Prairie  View. 

1902  Edgar  Elliott  Bramlette,  A.B.,  '83,  Vanderbilt  Univ.,  A.M.,  '86,  Univ.  of  Texas. 

1907,  Superintendent  of  Public  Schools,  Texarcana. 
W.  D.  Butler,  A.B.,  '84,  A.M.,  '87,  Bethel  Coll. 

1902,  Superintendent  of  Public  Schools,  417  N.  Pleasant  St.,  Hillsboro. 
Alexander  Caswell  Ellis,  A.B.,  '94.  Univ.  of  N.  C;   Ph.D.,  '97,  Clark  Univ. 

1897,  Associate  Professor  of  The  Science  and  Art  of  Education,  University  of  Texas;    res., 

2204  San  Antonio  St.,  Austin. 
G.  R.  Hahman,  B.Sc,  '80,  A.M.,  '90,  Nor.  Ind.  Nor.  Sch. 
Publisher,'  409  W.  ist  St.,  Fort  Worth. 

1903  Mrs.  Bessie  B.  Bailey. 

1889,    Principal  of  Grammar  School,  913  N.  Florence  St.,  El  Paso. 
Archibald  Belcher,  A.B.,  '92,  Emory  Coll.;  A.M.,  '97,  Harvard  Univ. 

1901,    Teacher  of  History  and  Physics,  High  School;   res.,  1813  Austin  St.,  Houston. 
Mary  Josephine  Cox. 

1901,  Teacher  of  English  and  History,  High  School,  417  Lindsay  Ave.,  Gainesville. 
Arthur  Lefevrf;.  C.E.,  '94,  Univ.  of  Tex.,  and  '85.  Univ.  of  Va. 

1905,    Superintendent  of  Public  Schools,  Victoria. 
Arthur  Newell  McCallum.  A.B.,  '87,  Davidson  Coll. 

1903,  Superintendent  of  Schools,  2608  Rio  Grande  St.,  Austin. 
George  A.  Newton,  A.B.,  A.M.,  Trinity  Univ. 

Superintendent  of  Public  Schools,  Greenville. 
W.  H.  Pool,  A.B.,  '87,  Baylor  Univ. 

1892,  Dean  of  Baylor  University  Academy;   res.,  1701  S.  9th  St.,  Waco. 

Edward  E.  Rall,  M.Didac,  '95,  Iowa  St.  Nor.  Sch.;  A.B.,  '00,  Univ.  of  Iowa;   Ph.D.,  '03,  Yale  Univ. 
190S,    Instructor  in  Education,  University  of  Texas,  2207  San  Antonio  St.,  Austin. 

1904  W.  H.  Attebery,  A. B.  and  B.Sc,  Savoy. 

1896,    Superintendent  of  City  Schools,  801  W.  Rusk  St.,  Marshall. 
A.  W.  Cain,  A.B.,  '00,  Univ.  of  Ga. 

1902,  Principal  of  Public  School,  Grapeland. 
Robert  B.  Cousins,  A.B.,  '82,  Univ.  of  Ga. 

State  Superintendent  of  Public  Instruction,  Capitol,  Austin. 
J.  H.  Grove,  A.M.,  '03,  Baylor  Univ. 

1896,    President  of  Howard  Payne  College,  Brownwood. 
Oscar  Arthur  Hanszen. 

1903,  Director  of  Manual  Training,  Public  Schools,  996  Bryan  St.,  Dallas. 


Utah]  LIFE,  ACTIVE,  AXD  CORRESPOX PI Xii  MEMBERS  SS7 

TEXAS— Continufd 

iy)4    J.  H.  Haroif.. 

i8g7.    Principal  of  City  Schools,  130  S.  Texas  St..  Greenville. 
Pail  WiiiTriELU  Horn.  A.M..  "SS.  Crntral  Coll. 

H>04,    Superintendent  of  J'ublic  Schot)ls.  11^  Kmcrsiin  \\t.,  Houston. 
Jaues  Thojivs  Johnson.  .V.B..  'ot.  I'niv.  nf  N'.ashville 

iQOj,    Superintendent  of  Public  SchixjI.  Kmory. 

G.    P.    PlTNAM. 

Superintendent  of  City  Schools.  615  N.  El  Paso  St..  Kl  Paso. 

Cree  T.  Work. 

looi.    President  of  College  of  Industrial  .\rts.  Denton. 
1005     Carl  Hartman.  .\.H..  '01.  .\.M..  04.  Cniv.  of  'Vex. 

IQ04.    Superintendent  of  I'ubli    Instruction  of  Traxis  County,  .joj  K.  ihth  St.,  Austin. 
F.  R.  HicHE-S.  B.Sc..  Vanderbill  Univ. 

igo4.   Superintendent  of  School.  Denison. 
Maiiif.  Se.\ton.  Grad..  St.  Nor.  Sch. 

Principal  of  San  Jacinto  School,  soj  Myrtle  St..  Kl  Pajo. 
Thomas    L.    Tolano.   I..I.,    Pealnxly   .\or.  Coll..    .\.H..  '01.  .V-s'iland  Coll.;  Litt.B., '04.  Iniv  of 
Nashville. 
H>os.    Superintendent  of  Public  Schools.  Port  .\rthur. 

1906     W.  F.  Barnett. 

igo3,    Superintendent  of  Schools.  Itasca. 
Walter  F.  Doit.htv.  .\.K..  Univ.  of  Tex. 

1906.    Superintendent  of  Public  Schools,  Marlin. 
Peyton  Irving.  Jr.,  \.\i..  "oo.  Univ.  of  Tcx.rs. 

1906.    Superintendent  of  Schools    Brenham. 
John  C.  Lattimore    .M.Sc..  '06.  Baylor  Univ. 

1899.    Superintendent  of  City  ScIukjU.  1114  S.  sth  .St.,  Waco. 

John  L.  I^Nr.. 

1893,    Superintendent  of  SchooLs.  High  School.  Dallas. 

M.  H.  Moore. 

Superintendent  of  Public  Sth<»ols.  1313  G<iuld  St  .  .Nirth  I   ti  U.rih. 

Edward  B.  Stover.  .\  B..   go    Univ.  nf  .V.i.shville. 
1906.    .Superintrn.l- ni  "i  S.Ii.h.Is.  .Mexia. 

:SSTITITI0NS 

1898    University  or  Texa.s.  . ..  „   .    ,.••  j         >    .• 

President,  I»a\id  l.  Houston;    Libranan.  P.  I..  Windsor.  Austin. 

1903  Carneoie  Library  or  San  Antonio.  ,,.    u     c       .   . 

President.  K.  H.  Terrell;   Ijbrarian.  Benjamin  Wyche,  San  Antonio. 

1904  SoiTHWEST  Texas  State  Normal  S«  ikiol. 

Priniiital.  Thomas  ().  Hams.  San  Marcos. 

1936    Carnegie  Library.  Fort  Worth.         ,     ^.  ,      .        ...  ..    ^. 

Libr.irian.  .Mrs.  Charles  Schenker.  Fort  Worth. 

State  Dipartmint  or  Kultation.  ... 

State  Superintendent  of  F:(lucation.  Ro;*rt  B   touwni.  Austin. 

UTAH 

AfTIVf    limilHIN 

1805    William  Jasper  Kerr.  BSc.DSc         ,  „  ,.         ,  ,.,  .     ,^^„ 
,,53,    President  of  Axncultural  College  of  Hah.  lAian. 

,897     Rosalie  ^"^'^^%^^^^-^^^  „,  ,.,;„,,,  s.h...l».  .ddr*«.  err  of  Emery  Holme.  Salt  Lak.  Oty. 

.899  J.  L.  BRowsjM,i|,^ ;..  '•-'•' ^^:r^!.:;'^uiS.^v;?:i;.i;"un:i;^r,'. 4.  n.  *.  we,t  s...  rr,.«.. 

.,„     Wn.L,A«  Alu«,s^^ ^  ^^^,^   ^^  WaUiin,,.^  A,r..  0..le„. 

dav...  h.  i;;^"'^'^';;;;,;,^,,^,  ^  ea,  sd«»».,  6  cpuoi  av*..  sau  i^*  car. 

GwjRCE  A.  Eaton.  A  B.  A  M  .   V.  H'        '  '  .,  ,    ^,    ,    .     ,. 

lox).    Princii-I  of  Hich  Vh.-  'luh.  Salt  Uk*  f.  .t> 

Mary  C.  Mav^.    ^^  v,„ricn.  .siaic  N^*mal  Sch»J.  UnlwMi)  ..I  Uuh,  mi.  i  a.i  It  .n. 

A.  C.  Sr.uoH.  ^^J;^'^^„,^i^i  ,^  |.u,,|,c  Iniructton.  i,.,  CU»  .ml  foumr  llniWIio*.  !v»U  I  «kt 
City. 
,90,    WiLtiAi.  A,^Mm.i^^^  ^^  ^^^^   ^^^  ^^^^  Tr«ip»ri.m  BulMInt,  Sail  Ukc  Oi,. 

1903     Lacra  B.  W'»'  ^  ^^^,    |',n«uitch  tmllan  School.  Paitculich. 

,934    (;r/>RfiE  W.  \'<  .  r  1  t  I   • 

1901     I  ■ 

I.  A.  Osrirs,  I.I.  B  ,,  ,^^„. 


888  NATIONAL  EDUCATIONAL  ASSOCIATION  [Vermont 

UTAH— Continued 

igos     William  Bradford. 

Principal  of  Lowell  School.  Salt  Lake  City. 
Horace  H.  Cummings,  B.Sc,  '05.  Univ.  of  Utah. 

1906,    Superintendent  of  Schools  of  the  Church  of  Jesus  Christ  of  Latterday  Saints,  44  E. 
South  Temple  St.,  Salt  Lake  City. 
William  S.  Rawlings. 

1893,    Superintendent  of  Schools,  373  E.  4th  North  St.,  Provo. 
William  M.  Stewart,    M.Didac,  Univ  of  Utah. 

Principal  of  State  Normal  School,  University  of  Utah,  Salt  Lake  City. 
Mathonihah  Thomas,  LL.B.,  '00.  Univ.  of  Mich. 

1904,    Member  of  Board  of  Education,  468,  7th  Ave.,  Salt  Lake  City. 
1906     George  H.  Brimhall,  D.Didac,  '97,  L.D.S.  Church. 

1902,  President  of  Brigham  Young  University,  356  N.  1st  St.,  Provo. 
John  H.  Coombs. 

1904,  Principal  of  Lafayette  School;   res.,  274  Canyon  Road,  Salt  Like  City. 
Joseph  Jensen,  B.Sc,  '02,  Harvard  Univ. 

189s,    Professor  of  Mechanical  Engineering,  and  Director  of  School  of  Engineering  and 
Mechanical  Arts,  Agricultural  College  of  Utah,  Logan. 
Dei.bert  W.  Parratt. 

1905,  Supervisor  of  Manual  Training,  City  Schools,  330  E.  12th    South  St.,  Salt  Lake 

City. 
Charles  F.  Romig,  A.B..  '96,  Park  Coll. 

1903,  Principal,  of  Hungerford  Academy,  Springville. 

institutions 

189s    University  of  Utah. 

President,  J.  T.  Kingsbury,  Librarian,  George  D.  Coray,  Salt  Lake  City. 
1898    Brigham  Young  College. 

President,  James  H.  Linford,  Logan. 

1902  Agricitltural  Collet.e  of  Utah,  Library. 

President,  W.  J.  Kerr;   Librarian,  Elizabeth  Church  Smith,  Logan. 

VERMONT 

.\CTrVE  MEMBERS 

1894    Mason  S.  Stone,  A.B.,  '83,  Univ.  of  Vt. 

1905,  State  Superintendent  of  Education,  Montpeher. 

1898  John  L.  Alger,  A.B.,  '90,  A.M.,  '95,  Brown  Univ. 

1904,  Principal  of  Vermont  Academy,  Saxtons  River. 

1899  Isaac  Thomas,  A.B.,  '81,  A.M.,  '84,  Yale  Univ. 

1898,    Principal  of  Edmunds  High  School,  305  Main  St.,  Burlington. 
1901     Charles  H.  Dunton,  A.B.,  '70,  Univ.  of  Vt.;  D.D.,  '87,  Syracuse  Univ. 
1877,    Principal  of  Troy  Conference  Academy,  Poultney. 
Philip  R.  Leavenworth,  A.B.,  '92,  Yale  Univ. 

1897,  Principal  of  State  Normal  School,  Castleton. 

1903  Winthrop  P.  Abbott,  A.B.,  '93.  A.M.,  '96,  Dartmouth  Coll. 

1896,  Principal  of  High  School,  and  Superintendent  of  Schools,  9  High  St.,  Proctor. 
F.  W.  Carrier,  A.B.,  '01,  Univ.  of  Vt. 

1902,    Superintendent  of  Schools,  West  Rutland. 
MERRtTT  Darrow  Chittenden,  A.B.,  '94,  Univ.  of  Vt. 

1904,    Principal  of  Bellows  Free  Academy,  Fairfax. 
ClarenceH.  Dempsev,  A.B.,  '95,  Boston  Univ. 

1898,  Superintendent  of  Schools,  64  Summer  St.,  St.  Johnsbury. 
Samuel  Hodgman  Erskine,  A.B  ,  '91,  Bowdoin  Coll. 

1897,  Principal  of  High  School,  23  N.  Main  St.,  Rutland. 
Alvan  a.  Kempton.  A.B.,  Brown  Univ. 

1904,    Principal  of  Brigham  Academy,  Bakersfield. 
John  H.  Morley,  A.B.,  '63.  A.M..  '66,  LL.D..  '00,  Williams  Coll. 

1906,  Pastor  of  the  Congregational  Church,  Springfield. 
H.  J.  Stannard. 

1893,    Principal  of  Barton  Academy,  Barton. 
Carl  Vernon  Tower,  A.B.,  A.M.,  '05,  Brown  Univ.;  Ph.D.,  '98,  Cornell  Univ. 

1902,    Professor  of  Philosophy,  University  of  Vermont,  92  Brookes  Ave.,  Burlington. 

1905  Fred  J.  Brownscombe,  A.B.,  Ohio  Univ. 

Superintendent  of  City  Schools,  8  Baldwin  St..  Montpelitr. 
Henry  O.  Wheeler,  A.B.,  '67,  Univ.  ot  Vt. 

Superintendent  of  Schools,  335  S.  Union  St.,  Burlington 
Harlan  N.  Wood,  A.B  ,  '92.  A.M.,  '99,  .\mherst  Coll. 

1904,    Instructor  in  Greek  and  Latin,  St.  Johnsbury  .'\cademy,  3  Main  St.,  St.  Johnsbury. 

1906  W.  A.  Beebe,  A.B.,  '89,  Univ.  of  Vt. 

1889,    Principal  of  People's  Academy,  Morrisvillc. 
Edward  Day  Collins,  A.B.,  '96,  Ph.D..  '99,  Yale  Univ.  / 

1904,    Principal  of  State  Normal  School,  Stearns  St.,  Johnson. 


\.rgin..ij  LIFE,  ACTIVE,  A\D  CUHKE^^i'U.XDlXO'  MEMBERS  889 

VERMONT— <:oii/iini«/ 

IQOO     Warren  J.  Kibby.  A.B..  '01.  Harvard  I'niv 

IViniipal  of  0>mmcrii.il  Department  am)  Assismni  I'rincituI  of  High  SchcKit;   re». 
IfriKk  House.  Kutl.ind 
A.  E.  TrrriE.  A.B      70.  A  \f..  'S^.  Males  Coll. 

i(jo4.    1'rini.ipktl  of  HiKh  School,  44  Si'hool  St..  Bellows  Falls. 

INSTITUTION 

1931     L'NivERsrrv  or  Vermont.  Library. 

Librarian,  lulith  E.  Clarke,  Burlington. 

VIRGINIA 

ACTIVE  UEUBERS 

1S04     Edwin  \.  .Vlderman.  Ph.B.,  Univ.  of  N.  C;  D.C.L.,  '</>,  I'niv.  of  the  South;  LI..D..  *oo.  TuUoe 
Univ..  'oj.^ohn.s  Hopkins  I'niv.,  '04.  ColumUj  Univ..  und  "05.  Yale  Univ. 
ic>34,    PreNiilent  of  LnivcrMty  of  Virginia,  Charlottesville. 
William  I"    Vox.  A.M..  "sS.  Richmond  Coll. 

1SS4J.    Superintendent  of  Schools,  City  Hall,  Richmond. 
Robert  B.  Ki  lton.  A.B  .  fxj.  A..M  .  '71   Univ.  of  .Miss.;   LL  I)  .  or  Univ  of  .Whvilte. 

1906.    Superintendent  of  the   Miller   M.mual    Lal)i>r  Sth«il.   .Miller    School    P.  O..  .\lb*. 
marie  Oiuniy. 
Edward  C.  Glass. 

1879,    Superintendent  of  Schools,  6]^  MadiMin  St.,  LyTichburg. 
1898    Maurice  M.  Lynch. 

1886,    Superintendent  of  Schools  of  Frederick  County  and  of  City  of  Winchester,  it  RouM 
Ave.,  Winchester. 
.\licf.  N.  Parker. 

1901.  Director  of  Kindergarten  Training  School  and  (1905)  fkiprrvisor  of  Public  KiDdct- 
gartens,  510  E.  Franklin  St..  Richmond. 

Sarah  J.  Walter. 

Principal  of  Training  Department.  ILimirton  .N'orm.il  and  .\grirultural    Institute. 
HamiMon. 
1900     HoLLis  Burke  F'rissei.l,  D.D..  '00,  How,ird  Univ.;  S.T.D..  Harvanl  Univ.;  LL.D  ,  '01.  Vale   Iniv 
1.S93,    Principal  of  Hampton  Normal  and  .\gricultural  Institute,  Bos  10,  Hampton. 

W.  H.  KUSTER. 

Principal  of  High  School,  Harri<K>nburg. 

190J     .\ndrew  J.  GiAY,  Jr. 

.Manager  of  Agency  Department,  B.  F.  Jnhn.Min  Publithing  Co.,  90J  E.  Main  St.. 
Rithmonrl. 

Willis  A.  Jenkins.  A  B  ,  Wr 

Mrmtter  of  ~  Inspectors  and  Lxaminers.  and  Srcrrlary  of  Virginia 

Summer  s  114.  J4th  St..  .Newport  New*. 

i<r>i    William  Holuf.s  Davis,  .\.B  .  'm,  km  loii^i  .Macon  Coll. 

■  90.<;,    Suijcrintendent  of  ScliooU,  1114  Main  St.,  Danville 

Maria  P.  Dlval. 

1899,    Principal  of  Virginia  Female  Intlilule,  Staunton. 

JfJSKPH  L.  Jarmas.  A.B.,  Km..rv  .-.1  M.n.i  C  "     II     Ii 
i9»],    Prcstilenl  ol 

Elmer  E.  Jones.  B.Sc.  94   ''■  '.     „ 

Profe«»or  ol  1    , , iinu.  fannvill*. 

Maruaket  G.  KiNc..  «.»._,.. 

Prinnpnl  of  Ghml  Kindrrgarien.  joS  Olnry  Road.  NoHolk. 
James  Morris  PAor,  A  M  .  'H%.  Ran  lol|ih  .Macon  Coll  ;  Ph  I)  .  '«j.  Lrip'ig 

1896.    Profei«<»r  of  .Matheniaii>*.  and  Dean  o(  UnirtTKljf  »(  \ir,tinia.  Cha>ln«te«Wlte. 

GeoRCK  P.  Piirsix. 

1904,    Su|jerintendent  o(V  rtmmts,  Hamilton  InMituir  llampt.jn 


Ernest  Siiawev.  1. 1  .  '01   ^  "    '•»•' 


11/5  1 


...  I.  NurfiJk 


Lyman  B    I  r.tt>  ;,  ,n.»ul  Collrcr.  1600  W.  I^h  St  .  Kkhnx^d 

1904  .    iNNir      """""'"Qiipj  „(  Drinnmrnl*  ol  Social  K<«i€K>in)  ami  the  Arti  ami  Craft*  JamrMnwn  Cipo- 

aiiion.  Norfolk 
I   Franklin  Memenqer.  AB..  'as,  Uolv.  ol  ICa»».;  A.M..  "«•.  lUnard  Unlv  .  Ph  D  .  01.  Cniumhia 
rnlv 

I       ..       l....l..l..^ I  t  .1 n     V  i>)»ni«   Sl..lr    \  .irftol  S.  K.  •  .1     litlnttltr 

R.  H.  Shi < 

1905  Ororoe  W...1  (AM  i.y  *'  '»*  j" '   •  '•£^"  '    ,^ 

I90<i.    Attiri,  ^    RiiawJir  (<>llrce    Nairm 

Jame«  C.  Ha^  '  ^^  ^    ManhaU  S.  .  Kklimuo.1 

Albrrt  "  ^'J^'^'     ^.,,.,„„  ^,,.„,n.,        ,.  ..(  PulJk  Vh«4.   it>n  W   (irate  St     Rttlimntwi 

Cma.le*  ^\^l^"^^^^  ,^  ^^„  ,».„,.,  ,^  KtamuKt..  »«o  Park  St..  CTuflnil«*<lle. 


890 


NATIONAL  EDUCATIONAL  ASSOCIATION  [XX^s^^n^ion 


1905 


VIRGINIA — Continued 
.  ,r     .       T.1,  r>    Trinitv  Coll  ■   A  M.. '03,  Ph.D.. '04.  Columbia  Univ. 
BKCC.  R.  ^^--^^^^J^i^^JlrP^clTl^ioA  Profelsor  of  Psychology,  Un.ve.s.ty 

190S,    l^;^j'«?°^„i^   University  Station,  Charlottesville. 
E.  H.  Russell.    ^^^^^^^  ^^  ^^^^^  ^^^^^  ^^  Examiners  and  Inspectors.  Department  of  Public  Instruc 
tion,  Richmond.  i  ■     n   • 

INSTITUTIONS 

,8pp    THE  HAMPTON  ^-;j- Xl^'S^'^^Fdilu-  Li^^rian,  Miss  L.  E.  Herron,  Hampton. 
State  Female  Normal  School^^  ^^^^^^_  ^.^^^^.^^_  _^^^^  B.  Dugger,  Farmville. 

XpOX      WASHINGTON  -° p^^  U-EK^^^^^^^^  ^^^^^_  ^CXingtOn. 

XPOS     DEPARTMENT  OE  P-^-J^-j^Xf^Ed^nr  R-  C.  Stearns,  Richmond. 

WASHINGTON 

ACTIVE  MEMBERS 

.8po  WILLIAM  E--0  W,lson,  A.M.^;^^^^^^^^^  3^,^^,  ^„^^,,,,^. 

1891  Frank  J.  BAJj;-^''^-^p,,,entative  of  American  Book  Co.,  429-430  Walker  Bldg.,  Seattle. 

X894  FRANK  B.  Coof  «s^p^^i^te„dent  of  City  Schools,  901,  7th  Ave.,  N.,  Seattle. 

X895  JOH.  T.  F0R-sT,^Ph^B./83,^C^^^^^^^^^  School,  438  High  St..  Bellinghatn. 

.896  CHARLES  F™s  REEV^^^, '  A  M.|.,^.  Pa.  St.  coll. 

ALBEKT  H-.V^V00^ER.^A.B.^^^^^^^  ^^^  ^,     ^  3,      ^^^„„^. 

X897      JAMES  ALBERT  T0RMEV,.BX.^95,^ymW  ^     ^^,^   ^^.^_   ,^^^^^^ 

.8.8      GEOROELA^TE.^h^^A^^Ws^lW,m 

T  n  Stout  B.Sc,  '83,  Valparaiso  Coll.  ,     t^     , 

J.  D.  ^tout.^d  o   ^^p^^^j^j^^^^jjj  of  City  Schools,  Dayton. 

n    r   Whitney   B  L.,  '06,  Puget  Sound  Univ. 

1895!    Principal  of  Bryant  School,  704  S.  I  St.,  Tacoma. 

X899    J.  H.  MoROAN,^k,M.J_7p9,.  Fuxman  Um-^^^^^,  g^.^^,  3,,  g.  ,,,h  St.,  Ellensburg. 

Ernest  Riste.^    superintendent  of  City  Schools,  and  of  Chelan  County  Schools,  Wenatchee. 
CHARLES  S.  TtLTO^N.  Pd^B.,^^1  Ja^hon  ^^^^^  ^^^,^  ^^,^    3^^^^,^_ 

Jessie  Bidden..  Wilcox. ^^^^  ^^  ^.^^^^^_  ^^^^^  ^^^^^,  g^5^^^,_  Ellensburg. 
X90I    M.NA  H.  Aa^v^d^^^^^^^^  i„  City  Schools,  8.2  S.  G  St.,  Tacoma. 

H.  MOKELANO  COOK,  Ph^.  J^^^^^^^^  Univ^    ^^^  ^^     ^^  ^^^  ^^  p^^^  ^^^^  3,^^,    ^,„. 

"•  ^--  ^^^V  g|^}^ftS;SsS,l!i!f?J!^r^i^'?^:  ?l&en  St,  Belhngham. 
Harrv  M  Sh.Ser,  B.Sc,  '87,  M.Sc,  '90,  Eureka  Coll  ;  A.B.,  '99,  A.M..  '00.  Harvard  Umv. 
HARRY  M.  SH^^     ^rggident  of  State  Normal  School,  Cheney. 
CHARLES  M.  Sherman,  A.B.,  '93,  Ph.B/94,  A;M    'Ph.D.,  'oS- 
1905,    Principal  of  Lowell  School,  Tacoma. 

W.  F.  B-'-^^^B-^p^SallTpiEd  Schools,  4S40  South  M  St.,  Tacoma. 

Alfred  L-^Bw5wn.^^.^^^^^^^^  ^^  ^^^^^^^  Wenatchee. 

David  E.  C.oyd,  A.M.,  Ph.B.,  Univ.  of  Minn.;,  A.M.,  Columbia  Umv. 

Principal  of  High  School,  Spokane, 
iir,,,,...  f^irnnrF  MrCARTHY,  A.B.,  'os.  Univ.  of  Wash. 
William  ^-^oR^i^p^^^j^^^^p^^  ,610  E.  Mercer  St.,  Seattle. 

Edwin  Twitmyer,  A.B.,  '84,  A.M.,  '87,  Franklin  and  Marshall  Coll. 
Bellingham. 

S.  W.  Yerke^s^^^   Principal  of  B.  F.  Day  School,  3910  Aurora  Ave.,  Seattle. 


1903 


WasJiington]      LIFE,  ACTIVE,  AND  CORRESPONDING  Af EMBERS  891 

WASH  I N  GTO  S—ConJinued 
1003     \V.  1".  Adams. 

Teacher  in  Grant  School.  1700  S.  -th  St.,  T.icoma. 
Thomas  F.  Kane,  A.B.,  '88,  Dc  I'auw  I'niv.;  I'h.D.,  'oi;,  Johns  Hopkins  L'niv. 

President  of  University  of  \Vashint!tun,  Seattle. 
Freoebick  M.  Padelford,  A.B..  V>.  .\.M.,  '00.  G>ll)v  Coll.;  Ph.D..  'qo,  Yale  l'niv. 

Professor  of  EnKlL->h  l^ntsuagc  and  Literature,  University  uf  Wa-Jiington,  Seattle. 
As.sa  Jenn'ie  Peltos,  B.Sc.,  Univ.  of  \V;ish. 

iSi>8,    Teacher  in  Public  Schools,  1617,  sih  Ave.,  N'.,  Seattle. 
F.  \V.  Rhoades,  B.Sc.,  '.>•},  Iowa  St.  Coll. 

loot).    Instructor  in  Hitjh  School;   res.    315  \V.  .Vhlenum  .Vnt..  .S'orth  Yakima. 
11*04    Jllian   Eit.ese  Buchanan'.  B.Sc..  'qS.  Univ.  of  Mich. 

IQ3I,    Head  uf  Department  uf  Physical  Science,  Slate  Normal  School.  Cheney. 
Charles  H.  Deane. 

Principal  of  Public  Schools,  Dixie. 
Mrs.  Mary  E.  Jenve. 

1808,    Principal  of   High  School,  P.  O.  Box  477,  Pullm.in. 

John  .\r>AMS  Ringsbirv. 

Principal   of   Green    L;ike   School.    Seattle;  addrr«.s   for    1007,    Teacheri   rollrge, 
Columbia  University.  Box  ,<ii;  .New  York  city. 
Euwi.v  Minor. 

1904,    Superintendent  of  Neah  Bay  Training  School,  Neah  Bay. 
Xeitie  .\.  Sawyer.  Ph.B.,  '00.  Iowa  Coll. 

IQ03,    Primary  Supervisor,  i'ublic  Schools  10  Mc-rccr  St..  Seattle. 
iQos     William  D.  Bay.  B.L.,  'oo.  &)uthcm  N'^ir   Sch..  Huniin;{ton.  Tenn. 

11/36.    Principal  of  South  School.  Ceniralia. 
Ira  Benton  Blsh.  .\.B..  '00   West  Va.  Univ. 

:yo4,    SupcTintcndonl  of  City  SchooU,  Hinlon. 
W.  \.  Garlick,  A.m..  'o^,  Univ.  of  ChicaKo. 

1906.   /\ssistant  in  LnKlisli.  Hixh  School,  644  \'.  Trafton  St..  Tacoma. 
Edward  T.  Mathf.s.  M.Sc..  HeidelU-rg  Univ.;   Ph.D..  l'niv.  of  Omah.t. 

i8q(;.    Princijial  of  Stale  Normal  School,  sii)  High  St.,  iiellingham. 

B.  W.  Johnson. 

iyo5.    Director  of  .Manual  Training.  Public  SchouU.  1104,  8lh  .\ve.  W     Seattle. 

Hiram  Calvin  Sami-son.  .\  B..  '07.  Univ.  of  Ind. 

1005.    Profevior  of  Education.  Washington  State  College,  Pullman. 
Fletcher  Harper  Swift,  A.B   '  "    '>    -  -.  uth  Coll.;  H.D.,  'oj.  Union  Theol.    Srm  .    AM.      04 
Ph.D.,  'o';    '  iv 

1005,    Professor  oi    1  I'liiloMtiliy  of  Education,  Univrnily  of  Wahinglun.  H<a 

100.  Univcrsiiv  .>i.i.    .^  .itile. 
1006     Timothy  M.  .ALronv    B.Sc..  "oi    Kans    Wc<    Univ.;   A.B.,  '06   Univ.  of  Wa»h. 
1906.    Prinii|»al  of  Public  Schools.  Shellon. 

.Nellie  A.  Gray. 

1005,  Teacher  in  Slate  Normal  School,  iiellingham. 

Henry  F.  Htnt. 

Vi</'-Principal  of  High  School,  and  Head  of  Laiin  Drpjrtmcni.  616  N.  Andrnon 
St..    Tacoma. 
George  Edward  Marker.  A  B..  'o\.  Univ.  of  III  ;   A  .M  .   04.  Teacher.  C»ll     ColumlMa  Univ 

loos.    Prtifruor  o(  Education  and  Dircrlor  uf  Training  Scb4K>i.   State   .\>irmal   Sthocl, 
Cheney. 
EccEWE  E.  RoMio.  B  Sc.,  Centnl  Coll     Huntington   Ind. 

Princi|>al  of  High  Schi«.l    Arlmgli.n 
Ei>WARu  O.  SissoN,  B  Sc..  '»/>.  Kan^/\gri.  Coll.;  A.B.,  "oj,  Univ.   of   Chicacu.  Ph.D.,  "0$.  IUr\Ard 

1006,  Proft  ss<>r  €if  Education.  Unlvcnlty  ot  WMhinftoa;  «».;  47J9.  •4lb  Aw..  N.  E„ 

Sealllr. 

iNvinvTioin 


ieo7    Washixot*)!*  State  N<i«MAt  School  at  Ei.Lri«»»f«o 
Priiuiiul.  W.  E  Wil-jn,  Kllen»».un 


180S    U.MivEMrrv  or  Wahhi.votos  ,  „  ...  ..  „  c_..i 

I't,   ilrii!     I     F.  Kane;  librarian,  W   K.  Henry,  SnllW. 

1030  BELLIMiiHAM  StaI  'I'»<>L 

i  I    Maliirv,  Belltnghom. 

1031  Seattle  Plblii- I c      u  c- ..1 

Liwrarun,  t_h«rle»  \\e«lcy  Sn>»lh,  Sraltlr. 

WHITMA.S  CoLLr./i|        _        ^..^^tten  11  I.  P«if«c;  UUuUm.  Aimiad.  I    I   •   W  >M.  «  alia 
,93,     STATE  NowMtS.-  ;;m   Shafcr.Ch-.,. 

,^,     STATE  CotLEOE.^  .^ 'aTo  Jn.  Pul.m.« 

I006      WASHIX'iTOM    Sta.  

"^  .Siair  L  !,f  Jfun   J    M    Hill  Olympla 

WF^ST  VIRGINIA 
Lirr.  Dt«r<  TOE 
1877     r  Marceu.o«  Marshall 

SlouU  MiUa;  eijirr«»  ortitr.  Uurmvlife. 


892  NATIONAL  EDUCATIONAL  ASSOCIATION  [Wisconsin 

WEST  XIRGl^^lA— Continued 

ACTIVE    MEMBERS 

1891     Byrd  Prillerman,  B.Sc,  '89,  Knoxville  Coll.;  A.M.,  '94,  Westminster  Coll. 

1892,    Professor  of  English  Language,  West  Virginia  Colored  Institute,  Charleston. 
1894     Robert  Allen  Armstro.vg,  A.B.,  '86,  A.M.,  '89,  W.  Va.  Univ.,  and  '03,  Harvard  Univ. 

1901,    Head  of  Enghsh  Department,  West  Virginia  University,  107  High  St.,  Morgantown. 
1896     Jasper  Newton  Deahl,  A.B.,  '93,  Harvard  Univ.;  Ph.D.,  "06,  Columbia  Univ. 

1901,    Professor  of  Education,  West  Virginia  University,  414  Park  St.,  Morgantown. 
Lucy  Robinson. 

Supervisor  of  Music,  112  S.  Front  St.,  Wheeling. 
Dora  B.  Rogers. 

Teacher  of  English,  High  School,  1815  Park  Ave.,  Parkersburg. 
1900     Hervey  B.  Work,  A.B..  '93,  .\.^^,  '06,  Wooster  Univ. 

1904,    Superintendent  of  Schools,   Peabody  Building,  Wheeling. 
1931     Thomas  Condit  Miller,  A.M.,  '92,  West  Virginia  Univ. 

State  Superintendent  of  Free  Schools,  Capitol,  Charleston. 
Lawrence  J.  Corbly,  .\.B.,  '90,  Univ.  of  W.  Va.;  A.M.,  '96. 

1896,  Principal  of  State  Normal  School,  Marshall  College,  Huntington. 
1903     George  E.  Hubbs. 

1005,    Superintendent  of  Public  Schools,  Benwood. 
Daniel  Boardman  Purinton,  A.M.,  W.Va.  Univ.;  Ph.D.,  '92,  Univ.  of  Nashville;  LL.D.,  '89,  Deni- 
son  Univ. 

1901,    President  of  West  Virginia  University,  Morgantown. 
John  C.  Shaw,  B.Sc,  '92,  M.Sc,  '94,  Univ.  of  Nashville. 

1901,  Principal  of  State  Normal  School,  Glenville. 

1905  Charles  S.  Brilles,  A.B.,  '92,  A.M.,  '95,  Univ.  of  Wooster. 

1904,  Principal  of  High  School,  54^  S.  Penn  St.,  Wheeling. 
JosiAH  Keely.  A.M..  Harvard  Univ. 

1897,  Principal  of  Preparatory  School,  Montgomery. 
Joseph  Rosier. 

Superintendent  of  Public  Schools,  Fairmont. 

1906  Ethel  Carle,  A.B.,  '05,  W.  Va.  Univ. 

1905.  Principal  of  High  School,  Mannington. 
William  H.  Wayt. 

Superintendent  of  Schools  and  Principal  of  High  School,  Piedmont. 

1907  Edda  E.  Bingell. 

Principal  of  Centre  School,  2234  Main  St.,  Wheeling. 
Mary  Reppetto. 

Principal  of  Webster  School,  2735  Eoff  St.,  Wheeling. 

institutions 

1899  West  Virginia  University. 

President,  D.  B.  Purinton;  Librarian,  Pauline  Wiggin  Leonard,  Morgantown. 

1900  State  Normal  School,  West  Liberty. 

Principal,  Lorain  Fortney,  West  Liberty. 

1901  Public  Library,  Wheeling. 

Superintendent,  Hervey  B.  Work,  Wheeling. 
1905    Department  of  Free  Schools. 

State  Superintendent  of  Free  Schools,  Thos.  C.  Miller,  Charleston. 

WISCONSIN 

LIFE    members 

1884    John  Arthur  Aylward,  A.B.,  '84,  B.L.,  '90,  Univ.  of  Wis. 
Vilas  Block,  Madison. 
Jairus  Harvlin  Carpenter,  A.M.,  '74,  Yale  Coll.;  LL.D.,  '76,  Univ.  of  Wis. 

Emeritus  Jackson  Professor  of  Law,  University  of  Wisconsin,  315  Wisconsin  Ave., 
Madison. 
Lewis  Herbert  Clark. 

1892,  Professor  of  Mathematics,  State  Normal  School,  River  Falls. 
Philip  Eden,  Ph.B.,  '72,  Univ.  of  Wis. 

601  Pine  St.,  Platteville. 
John  Q.  Emery,  A.M.,  Beloit  Coll.,  Ph.B. 

1902,  State  Dairy  and  Food  Commissioner,  R.F.D.  No.  41,  Edgerton. 
Lorenzo  Dow  Harvey,  Ph.D.,  '91,  Milton  Coll. 

1903,  Superintendent  of  Public  Schools  and  Stout  Training  Schools,  102,  4th  Ave.  N., 

Menomonie. 
Andrew  J.  Hutton. 

1901,    Superintendent  of  Wisconsin  Industrial  School  for  Boys,  Waukesha. 
Charles  H.  Nye. 

1893,  Superintendent  of  Schools  of  Grant  County,  212  N.  Adams  St.,  Lancaster. 
W.  D.  Parker,  A.M.,  Univ.  of  Wis. 

P.  O.  Box  4.';4.  River  Falls. 
John  Barber  Parkinson,  A.B.,  '60,  A.M.,  '63,  Univ.  of  Wis. 

188s,    Vice-President,  and  (1893)  Professor  of  Constitutional  and  International  Law,  Uni- 
versity of  Wisconsin,  803  State  St.,  Madison. 


Wisconsin)        LIFE,  ACTIVE,  AND  COKKESPOXDlXlS  MEMBERS  893 

WISCONSIN— CVn/iBKfJ 
18S4     Samuel  Shaw.  AM  .  .'75,  Univ.  of  WU. 

L-iwycr,  Crandon,  Forest  Co. 
Robert  Clo..son  Spksikr. 

1863,    Founder  and  I'rcMdcnt  of  Spcncrrian  Uu>incss  Collrgc.WLiCOiuin  !>t.  and  Broadway, 
Milwaukee. 
JosHCA  Stark.  .\.B..  "jS.  Tnion  Coll.,  N'.  Y. 

170  Slariin  St.,  Milwaukee. 
Isaac  N'ewtun  Stkwart,  H  St.,  'bi.  Univ.  of  Wis. 

Formerly  l^litor  of  ".\lilwaukcc  Journal."  711  North  St..  .\p|>lel<in. 
Charles  Frederick  Viebahs. 

Chairman  of  the  State  U.urd  of  F'xaminers.  703  Western  .\ve..  Walertown. 
iSgi     JoHV  Hull,  .\.M..  '70,  111.  Wes.  Iniv. 

200V  State  St.,  Milwaukee. 

AITIVE    MEUBrRS 

1887     Albert  Salisbury.  Ph.D.,  Milton  Coll. 

iH8s,    President  of  State  Normal  School,  Whitewater. 
iSgi     Mary  E.  Doyle. 

i8q4.    Su|)erintendent  of  Tr.iinini;.  Stale  .Normal  Sih<K>l.    The    Hnudway    .\|urtment<i, 
SuiJerior. 
Carroll  Gardner  Pkar-se. 

1904,    bupcrintendent  of  School.s,  City  Hall,  Milwaukee. 
i8q2     M.  Vincent  O'Shea,  U.L..  'oi.  Cornell  L'niv. 

1895,    Professor  of  ihc  Science  and  Art  of  Education,  I'niverkity  of  Wiscoa<un,  140  Lancdoo 
St.,  Madison. 
.\lbert  Willi.s  Tressler,  .\.U  ,  '01,  Cnlv.  of  Mich. 

1000.    In,s(jettor  of  Schools,  Cniversily  of  Wisconsin,  440  N.  Charter  St.,  .\faili«)n. 
1893     William  Geohoe  Bruce. 

Editor  of  ".\merican  School  lioard  Journal,"  447  Hanover  St.,  .MiUaukee. 
i8q4     Richard  B.  Duixjeon.  .\.B.,  '76.  Cniv.  of  Wis. 

iHgi.    Superintendent  of  Cily  Schools,  115  N.  Carroll  St.,  Madison. 
Theron  B    Pray,  .\  M.,  '72,  l'niv.  of  ChicaRo. 

Ex-President  of  State  Normal  School.  402  Pine  St.,  Stevens  Point. 

189s    Garlen  L.  Bowman. 

1004.    Print  i|>al  of  Dunn  County  Training  School  for  Teachrnk  cur.  Main  and  ttth  St*., 
Mcnomonie. 
Warren  J.  Brier. 

i8<>8.    President  of  Stale  Normal  School.  Oio.  jd  St..  River  Fall*. 
Silas  Y.  Gillan.'a.M..  '87.  111.  Wes    Cniv. 

1891,    Editor  of  "Western  Teacher"  and  of  ".Xmerican  Jounul  at  Education,"  141  Wiv 
consin  St.,  Milwaukee. 
Rurus  Henry  Hai.sky,  A.I   ,  '77.  William*  Coll. 

iH<>8,    President  of  State  .Normal  School,  107  Ml    Vrmim  St  .  Onhkosh. 
Sara  D.  Jenkins.  Ph  B..  Sj.  l'niv.  of  Wis, 

11/-..  I,    Instructor  in  KnKlisli  Miith  School,  .Mailivm. 
Elle.n  C.  Sabin.  .\  M  .  "o";.  fniv   .if  Wis 

1H41,    President  of  .Milwaukee  Downer  College,  .Milwaukee. 
Rose  C.  Swart,  AM,  'm,  L'niv.  of  Wis. 

1884,    laspcctor  of  Practice   Teachinc.  State  Normal  School,  J7  Elm  St.,  Othkcnh. 

E.  V.  Wkrsick. 

i'/:ii.    Secretary  of  Board  of  F>lu(ati<in,  llillklMir>i. 

1806     Walter  .Ku.ts 

i8v<>,    First  Aaaisuni  Sopennt'^-  ''.  «i>  llatkrtl  Ave.,  Milwaukpe. 

W   H.  CHr.r.vr.R.  I'd  B  .  Pd  M  .  St.  N.ir   < 

■  Hgo,    Vice  Pre«ilrnl  ol  Stale  .S.r.n, ...tr  liisttiuir  Cooduclar.  isio  Sirtamor* 

St  ,  Milwaukee. 
.MARY  Hill. 

i8^j.    Auirtant  Teacher,  170  Maauo  St  .  Milwaukee 

1Ut«  S    Nri.v.N  .... 

|S»4.    Principal  of  Wrl.ster  SchiKil.   no  Park  Ave,  Jannullr 

GroRCE  C.  SMtrrr*.  Ph  B.  .  ..  ^     .  ..        .      ..l 

loot,    CoOiluctof  of  InMiluIr*,  State  .Sitfmal  SthtuI,  6o»  M»(n  St  .  Whilrwalrr. 

i8«7     C.  P.  C.cr       "  ^        '  '  '  '       -  ,         V.    I, 

Intiructiun.  StuUum 

Frankii'-  I     '  

is-j;.     '.  ij-MriirnUm  ..!     •   !    -    -       4  •  Hfwd  St  .  Ilrl.4t 

Georok  V.»f  DAr<ir 

i«oi.    Primiiwl  <A  Hith  S<Ik».I,  Uautoma 

ElXEM  C.  ^^^°  Jl^^^^  Principal  .ml  Proprirt.*  i4  tUMMc  ll.^tK  S.hnol.  IIUI4>W. 

Jake  '-"'^^J^"'^'^^,^,,  y,i^^^^i  ,„.,  p,„p,Mi.*  o<  liilMU  Hum*  School,  liillOd*. 

FBrt>rRirK  r.    K»Ar..r.  B  I..  'Ho.  .M  I..  'gi.  Cnlv   >4  WU  ...........  , 

1897.    Prmci|»l  of  llich  Stbuul.  ami  Supctinletxlml  of  Pul.lk   S>bi«4*.  MaAmuMto. 

Emma  J      -|')|^""p^^jp,,,^  ,^1,  I^^tl  Primary  Sch-J  V.  4  «?»   luthst    N  W  St.    Milw.ukr*. 


894 


NATIONAL  EDUCATIONAL  ASSOCIATION  [Wisconsin 


WISCONSIN— Cow/rn!(e(f 

1897  Charles  McKenny,  B.Sc,  '81,  Mich.  Agri.  Coll.;  A.B.,  '89,  .\M.,  '92,  Olivet  Coll. 

1900,    President  of  State  Normal  School;   res.,  2444  Prairie  St.,  Milwaukee. 
E.  C.  Meland,  B.L.,  '89,  Univ.  of  Wis. 

1895,    Principal  of  Windsor  Township  High  School,  De  Forest. 
James  A.  Merrill,  B.Sc,  '93,  Harvard  Univ. 

1900,    Department  of  Science,  State  Normal  School,  1925  John  Ave.,  Superior. 
Richard  J.  O'Hanlon,  Grad.,  '92,  St.  Nor.  Sch.,  Oshkosh,  Wis. 

Principal  of  22nd  District  School,  28th  and  Clarke  Sts.,  Milwaukee. 
J.  P.  Peterson. 

1894,    School  Treasurer,  Polk  County,  Luck. 
Lorenzo  D.  Roberts,  Ph.B.,  '71,  Albion  .\cad.  and  Nor.  Inst. 

1888,    County  Superintendent  of  Schools,  Main  St.,  Shawano. 
John  F.  Sims. 

1906,    President  of  State  Normal  School;  res.,  200  Brawley  St.,  .Stevens  Point. 
Phebe  Swan. 

1897,    Librarian  of  Gleaner's  Library,  556  Public  Ave.,  Beloit. 
Elmer  W.  Walker. 

1902,  Superintendent  of  Wisconsin  State  School  for  the  Deaf,  Delavan. 
A.  W.  Weber,  Ph.R.,  '01,  Ph.M.,  '02,  Univ.  of  Wis. 

701  Langdon  St.,  Madison. 
H.  A.  Whipple. 

Representative  of  Houghton,  Mifflin  &  Co..  Waterloo. 
William  Hill  Williams,  A.B.,  '84,  A.M.,  '87,  Williams  Coll. 

1S97,    Teacher  of  Mathematics,  State  Normal  School,  Platteville. 

1898  Thomas  Higdon  Gentle. 

1900,  Director  of  Training  School,  State  Normal  School,  Platteville. 
Adolphus  H.  Sage,  B.Sc,  '86,  Cornell  Univ. 

1893,    Professor  of  Physics,  State  Normal  School,  130  Elm  St.,  Oshkosh. 

1899  Edward  Charles  Elliott,  B.Sc,  '05,  .\.M.,  '97,  Univ.  of  Nebr.;   Ph.D.,  '05,  Columbia  Univ. 

1905,  Associate  Professor  of  Education,   University  of  Wisconsin;    res.,    407   Wisconsin 

Ave.,  Madison. 
John  A.  Hagemann,  Ph.B.,  '99,  Univ.  of  Wis. 

1899,    Superintendent  of  Schools  and  Principal  of  High  School,  Ft.  Alkin.son. 
Burton  E.  Nelson. 

1904,  Superintendent  of  City  Schools,  1201  Wisconsin  St.,  Racine. 

1900  Mrs.  Ida  Hood  Clark. 

1903,  Supervisor  of  Manual  Training,  Public  Schools,  City  Hall,  Milwaukee. 
Richard  Cecil  Hughes,  A.B.,  '84,  A.M.,  '87,  D.D.,  '00,  Wooster  Univ. 

1901,  President  of  Ripon  College,  Ripon. 
Foster  H.  Irons,  Grad.,  '99,  Teachers'  Coll.,  Columbia  Univ. 

1903,    Director  of  Manual  T^raining,  Blaine  Manual  Training  School,  Superior. 
H.  F.  Leverenz. 

1899,    Superintendent  of  Schools,  2030  N.  8th  St.,  Sheboygan. 
Alice  H.  Shultes. 

1886,    Supervisor  of  Practice,  State  Normal  School,  River  Falls. 

1901  Durward  Earle  Burchell,  A.B.,  Columbia  Univ. 

1903,    Professor  of  Business  -Administration,  University  of  Wisconsin,  Madison. 
Frank  M.  Jack,  A.M.,  '93,  Beloit  Coll. 

1906,  Institute  Conductor,  State  Normal  School,  River  Falls. 
Samuel  Adams  Lynch,  L.B.,  Pd.B.,'92,  Univ.  of  Mo.;  A.M.,  '00,  Univ.  of  Chicago. 

1905,  Principal  of  Blaine  High  School,  1703  Hughitt  Ave.,  Superior. 

1902  Mrs.  Mary  Davison  Bradford. 

1906,  Supervisor  of  Primary  Work  and  Theory  and  Practice  in  Primary  Teaching,  Stouth 

Training   Schools,    Menomonie. 
Anna  R.  Camp,  Ph.B..  '97.  Western  Reserve  Univ. 

1897,    Private  Teacher  of  Deaf,  625  Mendota  Court,  Madison. 
Mary  R.  Campbell. 

Research  Student,  University  of  Chicago,   Medical  Department;      home   address, 
184,  15th  St.,  Milwaukee. 
Mrs.  Frances  Elliott  Clark. 

1903,    Supervisor  of  Music,  1728  Wells  St.,  Milwaukee. 
Gertrude  Earhart.  ' 

.\ssistant  in  Polk  County  Normal  School,  St.  Croix  Falls. 
William  Henry  Hickok. 

1903,  Sui>erintendent  of  City  Schools,  328  Edison  St.,  Antigo. 
Junius  T.  Hooper.  B.L.,  '92,  Univ.  of  Wis. 

iSyg,    Suix-rinlcndent  of  Schools,  917, 7lh  Ave.,  W.,  Ashland. 
H.  H.  Liebenberg,  B.Sc,  '07,  Univ.  of  Wis. 

1902,  Principal  of  Buffalo  County  Training  School,  Alma. 
Joh.n  W.  Livingston. 

1904,  President  of  State  Normal  School;   res.  167  Bailey  .\ve.,  Platteville. 
S.  H.  Metcalf. 

189s,    Director  of  Music,  Public  Schools,  Menomonie. 
Wu,lard  Nathan  Parker.  B.Sc,  'qo,  Univ.  of  Wis. 

Editor  of  "Wisconsin  Journal  of  Education,"  23  E.  Main  St.,  Madison 


Wiscoasin]         LIFE,  ACTI VE.  AND  CORRESPONDING  MEM BKRS  895 

V:iSCOSSlS—C<mtimufd 
igo3     John   R.  Shebbu  k.  Ph.B.,  '85.  Earlham  Cll. 

1S07,    Teacher  of  l^lin,  Slate  Normal  Sthixtl,  705  Center  St.,  Whitewater. 
Howard  Lafayettk  \Viuv)n.  .\  H..  *8<}.  In<l.  I'niv .;    .X M  .  "oo,  Harvanl  Iniv 

1902,  Teacher  of  History  and  Literature,  State  N'ormal  School,  River  Kalli. 
H.  S.  YoUKER,  B.Sc.,  '04.  M  Sc.,  'qS,  Iniv.  of  Wis. 

Superintendent  of  City  SchooU,  Grand  Rapidv 
i()03     Acnes  Otis  IIric.iiam. 

IQ03,    Uircclor  in  Ph>-sical  Training,  State  Normal  S«'hool,  Platteville. 
EuuA  XI.  CowLES.  I'h.H.,  'oj,  Cniv.  of  Chicago. 

i8gs.    Professor  of  Mathematics,  Milwaukee- Downer  College,  Milwaukee. 
W.  C.  Hazzard,  A.B.,  'gs,  Ix'land  Stanford  Jr.  I'niv. 

Stale  .\Kcnl  in  Wi.sconsin  for  Silver,  Durdell  &  Co..  45,1  Jefler^vn  St..  Milwaukee. 
El17j^BETH  R.  MrCoRUKK. 

i8gi.    Teacher  in  Nel.son  Dewey  School,   ajq  W.  6th  St.,  Sta.  A,  Supenor. 
SvsAN  M.  Porter.  AH.,  '06,  Cniv.  of  Wis..  IJ.L. 

1807.    Teacher  of  History,  High  School.  060  Huron  St.,  Ratine. 

ViNSEDGE  M.   RVSSFIX. 

1903,  Director  of  Manual  Training,  State  Normal  School,  Platteville. 
Charles  H.  Sears,  Ph.D.,  '01,  Clark  Cniv. 

Teacher  of  P.sychology  and  Pejl.igogy.  Stale  Normal  School.  Milwaukee. 
Mairice  H.  Smaii.  A.B.  '87.  <""11'V  Cniv  .   I'liD  . 'os.  Clark  Cniv 

1903,    Chairman  of  Dciarlment  of  Pedagogy,  State  Normal  Scho<iI,  Oshkoih. 

S11.AS  B.  TOBEY.  ^       ... 

1905,  Superintendent  of  City  SchooLi.  61  j  h.  Jedermn  St..  Wiuuu. 

LnojSEY  Webb,  A.B..  '07.  I'niv.  of  Minn. 

iQOO,    Principal  of  i8lh  District  School  No.  1,  $■■  Cramer  St  ,  Milwaukee. 

Frances  Wettstein. 

1896,    Principal  of  School  for  the  Deaf,  jj<.  3-Jth  St.,  Milwaukee. 

1904     L.  H.  BoLESC.  Grad..  St.  Nor.  .S<h  .  River  Kails.  Wis. 

1906,  Teacher  in  West  .Side  High  Sch-xjl.  .Manitowoc. 

J'UIN  Cailaiian.  c      ..         . 

1901.    Superintendent  of  Schools.  500,  i»t  St.,  .Mena.sha. 
George  A.  Chambkri.aiv.  A  B  .  '01.  Harvard  Cniv. 

1903,    Principal  of  Flast  Division  High  School,  366  Pro»pect  Ave  .  Milwaukee. 
Gcstav  W.  Gehravd,  Ph.B..  '03.  Cniv.  of  Wis. 

1903.  Sufierinlendent  of  City  Schools,  42a,  sth  Avr..  Barahoo. 
Walter  C.  Hewitt.  Pd  B  .  '91.  Pd  M  .  'oi.  Mich   Nor.  Coll. 

State  ln.stitute  Conductor.  Oji  .\lgoma  St..  l)»hko»H. 
George  Henry  Lastv-raf.  B  L.,  'qj.  Cnivv  of  Wis.  .,         ,. 

1904.  .Suiierintendcnt  of  City  SthcKiLs.  1024  Cook  .St..  Mannelle. 

Et>CAR  -T*!"^*^^    prinu'lJjof  joh'nG.  McMynn  School.  720  Main  St  ,  Ra<ine. 
Eowi.v  Thomas  f)'BR!r.N.  Ph  B  .  '01    Cniv   of  Wis. 
1904.    Sujierintendent  of  .Sch<i<»l».  Berlin 

ANSA  E.  SciiArrtR^^^  laspector  of  Sch«J.  for  the  Deaf.  IVi-nment  of  Kdu.aiL.n.  C.ptt.J,  Mwlboo. 

O.  J.  ScHOSTTR.  B  ««•    Cniv  ..f  Wis  ,  c  I.     I    i.i  ..  .iii- 

•"  1^^^  .      .      .    1.   .    .     ^  .'",«!  School.  PUlI'Villr. 

Ions  W1U.IAM 

Jons  A.r«r..  ^^ 'j;'J^^,^,„OKnmerci.l  Siudie,.nd  BusineM  Training.  N.*lh  IM»i.*.«  Hi«h  Sshnol. 

reil.,637.  J:!h  M       \|ll«  nllrr 

f  )TT<»  K.  WirtANu.  A  B  .  V'  u    1       .c   ...ko    t  ,  ,' 

l»99.    DejMnmen  hoot  14I  S.  ijlh  S«  ,  U  CT.«.e. 

,905     Anna  W    »;^;''-^;^,,'J„»  ,/;„'^;;:u:;;;,  "soi^vi^f  «(  Training  Drprlmeo.   Slat.  Normal   School. 
Whilewairr 

j..„  B.  B;;|»;r.;^A^»^^.r,  ^'\r^^1!\..r^.,..  M.d..H, 

EnwA...  Mov.o^^»-«„;;^/-„,  ,^.^.   ..,  ^.,„,h  s...  .S'.«..h 

Tmoma*  W   ^^.yrr  ,  ^^  |,i^H.t  School.  *l|ft  Van  Hurra  Si  .  Mtl.aukec 

HowA.i.  D   Bv  I  j^,^^^^,    ,,,,„,^   p„M.    -vSnol..  aiwl  r^Khrr  la  ihr  .Sl.ml  Tralnlm 

bclujul.   le«.  211  WiUm  Av^ 
^'^■"'^';;;rEtorolSu,M.M««.l  Train,  .>..h«x  «.t.  «h   S,  .  Mrnnmnnk. 

"*■"*•", 'iirV'rincfp.I  ol  ,vl  IM-rkt  Schnni  So.  ..  M-J*—  St  •»!  *T«h  A^  M.lw.ukr, 
J-  V.  (ott...  Ph^M /79.  ',-{'Ji,„'::;',.V"!:..r  N^^Sch.-,  ..,  D^U,-,  S,  Slewn.  Point. 
RO.WT  I'  ,*;;7;7,,„,i,^  ,^  „,h  iH^ri..  S-hon.  So    ..  ..o»,  .Ml  S.  ,  M»l-.«k.*. 


896  NATIONAL  EDUCATIONAL  ASSOCIATION  [Wisconsin 

WISCONSIN— Con,'j»t«c(i 

igos    K.  C.  Davis,  Ph.D.,'oo,  Cornell  Univ. 

1902,    Principal  of  School  of  Agriculture;   res.,  814,  2d  St.,  Menomonie. 
Walter  Fenno  Dearborn,  Ph.D.,  '05,  Columbia  Univ. 

1905,    Instructor  in  Educational  Psychology,  University  of    Wisconsin;    res.,  218  W.  Gil- 
man  St.,  Madison. 

Kate  Dignon. 

1901,  First  -Assistant  in  6th  District  School  No.  3,  255,  i8th  St.,  Milwaukee. 
Walter  E.  Elmer,  A.B.,  Univ.  of  Wis. 

1905,    Supervising  Principal  of  Schools,  Hartford. 
Emma  J.  Gardner. 

1894,    First  Assistant  in  12th  District  School  No.  2,  676  Wilson  St.,  Milwaukee. 
Hermann  Charles  Henderson.  A.B.,  '95,  Univ.  of  Chicago:  A.M..  '98-  Univ.  of  New  Brunswick. 

1902,  Teacher  of  Psychology  and  Pedagogy,  State  Normal    School;    res.,  2212  Sycamore 

St.,  Milwaukee. 
WiLLLAM  H.  Jamieson,  B.L.,  '01,  Univ.  of  Wis. 

1902,  Superintendent  of  Schools,  Tomahawk. 
Albert  Ernest  Kagel. 

1904,  Assistant  Superintendent  of  Schools,  563  Scott  St.,  Milwaukee. 
William  E.  Maddock,  A.B.,  '04,  Harvard  Univ. 

1905,  Superintendent  of  City  Schools,  1507,  14th  St..  Superior. 
Matthew  N.  McIver,  Ph.B.,  '92,  Beloit  Coll. 

1906,  Superintendent  of  Schools,  144  Elm  St.,  Oshkosh. 
Jessie  B.  Montgomery,  Grad.,  '95,  Ind.  St.  Nor.  Sch. 

1903,  Critic  in  Grammar  Department,  State  Normal   School;   res.,  305  N.  Elm  St.,  Platte- 

ville. 
Herman  E.  Owen. 

Department  of  Public  School  Music,  Wisconsin  University   School   of    Music,   615 
State  St.,  Madison. 
Grace  E.  Salisbury. 

1901,    Librarian  of  State  Normal  School,  Whitewater. 
Frank  K.  Sf.christ,  M.Sc,  Ph.D.,  '98,  Lafayette  Coll. 

1900,    Teacher  of  Rhetoric  and  Literature,  State  Normal  School,  934    Clark  St.,  Stevens 
Point. 

F.  F.  Showers,  B.I-.,  '03,  Univ.  of  Wis. 

President  of  Business  College.  Stevens  Point. 
John  Henry  Stauff,  A.B.,  '99,  Univ.  of  Wis. 

Supervising  Principal  of  Schools,  Lock  Box  72,  Sharon. 
P.  J.  Zimmers. 

1904,  Superintendent  of  Schools,  555  Prairie  Ave.,  Kenosha. 
1906    Oliver  E.  Gray. 

1898,    Superintendent  of  Schools,  Platteville. 

G.  B.  Hoag. 

1904,  Instructor  in  Manual  Training,  State  Normal  School,  River  Falls. 
Thomas  Lloyd  Jones,  B.Sc,  '96,  Univ.  of  Wis. 

1905,  Superintendent  of  Schools,  227  Wauwatosa  Ave.,  Wauwatosa. 
G.  F.  Loomis,  A.B.,  '96.  A.M.,  '01,  Beloit  Coll. 

Superintendent  of  Schools,  Main  St.,  Oconto. 
E.  L.  Luther,  A.B.,  '95,  Olivet  Coll. 

Superintendent  of  Schools,  524  Lincoln  St.,  Ripon. 
G.  J.  Roberts,  A.B.,  '92,  Penn  Coll.;    A.M.,  '01,  Univ.  of  Mich. 

1906,  Superintendent  of  City  Schools,  Merrill. 

institutions 
life  members 

1884    Alumni  Association,  State  Normal  School  at  Milwaukee. 

President,  Charles  McKenny;  Librarian,  Delia  Ovitz,  Milwaukee. 
Athen.«um  Society  of  State  Normal  School  at  Platteville. 

Librarian,  Miss  B.  A.  Gardner,  Platteville. 
Beloit  City  School  Board. 

Superintendent,  F.  E.  Converse;   Clerk;  E.  C.  Helm,  Beloit. 
Board  of  Education  of  the  Ctty  of  Janesville. 

President,  S.  B.  Buckmaster;   Clerk,  S.  C.  Burnham.  Janesville. 
Board  of  Education,  La  Crosse. 

President,  William  Luening;   Superintendent,  John  P.  Bird,  High  School    Building, 
La  Crosse. 

Board  of  Education,  Oshkosh. 

President,  D.  W.  Fernandez;   Clerk,  Daniel  Witzel,  Oshkosh. 
Board  of  Regents,  State  Normal  Schools. 

President,  J.  A.  Peacock,  Oconomowoc;   Secretary,  William  Kittle,  Madison. 
Board  of  School  Directors,  Milwaukee. 

President,  Aug.  S.  Lindemann,  2912  Highland  Boul.;   Secretary,  Frank  M.  Harbach, 
City  Hall,  Milwaukee. 
City  Superintendents'  and  Supervising  Principals'  Association  of  W'isconsin. 

President,  W.  H.  Hickok,  Antigo;  Secretary  and  Treasurer,  G.  F.  Iwoomis,  Waupun. 


Wyonung]         LIFE,  ACTIVE,  A\D  CORRESPO.\PI.\c;  MEMIiEKS  8g7 

WlSCONSl  S—ConttHued 

1884       COCKTY  TeACHEHs'   .\SS«C1ATI0N,   MlLWAlKEF.  COINTV. 

Prcsidcni.  Herbert  J.  I'liJcr.  7«3  .\s«or  S>«  •  MU«auk«*. 
Milwaukee  Principals"  .\ssoi  iation. 

rrcsidcnt   J.  J.  Soracrs;   Secretary.  J.  J.  hinan.  Milwaukee. 
Philadelphjan  Soiurrv  or  Statk  Normal  School  at  Plattkvillk. 

PrcsiiU-m.  Grant  A.  German;   Secretary,  Gilbert  Hrerrlnn,  I  latlcville. 
Public  ScuoolTkmhkrs  Of  jANJvsviLLr..  ,  .    ■     .    ,,  1  u 

Superintendent.  H.  C.  Huell;  Secretary,  Ijzzie  A.  Paten-.n,  Jancsvtile. 
State  Historical  S.K-IKTY  or  \Vis<-..NsiN.  ..   -n.     -.       m    1     „ 

Secretary  and  Supennlcndent,  Rcul>en  G.  Thwaites,  MadLv.n. 

State  Normal  School  AT  PLArrKvu-LE.  „    ,   ,•     ■        i.i  ..  ..;ii 

President,  John  \V.  Uvingston;  Ijliranan.  Muvi  H.  A.  Gardner,  I'Une\nlle. 

Teachers' .\ssociATios  or  Wisj-oN-siN.  . 

President.  John  F.  Sims.   Secretary.  Kathenne  Williams.  Milwaukee 

ACTIVE  MEMBER.S 

.807     STATE  NORMAL  Soj.-.  .,;;;;^"^-X „   ii^^.,_  Li,,^,„.  KJU  c;.XKl«in  Parmele.  OOtkosh. 

1808    MawACKEE  Public  Library. 

Librarian.  George  \\.  Pcckham,  Milwaukee. 

State  Normal  Sch<m)l,  WHrrrwATKR. 

PrcMdent.  .Mbcrt  Salisbury,  Whitewater. 

1899  WRENCE      M      |,^^^j^.|jj    jj_jj^yj.i  j,|^„,^.  yi,rarian,  Zelia  Smith,  Applrton. 

1000     Superior  State  Normal  SciicxiL,  I. iBRMiv.  ...,,-  r- 

1900  SLPtRioR  oiA         p^^j^„,    ,    ^-    suseill.  Librarian,  Harriet  L.  tjton,  Su|«:nor. 

,902     BKLorr  Co'-"'^^'  i;'»;;*",i'^i,,,.„,    ^c-o.  L.  O.llie;    librarian   J.imes  A    lilaivlell.  Ileloil 

RiPos  College,  '-^bR:*^*;^,    ^^^_^^,,  f.   ^^^^^.    ubrari^.  ,,.  j.  Manuon.  Ri,..n. 
.^3     GILBERT  M.  S— -;^>i--v,  Ken^Kha^    ^^^^^^^    ^^^   ^.^^^  ,.    „^^^   ^^„.^^ 

.90s     Milwaukee  Teao.khsVV.-^matiosv_^^^^^    ^^^  ^^.^^^^  ^^      1^,^^^^   K.,o.„i,^  R.  William*.  87. 
Huflum  St.,  Milwaukee. 

IIviVFBSITV    Of    W'lS<'<»N'iIN.    LlHB\RV. 
1906       ARABIT    LlI.U.W    MiMMKIM.    LlBHAUV  vi    n,  - 

*^  Librarian,  kalhcnnc  Smock,  Monroe. 

Kei  LOG*.  Public  Library.  ,....,.  ,    „ 

Librarian,  O.  15.  .Martin,  (.rrt-n  Lay. 

State  Normal  S<h<iol.  River  FalU. 

President,  W.  J.  brier.  River  FalU. 

WYOMINi; 

AC-TIVr   MKMBtRS 

.894     ESTELLE  ^^^^  ;S::nmJll!.rl.r?^li::l^^.;:...V  .adre^.  Room  .w.  In..u„  .  .ffi.e,  WaUi- 

inxton,  I)   (■ 
.»^5     lU  s.v  ^'^^■%;,^;;!]f^:^;:::^';^.Ul  Science,  I'nivrrv.y  »(  Wy.-n.„«,  ,0,,  «,h  S,  .  Ur.mJ.. 

J.„.s  ^-^7-^  X'?cLr:J'Fi.i!i^i».L'L'fKl....,..:  ...  u.  S^.2  ■s.t.lT:i..r..r  o(  Wy,-n.n,. 
Ltramie. 
.H99    THoM.n  T.  TVNA.^,^^^  ^^^  ScmiWckly  P.-.  Shrri.Un  ..  .        .   u  AM- 

.^,     Frasc.    K^muso    M.T,,r.v     ,.M.     -A   l»««  OJl  .     PdM.  'oo.  I  nW.  «r   Wr- .    AM.    ^^ 
Sui  fA»prr. 

1903      HtN/AMIM   RaV  C»A-     ^     ^^  ir.     ■« 

lgo2,    SutirttntewJenl  »l  Scb.«i4».  Rawlln* 

Mr*.  Emm*  H    Kwi'-ht  „,j, 

lexx.    Su|«Tinlmilml  <.' 

i«)<    H.  W'.  (jLALxtAwrr.  DC  •-    "o'-  *  .1*4  Sihcwl  ul  Cummtrca, 

^'  loot,    A««n<iale    Pf'ile~<''     "■    ■■ - 

t*lii«TT.4ir  "t   W)f.im»n«.  1-M«mir 

IvA    rMoMAJi^^     s«,^n.r«.»m.  .A  0«nlr  S.h.-4^  K».n— « 
,^,     A    U    f*""«^^     j^,„  supmnimcknl  ..(  IMUk  IwlfiKlk*.  P  O   B.^  4»«.  fhrrrnnr- 


898  NATIONAL  EDUCATIONAL  ASSOCIATION  (Porto  Rico 

WYOMING — Continued 
1906    Frank  W.  Lee.  ^^^^^^^^^^^^  ^j  ^ity  Schools,  312,  Qth  St.,  Laramie. 

S.  S.  Stockwell,  M.  Didac,  Ph.R.   '91.  Univ.  of  Iowa.  pu^„p„„e 

1905,  Superintendent  of  Schools,  iii  Last  20th  St.,  Cheyenne. 

Oscar  E.  Swanson,  B.Sc,  '01,  Valparaiso  CoU  Fv.n^tnn 

1906,  Superintendent  of  City  Schools,  244.  4th  St.,  Lvanston. 

INSTITUTION 

1897    THE  UNIVERSITY  ^^^  WvoMiNG^^^^^^  ^^^^^^  ^.^^^^_  ^.^^^^.^^^  ^^^^^  ^^^^^^^  jj^^^^^^  Laramie. 

ALASKA 

ACTIVE  MEMBER 

180S    Cassia  Patton. 

1894,   Teacher  of  School  No.  2,  Sitka. 

CUBA 

ACTIVE  MEMBER 

1934     SiXTO  L6PEZ-M1RANDA,  Ph.D.,  Natiorial  Univ.,  Cuba.  ,„^   r,„^r^  Phiff  nf  Tnsnectors 

^  *  ,004     Technical  Commissioner  of  Education  for  Cuba,  and  (1905)  Chief  ol  inspectors, 

Department  of  Public  Instruction,  117  Animas  St.,  Havana. 

HAWAII 

ACTIVE  MEMBERS 

189s    Allie  M.  Felker,  Grad., '84,  St.  Nor.  Sch    San  Jose,  Cal.  

^^  1901,    Principal  of  Kaahumanu  School,  234  Dewey  Ave.,  Honolulu. 

X9O0     Mrs.  Nina  L^D.  Fraser.^  ^^  ^^^  ^^.^j^^.  ^^^^^^  ^^^  ^^j,^^^  ^_^^  ^^^.^.^  ^^^  _  Honolulu. 

1902  Alice  F.  Beard.  ,  „  .,       .^  „ 

1899,  Principal  of  Kona  Orphanage,  Kailua,  N.  Kona. 

1903  Charles  W.  Baldwin. 

1900,  Normal  Inspector,  First  Circuit,  Honolulu. 

Arthur  Floyd  Griffiths,  Ph.B.,  '97,  A.M.,  '99,  St.  Lawrence  Univ.;  A.B.,  '99,  Harvard  Univ. 
1902,    President  of  Oahu  CoUeiie.  Honolulu. 
190S     Perley  Leonard  Horne,  A.B.,  '92,  A.M.,  '94,  Harvard  Univ. 
1904,    President  of  Kamehameha  Schools,  Honolulu. 


PANAMA 

'89,  A.M.,  ' 

_^ lent  of  Can 

Panama. 


,894     DAVID  C.  OX:oNNOR^A^B.^89,  ^^^^;^;^l^^^\^Z^t:^oo^.,  Gorgona,  Canal    Zone,  Isthmus  of 


PHILIPPINE  ISLANDS 

ACTIVE    MEMBERS 

1890    Henry  S.  Townsend,  A.B.,  '80,  A.M.,  '83,  Univ.  of  Des  Moines.  .  .  , 

1S99     riKNK  ^^^^^    Di^sion  Superintendent  of  PubUc  Instruction  of  the  Division  of  Tayabas,  Lucena 

Tayabas. 
looo     E.A.Coddington,  B.Sc, '98,  Olivet  Coll.;  A.B'oi,Umv  of  Mich.  . 

iyo2,    bivisionSuperintendentof  Schools,  10  Washington  St.,  Capiz,Panay. 

1903  J.  W.  Curtis,  Grad.,  '01,  St.  Nor.  Sch.  r-v,Ti„i 

1905,  Industrial  Teacher  in  Normal  School,  Cebu,  Cebu  Island. 

1904  Senora  Maria  del  Pilar  Zamora.  ,01-,  <-  lu  M„r;..    St,    Pm^   ManiH 
^  ^                                    Instructor  in  Insular  Normal  School;   res.,  51  Calle  Nona,  Sta.  Cruz,  Manila. 

1905  Charles  E.  Wright,  B.Sc,  '00.  A.M., '04,  Grove  City  Coll.  . 

^  ,904,    Principal  of  ProWncial  School,  Capiz,  Province  of  Capiz. 

1906  William  F.  MoNTAVON,  A. B.,  98,  Notre  Dame  Univ 

1906,  Division  Superintendent  of  Schools,  Pasig,  Kizal. 

PORTO  RICO 

ACTIVE   members 

1  93        BEDIAH      .  Superintendent  of  Schools  for  the  District  of  Bayamon,  Bayam6n. 

looi     Enrique  C.  Hernandez,  A.M.,  '89,  Univ.  of  Madrid.  . 

1903,    Examining  Superintendent,  Department  of  Education,  ban  Juan. 

Tnn5     SnsAN  D   HuNTiNGTON,  .\.B., 'oo,  Wellesley  CoU.  ^,   .        .         ,  r,    ^     -n-        D- 

1902     iusAN  u.  nuN      p^^^.^^j  jj    Practice  School,  Normal  Department,  University  of  Porto  Rico,   Rio 

Piedras. 

1904    Roland  P.  Falkner,  Ph.D., '88,  Halle.      .      ,„,..,.       c      t 

Commissioner  of  Education  for  Porto  Rico,  San  Juan. 

Everett  W.  Lord,  A.B.,  '00,  Boston  Univ.;  A.M.,  '06.  d-       c       i     „ 

1902,    As.sistant  Commissioner  of  Education  of  Porto  Rico,  San  Juan. 

ToSEFINA  SaBAT  MeNDIN.  „    ,        ,  rr^  o.      c         T       „ 

1902,   Grade  Teacher   Catano  School;  res.,  9  Tanca  St.,  San  Juan. 


Canada)  LI  IE,  ACTl  V  li,  AS  D  CORRESPOSDl  SC.   MLMBERS  8gg 

PORTO  K\CO— Continued 

IQ04     RcH'.r.R  L.  CoNAST.  A.B..  "05.  Columbia  I'niv. 

looa.    District  Superimcndfnt  of  Schoob,  Ynuco. 
1906     E.  N'.  Cloppkr.  B  So..  "07.  Unliinv  ("..!! 

1004.    rrincipal  af  Central  iligh  School  of  Porto  Rico,  San  Juan. 

ElADIO   VfLEZ    ESPADA. 

1006,    Acting  Principal  of  SchooU.  Box  i.i.  Sabana-Orandr. 
pRANrisco  RonRir.i-E/  Lopk/. 

1906.    Acting  Principal  of  Public  Schools,  Main  St.,  (iua)-anilla. 

IVSTITLTION 

190J     Department  or  Eoccatios  or  Phrto  Riro. 

Commissionrr,   Roland  P.   Falkncr;    .\ctinK  Commi»ioncr,   Evcrrlt  \\.  l^rd.    San 
Juan. 

ARGENTINE  REPCBEIC 
active  member 
1004    Mrs.  Sara  C.  F-ccxeston, 

Dircctrrs.s  of  Msiurla  Normal  N    Americana,  and  Honorary  Prrsidcnl  ■>(    \'atii>nal 
.\ssociation  of  Kindrrgartncni.  Care  of  CnitctJ  States  Consul,  Bum  n  .Xirr:.. 

AL'STRALIA 

ACrrV'E   MEMBERS 

loot     Et-iAs  John  Forbes. 

iSqi,    Manager  <>f  .\u-tralian  Branch,  G.  &  C.  Mcrriam  Co.,  8  Spring  St.,  Sydney,  New 
South  Woks. 
1933    Georoe  Haxdley  Knmbbs,  F.R..\.S.,  England. 

iQOi,  Profcs.sor  of  .Sur>Tving,  an'l  sumnime  .Vriing  F'n>fr<vSi>r  of  Ph>->ir!i,  l'ni\Tr>ity  of 
Svdncv;  State  CommisMMnrr  >if  Ivluiation  l)irr<ti>r  of  Technical  Education; 
res.,  28  Bland  St..  .\shlKlJ   Sydney.  New  South  Wales. 

Walter  Beavts. 

Senior  Inspector  of  Schools.  54  Watt  St..  Newca:itle.  New  South  Wales. 

.Archibald  Daniel  MrKfs/iE. 

In.sijector  of  Schools.   Dcixirtmrnt  of    Public   Instruction,  ".Masc«>tte"  South  Si., 
MarritkWllc,  New  South  Wales. 

Thomas  Walker. 

1898.  Inspector  of  Schools  of    New  South  Wales.  ".Marathon."  Livingstone  Ruad,  Mar- 

nckville,  New  South  Wales. 

BR.\ZIL 
active  mimbik 

1902     HoBACE  M.  Lane.  M  D..  '78.  Cniv   of  M..  ;    LL  I)     oj.  N    V.  I'niv, 

1899,  President  of  Mackenue  College,  Caixa  14.  S.  Paulo. 

CANADA 

l.irr    MEMBER 

1H91     Mrs.  Mary  J.  B.  WvLir 

Deer  Park.  Toronio.  Onl. 

ACTIVE   MEMBERS 

1890  James  L.  Hi<;iie«.  ,      .  .,  .... 

1874.    Chief  Inspector  <•(  '  M  ,   loronio. 

1891  Samlel  Bower  Sim  lair    A  M  Ph  \)  .  "oi.  I'niv  o(  (liicagn. 

i8<j.j.    \'icc-Principial  0/  '.  •  iw» 

1804     Mrs    Aha  M.  Hi-cmeh. 

City  Hall.  T«if<»nto.  Ontario 
Cviucr.  Herbert  I/k-re,  A  B  .  "ot.  A  M  . './..  I'niv  of  Tomnio 

|8<;7.     Dran     <;f    S<lwi   "f    I  dii<  .>li<'ii     MilKMjId    Callrgr.  Sir     Annr   .tr   Brllrtrw  P    <l. 
190}     Artiilr  E.  Hears   A  B  .  '98    I  niv   ..(  Manii..U  ..... 

1903,    IVincipal  of  Abcrtlren  Sth<i«l.    tx%  .  \     M    t     A  .  Portage  A»t  .  \\mni|rg.  Man. 

1883.    Soprr%i»f«r  of  Sf h  '  I-    '•   ■'    "■  ■   ••(    "  ••'«»t Dartmouth,  Nova  ScoiU 

i90t      riioMAH  Allari.v.  r  B»ot  .,11    A  H  Can 

190$,    Intlruilor  in  Kn*.:  .u,  glh  Avr  ,  U  ,  \anfnu«Tf,  R   ( 

E.  MoKTMiMrRV  Campbul    A   B  „      ».  .   ,._    . 

11,00.    Hea<l  .Maalrr    •'<    '  VhiBtl.  3'  RrlmaM  Si  .  Munlml.  l)t»t\tK. 

Cr.nB.iE  D.  FtiXER   A   B    oi    M.i .     .     „        ,        ,»    . 

Mcl)<inaM  Director  ul  .Salurv  Mudr.  Kitowll<in.  (^urbrc. 

i.x)4     MvRA  M.  Wixnir^irt  ._.  ^ 

'  Ail'l'  "  Mlliiio.  tmtarVi 

,90,     Ettr.!.  SrE»rE^  A  B  ^.  ..  ^       ^  ^^  ^     ^  ^^^^  ^^    Tomnio,  Oniartn, 

190A    (;rRMABD  Rhharh  I  t     .         1    i  i  .  .1       w  .-m 

'^^  ,^,     |,„.  I^lurrr  In  ^^iulalioa.  M<l>lll 

>, ,.        ...  I    tj\tt\in 

DAMtfX  MrljrrvRE,  A  B    "V.  A  M  Vqi    '  ;  

Suia-nntrmlrnl  •■■■  i«-  «inol|«ru 


Qoo  NATIONAL  EDUCATIONAL  ASSOCIATION  [Sweden 

CANADA— Con/j«Mei 

INSTITUTIONS 

T002    Department  of  Education  of  Nova  Scotia.  .      ^«-       ,t  ir       m       c    .• 

1902     xjEPAKiMt^i         Superintendent.  A.  H.  MacKay,  Education  Office,  Halifax,  Nova  Scotia. 

Education  Department  of  Ontario,  Library.  .  ^        . 

Historiographer,  J.  George  Hodgins,  Toronto,  Ontario. 

100?    Provincial  Normal  School,  Truro,  Nova  Scotia. 
^^  Principal,  David  Soloan,  Truro,  Nova  Scotia. 

CHILE 

ACTIVE    MpMBER 

institution 

1901     Library  of  Congress  of  Chile. 

Librarian,  Adolph  Labatut,  Santiago. 

CHINA 

ACTIVE    MEMBER 

1002    C.  M.  Lacey  Sites,  Ph.D.  ,    .    ^  „         ^^  ^1,         ci.       u  • 

^  Imperial  Polytechnic  College,  Nanyang  College,  Shanghai. 

ENGLAND 

ACTIVE    members 

1901  Alice  ^A^^'^^^'^^j^^.^ji^n^^,  Department,  W.  R.  C.  C,  Yorkshire;   res.,  252  Lauderdale  Mansions, 

Maida  Vale,  London,  W. 

1902  Joseph      °^^^    Vice-chairman,  Educational  Committee,  Chairman  of  Technical  School  Sub-Com- 

mittee, Glebe  House,  Rochdale. 

1006    Alice  Woods,  Grad.,  Girton  Coll.,  England.         ^    .   .       ^  „  ^t    n,       •  d     .       d     j 

1900     r^^i^  ^^^^     Principal  of  The  Maria  Grey^  Training  College;    3  N.  Mansions,  Burton  Road, 

Brondesbury,  London,  N.  W. 

INSTITUTION 

1002     Free  Public  Library,  Manchester.  c.    iv.      u    . 

^  Librarian,  Charles  W.  Sutton,  Reference  Library,  King  St.,  Manchester. 

HUNGARY 

active  member 

iSoi     B£la  KRfecsY,  State  High  School  Teacher's  Diploma,  '81.  ,    r..     .  „    j        .    i7t  r  1 

IS93     DtLA  ivKr,  Professor   of   the    Royal    State    High  School,   6th  District  at  Budapest,  VI  Felso 

Erdosoz  5,  Budapest. 

JAPAN 

active  members 
institutions 
1900    Imperial  Library  of  Japan.    ^       ,      ,^  „    ,    t-  1 

Librarian,  I.  Tanaka,  Uyeno  Park,  Tokyo. 

Yamaguchi  Public  Library. 

Librarian,  T.  Sano,  Yamaguchi. 

MEXICO 

active  members 

1903     Schuyler  F.  Herron,  A.B.,  '94.  A.M.,  '97,  Syracuse  Univ.        „,,.         ..        _„  rj.- 

iQos,    Superintendent  of  Schools  for  the  American  School  Association,  S.  C,  2a  Industna 
No.  15,  Mexico,  D.  F. 

1905    Gun.LERMo  A.  Sherwell. 

1902,    Teacher  of  Science  of  Education,  Escuela  Normal,  Jalapa,  Vera  Cruz. 

1006     Edrique  Herrera  Moreno.  M.D.,  '85,  Coll.  of  City  of  Mexico.  ,,       ^ 

Director  of  Preparatory  College  of  Jalapa,  Alba  No.  8,  Jalapa,  Vera  Cruz. 

NEW  ZEALAND 

ACTIVE    member 

Thomas  Reid  Fleming,  A.M.,  LL.B. 

1890,     Inspector  of  Schools,  Education  Board,  Wellington. 

INSTITUTION 

190s     Public  Library,  Wellington. 

Librarian,  Herbert  Baillie,  Wellington. 

SWEDEN 

active  members 

1904    Mats  Dalborg.         .„..,,,         c.    1  u  1 

1905,    Acting  Principal,  3  Idung,  Stockholm. 

Anna  H.  J.  Danielsson,  Grad.,  88,  Royal  Nor.  Coll.,  Stockholm. 
1903,   Principal  of  GirLs'  High  School,  Kalmar. 


Wales]  LIFE,  ACTIVE,  AND  CORRESPOS' DING  MEMBERS  goi 

SWirZERLWD 

ACTIVK    UEMDKR 

1905     Charles  StxiKowsKi.  M.h..  '03,  Lw6w.  Galicia,  Austria. 
13  Rome  Ave.,  Fribourg. 

TURKEY 

ACTI\'F.    UCMBELS 

1898    William  Smith  Mobray.  B.Sc.,  '88,  M.Sc.,  'oj.  S>Tacuse  Univ. 

1001,    Professor  in  Rol)ert  ColleKe  .inJ  Principal  in  Preparatory  Dcpirtment,  ConManti- 
noplc.     (Ojirn  KnKlL^h  NIail  Wa  lyondon.) 
iQoi     Lucics  O.  Lee.  D.D.,  '07  T.ilxir  Coll. 

1881.    Professor  of  S>-stematic  Theology,  etc  .  Theological  Scmin.iry,  .\I.ir.ish. 

ISSTITCTION 
ACTIVK    MtMBKR 

1903    Robert  College  or  Cosstastisople. 

President.  C.  Frank  Gates.  Constantinople.     (Open  English  .Mail  na  Lundoo.) 

WALES 
issTiTirriON 

ACTTVr.    MKMDER 

\()oo    CARDirr  Free  Ppblic  Libraries. 

Librarian,  John  Ballin^er,  Central  Library,  Cardifl. 


INDEX  TO  LIST  OF 

LIFE  DIRECTORS,  Lll'li  AND  Ai:T1\'1':  MI<MB1:RS 


[The  nnmes  of  Life  Directors  ami  Life  Members  are  printed  in  if,i/i\s.] 


Aasvcd.  Mina  H.,  \V.ish.,  'oi 
Aber,  William  M..  Mont.,  '03 
Abbott,  Allan,  N.  Y.,  '03 
Abbott,  Mrs.  Emma  A..  Mo.,  '04 
Abbott,  F.  U.,  Kans.,  'qq 
.■\i>l>ott.  l-"runics  H..  N.  Y.,  '05 
Abljott.  L.  R..  Mich.,  'oo 
.■\blx}tt,  OsmiT,  Cal.,  '00 
.Ablwilt,  Winthrop  P..  N't.,  '03 
AbcriTomliie,  j.  \V.,  .Via  .  '00 
Abranis,  Alfred  \V.,  N.  Y  .  '01 
.Acki-rman.  Jcnnit-  .\I..  F'a.,  '05 
.■\ckerman.  J.  H.,  Ore,  'gj 
••Xclclin,  .\nna,  I'a.,  '03 
.•\dams  I'ub.  I.ib'y,  Nlas.^.,  '01 
.Adams,  E.  F.,  la.,  '04 
.■\dam.s.  I.  S..  N    Y..  'os 
.Adams.  Mrs   M.  Z.,  Cal. .•96 
.Vlams,  O    H.,  Mas.s.,  '03 
Adam.s.  Ko'.t.  T..  Pa..  '06 
.Adam.s,  W.  I'.,  Wash.,  '03 
.Addicoit.  J.  E.,  I J  ,  'og 
Add-,  J.  .\..  Ill.,'g5 
.AdcllxTt    CollcRc,     Western    Re- 

st-rvx-  L'n'versity.  Ohio,  '04 
Adclph;  CollcKe.  N.  V.,  '06 
Allli-ck   G.  B.    III..  "04 
A^ard    I.  M..  Tex.,   w 
Agricultural  Coll.,  Conn.,  'go 
AKruu!tiir.,l  ('..11  .  Kan..  '07 
Akm  Miih.,  o3 

Ak'  Minn.,  '01 

.Att-  Mist.,  'oj 

Aijf  N    H..  'oj 

Ai!T  \.  .Mex  ,  'oj 

Ak-  N"    t:  .  '04 

Alir  RI,'o3 

Auf  S   I).,'g7 

.ARri  L't.ih,  'oj 

Ahirii.  M.i.y  1.,  Ill  .'</> 
Aiken    W    E     M.l«     'ot} 
Aiken,  Waller  II  ,  Ohio,  '01 
Ailon.  »)e<i.  U..  .Minn..  'o4 
Ala.  OirU'    InduM    Stho<il,  'o  1 
Ala.  I'olytcih    InMilule,  'g? 
.Ala.  .St    Nor.  Colleite,  'ot 
Alameda  I'ub.  I.ib'f,  (.'al.,  '04 

AiiHTTi,  c  J .  Ill ,  y> 

Alliin,  J<»vijh  T  .  kanii.,  '04 
Albro,  S   If.  \    V  ,  '.,s 
Ale  or!,    T     \I    W.-.).      'c/j 
AM.  ■      'g6 

Air  -4 

Al.!  0$ 

AM 

Al.:-  i  .'oj 

Al.!^  I 

AM  v., '0} 

AM-  'gi 

Al.,  N.d,    o, 

Wn.  K. ,',,...  J  .  I 

Alger   John  I..  \ 

Alker.  John  »  .  !■ 

Allrm.in    I.   I     I 

Allem.in   S   .A      I    . 

Allen.  Anna  .M  .  I 

Allen.  It    F  .  Mo  .  '    ; 

Allen.  Mint  A..  IimJ  Tcr  ,  'oi 


Allen.  Edward  E.,  Pa.,  'go 
Allen.  Mr..  Ella  N  ,  .\.  Y.,  'gi 
AlUn.  Irj  ».,  III.,  '70 
Allen.  I    II  .  Colo.   06 
Allen,  l.vm.in  R.,  Mas-;.,  'gij 
Allen,  W'alter,  Wis..  'g6 
Allen,  Wm.  C,  .\.  Y..  'os 
Allensworth,  .Allen.  Cal..  'gi 
.Alleshousc.  .A.  C  Ohio.  '05 
Alley,  Frank  S..  Ohio.  '06 
AIIko<k1.  Robt.  Y..  .Ala..  'g8 
Allin,  R    H.,  Ill, 'g? 
Allison,  James  L.,  Pa.,  '06 
Allison,  1   J  ,  III.,  "03 
Allison.  William,  Utah,  '01 
Altoona  Mi-ch.  Lib'v,  Pa.,  '00 
Al.  Assf..  \  Y    Ir  Sih  .  N  Y  ,  'os 
Al.  .Iiio.,  Slilu'auktf,  Wis.,  '84 
Ambrose,  H.   T.,  N'.  Y.,  'gs 
Ambri>se,  Lucy  I).,  Ohio,  '03 
Amen.  Harlan  P.,  .N".  II  ,  '03 
Ament    Jas    E     Pa..  "06 
.American.  Clara.  N'.  Y.,  '03 
.Ames,  Cha-.  H.,  Ma.vs..  'g6 
.Ame-..  Ix-wis  IJ  ,  Mo.,  '03 
Amherst   Coll.    I.ib'v.   .Nla.^..   'o7 
Amiilon,  I..  E.,  .Miili..  'g3 
Amstul/.,  Peter  I)  .  Ohio,  '01 
Andcrvin.  l-^lw..  III.,  "os 
Anderson,  I.   F.,  Mith  ,  '00 
An.ler-.n,  W.  D..  .\.  V..  'oo 
.Andrrwiti.  Wm.  R..  S.  Y.,  '0$ 
.Andervin.  W.  J..  Arij;..  '00 
\iili\er    The*!.    Son,  .MaM., 'oj 
\..  l-.ss,  W   R  .  Mith  .  'os 
\ii.lrrw,  I     C.    .S  .    MaM  ,    '03 
.Andrew,  >I    F  ,  t  )hio,  'oj 
.Anilrens.  Ilenj    R  .  S    Y  ,  '04 
Ai,.!f..<       r     Il.-iii      \.'  r  .  'w 


.Al.l.u!   l.u];..«    Slrtl.     I.ll.'),  Wi. 

'06 

Aft    loi'i    Wm    II     Mirh  .  '01 


Arfi«J<l.  V.   M  .  C.«i .  'gO 
903 


Arnol.l.  Melville  A  .  Masi«..  '03 
y\rn.ild.  .Molt  II  ,  Drc  ,  'g< 
Amolil,  Sarah  I,..  .Mavs.,  '95 
.Arnott.  Charles,  .\elir.,  'os 
Arrowsmilh,  S.  V..  .\.  J.,  'gR 
.As.iy.  Juli.i  .V  ,  .\  J.,  "os 
.As.  her.  .M    M  .  .Mich. 'o  I 
.Ashniiire,  l>iis,  Ga.,  'g4 
Aspinaall.  Wm.  U  .  N"    Y.,  '05 
As|ilunil,  Rupert  F.,  \    Mex  .  'oj 
.Avsenheimer.  F.    E.   t  )hio.   '01 
A.vsumpilim  Parish  Tchrs.  As.soc., 

La.,  'ob 
Aswell.  James  B..    La.,  03 
AlhrHaum  Sixuly,  Wis.,  '84 
Alhv.  Frames  M..  \.  Y.,  '0$ 
Atkinvin.  C   F..  III..  '04 
.AlLin<«>n,  Cha*    P..  .\la..  '0$ 
Atkin-xin.  1  rami*  H..  III..  '04 
.Alkins<in,  Ire^l  W  .  .'<.  Y..  'q4 
AlkinMin.  Teres.!  L..  N".  V.,  '03 
Atlanta  Univ..  Ga..  '05 
Atlantic   City    Fret    Pub.    Ub'jr, 

.V   J..  '04 
AttelK-ry.  W.  H..  Tc«.,  '04 
Atwell.  F.  G  .  .\Iavi  .  *o3 
Au.  I.ola  M  .  \    Y  .  '05 
AuKsburi{.  I).  R  ,  Cal  ,^gs 
Au^tin,  l-.liJta  J  .  .Miih  .  '03 

All  (ill.  r  r.  III. '01 

A  ,.k  P..  Colo, -03 

\  E  .  M.I  .  '03 

\  \Ii.h.'o3 

\  l.wa,  'g6 

\  ■  .  Cal  ,  '«S 

I  /   ,  1*4, 'jg 

A\  III.  I.     \     I.lalKi.  'oft 

Axlinr.  II    E  .  <  )ht<i.  '01 

A»i.lt  I'    I      \    Y  .  '03 
\  t    ( )hi.>.  >» 

I  t  .  Wi.  .^84 

\  f.  nn     '    4 


<  )hk>.  '01 

111      i\ 
.  In<l .  OJ 
1''    '97 

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'oj 


I  .c.i.'oi 

VV».h  .   «t 


I 

iUkrr,  i'UfriMc  l>  ,  luoa.  'o« 


904 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Baker,  Franklin  T.,  N.Y.,  '06 
Baker,  Harris  W.,  Mass.,  '06 
Baker,  Jas.  H.,  Colo.,  '84 
Baker,  Leonard  T.,  S.  C,  '03 
Baker,  O.  M.,  Mass.,  '92 
Baker,  Mrs.  O.  M.,  Mass.,  '04 
Baker,  Oscar  R.,  Ind.,  '02 
Baker,  S.  S.,  Pa.,  '06 
Baker,  Thos.  O.,  N.  Y.,  '92 
Balch,  Burton  M.,  N.  Y.,  '03 
Balcom,  A.  G.,  N.  J.,  '98 
Balcomb,  E.  E..  Okla..  '05 
Baldwin,  Bird  T.,  Pa..  '06 
Baldwin,  Chas.    W.,    Hawaii,   '03 
Baldwin,  Fred  C,  Mass.,  '03 
Baldwin,  H.  J.,  Cal.,  '99 
Baldwin    (M.    W.)    Sch.,    Phila., 

Pa.,  '05 
Baldwin.  R.  L.,  Conn.,  '01 
Baldwin,  Wm.  A.,  Mass.,  '99 
Ball,  Elizabeth  M..  ."^.  Y.,  '06 
Ball,  Emily,  Ohio,  '03 
Ball,  Frank  H.    Ohio,  '97 
Ball,  Sheldon  F..  Oregon,  '93 
Ballard,  C.  A.,  Minn.,  '96 
Ballard.  Calvin,  Ind.  Terr.,  '06 
Ballard,  H.  H.,  N.  Y.,  '02 
Ballard,  N.  H.,  Ga.,  'os 
Balliet,  Thos.  M.,  N.  Y.,  '95 
Ballou,  Frank  W.,  Ohio,  '06 
Ballou,  WiUiam  J.,  N.  H.,  '03 
Baltimore  City  Coll.  Lib'y,  Md., 

'os 
Bancroft,  Jessie  H.,  N.  Y.,  '97 
Bancroft,  Margaret,  N.  J.,  '97 
Bangs,  J.  Edward,  111.,  '99 
Banker,  Lizzie  L.,  Nebr.,  '90 
Bannister.  W.  D.,  111.,  '05 
Barber,  Edgar  M.,  N.  Y.,  '05 
Barber,  Mrs.  Lucia  G.,  Mass.,  '03 
Barbour,  Elizabeth  G.,  Ky.,  '05 
Barbour,  O.  F.,  Ill,  '89 
Bardeen,  C.  W.,  N.  Y„  '90 
Bardwell,  C.  M.,  111.,  '92 
Bardwell.  D.  L.,  N.  Y.,  '99 
Barker,  James  F.,  Mich.,  '05 
Barnard  College,  N.  Y.,  '06 
Barnard,  Frank  J..  Wash.,  '91 
Barnard,  James  U.,  Mo.,  '93 
Barnes.  C.  H.,  Minn..  '06 
Barnes,  Clifford  W.,  111.,  '03 
Barnes,  Earl,  N.  J.,  '91 
Barnes,  Harold,  Ind.,  '04 
Barnes,  M.  \V.,  N.  Da*,  '02 
Barnes,  O.  P.,  111.,  '95 
Barnes,  Sarah  D.,  R.  I.,  '99 
Barnes,  Thomas  H.,  Mass.,  '03 
Barnett    VV.  F. .  Tex.,  '06 
Barnev,  Edgar  S.,  N.  Y.,  '05 
Barr,  Jas.  A.,  Cal.,  '98 
Barr,  Robert  J.,  Nebr.,  '99 
Barr,  W.  F..  Iowa,  '06 
Barrett    Albert  T..  Tenn.,  '05 
Barrett,  Chas.  S.,  Ohio,  '95 
Barrett,  H.  M.,  Colo.,  '95 
Barrett,  R.  C,  Iowa,  '96 
Barrett,  S.  M.,  Okla.,  '97 
Barron,  Albertine,  Mo.,  '03 
Barron,  Henrietta  D.,  Mo.,  '03 
Barstow,  C.  L.,  N.  Y.,  '97 
Bartholf,  VVm.  J.,  111.,  '97 
Bartholomew,  G.  K.,  Ohio,  '03 
Bartholomew,  Mrs.  R.  T.,  N.  Y., 

'04 
Bartholomew,  W.  H.,  Ky.,  '77 
Bartlett,  Lester  VV..  III.,  '06 
Bartlett.  Wm.  A.,  Minn.,  '97 
Barton,  R.  L.,  Mo.,  '97 
Bascom,  John,  Mass.,  '84 
Baskerville,  Guy  H.,  N.  Y.,  '05 
Bass,  E.  E.,  Miss  ,  '95 
Bass,  Geo.  F.,  Ind.,  '96 
Batchcllor,  Estelle  A.,  N.  Y.,  '05 
Bates  College  Lib'y.  Maine,  '03 
Bates,  Wm.  C,  Mass.,  '96 
Battin,  Benjamin  F.,  Pa.,  '02 
Bauer,  N.  L.  A.,  La.,  '01 
Baugh,  Wm.  E.,  Ind.,  '05 


Bauman,  E.  G.,  Ind.,  '98 
Baxter,  Chas.  J.,  N.  J.,  '96 
Baxter,  J.  K.,  Ohio,  '01 
Bay,  W,  D..  Wash.,  '05 
Bayard  Taylor  Sch.,  Phila.,  Pa., 

'os 
Bavles,  Martha  B.,  N.  Y.,  '05 
Bayliss,  Alfred,  111.,  '96 
Baylor,  Adelaide  S.,  Ind.,  '97 
Baynes,  Nellie  T.,  111.,  '03 
Baynes,  Sarah  J.,  III.,  '03 
Beach,  Mrs.  Frances  M.,  Ind.,  '01 
Beach,  Homer  P..  N.  Y.,  'os 
Beadle,  H.  J.,  La.,  '06 
Beadle,  Wm.  H.  H.,  S.  Dak.,  '90 
Beaman,  Ehzabeth,  N.  Y.,  '03 
Bean,  Arthur  J.,  Mass.,  '03 
Beane,  Geo.  S.,  Cal.,  '02 
Beard,  Alice  F.,  Hawaii.  '02 
Beard,  .Stella  S.,  N.  Y.,  '05 
Beardsley,  A.  E.,  Colo.,  '95 
Beattie,  J.  \.,  Nebr.,  '99 
Beattys,  Frank  D.,  N.  Y.,  '94 
Beavis,  Walter,  Australia,  '05 
Becht,  J.  Geo.,  Pa.,  '96 
Bechtel,  John  C,  Pa.,  '05 
Beck,  Geo.,  Ind.  Ter.,  '84 
Beck,  Leonora,  111.,  '03 
Beebe,  W.  A..  Vt.,  '06 
Bcecher,  Martha  .\.,  N.  Y.,  '05 
Beechy,  A.  D.,  Ohio,  '00 
Beede,  F.  H.,  Conn.,  '03 
Beeman,  Edw.  M..  Wis.,  '05 
Beers,  Jessica  E..  N.  Y.,  '06 
Beeson,  R.  Katharine.  Ind.,  'os 
Beggs,  Dorothea  K..  Colo.,  '06 
Beggs,  Robert  H.,  Colo.,  '84 
Beistle,  Ella,  Ohio,  '97 
Belcher,  Archibald,  Tex.,  '03 
Belisle,  Hector  L.,  Mass.,  '03 
Belknap,  Emmet,  N.  Y.,  '92 
Bell,  Alex.  Graham,  D.  C,  '84 
Bell,  Elizabeth  D.,  Ohio,  '03 
Bell,  George  W.,  Mich.,  '05 
Bell,  Hill  M.,  Iowa,  '01 
Bell,  Sanford,  Colo.,  '03 
Bell,  Sarah  E.,  Mo.,  '04 
Bell,  William,  Iowa,  '02 
BcUer,  Wilhelmina  C,  N.Y.,  'os 
Bellevue  College,  Nebr.,  '97 
Bellingham  Nor.  Sch.,  Wash.,  '00 
Bellows,  Russell  H.,  N.Y.,  '04 
Beloit  Coll.  Lib'y,  Wis.,  '02 
Beloit  School  Board,  Wis.,  '84 
Bemis.  Mrs.  EUz.  P.,  N.Y.,  'os 
Bender,  Ida  C,  N.  Y.,  '95 
Benedict,  Chas.  A.,  N.  Y.,  'os 
Benedict,  Ezra  W.,  N.  Y.,  '02 
Benedict,  F.  H.,  Mass.,  '03 
Benedict,  J.  D.,  Ind.  Ter.,  '02 
Benedict,  M.  G.,  N.  Y.,  '03 
Benedict,  W.  H.,  N.  Y.,  '92 
Bennett,  Chas.  A.,  III.,  '96 
Bennett,  C.  IK.,  Ohio,  '84 
Bennett,  Mrs.  L.  A.,  N.  J.,  '96 
Bennett,  Laura  J.,  N.  J.,  '06 
Bennett,  Myron  E.,  Maine,  '01 
Benson,  B.  K.,  Ga.,  '00 
Benson,  Christine  M.,  Cal.,  '97 
Benson,  Nelson  P.,  Pa.,  '05 
Bentley,  Gordon  M.,  Tenn.,  '03 
Benton,  Geo.  W.,  Ind.,  '04 
Benton,  Guy  Potter,  Ohio,  '02 
Berea  College  Lib'v,  Kv.,  '02 
Berg,  P.  S.,  N.  Dak.,  '02 
Bergey,  D.  H.,  Pa.,  '98 
Bergstrom,  John  A..  Ind.,  'os 
Berkaw,  Geo.  R.,  Mich.,  '01 
Berkey,  J.  M.,  Pa.,  '06 
Berliti,  A.  H.,  Del.,  '96 
Bermingham,  Florence,  N.  Y.,  '05 
Bernholz,  Teresa  E.,  N.  Y.,  '05 
Bernstein,  Nathan,  Nebr.,  '00 
Berry,  Frank  A.,  Conn.,  'os 
Besley,  Miriam,  111.,  '01 
Bessey,  Chas.  E.,  Nebr.,  '9s 
Best,  Fannie  E.,  N.  Y.,  'os 
Best,  Lyman  A.,  N.  Y.,  '03 


Betts,  J.  B.,  N.  J.    OS 
Bevan,  James  J.    Pa.    '06 
Bickett,  WiUiam  J.,  N.  J.,  '06 
Bickford,  Chas.  W.,  N.  H.,  'oi 
Bickncll,  Thos.  W.,  R.  I.,  '82 
Bierly,  H.  Elmer,  Tenn.,  '99 
Bigelow,  Anson  H..  S.  Dak.,  '01 
Biggs,  1^.  Kate,  Mo,,  '05 
Billingslev,  J.  J.,  Iowa.  '9s 
Bingell,  Edda  E.    W.  V'l.,  '07 
Bingham,  Cornelia  D.,  III.,  '00 
Bingham,  Robt.,  N.  C,  '84 
Birchard,  C.  C,  Ma.ss.,  '9s 
Birdsall,  Wm.  W.,  Pa.,  '05 
Birge,  Edward  B.,  Ind.,  '03 
Birmingham     Sub.     Dist.     Sch., 

Pittsburgh,  Pa.,  '06 
Bisbee,  Harlan  M.,  N.  H.,  '03 
Bishop,  E.  C,  Nebr.,  '04 
Bishop,  Eliza  A.,  Pa.,  '92 
Bishop,  J.  Remsen,  Mich.,  '94 
Bishop,  Nathan  L.,  Conn.,  '95 
Bishop,  WiKiam,  "N.  J.,  '05 
Bishop,  William  R.,  Idaho,  'os 
Bishop,  Willis  T.,  Mich.,  'os 
Black,  Jas.  C.  Ind.,  '88 
Black,  Laura,  N.  Y.,  'os 
Black,  Ryland  M.,  N.  Dak.,  '06 
Black,  S.  T.,  Cal.,  '9s 
Black,  S.  W.,  Kans.,  '05 
Black,  Wm.  H.,  Mo.,  '9s 
Black.  Wm.  W.,  D.  C.  'os 
Blackmer,  .-^nna  W.,  Wis.,  '05 
Blackshear,  E.  L.,  Tex.,  '00. 
Blaich,  Lydia  R.,  Ind.,  '03 
Blair,  Francis  G.,  111.,  '99 
Blaisdell,  S.  Lillian,  Minn.,  '03 
Blaisdell,  Thos.  C  Mich.,  'os 
Blake,  Clarence  J.,  Mass.,  '03 
Blake,  Katherine  D.,  N.  Y.,  '03 
Blakelev,  Gilbert  S.,  N.  Y.,  'os 
Blaker,  Mrs.  E.  A.,  Ind.,  '96 
Blakeslee,  Charles  W.,  N.  J.,  '05 
Blakesley,  O.  J.,  Wyo.,  '96 
Blessing,  Chas.  W.,  N.  Y.,  '05 
Blewett,  Ben,  Mo.,  '97 
Bliss,  Frederick  L.,  Mich.,  '95 
Bliss,  J.  J.,  Ohio,  '96 
Bliss,  Lafayette,  Minn.,  '02 
Block,  Louis  J.,  III.,  '99 
Blodgett,  A.  B.,  N.  Y.,  '90 
Blood,  Annah  P.,  N.  Y.,  '03 
Bloodgood,  F,  H.,  111..  '01 
Blount,  Luther  M..  Ga.,  '05 
Blydenburgh,  Josephine  E,,  N.  Y. 

'os 
B.  of  Ed.,  Abilene,  Kans.,  '86 
B.  of  Ed.,  Beloit,  Wis.,  '84 
B.  of  Ed.,  City  of  New  York,  N. 

Y.,  '03 
B.  of  Ed.,  Dodge  City,  Kans.,  '86 
B.  of  Ed.,  Fulton  Co.,  Ga.,  '01 
B.  of  Ed.,  Janesville,  Wis.,  '84 
B.  of  Ed.,  La  Crosse,  Wis.,  '84 
B.  of  Ed.,  Milwaukee,  Wis.,  '84 
B.  of  Ed.,  Nashville,  Tenn.,  '89 
B.  of  Ed.,  New  Haven,  Conn.,  '01 
B.  of  Ed.,  Norlhfield,  Minn.,  '90 
B.  of  Ed.,  Oshkosh,  Wis.,  '84 
B.  of  Ed.,  Ottawa,  Kans.,  '86 
B.  of  Ed.,  Plainlield,  N.  J.,  'os 
B.  of  Ed.,  Sedgwick,  Kan^.,  '86 
B.  of  Regents,  St.  Nor.  Sch.,  Wis. 

'84 
Bodler,  Anna,  N.  J.,   98 
Bodwell,  Edwin  J.,  Nebr.,  '95 
Bogardus,  Estella  M.,   N.  Y.,  '03 
Boggess.  Carey.  Ohio,  'os 
Bohannan,  E.  W.,  Minn.,  '02 
Bohn,  S.  H.,  III.,  '02 
Boice,  H.  B.,  N.  J.,  '06 
Bolenbaugh,  G.  B.,  Ohio,  '96 
Boleng,  L.  H.,  Wis.,  '04 
Bolles.  Frederick  B..  Colo.,  '06 
Bolton,  Frederick  E.,  Iowa,  '00 
Bond,  G.  G.,  Ga.,  '94 
Bonnell,  E.  N.,  Minn.,  '02 
Bonser,  Frederick  G.,  111.,  '04 


IXDEX   TO  LIFE  AXD  ACTIVE  MEMBERS 


905 


Bookmyer.  T.  \V..  Ohio,  'ti 
Bookwalter,  .VlfrcdG.,  .Mass.,  '05 
Boone.  Richanl  Cl.,  N.  V.,  '84 
Boolh,  F.  \V..  D.  C,  '00 
Borden,  J;imcs  U..  Wis.,  "05 
Boss,  Chas.  E."  .N'.  J..  '06 
Boston  College,  M;uis.,  '97 
Boston  University,  Mass.,  '02 
Bostwick,  O.  P.,  Iowa,  '90 
Boucllc,  Frank  .\.,  C"al.,  '05 
Bourgard.  Caroline  B.,  Ky..  '07 
Bourland,  .\ll)crt  P.,  Tenn.,  '05 
Bouton,  Eugene,  N.  J.,  '95 
Bowcn,  Cora  E.,  N.  Y.,  '05 
Bowen.  D.  M.,  Rans. .  'os 
Bowcn,  F'raak  \V.,  N.  J.,  '02 
Bowcn,  Ix^na  R.,  N.  J.,  '05 
Bowcn,  Wm.  M.,  I'a.,  '05 
Bowman,  G.  L.,  Wis.,  '95 
Bowman,  J.  N.,  Wash.,  '01 
Bowtcll,  Grace,  N.  Y.,  '05 
Bovcc,  Thos.  W.,  Wis.,  '05 
Boyd,  David  R.,  Okla..  '92 
Boyd,  Mrs.  Gaston,  Kans.,  '97 
Bovd.  Thos.  D.,  La.  ,'05 
Boyd.  W.  W..  Ohio.  '94 
Boyden,  Albert  G.,  Mass.,  '90 
Boydcn,  .Arthur  C,  Mass,  '97 
Boyden,  Wallace  C,  Mass.,  '96 
Bovdstun,  James  F".,  N.  Y'.,  '03 
Boycr,  Charles  B.,  N.  J„  '05 
Boyer,  Chas.  C,  Pa.,  '03 
Boycs,  W.  F.,  III.,  '04 
Boyle,  Chas.  .\.,  Kans.,  '97 
Boyle,  Thomas  J.,  N.  Y.,  '03 
Boynton,  F".  L).,  N.  Y.,  '01 
Boynlon,  R.  J.,  N.  J..  '05 
Bradford,  Mary  D.,  Wis. ^ '02 
Bradford,  Wm.,  Utah,  '05 
Bradley,  Chas.  A.,  Colo.,  '93 
Bradley,  John  E.,  Ma.ss.,  '90 
Bradley,  Slilton,  Ma.ss.,  '92 
Bradner,  J.  W.,  Kv.,  '01 
Brady,  Mary  J.,  .Nlo.,  '04 
Brag<lon,  C.  S.,  Mass.,  '03 
Brakcr,  Hcnricttc.  .N.  Y..  'c; 
Bramlettc,  Fxlgar  E.,  Tex.,  '02 
Brandon,  Fldgar  V...  Ohio    'os 
Brandenburg.  W.  A..  Iowa.  '06 
Brandt,  Francis  B.,  Pa.,  '97 
Brangan,  Margaret  F.,  N.  \'.,  '03 
Branson,  F^  C,  Ga.,  '01 
Brant,  Edith  E..  .S'.  Dak  ,  '02 
Bralten.  Clifton  K..  Ohio.  '06 
Brawlcy,  .Vnnie  G.,  Ma.ss.,  '03 
Brayton,  Percy  S.,  Mas*.,  '03 
Bra/icr,  John  S.,  III.,  'os 
Bri-haul,  Jamrt  W.,  Ma.w.,  '03 
Brclsford,  Chas.  H..  Pa.,  'oi 
Brewer,  Harry  F.,  Ill  ,  '02 
Uricker,  Jas.  1.,  .Mich.,  '01 
Bridgetown  High  .S<  h<j<jl,  \  J.,  '05 
Brier,  Warren  J.,  Wis.,  '95 
Briggs,  Eva  E..  N.  I..  '05 
Briggs,  Frank  K.,  Mas*.,  '03 
Itriggs,    Ihom.is  H  .  111.,  '04 
Brigham   Young  (,'oll.,   Utah,  '98 
Brigham,  /\gnc*  O.,  Wi«.,  '03 
Unghl.  f  )r\illr   P.,  Ill  .  '93 
Brightwrll,  Wm.  D..  Pa.,  'os 
Brillrv  Cha*.  S  ,  W.  Va  ,  'os 
Brimhall.  Geo.  H  .  Utah.  'o/> 
Briilin,  Isabel  G.,  Mo.,  '04 
Bristol,  E.  N'  ,  N.  Y..  '96 
Bristol,  Homer  C,  N.  Y.,  '03 
Brilr,  Ella  E  ,  Ohio,  '03 
Brittain,  M.  I..,  (i«  ,  '00 
Ilro.idwav  S<  h  .  ('am<lrn.  N.  J  .'os 
Bro.nlwrJt    Carrie  K  .  Ohio..  'if> 
Br.Kk.  (Irorgr  W  ,  .Ma  ,  '02 
UriH  kiiauvn.  .Ann.i.  Ind  ,  'o\ 
Br<«km.in.  Mrv  Ella  M  ,  Mo..'o4 
Br.Hkton   Pub.    I.ib'y,  Ma««  , '03 
iJroikway.  Cl.irrnir  E  ,  .M.vm.,  'os 
Bronson.  Minnie.  Va..  'o* 
Bronx  Borough  Teai hem    A»«oc  , 

N    Y  .  "os 
Brooklyn  Pub.  IJb'y.  N,  Y..  '01 


Brooklyn  Tr.  Sch.  for  Teachers, 

N.  Y".,  'os 
Brooks,  Charles  J.,  Ohio,  '01 
Brooks,  Edw.,  Pa.,  '76 
Brook.s,  F>lwin  R.,  X.  Y.,  '05 
Brooks,  Eugene  C.  .N.  C.  '06 
Brooks,  John  L.,  D.  C,  '03 
Brooks,  Kend.ill  P.,  Mich.,  '05 
Brooks,  Stratton  D.,  Mass.,  '01 
Br(X)me.  E<iwin  C,  N.  J.,  '03 
Bros.s.  Jes.se  F.,  N.  \'.,  03 
Brough,  T.  .v..  Can.,  '03 
Brouse.  J.  P.  W..  Ky..  '05 
Brown  Univ.  Library,  R.  I., '01 
Brown.  Alfred  L..  Wxsh..  '02 
Brown,  C.  .\.,  .\la.,  '08 
Brown,  C.  E.,  Ohio,   95 
Brown,  Claude,  III.,  '00 
Brown.  Cyrus  J..  La  .  'oj 
Brown,  FUlwin  .\.,  (Jhio,  '01 
Brown,  Elizabeth  V.,  D.  C,  '98 
Brown,  Elmer  E..  D.  C,  '91 
llrown,  Frances  R.,  X.  \' .,  '05 
Brown,  Geo.  .\.,  HI.,  '02 
Brown,  Geo.  L.,  S.  Dak.,  '05 
Broun,  Gfo.  J'.,  111.,  '80 
Brown,  Geo.  W.,  Mass.,  '96 
Brown,  H.  B.,  Ind.,  '95 
Brown.  H.  L     Minn.,  '06 
Brown,  Henry  E  ,  111.,  '01 
Brown,  J.  B.,  Minn.,  '01 
Brown,  J.  L.,  I'tah,  '99 
Brown.  James  \'.    .-Xla.,  '06 
Brown,  John  .\.,  X.  H.,  '99 
Brown.  John  ]■'..  Wvo.,  '90 
Brown,  J.  Stanley,  III.,  '97 
Brown,  ^Iari(m,  La.,  '89 
Brown,  R    E  ,  \    Y.,  'os 
Brown.  Timothy  O..  La..  '06 
Brown.  Wm.  W..  Pa..  '06 
Browne.  Robert  I...  X.  Y..  '05 
Browning.  Lucy  E..  III.,  'oj 
Brownstoml)e.  Fred  J.,  \'t.,  '05 
Brownson,  E.  R.,  N.  Dak.,  '02 
Brownson,  Wm.  H..  Maine.  '06 
Bruba.her.  A.  R..  .X.  Y..   06 
Bruluker.  Wm.  B..  X.  Y.,  '05 
Bruce,  Wm.  G.,  WLs.,  '03 
Brumbaugh,  G.  W.,  (^hi<i,  '96 
Brumbaugh,  .M.  G.,  Pa.    '93 
Brundagr,  Howard  D.,  Wis.,  '05 
Brunner,  Beulah,  Mo.,  '04 
Brunv'le,  Jovi>hine  K.,  .N.  J., '05 
Bryan,  F^lmer  B.,  Ind.,  '04 


Bryan,  Jas.  F'.,  .X.  J.,  'oj 
Bryan,  Wm.  I.  S,  Slo  ,  ', 
Bryan,  Wm.  L.,  Ind.,  '93 


99 


Bryant  High  S<hiKjl,  .Xew  Y'ork, 

X.  Y.,  'os 
Bryant.  Mi.M  C.  L. ,  Colo.,  '99 
Bryant,  Forrest  B.,  Ohio,  '01 
Bryant,  las.  C.,  Cal.,  '02 
Bryant    W    H    H  .  Ma««.,  'os 
Bryn  Mawr  Coll.,  Pa.,  '90 
Bryvm    Library,  Teachers'  Coll., 

.X.  Y.,  '98 
Buchanan,  Geo.  V.,  Mo.,  '04 
Buchanan,  J    E.,  Wash  ,  '04 
liui  hanan,  John  T.,  X    Y  ,  '90 
lluchhol/.,  L.  W  .  Fla  ,  'oH 
Buihner,  F^lwnnl  F.,  Ala  ,  '04 
Bu<k,  B    F..  Ill  ,'o\ 
llmk.  Geo     Ohio    'o^i 
Buck,  P    .M  ,  Jr.  Mo., '04 
Buikelew,  Sarah  F.,  N.  Y.,  'oj 
IliK  I;  waller,  Grodrrv.  Pa  .  'os 
Bu  Id.  Mm   Xelhe  M  .  Minn  ,  '01 
Buddr,  Clarmnr,  Iowa,  '02 
Hiirhrle,  R    K  ,  Pa  .  '92 
lliifl.ilo  Pub    Library,  N    Y  ,  '90 
Buflirti    Hugh  S  .  Iowa,  '0(1 
Bugl>er,  Pen  y  I  ,  N    Y  ,  '01 
Buniirll,  E:u-ilwih  H  .X    Y  ,  'os 
Huffhell,  I)    Fjirlr.  Wi«,'ol 
Burrletl,  J.-tme<  IL,  Maw.,  '03 
Burditk.  \    H.1II.  X    Y  ,'o2 
Biirge.  Ethelda,  Iowa,  '03 
Uurgerl,  Geo     .Xrbr     'a/i 


Burgess,  I.  B.,  111.,  '99 
Burgess,  Theodore  C,  111.,  '04 
Burk,  Freiicric,  Cal.,  '92 
Burke,  J.  E.,  Mass.,  '95 
Burke,  Robert  E.,  Slass.,  '06 
Burks,  J.  D.,  X.  Y.,  '99 
Burleson.  D.  S.,  Ala.,  '06 
Burley.  John  S.,  Mass.,  '05 
Burlingamc,  Menzo,  X.  V.,  '03 
Burnham,  Ernest,  Mich.,  '01 
Burnham,  Smith,  Pa.,  '01 
Burnham,  Wm.  H.,  .Mass.,  '04 
Burnham,  W.  R.,  Conn.,  '99 
Burns,  G.  W.,  Ohio,  '00 
Burns,  James  A.,  D.  C,  'oa 
Burns,  J.  J.,  Ohio,  '80 
Burr.  Henry  T..  Conn.,  '03 
BurrcU,  Helen  M.,  Mo..  '04 
Burris,  Wm.  P.,  Ohio.  '95 
Burritt.  Olin  H.,  X.  Y..  '03 
Burrough,  CMara  S.,  X.  J.,  'os 
Burrough,  .Mary  .V..  X.  J.,  'os 
Burrough.s,  .\.  P.,  X.  Y.,  '03 
Burruss,  J.  A..  \'a..  '06 
Bunon,  .Alfred  E.,  Mass.,  '03 
Bush.  E<lward,  X.  \ .,  '03 
Bush.  Ira  B..  W.  Va.,  'os 
Bushev.  A.  H..  Kans.,  os 
Bu.•^hm•ll,  H.  T.,  Iowa,  '97 
Butler  College,  Ind.,  '00 
Butler,  .\rthur  P.,  .X.  J.,  '03 
Butler,  H.  G.,  III.,  '02 
Butk'r.  .Nathaniel.  111..  '06 
Butler,  Xirholas  M.,  X.  Y..  '85 
Butk-r,  S.  R.,  A\a..,  '02 
Butler,  W.  D.,  Tex.,  '02 
Butler,  Wm.  D.,  Mo.,  '04 
Butler,  Wm.  .\I.,  .Mo.,'04 
Butte  Free  Pub.  Lib.,  .Mont.,  '00 
ButterlK'ki.  K    L  ,  Mass..   03 
Buttm-r.  I»uis  .X..  Cal..  '05 
Button.  Wm.  J.,  111.,  '96 
Buttrick,  Wallace,  X.  Y.,  '02 
Buxton,  Geo    I-..  Wis  .  'os 
Bu/z^iird,  Harry  O.,  Ind.,  '04 
Byrne.  Chri.stopher  J..  111..  '06 
ByrtK.'s,  James  C,  N.  Y.,  '05 
Cable,  Jessie  A.,  .Mo.,  '04 
CalKX,  .Mrs.  i;ila  L.,  Mass.,  "03 
C^ilxx,  .Stephen  P..  NIass.,  '03 
Cadiriiin,  W.  S.,  Ohio.  '04 
Ca<)wallader,  Starr,  Ohio,  '02 
Cain,  A.  W.,  Texa.s,  '04 
Cain.  Emily.  Ohio,  'o> 
Cairns,  Mrs.  .\nna  S.,  .\L>.,  '04 
CaUlwrll,  B.  (•  ,  Iji.,  '96 
CaHw.ll,  IL  W.,  Xebr  , '96 
Caldwell,  J    H  ,  Ark, '01 
Calilwell,  Otis  W  ,  111.,  '02 
CallvMn,  John  ('..  Fla.,  '03 
California  Sitale  Ijlirary,    99 
Call,  Arthur  D.,  Conn  ,  '9K 
Cidlah.m,  Jo'in,  \\  is  ,  '04 
CalLth;in,  Henry  W.,  Colo  ,  '03 
CalUihan,  Katharine  R  ,  X    Y.,'03 
Caluntet    \'    Het  In    .Miuini    Co., 

I  jb'v.  Mi<  h  ,   '02 
Cambruloe  Pub    I  jb'y,  MaM., 'oa 
Cninrruxk.  Ir.i  I  ,  Mo.,  '9s 
Camp.  .\nna  R  .  Wis     '02 
Camp,  l>avi<l  .X..  Conn.,  '79 
CamptKll.  A.G  ,  Kans.,  '86 
Can)|il>rll,  E    M  ,  Can  ,  'ot 
Cami>lH-M,  .Marv  R  ,  U  is  .  '02 
Cam|JK-ll,  W    H  ,  lil/os 
Cam|ilirll,  Win    .\  ,  X.  Y.,  'os 
CanftfU.  lax    II.,  N.  Y.,  '84 
CnniMiis  Ciilleue,  N    Y  ,  '02 
Canmin,  Geo    I..,  Colo  ,  '9s 
Cannon,  Homira  D  .   C.d  ,  \n) 
Canlv.  Marg.irrl.  W  l^  ,  'r^^ 
Cnnlifl     Free     Public      I  ibrutieii 

Wairs,  '00 
Carey,  C.  E.,  Ohio,  'os 
Carlrry.  J.  ll..  Mau..    07 
Cargo.  RM  ,  Pa  .  'of. 
Carhan  .  Pniil  W      Nlan*  ,  'os 
Carlr    Flhrl    W    Va..  ■o<i 


9o6 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Carleton  Coll.  Lib'y,  Minn., '03 
Carlson,  Alfred  C,  Idaho,  '02 
Carman,  Adelaide,  Ind.,  '03 
Carman,  E.  Kate,  Ind.,  '03 
Carman,  Geo.  N.,  111.,  '00 
Carn,  W.  D.,  Fla.,  '04 
Carnegie  Lib'y,  Allegheny,  Pa.,  '01 
Carnegie  Lib'y,  Braddock,  Pa.,  '02 
Carnegie  Lib'y,  Bradford,  Pa.,  '02 
Carnegie  Lib'y,  Fort  Worth,  Te.\., 

'06 
Carnegie  Lib'y,  Homestead,  Pa., 

'06 
Carnegie  Lib'y,  Iron  Mountain, 

Mich.,  '06 
Carnegie  Lib'y,  Nashville,  Tenn., 

'06 
Carnegie  Lib'y,  Pittsburg,  Pa.,  '99 
Carnegie  Lib'y,  San  Antonio, Tex., 

Carnell,  Laura  H.,  Pa.,  '03 
Caroland,  May  R.,  Pa.,  '05 
Carpenter,  EsteUe,  Cal.,  '01 
Carpenter,  J.  H.,  Wis.,  '84 
Carr,  James  M.,  Ohio,  '98 
Carr,  John  P.,  Miss.,  '06 
Carr,  John  W.,  Ohio,  '97 
Carr,  Mary  E.,  Mo.,  '04 
Carrick,  C.  H.,  Mich.,  '06 
Carrier,  F.  W.,  Vt.,  '03 
Carrington,  W.  T.,  Mo.,  '99 
Carroll  Sch.  Patrons'  Asso.,    Mo. 

Carroll,  C.  F.,  N.  Y.,  '95 
Carson,  C.  H.,  Jr.,  La.,  '00 
Carson,  Lucy  H.,  Mont.,  '04 
Carter,  Charles  M.,  Colo.,  '03 
Carter,  Harriet  I.,  Minn.,  'oO 
Carter,  Joseph,  111.,  '99 
Cary,  C.  P.,  Wis.,  '97 
Case,  Richard,  N.  J.,  '94 
Casey,  W.  V.,  Colo.,  '95 
Cassady,  Elizabeth,  N.  J.,  '05 
Cassidy,  H.  .\.,  Ohio,  '05 
Caterson,  Eliza  A.,  N.  Y.,  '01 
Cates,  E.  E.,  N.  Y.,  '98 
Catholic  Univ.  of  America,  D.  C, 

'06 
Cattell,  J.  McK.,  N.  Y.,  '03 
Cavalier,  Louise,  S.  Dak.,  '04 
Caviness,  A.  L.,  Nebr.,  '01 
Center  Sch.,  Bloomfield,  N.  J. ,'05 
Cent.  St.  Nor.  Sch.,  Mich.,  '02 
Cent.  St.  Nor.  Sch.,  Pa.,  '06 
Chace,  Seth  H.,  Mass.,  '03 
Chadsey,  Chas.  E.,  Colo.,  '95 
Challman,  S.  A.,  Minn.,  '02 
Chalmers,  W.  W.,  Ohio,  '95 
Chamberlain,  A.  H.,  Cal.,  '97 
Chamberlain,  Geo.  A.,  Wis.,  '04 
Chamljerlain,  J.  A.,  D.  C,  '03 
Chamberlain,  James  F.,  Cal.,  '05 
Chamberlain,  S.  Belle,  Idaho,  '06 
Chamberlain,  Wm.  H.,  111.,  '05 
Chambers,    Mrs.   Mary    D.,   111., 

'os 
Chambers,  Will  G.,  Colo.,  '01 
Champion,  Anna  B.,  111.,  '06 
Champlin,   Howard,   Ohio,   '96 
Chancellor.  Wm.  E.,  D.  C  '00 
Chandler,  J.  A.  C,  N.  Y.,  '04 
Chandler,  John  W.,  N.  Y.,  '90 
Chaney,  Lucien  W.,  Minn.,  '02 
Chaney,  N.  H.,  Ohio,  '00 
Chapin,  E.  P.,  Ky.,  '01 
Chapman,  C.  B.,  Ga.,  '05 
Chapman,  Edith  H.,  Pa.,  '03 
Chapman,  F.  E.,  Mass.,  '94 
Chappie,  B.  P.,  Minn.,  '03 
Charles,  Fred.  L.,  111.  '06, 
Charlton,  Laura,  N.  Y.,  '05 
Charters,  W.  W.,  Minn.,  '06 
Chase,  Lucy  M.,  N.  J.,  '05 
Chase,  Susan  F.,  N.  Y.,  '98 
Cha.se,  Wavland  J.,  111.,  '99 
Chatfield.  George  H.,  N.  Y.,  '05 
Cheever,  W.  H.,  Wis., '96 
Cheney,  Francis  J.,  N.  Y.,  '91 


Cheney,  H.  C,  111.,  '01 
Cherry,  H.  H.,  Ky.,  '06 
Cherry,  T.  C,  Ky.,  '05 
Chevaher,  W.  F.,  Iowa,  '02 
Chicago  Pub.  Library,  111.,  '98 
Chickering,  John  J.,  N.  Y.,  '02 
Childs,  Ernest  W.,  Ga.,  '03 
Chilton,  Carroll  B.,  N.  Y.,  '05 
Chittenden,  M.  D.,  Vt.,  '03 
Chrisman,  Oscar,  Ohio,  '03 
Christ,  Helen  C,  Mich.,  '03 
Christie,  James  H.,  N.  J.,  '06 
Christenberry,  D.  P.,  Ala.,  '99 
Christenson,  I).  H.,  Utah,  '01 
Chubb,  Edwin  W.,  Ohio.,  '05 
Chubb,  Percival,  N.  Y.,  '05 
Church,  Emma  M.,  111.,  '05 
Church,  Geo.  E.,  R.  I.,  '92 
Church,  Harry  V.,  111..  '06 
Churchill,  J.  O.,  Cal.,  '97 
City  Lib'y,  Manchester,  N.H.,  '06 
City  Lib'y,  Springfield,  Mass.,  '98 
Clagg,  J.  Henry,  Mass.,  '03 
Clair,  Francis  R.,  N.  Y.,  '94 
Clair  Sub-Dist.  Sch.,  Pa.,  '06 
Clancy,  Albert  W.,  Minn.,  '90 
Clancy,  Noel  J.,  Tex.,  '97 
Clapp,  George  I.,  Mass.,  'oi 
Clark  University,  Mass.,  '05 
Clark,  A.  L. ,  Iowa,  '06 
Clark,  Edward  O.,  Mass.,  '98 
Clark,  Eliza  L.,  Mass., '03 
Clark,  Frances  E.,  Wis.,  '02 
Clark,  Frank  H.,  Colo.,  '86 
Clark,  Mrs.  Ida  H.,  Wis.,  '00 
Clark,  James  E.,  N.  Mex.,  '03 
Clark,  Jane  E.,  Ala.,  '03 
Clark,  John  H.,  N.  Y.,  '05 
Clark,  L.  H.,  Wis.,  '84 
Clark,  Mary  J.,  III.,  '03 
Clark,  Mary  L..  Ind.,  '06 
Clark,  M.  G.,  III.,  '06 
Clark,  Reed  P.,  Ohio,  '03 
Clark,  W.  A.,  Nebr.,  '95 
Clarke,  Elva  E.,  Kans.,  '94 
Clarke,  Ernest  P.,  Mich.,  '01 
Clarke,  Francis  D.,  Mich.,  '97 
Cla.ss  Tchrs.  Organiz.  of  Brooklyn, 

N.  Y.,  'os 
Classen,  Mrs.  A.  W.  H.,  Cal.,  '89 
Claxton,  P.  P.,  Tenn.,  '98 
Clayton,  R.  A.,  Ala.,  '03 
Clemmons,  Wm.  H.,  Nebr.,  '05 
Clemo,  T.  W.,  Mich.,  '06 
Clemson  Agri.  Coll.,  S.  C,  '02 
Clendenen,  T.  C,  111.,  '97 
Cleveland  Pub.  Lib'y,    Ohio,    '97 
Cleveland,  Leslie  L.,  N.  H.,  '03 
Clifford,  Chas.  C,  Ind.,  '06 
Clifford,  W.  N.,  Iowa,  '05 
Clifton,  Harry  T.,  Cal.,  '05 
Clinger,  D.  S.,  Ky.,  '05 
Clinton,  Geo.  W.,  N.  C,  '02 
Clopper,  E.  N.,  Porto  Rico,  '06 
Clough,  Burton  M.,  Mass.,  '03 
Cloyd,  David  E.,  Wash.,  '02 
Clum,  George  V.,  111.,  '99 
Clum,  John  E.,  III.,  '04 
Cobb,  Chas.  N.,  N.  Y.,  '94 
Cobb,  H.  E.,  111.,  '03 
Cobb,  Matie  A.,  Ill,  '04 
Cobb,  Richard,  Mass.,  '02 
Coblentz.  Oscar  B.,  Md..  '06 
Coburn  Lib'y  of  Colo.  Coll.,  '05 
Coburn,  F.  F.,  Mass.,  '99 
Coburn,  Oscar  E.,  N.  Y.,  '05 
Coburn,  Wm.  G.,  Mich.,  '95 
Cochran,  R.  A.,  Mich.,  '02 
Cochrane,  W.  E.,  N.  Y.,  '98 
Coddington,  A.  O.,  111.,  '93 
Coddington,  E.  A.,  P.  I.,  '00 
('ody,  Alvin  N.,  Mich.,  '04 
Coe  College,  Iowa,  '03 
Coe,  Emily  M.,  Cal.,  '80 
Coe,  George  A.,  111.,  '03 
Coe.  Ida,  N.  Y.,  '05 
Coffin,  C.  W.  D.,  N.  Y.,  '00 
Coffin,  Mary  E.,  N.  J.,  '05 


Coffman,  Lotus  D.,  Ind.,  '02 
Cogswell,  Hamlin  E.,  Pa.,  '05 
Cohn,  Louis  B.,  N.  Y.,  '05 
Colburn,  Jessie  B.,  N.  Y.,  '05 
Colburn,  Mina  B.,  Ohio,  '06 
Colby,  E.  C,  N.  Y.,  '96 
Colby,  Thomas,  N.  J.,  '05 
Cole,  Aaron  H.,  111.,  '02 
Cole,  Chas.  H.,  Mich.,  '98 
Cole,  Chas.  W.,  N.  Y.,  '92 
Cole,  Stonewall  J.,  Ala.,  '03 
Cole,  Wm.  H.,  Ohio,  '70 
Colgate  University,  N.  Y.,  '02 
Coleman,  Antoinette,  Mo.,  '04 
Coleman,  John  T.,  S.  C,  '00 
Coley,  Sarah  F.,  N.  Y.,  '05 
Colfax  Sub-Dist.  Sch.,  Pittsburgh, 

Pa.,  '06 
College,  Agri.,  of  Kans.,  '97 
College  of  Agri.  of  R.  I.,  '03 
College  of  the  City  of  New  York, 

'06 
College,  Amherst,  Mass.,  '97 
College,  Bellevue,  Nebr.,  '97 
College,  Boston,  Mass.,  '97 
College,  Brig.  Young,  tftah,  '98 
College,  Bryn  Mawr,  Pa.,  '99 
College,  Butler,  Ind.,  '00 
College,  Canisius,  N.  Y.,  '02 
College,  Conn.  Agri.,  '99 
College,  Davidson,  N.  C,  '06 
College,  Dickinson,  Pa.,  '99 
College,  Emory,  Ga.,  '01 
College,  Ga.  Nor.  and  Indust.,  '06 
College,  Geneva,  Pa.,  '06 
College  for  Tchrs.,  Geo.  Peabody, 

Tenn.,  '04 
College,  Hendrix,  Ark.,  '97 
College,  Hillsdale,  Mich.,  '00 
College  of  the  Holy  Cross,  Mass., 

'01 
College,  Iowa,  Grinnell,  '00 
College,  Iowa  State,  Ames,  '01 
College,  Lake  Erie.  Ohio,  '06 
College,  Lincoln,  III.,  '97 
College,  Manhattan,  N.  Y.,  '06 
College,  Midland,  Kans.,  '99 
Col,lege,  Montana  State,  '99 
College,  Mt.  Hoi  yoke,  Mass.,  '02 
College,  Pennsylvania  State,  '00 
College,  Pomona,  Cal.,  '99 
College,  Radcliffe,  Mass.,  '05 
College,  Ripon,  Wis.,  '02 
College,  Rockford,  111.,  '04 
College    of    St.    Francis    Xavier, 

N.  Y.,  '00 
College,  Smith,  Mass.,  '98 
College,  South  Carolina,  '02 
College,  South  Dak.  Agri.,  '99 
College,  State,  of  Washington,  '05 
College,  Vassar,  N.  Y.,  '98 
College,  Waba.sh,  Ind.,  '95 
College,  Waynesburg,  Pa.,  '02 
College,  Welleslev,  ^Iass.,  '00 
College,  Wells,  N.  Y.,  '06 
College,  Wheaton,  111.,  '99 
College,  Whitman,  Wash.,  '01 
College,  Williams,  Mass.,  '97 
College,  Wiiinan's,  Md.,  '99 
Collicott,  lacob  G.,  Ind.,  '05 
Collin,  C.  O.  L.,  Mass.,  '03 
Collins,  A.  Harvey,  Cal.,  '06 
Collins,  C.  I.,  Mich.,  '03 
Collins,  Ed.  D.,  Vt.,  '06 
Collins,  Edward  E.,  S.  Dak.,  '99 
Collins,  Frank  H.,  N.  Y.,  '04 
Collins,  Halsey  M.,  N.  Y.,  '02 
Collins,  J.  H.,  111.,  '9.'; 
Collins,  John  E.,  Ohio,  '06 
Collins,  John  S.,  Mo.,  '97 
Collins,  Jos.  v..  Wis.,  '05 
Collins,  Maria  C,  Ohio,  '03 
Collins,  Nellie  C,  III., '02 
Collister,  Laura  K.,  Ohio.  '06 
Columbia  Coll.  of  Express.,  111. ,'02 
Columbia  University,   N.   Y.,  '95 
Colwell,  Nathan  P.,  III.,  06 
Comings,  Fannie  S.,  N.  Y.   '95 


INDEX  TO  LIFE  AND  ACTIVE  MEMBERS 


907 


Comstock,  C.  E.,  III.,  '03 
Comsiock,  E.  H.,  Minn..  '01 
Comstock,  T.  B.,  Cal.,  'ps 
Ginant,  IJsmyn  P.,  \.  Y.,  '03 
Conanl.  Kogcr  L. ,  Porto  Rico.  '05 
Conard,  M.  K.,  « >hio.  '04 
Conaty,  Thomas  J.,  Cal.,  'oj 
Condon,  RandalM.,  Mont.,  '01 
Congdon.  C.  H..  III..  'g4 
Congdon  F.  K..  Mass..  '06 
Conkling,  \V.  E.,  Mich.,  '<j6 
Conlin,  Francis  J.,  Ma.ss.,  '03 
Conn,  G.  \V.,  Jr.,  III.,  '03 
Connecticut  ARri.  College,  '09 
Connellcy,  C.  B.,  Pa.,  '01 
Conniff,  John  R.,  La..  '01 
Connolly,  John  M.,  NIass.,  '03 
Connors,  .\lice  M.,  Mo.,  '04 
Conrow.  Kli7.;il)cth.  N.  Y.,  '05 
Conrow,  GeorRiana.  N'.  V..  "05 
Conroy,  John  P.,  N.  Y.,  '03 
Converse,  F.  E.,  Wis.,  'q7 
Conway,  Ella,  .\.  Y.,  '05 
0)nway.  Thos.  \V..  Okla..  '06 
Conwcll,  Russtll  H.,  Pa.,  '01 
C<K)k.  A.  n..  Wvo..  '06 
Cook,  Albert  P..  Mich.,  "oi 
Cook,  Albert  S.,  Md.,  '02 
Cook.  Ch;is.  F..  N.  H.,  "qS 
Coo*,  E.  f{..  Pa..  •8'i 
Cook,  Elizabeth  B.,  III..  '06 
Ctxjk,  Fayette  L.,  S.  Dak..  '75 
Cook,  Francis  E.,  .Mo.,  '03 
Ccx)k,  Geo.  B.,  .\rk.,  'q^ 
Cook,  H.  Moreland.  Wa.sh.,  '01 
Cook.  Homer  L..  Ind..  "05 
Cook,  Ida  .M.,  III,'oo 
Cook.  John  »■..  111.,  V 
Cook,  Webster,  Mich.,  '01 
C'xjkson.  Charles  W..  Ohio,  '06 
Ox)lcy,  .\nna  M.,  N.  Y.,  '04 
Co<ilcy,  .Mrs.  A.  W..  N.  Dak.,  •.j6 
Cooley,  E.  G..  111.,  '97 
Cooley,  F.  W.,  Ind.,  'o^ 
Cooley,  L.  C,  N.  Y.,  Vj 
("<i<>lcy.  Robert  L  .  Wis  .  'o'; 
Oximljs.  John  H..  I'lah.  V) 
C<x)()er.  Clara  F..  Nrbr  .  '04 
Cooper,  F.  B.,  Wash.,  '94 
C'Kiper,  F.  I.,  .Miiss.,  '93 
Coofx-r.  J.  W..  Pa.,  'ott 
Cooper,  Nlilton  ('.,  Pa.,  '01 
Cof.pcr,  ().  H.,  Tex.,  'ij4 
CiKivcr.  John  E  .  Cal..  'o^ 
Cooxtr,  Nathaniel,  Kan«.,  'H6 
Oiric.  Henry  F     III..  '06 
C'ipe.  W.  P.,  Ohio,  '03 
Coix-land,  Ch.xs.  H.,  Ind  ,  '<w 
CorlKTll,  Henry  R..  Ill  ,  'i»-> 
('orbly,  Uiwrenic  J.,  W.  Va.,  'oj 
Corcoran.  John  B  .  .\.  \..'ol> 
Cr>rdin({.  .\({nen  .\.,  N.  Y.,  '03 
&»rl,-  Frederick  J  ,  Ky.,  '64 
Corlelt.  Br-wie  .M..  fJhio.  Vi 
Cornell  L'ni%-.  Library,  .N'.Y.V' 
('•irney.  E\ir.  .\.  Y,,  'o< 
(•..rni^h.  Wm.  A..  N.  Y..  '03 
("ornman.  O.  P.,  P«..  '01 
(  orvm.  David  B  .  \   J  .    o\ 
I  or  ton.  ()    T ,  Ohio,  •M7 
forlhell,  W.  J  ,   M.iiiir,  'iti 
(!o»nrr.   l>illio  .M  .  Ohi'i,  *oi 
(°(>llin«|ham.  Wm.  W     Pa.    Vi 
Coition,  F    A  ,  In.l  ,  '.Vi 
r..tirr|l.  John  B  ,  N    Y  ,  "o? 
<    .  uliLin.  D..fii  M  .  .\,  Y  .  'o^ 
r  .wliiv  W   W     III  .  Vi 
Coulter.  .Min—-    '    •!     '•-1 
('oullrap.  I 
Co.   Tiiuhf  .  'H4 

f "      1-        .      -■  .4      _ 

!r  i       i  >rrg«in    *oi 
:irv  K.N    Y  .  '01 

I  ;ii4   M  .  Wi«  ,  '01 

C«>wlc«   Pr,irl  k..  .\   J.,  'alt 
Cox.  Wwin  B  ,  Ohio.  'B« 
Cox.  K.  M<.rri».  Cal..  't/' 
Cox,  Henry  C,  III.,  '95 


Cox,  Jean  W..  N.  J.,  '97 

C0.1.  Martin  L..  N.  J.,  'oj 
Cox,  Mrs.  Mary  J.,  'IVx.,  '03 
Coy.  E.  II'.,  Ohio,  '83 
Coyne,  Francis  R..  Pa..  '06 
Crabbe,  J.  li.,  Kv.,  '97 
Crabbe,  Leiia  B.,'Mich.,  '03 
Crabtree,  J.  W.,  Nebr.,  '95 
Craig,  .\rtnur  U.,  D.  C,  '99 
Craig,  Katherine  1..,  Colo.,  '04 
Craig.  Oscar  J..  Mont.,  '92 
Cr.ii;{head,  E.  B.,  I-i.,  '02 
Cram.  .\alh.an  D..  .\.  \ .,  '05 
Cramer,  W.  F.,  Iowa,  '00 
Cramplon,   C.   Ward,   N.   Y'.,  '03 
Crand.dl,    Benj.    R.,   Wyo.,   '03 
Cran>l.ill,  D.  A.,  R.  L.  '03 
("rane,  Cornelia  -S.,  III.,  '97 
Crane,  F.   E  ,  Ohio,  '01 
Crane,   Frank,  S.   D.ik,  '05 
Crane,  Harriet  B..  \.  L,    os 
Crane,  lulia  E.,  N.  \  .,  '95 
Crane,  Wm.  .\..  \.  Y..  '05 
'ranston,  John  \..  Cal..  '04 
"ranston,   R.   W.,   Minn.,  '96 
"r.iwldrd.  .\gncs  M.,  .\.  J.,  'os 
"rawford,  J.  Forsyth,  .Nebr..  '05 
'rawford.  Wm.  .V..  Ark..  "06 
rawfonl,  Wm.  C,  Mass.,  '03 
Crawshaw,  Fred  D.,  III.,  '01 
regin.  kulina  .\..  N.  Y..  '05 
reighlon  Cniv..  .Nebr..  '03 
rider,  W.  .\..  N.  Y..  'o<; 
:rissy,  I.  O.,  N.  Y.,  '98 
"rist,  Henry  M.,  N.  Y.,  '96 
"rist.  W.  James,  .N.  J.,  'o>; 
rritchett,  E.  T.,  Minn.,  '98 
>itlenton,  Lillie,  111.,  '02 
>ockctt,  .Mav  -M.,  III.,  '9.S 
"rone,  John  v.,  Colo.,  '02 
rone.   R.   B.,   Iowa,  'o.| 
ronebaugh,  C.   I..,  Ohio,  '99 
roner.  S.ira  E..  Pa.,  'oti 
rims<in.  Bernard.  N.  Y..  'o<; 
r .K.'ar.  F.  F.,  N.  Y..  'os 
r  >"'..■-.  H.  M.,  Ori-gon.  '03 
r"|i--<'y,  Miss  N.,  Ind.,  '91 
r..sby.  Diik  J..  I).  C.  'oi 
ro.hy.  W.  /•;.,  N.  Y..  '70 
msiir,  .Merton  E..  Iowa.  "06 
T'.  -.  J.  (i..  Cal.,  '99 
r.  ^^r'fl,    Thos.   R.,  Cal..  '02 
...u.li.    Sarah    E..   Mo.,  'oS 
r.MiM-.   .Mrs.  J.   N.,  111.,  '93 
rMiiii-r,  .\.   L.   E..  Pa..  '00 
r..A.II,  <;eo.  H  ,  N.  C,  '<^ 
niwlev.   Kale   E.,  Mo..  '04 
ruikitiank.  Ja\  ,  N.  Y..  "s? 
ublK-rly,   E.   P.,  Cal  ,  '94 
ulbertvin.  E.  D.  Y..  Iowa.  '95 
iillrn.  <h.i>.   E  .  Mich..  '04 
ullv.  II    II  .  Ohio,  '01 
1..!   ..  I  \.illey  .S«.  .Nor.  .S.h.. 

i    Iw.  P.,  Miih  ,  '01 
I    rwe  it  .  I'lah,  'o< 
I    W..  PH.    'ot> 
\    H  .  N    H  ,  'o, 

J     P.,  Ohio,  "oo 

iniiinuham,  Calhrrinr  A  ,  .Mo. 

J    B  .  Ala  .  '95 

l<    J  .  M..ni  .  '04 
I.  ,  Mo  .  '04 

.  ,1  r .  oil...  •'■'. 

.I.rir,.    t       I-,    A  .    M  , 
Mfnr,,    K      H   .    S      ^ 
,    ■  .       I  ..i,r,    S,    I  Mil    . 

^.|Mli>l,     .NcM     V.xk, 

»   V..rk.  V   V  .  'ot 
Vi 
Mo  ,  '04 
S   Y.'o, 
■  iiiv  •-...   11  .  Mi.h  .  'o, 
,.titv  I    W  .  Phil    I.,  'o, 
iiflM.  \'irKil  1;  .  I'»  .  'iji 
urtii.  Wilbur  K.,  Iml.,  '06 


Cushing,  Grafton  D.,  Mass.,  '03 
Cushman,   Lillian  S.,  III.,  '03 
Cutler,  H.  F.,  .Ma.ss.,  '02 
Cutter,  Irvine  S.,  Nebr.,  '02 
Dabncy,  C.  W.,  Ohio,  '99 
Dafoe,  Geo.  El>er,  Wis.,  '97 
Dailey.  M.  E.,  Cal.,  '98 
Dakin,  .Mrs.  Es.sc  B.,  Ind.,  '01 
Dalborg,  Mats,  Sweden,  '04 
Daly.  Eli/.ibeth  F.,  111.,  'os 
Dalv.  Ida  .M.,  D.  C,  "05 
Dalyrmple.  C.  M..  N.J..  '05 
Dana,  Fenella,  Kans.,  '9s 
Daniels.  J.  W.,  Idaho,  '98 
Uaniels-son,  .\nna  H.  J.,  Sweden, 

Dann.  Hollis  E.,  N.  Y..  '02 
Darling.  Frank  W.,  III.,  '01 
Darst.  Warren,  Ohio.  '01 
Dartmouth  Coll.  Lib'v,  N.  H.,  '02 
Dartt,  .Morton  L..  Ohio,  '03 
Daven|)ort  Pub.  Lib'j'.  Iowa,  "06 
Davcy,  Vernon  L.,  N.  J.,  '00 
Djvulson.  CItas.  C.,  Ohio,  'do 
Davidson  College.  \.  C,  'o'l 
Davidson,  .Margaret.  .N.  Y..  'oj 
D.ivids<m,  Wm.  M..  Nebr.,  '90 
Davis,  ,\llan,  D.  C,  '95 
Davis,   B.   C.  Ga..  '03 
Davis.  B.  M.,  Ohio.  '01 
Davis,  Boothc  C,  N.  Y.,  '96 
Davis,  Ch.arles  S..  Okla.,  '01 
Davis,   Emma  C,  Ohio,  '94 
Davis.  F.  Dayton.  Mii  h..  '04 
Davis.  GcHirge  .\.,  Ohio.  '04 
Davis,  Geo.  S.,  N.  Y.,  '96 
Davis,  Geo.  W.,  111.,  '96 
Davis,  K.  C.  Wis  ,  'o<; 
Davis,  Mrs.  .M.  .M  ,  N.  Dak..  '03 
Davis.  Mrs.  M.  R.  G.,  Conn.,  'oj 
Davis,  Thomas  W..  Mass..  '03 
Davis,   r   S.,  Pa..  '05 
Davis,  Wm.  Harper.  Pa.,  '03 
Davis,  Wm.   Holmes.  \'a..  '03 
Davis,   W.   M..   .Mass.,  '99 
Davison,  Frank  P.,  .Masn..  '01 
Dawson.  lulgar.  \.  J.,  'os 
Dawson.  George  E  ,  M,is.s.,  'oj 
Dawv.n.  H.    V  .  N.  Y..  '9% 
Diyhoif.  I.  I...  K,ins..  '02 
D.ivton  Pub.  Lib'y.  Ohio,  '03 
Deahl.  J.   N..  W.   Va  .  './> 
Dean,   II.   A.,   III.,  '04 
Dean    S.  IL.  Pa..   06 
Deanc,  ("lias.  H..  W.ish  .  '01 
Drane.   ("has.   W  ,  Conn  ,  '89 
Dr.in-    William  J     .N    Y  .  Vi 
l)r.irl.orn,  Rufui  J  .  In  I  .  '00 
|)..,t!  ..rii,  W.dirr  v..  Wi- .  'o? 
Dr.irinoiit,   W    S..   Mo  .  '99 
Dearness,   F.   W,  •  (hio.  '01 
Dralri.k,  W    W,   Pa  .  '92 
lie  Camp.  John  .V,  Mav» ,  'os 
Dei  ker,  Geo.   W.,   Utah,  '04 
D.Ciarmo.  Chai  .  N    Y  ,  '89 

II.  ,  .>.,.,„     1.1  ,    M        V     V   ,   'ot, 

\>  Miih.'oA 

I'  N  .  'os 

I) .   HI  ,  'os 

DrIdllV.  l-allMlll  .S      Ky  ,  '02 
DrII    J.  i;.    Pa       oft 
|).l>M.h,  R.  J    H  ,  Cm..  '04 
lirtnirrM.  J    B     r,  N.  Y.  '00 
lira,  H.    I,   I'rlrr  F  .   N.  Y..  'oS 
I  I.  'u:.  ,  s     (   l.irrn.r  If  ,  V|..  '01 

II  ,  N   V  ,  'OS 
I'.  ,   Minn  ,  '<)■> 
':■  I  ib'y,  Ohi.i, 'o» 

I'  I   .  Jr,  R.  I  .  'o» 

l>  I  A  .  Ind.  'os 

!•■  II  ,  N   Y  .  'os 

Dr II.  Miiiiia  C  .  IIU,  'os 

Dr|,<     ..I    LI  .  N    V  ,'ol 
D'lX    o(   I   I  .  Nova  S<iHi«.  '01 
D<1H    ol    I  d  .  <  tiil.iri...  'oj 
|ir|.(     .,(11.    l'..rio   Kt.o.  ',,, 
I»r|p(    ..I  1    I       IVsn.  '.Vi 
|)r|il    o(   Pub    InMr  ,   III  ,  '99 


9o8 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Dept.  of  Pub.  Instr.,  Mich.,  '02 
Dept.  of  Pub.  Instr.,  Minn.,  '01 
Dept.  of  Pub.  Instr.,  Nebr.,  '01 
Dept  of  Pub.  Instr.,  N.  Dak.,  '02 
Dept.  of  Pub.  Instr.,  Va.,  '05 
Dept.  of  St.  Comm'rof  Com.  Schs. 

Ohio,  '06 
Deputy,  M.  W.,  Ind.,  '01 
Dern,  Mary  E.  Hohn,  Mass.,  '03 
De  Turck,  W.  E.,  Pa.,  '06 
Deupree,  J.  G.,  Miss.,  '97 
Devlin,  Bernard  J.,  N.  Y.,  '05 
Devlin,  Michael  E.,  N.  Y.,  '05 
Devoe,  Agnes  B.,  N.  Y.,  '05 
Dewey,  Charles  O.,  N.  Y.,  '03 
Dewey,  John,  N.  Y.,  '97 
Dewev,  Melvil,  N.  Y.,  '92 
DeWitt  Clinton  H.  Sch.,  N.Y.,  '03 
Dexter,  E.  G.,  111.,  '98 
Dial,  S.  T.,  Ohio,  '95 
Dick,  Archibald  M.,  N.  J.,  '06 
Dick,  Fred,  Colo.,  '95 
Dick,  Wallace  P.,  Pa.,  '05 
Dickerman,  Quincy  E.,  Mass.,  '03 
Dickey,  C.  L.,  Ohio,  '95 
Dickey,  Homer  B.,  Ind.,  '02 
Dickinson  College,  Pa.,  '99 
Dickinson,  Frances,  111.,  '01 
Dickinson,  H.  N.,  N.  Y.,  '03 
Dickman,  J.  W.,  Iowa,  '02 
Diekenga,  Fannie  E.,  Mo.,  '04 
Dietrich,  Geo.  C,  Ohio,  '03 
Dietrich,  John,  Colo.,  '95 
Dietrick,  W.  J.,  Pa.,  '05 
Dignon,  Kate,  Wis.,  '05 
Dike,  Cornelia  A.,  N.  Y.,  '03 
Dill,  Joseph  M.,  Ala.,  '01 
Dillin,  Susan  A.,  Ohio,  '04 
Dillon,  Mrs.  Sarah  E.,  Mo.,  '04 
Dillman,  L.  M.,  111.,  '86 
Dimick,  Orlando  W.,  Mass.,  '03 
Dinsmore,  J.  W.,  Ky.,  '98 
DItchburn,  Robt.  F.,  Pa.,  '06 
Dix,  Wm.  T.,  111.,  '96 
Dixon,  B.  V.  B.,  La.,  '97 
Dixon,  J^lia  C,  N.  Y.,  '03 
Doane  College,  Nebr.,  '03 
Doane,  Letitia  L.,  III.,  '97 
Dobbs,  Ella  v.,  Cal.,  '04 
Dockrill,  Jas.  C,  111.,  '01 
Dodge,  M.  Luella,  111.,  '97 
Dodge,  R.  E.,  N.  Y.,  '98 
Dodge,  Wm.  C,  111.,  '96 
Donnell,  B.  H.,  Cal.,  '03 
Donnelly,  Teresa  J.,  111.,  '03 
Donohue,   Mrs.   Mary  C,  N.  Y., 

'05 
Donohue,  Thomas  M.,  N.  Y.,  '04 
Donovan,  Timothy  F.,  N.  Y.,  '05 
Donovan,  W.  N.,  Mass.,  '03 
Doty,  John,  N.  Y.,  '03 
Dougherty,  Mabel  E.,  III.,  '96 
Doughty,  Walter  F  •  Tex.,  'o5 
Douglass,  S.  A.,  M°-,  '04 
Douthett,  A.  T.,  pa-,  'oi 
Douthctt,  Thos.  D-.  Ohio,  '05 
Dow,  Jas.  J.,  Minn.,  '96 
Dowell,  Philip,  N.  Y.,  '05 
Downes,  Frede  rick  F...  Pa.,  '05 
Downey,  I.  A.,  Nebr.,  '06 
Downing,  A.  S.,  N.  Y.,  '91 
Downing,  M.  W.,  N.  Y.,  '01 
Doyle,  Margaret  L.,  Mass.,  '03 
Doyle,  Mary  E.,  Wis.,  '91 
Doyne,  John  J.,  Ark.,  '06 
Drake,  Ellis  H.,  Ind.,  '02 
Draper,  Andrew  S.,  N.  Y.,  '88 
Draper.  Frank  O.,  R.  I.,  '03 
Dreher,  E.  S.,  S.  C,  '96 
Dresser,  Mrs.  A.  W.,  N.  J.,  '99 
Drew,  Frank,  Mass.,  '03 
Driehaus,  Irwin  W.,  N.  Y.,  '01; 
Driscoll,  Frances  M.,  N.  Y.,  '05 
Driscoll,  John  J.,  N.  Y.,  '05 
Droppers,  Garrett,  III..  '03 
Drought,  Caroline  A.,  Md.,  '04 
Drushel,  A.  W.,  Conn.,  '02 
Drushel,  J.  A.,  Mo.,  '05 


Du  Bose,  Joel  C,  Ala.,  '06 
Dudgeon,  R.  B.,  Wis.,  '94 
Dudley,  B.  F.,  La.,  '06 
Duffy,  Julia  F.,  111.,  '05 
Duggan,  S.  P.,  N.  Y.,  '06 
Duke,  Josephine  G.,  Pa.,  05 
Dunbar,  Wm.  F.,  N.  Y.,  '05 
Duncan,  Geo.  W.,  Ala.,  '05 
Duncan,  James  J.,  S.  Dak.,  '03 
Dunhaupt,  R.  C.  F.,  Mo.,  '04 
Dunlevy,  Wm.  P.,  Mass.,  '03 
Dunphy,  A.  E.,  N.  Dak.,  '02 
Dunton,  Charles  H.,  Vt.,  '01 
Dunton,  I^ewis  M.,  S.  C,  05 
Du  Rie,  W.  B.,  N.  J.,  '05 
Dutcher,  Edw.  H.,  N.  J.,  '99 
Dtclton,  Beltie  A.,  Ohio,  '80 
Dutton,  Chas.  F.,  Jr.,  Ohio,  '01 
Dutton,  S.  T.,  N.  Y.,  '95 
Duval,  Maria  P.,  Va.,  '03 
Dwyer,  John,  N.  Y.,  '03 
Dwyer,  Margaret,  N.  Y.,  '05 
Dyche,  J.  E.,  Okla.,  'o5 
Dyer,  F.  B.,  Ohio,  '96 
Dyer,  Frank  R.,  Kans.,  '91 
Dyer,  Wm.  C,  Mo.,  '04 
Dyke,  Chas.  B.,  Colo.,  '99 
Dynes,  Sarah  A.,  N.  J.,  '02 
Dysart,  Paul  M.,  Pa.,  '05 
Eakins,  Mrs.  Millie  R.,  N.  J.,  '96 
Earhart,  Gertrude,  Wis.,  '02 
Earhart,  Lida  B.,  N.  Y.,  '02 
Earl,  Anita  M.,  N.  Y.,  '05 
Earle,  E.  Lyell,  N.  Y.,  '05 
Earley,  Jennie  A.,  Mo.,  '04 
Earnest,  W.  W.,  111.,  '04 
Earp,  Edwin  L.,  N.  Y.,  '05 
East.  Dist.  High  Sch.,  New  York, 

N.  Y.,  '03 
E.  A.  Stevens,  G.  Gr.  Sch.,  Cam- 
den, N.  J.,  'os 
E.  111.  St.  Nor.  School,  111.,  '99 
Eastman,  Wm.  R.,  N.  Y.,  '96 
Easton,  Warren,  La.,  '95 
East  Orange  Free  Public  Library, 

N.  J.,  '04 
East  Orange  High  Sch.,  N.  J.,  '05 
E.  St.  Louis  Public  Lib'y,  111.,  '04 
Eaton,  F.  W.,  Conn.,  '03 
Eaton,  G.  A.,  Utah,  '01 
Eaton,  Ira  T.,  111.,  '94 
Eaton,  Jeannette  M.,  Pa.,  '03 
Eaton.  Roy  W.,  Nebr.,  05 
Ebaugh,  Z.  C,  Md.,  '97 
Ebeling,  Herman  L.,  N.  Y.,  '05 
Eberhardt,  J.  F.,  111.,  '64 
Eberth,  Henrv  L,  Ohio,  '05 
Eby,    H.  L.,  ky..  'ofj 
Eccleston,   Mrs.  Sara  C,  Argen- 
tine Rep.,  '04 
Eckard,  Eliz.  T.,  Pa.,  '05 
Eddv,  William  H.,  R.  I.," '02 
Eden,  Philip,  Wis.,  '84 
Edgecomb.  Flora  F.  T.,  Mass.,  '03 
Edgerly,  Jos.  G.,  Mass.,  '96 
Edmonds,  F.  S.,  Pa.,  '98 
Edmondson,  Mrs.  Gertrude,  Mo. 

'04 
Edmund,  Gertrude,  Mass.,  '97 
Edmunds,  Henry  H.,  111.,  '02 
Edsall,  James  M.,  N.  Y.,  '01 
Edson,  A.  W.,  N.  Y.,  '03 
Educational  Asso.,  N.  Dak., '96 
Educational  Exchange,  Ala..  '06 
Education  Dept.  of  Ontario,  Can., 

'02 
Edwards,  H.  R.,  Minn.,  '97 
Edwards,  Thos.  A.,  Pa.,  '05 
Edwards,  W.  A.,  Cal.,  '99 
Edwards,  Wm.  J.,  .'Ma.,  '03 
Edwards,  W.  S.,  Cal.,  '99 
Egan,  J.  B.,  Mass.,  '03 
Eginton,  Libbie  J.,  N.  Y.,  '04 
Ehinger,  Clyde  E.,  Pa.,  '97 
Ehrhart,  W.  N.,  Pa.,  '06 
Eiche,  Julia  L.,  N.  Y.,  '03 
Eikenberry,  W.  L.,  Mo.,  '04 
Elder,  Ella  C,  N.  Y.,  '96 


Elder,  E.  W.,  Colo.,  '95 
Eldridge,  Edward  H.,  Mass.,  '04 
Elgas,  Mathew,  J.,  N.  Y.,  '91 
Eliot,  Chas.  W.,  Mass.,  '92 
Elkhart    Carnegie   Library,  Ind., 

'04 
EUabarger,  D.  R.,  Ind.,  '03 
EUiff,  J.  D.,  Mo.,  '98 
Elliott,  A.  M.,  Md.,  '99 
Elliott,  C.  H.,  111.,  '04 
ElUott,  E.  C,  Wis.,  '99 
Elliott,  J.  F.,  Ala.,  '98 
Elliott,  L.  F.,  Mass.,  '03 
Elliott,  Oliver  M.,  Iowa,  '06 
Elliott,  S.  Maria,  Mass.,  '03 
Ellis,  A.  Caswell  Tex.,  '02 
Ellis,  Florence  E.,  Ohio.,  '04 
Ellis,  Frank  R.,  Ohio,  '01 
Elhs,  George  M.,  N.  J.,  '05 
Ellis,  Griselda,  N.  J.,  '05 
Elhs,  John  C,  111.,  '87 
ElHs,  Leander  D.,  111.,  'o'^ 
Ellis,  Wm.  Austin,  Mich.,  '87 
Ellsworth,  Henry  W.,   N.  Y.,  '96 
Ellsworth,  Jesse  A.,  Cal.,  '01 
Ellsworth,  Sanford  J.,  N.  Y.,  '05 
Elmer,  Walter  E.,  Wis.,  '05 
Else,  F.  W.   Iowa,  '02 
Elson,  W.  H.,  Ohio.,  '9s 
Ely,  E.  Antoinette,  Ohio,  "02 
Ely,  Sarah  Y.,  N.  J.,  '92 
El  wood,  DeWitt,  111.,  '06 
Emberson,  R.  H.,  Mo.,  '02 
Emeline  Fairbanks  Mem.  Lib'y, 

Terre  Haute,  Ind.,  '06 
Emerson,  Henry  P.,  N.  Y.,  '93 
Emery,  Grenville  C,  Cal.,  '04 
Emery,  Helen  R.,  N.  J.,  '05 
Emery,  John  Q.,  Wis.,  '84 
Emory  College  Lib'y,  Ga.,  '01 
English,  Rebecca  F.,  Cal.,  '88 
Ennis,  Laura  J.,  N.  J.,  '05 
Ennis,  Lydia  K.,  N.  T.,  '05 
Enoch   Pratt   Free   Lib'y,    Balti- 
more, Md.,  '06 
Enright,  John,  N.  J.,  '03 
Eppes,  Edw.  B.,  Fla.,  '05 
Erasmus  HaU  H.  Sch.,  N.  Y.,  '03 
Erie  Public  Library,  Pa.,  '03 
Ernst,  Lillie  R.,  Mo.,  '04 
Errant,  Joseph  W.,  111.,  '00 
Erskine,  S.  H.,  Vt.,  '03 
Erwin,  Mrs.  Kate  A.,  N.  Y.,  '03 
Eschbach,  Allen  G.,  Mo.,  '04 
Esilman,  Amoritta  E.,  Mass.,   '03 
Espada,  E.  V.,  Porto  Rico,  '06 
Estee,  Jas.  A.,  N.  Y.,  '96 
Estes,  Charles  S.,  N.  Y.,  '03 
Ethical  Cukure  Sch.,  N.  Y.,  '05 
Evans,  A.  Grant,  Ind.  T.,  '03 
Evans,  Charles,  Ind.  T.,  '03 
Evans,  Chas.  H.,  Mo.,  '86 
Evans,  Elizabeth  G.,  Ohio,  '01 
Evans,  Geo.  W.,  Mass.,  '03 
Evan.s,  Lawton  B.,  Ga.,  '94 
Evans,  Margaret  J.,  Minn.,  '05 
Evans,  W.  G.,  La.,  'o') 
Evans,  Wm.  P.,  Mo.,  '98 
Evans,  Wm.  W.,  Pa.,  '06 
Evanston  Free  Pub.  Lib'y,  111., '02 
Everett,  Grace  E.,  Cal.,  '03 
Everett,  John  P.,  Mich.,  '01 
Everett,  L.  E.,  Ohio,  '02 
Ewing,  R.  D.,  Colo.,  '09 
Ewing,  VV.  W.,  N.  Dak.,  '01 
Fagley,  Fred  L.,  Ind.,  '05 
Failor,  Isaac  N.,  N.  Y.,  'o<, 
FairchUd,  E.  T.,  Kans.,  '86 
Fairweather,  Eliz.  K.,  Ohio,  '02 
Falkinburg,  J.  O.,  Ohio,  '03 
Falkner,  Roland  P.,  P.  R.,  '04 
Fall,  Delos,  Mich.,  '97 
Fallon,  Ella  A.,  N.  Y.,  '03 
Fant,  John  C,  Miss.,  '97 
Faris,  John  W.,  Idaho,  '03 
Farley,  Anne  J.,  N.  Y.,  '97 
Farley,  D.  H.,  N.  J.,  '96 
Farmer,  A.  N.,  Minn.,  '06 


INDEX   TO  LIFE  AXD  ACTIVE  MEMBERS 


909 


Farmer,  Arthur  E..  S.  Dak^  'or 
Farnhatn,  .-Vmos  \V  ,  N.  Y..  'oi 
Farnsworth.  Burt  Nf..  X.  Y..  '06 
Famsworth,  Fannie  I'.,  Minn., '99 
Farr,  Frank  D.,  HI.,  '03 
Farrand,  Samuel  A.,  N.  J.,  'oj 
Farrand,  Wilstm,  N.  J.,  'os 
Farrfll,  Edw.  D..  N.  Y.,  V 
Farrell,  Elizabeth  E.,  X.  Y..  '05 
Farrington,  Efncr  A.,  Cal..  'oi 
Farrington,  Frederic  E.,  Ca!.,  '04 
Far   Rockaway   High  Sch.,   Xew 

York,  X.  Y.,  '05 
Faulkner,  R.  D.,  Cal.,  '09 
Faunee,  \Vm.  H    P.,  R.  I.,  '01 
Fay,  Charles  S.,  Ohio,  '01 
Fay,  EAw.  A.,  L).  C,  '99 
Fay,  Mamie,  N.  Y.,  '03 
Fcagin.  \Vm.  F.,  Ala.,  'os 
Kee!\,  Evclync  A.,  X.  Y.,  '05 
Fclker,  AUie  M.,  Hawaii,  '91; 
Fell,  .\nna  M  ,  X.  J.,  '97 
Fell,  Thoma-s,  Md.,  '98 
Fellows.  E.  U'..  Iowa.   06 
I'ellows,  Geo.  E..  .Maine,  '05 
Felmley,  David,  111.,  '00 
Fels,  Maurice,  Pa.,  '98 
Fendley,  J.  M.,  Tex.,  '95 
Fcnlon.  John  F..  D.  C..  '06 
Fenton,  Geo.,  X.  Y.,  '92 
Fergu.son  Library,  Conn.,  '03 
Ferguson,  E.  E.,  Mich.,  '96 
Fergus^jn,  S.  J.,  111.,  '01 
Femald,  M.  C.,  Maine,  '90 
Femald,  W.  E.,  Mass.,  '03 
Ferris,  .\nnctte  E.,  Colo.,  '03 
Ferris,  \V.   X.,  Mich.,  '99 
Ferson,  E.  B.,  111.,  '03 
Fett,  .\malia,  Mo.,  '04 
Feussner,  Mathilde,  Mo.,  '04 
Fick,  .\lma  S.,  Ohio,  '03 
Fick,  E<lna  H.,  Ohio,  '03 
Fickctt,  M.   Grace,  Maine,  '03 
Fielder,  F^lwin  W.,  X.  Y.,  '04 
Fillmore,  Xcttie,  (Jhio,  '00 
F'ilcr.  Paul  S..  \Vvo..  '06 
Finkler,  Eli/.al.>cth  G.,  III., '03 
Finlcy,  lohn  H..  X.  Y..  '</> 
Finn.  .\lrs.  Ludnda  B.,  X.  Y.,  'oS 
Finnegan,   Margaret   L.,  111.,  '03 
Fisher,  .\.  G.,  Si  ass.,  '03 
FLshcr,  C.  Edward,  R.  I., '03 
Fi.shcr,  Oilman  ('.,  .Mich.,  '92 
Fisher,  H.   B..  111.,  '04 
Fisher,   H.   \V  .  Pa.,  \i 
Fisher,  Laura.  .NLiss.,  '03 
Fisk.  Herbert   F.,  III.,  '91 
Fiske.  Wilbur  A..  Ind.,  'ci 
Fitch.  Edw.  I)..  Pa.,  'os 
l-itch,  Ferris  S.,  Ariz.,  '90 
I'ilhian.  Powrll  G..  .\.  J.,  'os 
Kitz  Pub.  Lib'y,  Chelva,  NJass.,'o3 
Fitz,   (Ico.    W.,   Mass..  '<>« 
FitzfjiblKin,  T.  F.,  Inil  ,  '9s 
Fitzpatritk,    F.   A  .  .Mass  ,  'K4 
litzp:ilri<k,  Kaiharine  A  ,  III  . 'oj 
llaRg,  Klizabrih  (i  ,  Kaas.,  '03 
Flaaigan,  A.,  III.,  '01 
Flannerv.  .M   Jay,  fJhio,  '05 
Flcisher,   l)anirl,  F'a  ,  '04 
Flcmi.jg.  Ada  M.,  Ill  ,  '01 
Fleming.  C.  I).,  N.  Y  .  'c,\ 
{•Irming.  'rh<ni    R  .  Auslr.ilia.  *o6 
rleshman,   Arthur  C  .  Ky  .  '94 

llrlrhrr.    \Vm.     T  .  Cnl..^    'rV, 
I'liikingrr,   J.    R  .   I*a  ,  'ijH 
I  l.ivd,    Charlrs    I.  .    AI.1  .   '01 
Floyd,    I-iura    D  ,    Ind  ,  './« 
I  lushing   High   S<h,   Nrw   York, 

X    Y  .  '0% 
I   K-r  Ir.  A.  P..  Ohio,  '96 
I  ,,"     ■.■,-1,  ,n     V    Y  .  'os 
I  N     II.  'oJ 

!  V  .  'oj 

1  •  ■ .  .  'oj 

I  <«.tr.  .Mary  C  .  Ill  .  "97 
Fnrlx-s  Library.  Mass  ,  '01 
l-,>rl,f<.  AUxandtr.   N    J     '76 


Forbes,   1:.  J.,  .\ustralia,  '01 
Forbes,  George  M.,  X.  Y.,  'oj 
F'orbes,  Stepheo  .\.,  111.,  '03 
Ford,  .Mary  E..  Md.,  '05 
Fordham  University,  X.  Y.,  '06 
Foresman,  H.  A.,  HI.,  '96 
Foresman,  Robt.,  N.  Y.,  '96 
Forrest,  J.  T.,  Wash.,  '95 
Foshay,  J.is.  A.,  Cal.,  '93 
Foster,  Charles  M.,  Mo.,  '04 
Foster,  Clara  .\.,  X.  Y.,  '05 
Foster,  E«lwin  W.,  X.  Y.,  '03 
Foster,  Goo.  K.,  N.  Dak.,  '03 
Foster,  James  H.,  Ala.,  '03 
Foster.  W.  R..  111.,  '06 
Foust,  J.  I.,  -X.  C.  'os 
Fowler,  W.  K.,  Xebr.,  '92 
Fox,  Wm.  F".,  Va.,  '94 
Francis,  Cecilia  .\..  X.  Y.,  '05 
Francis,  J.  H.,  Cal.,  '99 
Franck,  .\ugusta  L.,  Cal..  '01 
Frank,  HarrLson  L.,  Ohio,  '90 
Franklin.  Cornelius  F...  .\.  Y.,  '05 
Franklin.  Gc<i.  A.,  Minn.,  '07 
Eraser,  .Mrs.  X  L.  D.,  Hawaii, ' 
Eraser,  Wm.  I.,  Mont.,  '02 
Frazec,  Geo.  B..  Kv..  'os 
Frazcc,  Victor,  R.  1.,  '96 
Frazier,  Ch;us.  R.,  Minn.,  '01 
Frederick,  J.  .M.  H..  Ohio,  'oi 
Frederick,  O.  G.,  Mich.,  '00 
Freeman,  J.  ,\rthur,  .Mo.,  '04 
Freeman,  J.  H.,  III.,  '95 
Freeman,  John  T.,  X.  Y..  '<>8 
Freeman,  L.  \.,  Ma.ss.,  '03 
Freer,  H.  H.,  Iowa,  '84 
French,  Harlan  P.,  N.  Y.,  '91 
French,  H.  Delmar,  \.  Y.,  '03 
French,  John  D.,  .\cbr.,  '99 
French,  John  S.,  Md.,  '03 
French,  O.  E.,  Iow.a,  '95 
I^ricks.  J.  M.,  Ala..  '06 
I'ripp.  Jos.  .\..  .\.  Y.,  'os 
Fris-scll,  H.  B.,  Va,,  '00 
Froebcl  Xor.  Inst.,  .X.  Y.,  'os 
Froggc,  .S.  L.,  Ky.,  '00 
Frohard,  Henrietta,  Mo.,  '04 
Frost,  J.  M.,  Mich.,  '97 
Fruchte,  .\melia  C,  Mo.,  'i/> 
Fry,  William  W.,  Pa., 'so 
Fryc,  .Mexis  E.,  Cal.,  '03 
Fuller,  (ieo.  D.,  Can.,  '03 
Fuller,  .Mrs.  Hattie  S.,  Minn.,  '01 
Fuller,  barah,  .Mas.*.,  '00 
Fulk.  J..s<-ph  R..  Xrbr..  'of> 
Fulmer,  C.  .\.,  Xebr.,  '02 
Fulton  Co.  Bd.  or  FaI..  Ga.,  "oi 
Fulton,  .Marion  I).,  R.  I.,  '03 
Fullon.  Robt.  B..  Va..  '94 
Fulton.  W.  L.   Ohio,  'qt} 
Fuliz,  Francis  M.,  Iowa,  '01 
Funk.  Iviac  K.  X.  Y.,  'os 
Fuqua.  James  H.,  Sr.,  Ky.,  '03 
Furst,  Clvdc.  N.  V..'oo 
Fusth,  Ift-nry  J  ,  Aln  ,  '04 
Fulrall.    Thos.  A  ,  Ark..  '«7 
Gabri..    1  ...  )■!'  It..  Pa-.  '<^> 

(;,  .  ijb'v.  111.,  'oi 

(;  v  .  X  v..  'os 

<;,  .  \l .  N  v.,  'oj 

Galluii.  1.    1:.  .Mi<h,  'ol 
Gambrill,  I    .M.,  .Md  .  '04 
Gammon.  Mr*.  M.  I).,  Ill  .  'o7 
Gamwrll.  Irving  M  ,  .Ma»s.,  'oj 
(Jans.  W.  <;  .  Pa  ,  'oS 
(;«tii-.-T!.   \    1 .  f>bi..  '..1 
G  ,•/ 
G< 

(.< 

(',.M\u.r,    M.ulr,    •,      \    .   -..J 

(Jardnrr,  W    H  .  NrU,    'ii 
Garli'k.  W    X  .  Wash.  'oJ 
Garrni.    T.  M  ,  Ga  .  'o\ 
Garrrtlr.  Irrnr.  Iowa.  '07 

G.iffl/.K-     I  ■  M'i'i'.  Mo.  '"i 
G .'  .  'gs 

(;  ImB.. 'o 


Ga.stman,  E.  .\.,  111.,  'os 
Gaston,  Chas.  R.,  X.  Y.,  'ot 
Gates,  Charles  I.,  R.  I.,  '03 
Gates,  Elmer,  Md.,  '98 
Gates,  .Merrill  E.,  D.  C,  '99 
Gault.  F.  B..S.  Dak..   04 
Gay,  George  E.,  .M.ass.,  '03 
Gaylord,  E.  E.,  Mass.,  '02 
Gaylord,  Gertrude  E.,  Ma.ss.,  '04 
Gaylord,  J.  S.,  Minn.,  '00 
Geballe.  Pauline  I..  X.  Y.,  'os 
Gehrand.  G.  W..  Wis.,  '04 
Gcigcr,  F.  P.,  Ohio,  '00 
Geis<-r,  Rudolph,  Minn.,  'os 
Gcn'l  F-ducation  B'd,  X.  Y.,  '02 
Gen'l  Lib'y,  Univ.  of  .Mich.,  '98 
Gencsoo  St.  Xor.  .Sch.,  X.  Y.,  '07 
Geneva  College,  Pa.,  '06 
Gcnlhe,  M.artha  Krug,  Conn.,  '02 
Gentle,  Thomas  H.,  Wis.,  '98 
George.  .Mmina.  Mo.,  '06 
Geo.    Peabody   Coll.   for  Tchrs., 

Tenn.,  '04 
Geo. Washington  Univ.,  D.  C.,'02 
George,  Edgar,  Minn.,  'os 
Georgia  Xor.  and  Indiist.  C»ll., 

Ga..  '06 
Gerling,  Henry  J.,  Mo.,  '04 
German,  Willard  L..  111.,  '06 
Germann,  Geo.  B.,  X.  Y.,  '98 
Gerry.  Harrv  .M..  Conn.,  '06 
Gcttcmv,  Mrs.  M.  E.  F.,  Ill, '9a 
(jettv.  Irene  I...  Mich.,  '05 
Gibbs,  Deli.i,  .M.).,  '04 
Gibbs.  Ellis  B.,  In.I.,  '06 
(iibson,  A.  Grace,  X.  V.,  '05 
Gibson,  C.  B.,  (ia.,  '98 
Gibson,  ^ohn  A.,  Pa.,  '96 
Gilwon,  Thomas  L.,  Md.,  '06 
Gil)s<m.  Wm.  F.,  Conn..  '03 
Gid.lens,  L.  P..  Ala..  '00 
Giddings.  .Margaret.  Colo.,  '04 
Gideon,  Gc-o.  1).,  Pa.,  '99 
Giilcon,  A.,  Colo.,  '04 
Cjies,  Fannie  G.,  .Minn.,  '01 
Giflin.  W.  NL,  111.,  •9s 
Gilbert  .\L  Simmons Lib'y,Wis.,'oj 
liilbcrt,  C.  B.,  .X.  J.,  '9? 
Gilbert,  I).  B.,  Xebr.,  '01 
Gilbert,  Isaac  II..  Mich  ,  'os 
Gilbert,   Mrs.   M.   E.,  111..  '99 
(Jilbcrt,   Newell  I).,  III.,  'gs 
Gilbert.  .Sarah  II..  Pa.,  'os 
(jildemeisier,  The<la,   Minn.,  '03 
(Jilhulv.  S.  B  ,  .\.J  .  'o? 
<;ill.   I.iura  I)..  .V  Y.,  "ot 
Gillan,  .Silas  V.,  Wis,  •9s 
Gillespie,  Marv.  111.,  '97 
Gilley,   Frank   NL,   Mass..  'oa 
Gilman,   Daniel  C.,  M<l.,  'gft 
(•ilinorr,  A    1'.,  X    \'  ,  'o^ 
Gilntn.  S.  W.,  Minn.,  '"i 
Girls'    Mitth    School,    New    York, 

X   Y  .  'os 
Girl.m,  Wm.  W..  S.  Dak.,  '99 
(Wven,  Miss  M    y...  D.  C  ,  'oi 
(iljiss,   Ivilwiird  C  .  \'a.,  '94 
Glrason.  Ronald  P.,  Pa  ,  'oS 
Glenn,  A.  D.,  Pn.,  'oft 
(•Irnn,  ('has.  B.,  Aln.,  '00 
GIrnn.  G.  R.,  (>a  ,  'us 
Gloifrlirr,  J.   M.,   kans.,  '99 
Gliivrr.   Nathan  L,  Ohio,  'H9 
Gmin.lrr.  A.  J  ,  Md  .  'ijH 
(Joblr.  William  C  .  Ind..  'oj 
(;.|  I  ir  I.  Cirrir,  Kans  ,  '01 

II.N.J.'os 
.  Mo .  '04 
III.  '98 

W  .   I'n  .  '98 
J.    I..   111.  'us 
'  ll.Ts.  W  .  Ari/  .  'o/i 
t.  .-I.M.K    Sar.sh  II  .  Minn  ,  'oj 
G.i»iJn.«i«h.  W.  S  .  N.  T  .  '81 
<;.«»lrl.h.  J    F..  Mlih,  '01 
(•....Iwin,  v..  I  ,  N    Y.  '01 
(•<KB|«in.  I',.   K  ,  MaM  ,  '01 
(M.nlwiii.  W.  Grant,  N.  V.,  'oS 


gio 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Gordon,  David  E.,  Mo.,  '04 
Gordon,  G.  W.,  Tenn.,  '00 
Gordv,  U.  L.,  Pa.,  '06 
Gordy,  W.  F.,  Mass.,  '98 
Gore,  Willard  C,  111.,  '05 
Gorton,  Chas.  E.,  N.  Y.,  '96 
Gould,  R.  R.  N.,  Mich.,  '04 
Gove,  Aaron,  Colo.,  '83 
Gove,  Mary  A.,  Mass.,  '03 
Gower,  Hattie  F.,  Gal.,  '99 
Graham,  Albert  B.,  Ohio,  '00 
Graham,  Guy  H.,  Nebr.,  '04 
Graham,  Hugh  A.,  Mich.,  '95 
Graham,  Jas.  D.,  Cal.,  '99 
Graham,  Jeannette  E..  N   Y.,  '03 
Graham,  John  Y.,  Ala.,  '03 
Graham,  N.  M.,  Nebr.,  '06 
Gram.  Sch„  J.  \V.  Mickle,  Cam- 
den, N.  J.,  '05 
Gram.     Sch.,     Richard     Fetters, 

Camden,  N.  J.,  '05 
Grand  Rapids  Pub.  Lib'y-  Mich., 

'06 
Granger,  Ruth  E.,  N.  Y.,  '05 
Grant,  Forrest,  N.  Y.,  '05 
Grant,  Robert  A.,  Mo.,  '04 
Grape,  Jacob,  Md.,  '01 
Grals,  Simon,  Pa.,  '79 
Grawn,  Chas.  T.,  Mich.,  '01 
Gray,  Andrew  J.    Jr.,  Va.,  '02 
Gray,  H.  W.,  N.  Y.,  '98 
Gray,  Nellie  A.,  Wash.,  '06 
Gray,  Oliver  E.,  Wis.,  '06 
Gray,  Temperance,  N.  Y.,  '05 
Greeley,  J.  P.,  Cai.,  '88 
Green,  Clyde  C,  Pa.  '06 
Green,  Jas.  M.,  N.  J.,  '92 
Green,  J.  Kel.so,  Pa.,  '04 
Green,  Mary  W.,  N.  Y.,  '05 
Green,  S.  M.,  Mo.,  '05 
Gieene,  John  A.,  N.  Y.,  '93 
Greenfield  Pub.  Lib'y,  Mass.,  '06 
Greening,  Burton  O.,  Minn.,  '04 
Greenlee,  L.  C,  Colo.,  '92 
Greenman,  A.  V.,  111.,  '97 
Greenwood,  Geo.  W.,  Va.,  '05 
Greenwood,  J.  M.,  Mo.,  '86 
Greer,  John  N.,  Minn.,  '04 
Greeson,  Wm.  A.,  Mich.,  '06 
Gregory,  Benj.  C,  Mass.,  '94 
Gregory,  Christopher,  N.  J.,  '03 
Grenelle,  Wm.  H.,  N.  J.,  '05 
Grenfell,  Helen  L.,  Colo.,  '99 
Griffin,  E.  H.,  Md.,  '99 
Griffin,  I.  C,  N.  C,  '05 
Griffin,  John,  N.  Y.,  '05 
Griffin,  Mrs.  Mary  E.,  Mo.,  '01 
Griffith,  Carrie  E.,  Mo.,  '04 
Griffith,  E.  W.,  N.  Y.,  '96 
Griffith,  Fannie  B.,  Mo.    '04 
Griffith,  George  P.,  Nebr.,  '04 
Griffith,  L.  H.,Ill.,'o2 
Griffith,  Sallie  W.,  Mo.,  '04 
Griffith,  W.  W.,  Mo.,  '04 
Griffiths,  A.  F.,  Hawaii,  '03 
Griffiths,  G.  C,  111.,  '96 
Griggs,  Herbert,  N.  Y.,  '09 
Griggs,  Wm.  C,  Ala.,  '03 
Grisham.  G.  N.,  Mo.,  '00 
Grisvvold,  Wells  L.,  Ohio,  '01 
Groom,  Bert  E.,  N.  Dak.    '05 
Gross,  Magnus  N.,  N.  Y.,  '03 
Groszmann,  M.  P.  E.,  N.  J.,  '94 
Grote,  Caroline,  111.,  '01 
Grove,  Cyrus  .S.,  111.,  '06 
Grove,  J.  H.,  Texas,  '04 
Grove,  Lula  C.,  Ind.,  '05 
Grove,  M.  A.,  Pa.,  'o7 
Grove,  W.  D.,  Mo.,  '02 
Grover,  Edwin  O.,  III.,  '00 
Grussendorf,  D.  A.,  Minn.,  '98 
Gruver,  E.  A.,  N.  Y.,  '00 
Graver,  Harvey  S.,  Ohio,  '04 
Guerdan,  Frances  J.,  Mo.,  '04 
Guilliams,  J.  M.,  Ky.,  '97 
Guinther,  I.  C,  Ohio.,  '00 
Guitteau,  Wm.  B.,  Ohio,  '06 
Gulick,  Luther  H.,  N.  Y.,  '03 


Gulliver,  Emma  B.,  Mass.,  '03 
Gunn,  A.  F.,  Cal.,  '99 
Gunnels,  H.  C,  Ala.,  '02 
Gunnison,  W.  B.,  N.  Y.,  '96 
Guss,  Roland  W.,  Mass.,  '95 
Gvvinn,  J.  M.,  Mo.,  '03 
Haddock,  F.  D.,  111.,  '02 
Hadley,  CaroUne,  Pa.,  '05 
Hadley,  Hiram,  N.  Mex.,  '91 
Hadley,  S.  H.,  Pa.,  '05 
Hagemann,  J.  A.,  Wis.,  '99 
Hagerty,  C.  T.,  N.  Mex.,  '95 
Haggett,  Geo.  B.,  Nev.,  '97 
Hahn,  Henry  H.,  Nebr.,  '02 
Hahn,  Ida.  N.  Y.,  '03 
Haight,  Adelaide,  N.  Y.,  '05 
Haight,  R.  A.,  111.,  '95 
Hailmann,  W.  N.,  111.,  '79 
Hale,  Elizabeth,  N.  Y.,  '06 
Hale,  Geo.  D.,  N.  Y., '91 
Hale,  Wm.  G.,  111.,  '99 
Haley,  Margaret  A.,  111.,  '01 
Hall,  Clarence  M.,  Ma.ss.,  '06 
Hall,  C.  W.,  Minn.,  '02 
Hall,  Dana  W.,  111.,  "91 
Hall,  Edwin  H.,  Mass.,  '99 
Hall,  Frank  H.,  111.,  '97 
Hall,  G.  Stanley,  Mass.,  '91 
Hall,  Mrs.  Hiram,  Mass.,  '03 
Hall,  Isaac  Freeman,  Mass.,  '95 
Hall,  John  C,  Ind,  '04 
Hall,  John  W.,  Ohio,  '05 
Hall,  Loyal  Freeman,  Pa.,  '93 
Hall,  R.  Eric,  Fla.,  '05 
Hall,  Winfield  S.,  Ill  ,  '99 
Halland,  J.  G.,  N.  Dak.,  '97 
Halleck,  Reuben  P.,  Ky  ,  '97 
Halsev,  Rufus  H.,  Wis.,  'os 
Halsted,  Harry  H.,  N.  Y.;  '05 
Halvorsen,  Olaf,  Ariz.,  '06 
Hamblin,  Nathan  C,  Mass.,  '03 
Hamilton,  Arthur  L.,  Cal.,  '06 
Hamilton,  J.  M.,  Ohio,  '00 
Hamilton,  J.  W.,  Ind.,  '00 
Hamilton,  Matthew  C,  N.  J.,  '05 
Hamilton,  R.  I.,  Ind.,  '96 
Hamilton,  Samuel,  Pa.,  '98 
Hamilton,  Walter  I..  Mass.,  '03 
Hamilton,  Wm.,  D.  C,  '98 
Hamilton,  W.  E..  Iowa,  '06 
Hamlin,  Cyrus,  Miss.,  '99 
Haniman,  G.  R.,  Tex.,  '02 
Hammel,  T.  C,  Cal.,  '99 
Hammel,  "W.  C.  A.,  N.  C,  '00 
Hampton  Institute,  Va.,  '99 
Hampton,  Miss  C,  Fla.,  '00 
Hancock,  John  A.,  Minn.,  '95 
Hancock  Sch.  Faculty,  Pittsburgh, 

Pa..  '06 
Hand,  W.  H.,  S.  C,  '96    ' 
Handler,  Hannah,  Ohio,  '06 
Haney,  Jas.  P.,  N.  Y.,  '05 
Hankinson,  Frank,  N.  Y.,  '03 
Hanley,  Geo.  L.,  N.  Y.,  '05 
Hanna,  G.  W.,  N.  Dak.,  '00 
Hanna,  John  C,  III.,  '98 
Hannum,  Louise  M.,  Colo.,  '06 
Hanson,  Margaret  C,  La.,  '05 
Hanson,  Willis  E.,  Mich.,  '01 
Hanszen,  Oscar  A.,  Tex.,  '04 
Hanus,  Paul  H.,  Mass.,  '95 
Hapgoods,  Chicago,  111.,  '06 
Hapgoods,  N.  Y.,  '06 
Hard,  Henry  E.,  N.  Y.,  '05 
Hard,  Miron  E.,  Ohio,  '01 
Hardie,  J.  H.,  Tex.,  '04 
Harding,  Frank  F.,  N.  Y.,  '03 
Hare,  Wm.  B.,  Fla.,  '01 
Harlan,  B.  B.,  Ohio,  '01 
Harlan,  Richard  D.,  111.,  '02 
Harman,  David  A.,  Pa.,  '03 
Harrington,  C.  H.,  111.,  '03 
Harrington,  C.  L.,  N.  Y.,  '98 
Harrington,  Mary  T.,  N.  Y.,  '05 
Harris  Inst.  Lib'y,  R.  I.,  '99 
Harris,  Abram  W  ,  111.,  '98 
Harris  Ada  Van  Stone,  N.  Y.,  '95 
Harris,  Albert  M.,  Tenn.,  '03 


Harris,  Alice  L.,  Ind.,  '01 
Harris,  Edw.  L.,  Ohio,  '94 
Harris,  Edwin  S.,  N.  Y.,  '98 
Harris,  Eliza  A.,  N.  Y.,  '03 
Harris,  Elizabeth  S.,  N.  Y.,  '03 
Harris,  George,  Mass.,  '03 
Harris,  Henry  E.,  N.  J.,  '93 
Harris,  James  C,  Ga.,  '99 
Harris,  James  H.,  Minn.,  '98 
Harris,  Mary  E.,  N.  Y.,  '03 
Harris,  T.  G.,  Tex.,  '05 
Harris,  Wm.  T.,  D.  C,  '76 
Harris,  Wm.  Taylor,  Ohio,  '06 
Harrison,  Elizabeth,  111.,  '95 
Hart,  Albert  B.,  Mass.,  '95 
Hart,  B.  F.,  111.,  '02 
Hart,  Emma  C,  Cal.,  '03 
Hart,  Wm.  P.,  Ind.,  '93 
Hartford  Thco.  Sem.,  Conn.,  '02 
Harthorn,  Drew  T.,  Maine,  '03 
Hartigan,  Mary  S.  L.,  111.,  '95 
Harthne,  D.  S.,  Pa.,  '05 
Hartman,  Carl,  Texas,  '05 
Hartmann,  Marv,  111.,  '95 
Hartranft,  W.  G.,  Cal.,  '02 
Hartwell,  Chas.  S.,  N.  Y.,  '02 
Hartwell,  S.  O.,  Mich.,  '01 
Harvard  Coll.  Lib'y,  Mass.,  '95 
Harvey,  Anna  E.,  N.  Y.,  '04 
Harvey,  G.  I.,  Ind.  T.,  '86 
Harvey,  L.  D.,  Wis.,  '84 
Harvey,  N.  A.,  Mich.,  '07 
Harwood,  Jas.  C,  Va.,  '05 
Harwood,  Samuel  E.,  111.,  '00 
Haskins,  C.  H.,  Mass.,  '99 
Hastings,  Montana,  Mo.,  '04 
Hastings,  Wm.  W.,  Mass.,  '03 
Hatch,  Dorus  R.,  Colo.,  '06 
Hatch,  W.  E.,  Mass.,  '97 
Hatch,  W.  H.,  111.,  '95 
Hatch,  Wm.  M.,  Ma.ss.,  '03 
Haupert,  Chas.,  Ohio,  '93 
Hausperger,  Katharine,  Mo.,  '05 
Haven,  Caroline  T.,  N.  Y.    '96 
Haven,  W.  L.  R..  N.  J.,  '05 
Haverhill  Pub.  Lib'y,  Mass.,  '06 
Haviland,  Edw.  W.,  M.i..  '06 
Hawkins,  Geo.  K.,  N.  Y.,  '00 
Hawkins,  C.  W.,  N.  Y.,  '05 
Hawkins,  W.  J.,  Mo.,  '04 
Hayden,  H.  B..  111.,  '97 
Hayden,  P.  C,  Iowa,  '95 
Hays,  Dudley  G.,  111.,  '97 
Hays,  James  L.,  N.  J.,  '00 
Hays,  Willet  M.,  D.  C,  '03 
Hayward,  Edw.,  N.  Y.,  "95 
Hayward,  E.  L.,  Mass.,  '03 
Hay'iVard,  Emily  A..  Colo..  '84 
Hayward,  Harriet  S.,  Mass.,  '03 
Hazard,   Caroline,  Mass.,  '03 
Hazen,  Lillian  D..  Cal.,  '99 
Hazzard,  W.  C..  Wis.,  '03 
Healey,  Horace  G.,  N.  Y.,  '05 
Heape,  Jos.  R.,  Eng.,  '02 
Hearn.  Arthur  E.,  Can.,  '02 
Hearst  Free  Lib'y,  S.  Dak.,  '03 
Heath,  D.  C,  Mass.,  '03 
Heaton,  T.  L.,  Cal.,  '99 
Heatwole,  Cornelius  J.,  Tenn.,  '05 
Hebden,  Edwin,  Md.,  '00 
Hecker,  Mrs.  Atlanta  E.,  Mo., '04 
Heckman,  S.  B.,  N.  Y.,  '01 
Hedrick,  Earle  R.,  Mo.,  '04 
Heermans,  Josephine  W. ,  Mo.,  '96 
Heeter,  .S.  L.,  Minn.,  '05 
Heftcr,  Celia,  111.,  '01 
Heidenis,  Hcnrv  J.,  N.  Y.,  '05 
Heidler,  S.  H.,  III.,  '97 
Heiermann,  Francis,  Ohio,  '96 
Heighway,  F.  F.,  Ind.,  '99 
Heil,  JohnH.,  111.,  '06. 
Heinekcn,  J.  F.  D.,  N.  J.,  '94 
Heiney,  Wm.  M.,  N.  Mex.,  '06 
Heizer,  John  A.,  Ohio,  '99 
Helbig,  Emily  Mai,  Mo.,  '04 
Held,  Felix  E. .  Kans.,  '06 
Helena  Pub.  Lib'y,  Mont.,  '03 
Heller,  Rcgenia  R.,  Mich.,  'oj 


IXni.X   TO  LIFE  AXD  ACTIVE  MEMBERS 


QII 


Hi-lmer,  Harry,  111.,  'g5 
Helms,  Caroline  C.,  Mo.,  '04 
Hcltcr,  Henry  H.,  Uhi..,  '01 
Henderson.  lierniann  C  WLs. .  '04 
Henlriik,  WcUaml,  N.  Y.,  'gs 
Hen.lri.'K^,  K.  I..  In  I., 'oi 
Hen.l-  I  1:.,  Minn.,'o^ 

Hen!  ic.  \.  Y.. 'OS 

Hen.tri  1   I'..  N.  J., 'o"; 

Hen.lri.k-ja,  M.-i.  L.    M..   N.  J  . 

'05 
Hendrix  College,  Ark.,  '<)^ 
Henkel,  Vandalainc,  Mo.,  '03 
Henninttcr,  J.  W.,  111.   '96 
Henry,  T.  H.,  Kan's.,  00 
Hen.-^-!,  Manin,  Ohio,  '03 
Henson.  C  C.,  I.i..  '06 
Henson,  M.  A.,  Ohio,  '96 
Hernandez,  E.  C,  P.  R..  *oi 
Hcrr,  Paul  A.,  Pa.,  '03 
Hcrriik,  C.  A.,  Pa.,  '00 
Herrick,  Horace  \.,  111.,  '03 
Herriek.  Mrs.  Cna  M.,  N.  Uak..'o5 
HerrilT.  .\my  I..  Ohio,  '05 
Hcrria.  Anna  B.,  S.  Dak.,  '05 
Herring,  Je«ic  Si.,  N.  J.,  'os 
Herrun,  Schuvlcr  F.,  Nieiico.  'o\ 
Hertel,  Ch  irles  111.,  '95 
Hervev,  Henry  U.,  Mass.,  '<jQ 
Hervey,  Walter  1..,  N.  Y.,  '95 
Hcrzog,  Oltilie.  Mo..  '04. 
Herzog,  Peter,  Mo.,  '97 
Hess.  A.  B..S.  Dak.,  "oq 
Hes.s  Dorothea  C,  \.  V.,  '03 
Hess.  Mary  I,.,  Pa.,  'os 
Hess,  \Vm.'  C,  N.  Y.,  '96 
Hester,  \V.  .\.,  Ky.,  '95 
Heumann,  P.  G.,  Mich.,  'oi 
Heusner.  Wm.  S..  Kans..  05 
Hewitt,  Kalhryn  I.,  N'.  Y.,  01 
Hcwill,  Waller  C,  Wis.,  '04 
HcvwokI.  John  ('..  <Jhio,  '05 
Hickok,  \\.  H.,  Wis.,  'oi 
Hick-s,  I.illie  A.,  Mass., '03 

11;. k^  w  r   ()V,i..  v.i 

h  ' '  '  .r     V) 

I      •  .^ 

•:  ■  .   Niw 

\ 
Hi;(h  r-von,  Ind.,  '04 

HiiU  lie.  .v.  J.,  'os 

HiKh  .s.  !i...l,  (urns  N'.  Y..  'os 
High  School.  Far  Kockaway,  N.  Y 

'os 
Hixh  S.h.*.l.  Flushinit,  X.  Y  .  'os 
ilit(h     Sihool,    Girl*,    Uro<»k1yn. 

V  ^■  .  'o : 

n  .  ■  '.'    •;-.  N.  Y.,  'os 

i  k.  .S.I.'os 

)■  ..nk.Vi.'os 

!  :  '.■  Y  .'  '<■ 

I'  V  .  '05 

il  .1 

II. !l      \i  ..  r'    II  .   \   ,      ■     . 

Hill,  All-Tt  Ro«.  Mo  ,  'w 
Hi!!.  1)    A  ,  .Mi",  'os 
Hill.  I.  W.  Ala, '01 
Hill.  |..'w|,h  II  .  KiiiM..  '06 
II  •'   1   .',   \    I..  .\(.tw., '03 
Xiy  .  '96 

.N    Y  .  '06 

>.  Mi>h.  'o{ 
V,  Minn.,  '01 
\cwtnn  Thco.  tn»i  , 


v.. '04 
I  T.. '00 

N'.  v.,  'oj 

'04 

Hrlrl,  (    iitiirmr  K,  Mo.,   04 


HitchctK'k,  F.  S.,  Conn.,  'ci 
Hitchcock,  G.  P.,  M.iNS.,  '03 
//i/j,  J<>hn.  D.  C,  '80 
Hoag.  G.  U..  Wis..  '06 
Holian.  C.  F..  Pa..  '06 
Hot)l)s,  Charles  .\.,  Mass.,  '03 
Hobl)s,  Fr.inklin  W.,  Mass.,  '03 
Hoboken  Free  Pub.  Lib'y,  N.  J., 

'06. 
Hockenherrv,  J.  C,  Pa.,  '01 
ll..i:,|.,n.  Frederick  C.  .N.  Y..  '05 
HoJf.lon.  Josephine  £..  N.  Y.,'«j 
H.KlRe.  C.  F..  M.LSS..  '06 
Holge.  George  H..  \.  Y.,  '04 
II  .ilge>.  W    k..  Minn.,  'os 
ll.>.i.;m,  Chas.  K..  N.  Mex  .  '05 
II  'km.  Cvrus  W.,  Ind.,  'os 
II  x  .:el>l>erKer.  Nora.  D.  C,  '98 
Hofer.  Amalie.  III.,  '95 
HolT,  Freem-in  H  ,  S.  l).-ik., '03 
HolTman,  Gaius,  N'.  J.,  '94 
llolTsten.  Krnest  G..  Mo..    04 
lliin.in,  Gertruile  M..   M»..  "04 
11..;^.    V'.ex..  Tex.,  '74 
II  .l:.r  ►.k,  Florence.  Ill, '01 
II  .I'r.H.k,  R.  H.,  Pa..'oj 
II  .Men.  C.  C,  \.  Y., '98 
II  .1  Irn.  i;eo.  W.  M.^.ss..  'oi 
llMen.  L.  £..  Ohio.  '70. 
Ilol.len.  Miles  C.  Miss..  '01 
II  .Idridge.  \.  C.  N.J.,  'os 
II  .Uite,  Thom.is  F.,  111..  '03 
II   ll.iii  1.  Krnest  O.,  Ind..  '03 
II  Hwter.  Horace  A..  111..  '05 
II  .'I..W.1V,  Wm.  J.,  M.I..  'os 
Ilwllnw,iy.  W.  .M..  Fla..  '06 
II  .lines.  Kvelvn.  Pa  ,  '00 
II  .Irn.s  H.  H..  Mo.,  '04 
II  .Im.-.  .Manfrctl  J.,  Ill, '00 
H. limes  School,  Pittsburxh.   Pa.. 

'oil 

H'.lmes   Stanley  H..  Conn..  "03 
ll..ln.,-..  Wm.  H  ,  R.  I, 'o.j 
II  .It  .11,  F.dwin  \jcv,  Kaas.,  '04 
l|..:i..n.  J.  W.,  Ind, '04 
II  .li.n.  ^Ii^s  M.  A.,  Minn.,  '96 
Il'.ni.uis.  .\my  M..  Mass  .  '91 
H'.'iie«.«>.|  SubDist.  Sch's  Pitts 

l.'.ir,;h    Pa..  06 
II.-.I.  Walter  D  .  Conn.,  '04 
l|...l«-r,  J   T.,  Wis, 'oj 
l|...lKr,  L.uis  I..,  D.  C,  '00 
// ....  r,   l.inux  II.,  Cal..  '79 
II  ..wr,  W    1:,  S.  Dak., '97 
II  .■,.'  IMS.  A    II..  Pa  .  '01 
II    i.kms.  Frank  H.,  Colo, '03 
II  .i.lm.1    James  F..  Mil..  '03 
II    r.  liein.  »    J  .  Iowa.  '97 
II  .til.   I'    W  .    TeX-H,  '04 
II  .rnl.ikrr    Wm    R  .  Ill,,  'oCi 
l|..ri.r,  II    I!  .  \,  It  .'oj 
l|..ri.r.  Irxii.g  W.,  M.1".  'o\ 
H  ,r-,r    IVrlrv  I.  .  Ilawan.  '0$ 
II  \'.NJ.'os 

I  !  I'«  .  'oj 

II  ■(',  .  K    f  .  'oj 

II  "       ■    , 

I! 


II  M  .   Mo  .  '04 

II  -r,    \|.,-.      '..I 

II  ....    ,, 

II  '.',» 

li 

M..1  .•     <  ^^       ^^          > 

il.moh.  W  11  .  (  al  .  'w 

||,H,.f.,n    J  U      In-I  .  V 

II            ■  '        't.i.-. 'os 

II  l»    C.  'oA 


Howell,  I»gan  D.,  N.  Y.,  '94 
Howell.  .Mary  H..  \.  J..  '05 
Howerlh.  Ira  W.,  III.,  '99 
Howerth,  Ji>.seph,  Pa.,  'oj 
Howes,  .\.  F.,  Mass.,  '03 
Hoyt  Pub.  Lib'y,  Saginaw,  Mich., 

'03 
Hovi.  Charles  .\..  N.  J.,  '05 
Hoyt,  Charles  O.,  Mich.,  '97 
Hoyt,  David  W.,  R.  I.,  '08 
Hoyt,  Franklin  S.,  Ind.,  oi" 
Iloyl.J.  IF.,  D.  C, '70 
Hubbard,  Mrs.  E.  A.,  III.,  '97 
Hubbell.  George  .\.,  Ky.,  '01 
Hubbs.  Get).  E.,  W.  Va.,  '03 
Huber,  Philirip,  Mich.,  '04 
Hudson,  .Vrtliur  S.,  Mich.,  '01 
Huey,  J.  W.,  Tenn..  '04 
Huffman.  W.  H..  .\lo  .^04 
Hughes,    .\lr<.    .\da    .\l  .  Can  ,  '94 
Hughi-s,  .Vnne  M..  Minn.,  "04 
Hughes.  Ch;is,  C,  Cal..   oO 
Iluijhes.  F.  H..  Texas,  'os 
Hughes.  Jas.  I,.,  Can.,  '90 
Huglii-s.  Katharine  .\.,  N.  J.,  '05 
Hughes,  Mary  .\.,  .Mo.,  '04 
Hught-s,  P.  Ni.,  D.  C,  '02 
Hughes,  R.  C,  Wis.,  'oo 
Hughes,  R.  I,.,  III., '00 
Hughes,  W.  F.,  Cal.,  '00 
llulbert.  A.  .\I..  N.  J.,  'os 
Huling,  Ray  Grc-ene,  Ma.ss.,  '91 
lluU,  John,  Wis.,  '91 
Hull.  I^iwrcnce  C.,  .Mich..  '93 
Hull.  Philip  .M.,  \    Y  .  '09 
Huls;irl,  J.  Howiird,  \.  J.,  '99 
Humphreville,   Margaret   I...   Pa., 

'os 
Humphrey,  S.  P.,   Ohio,  'co 
Humphreys,  .\lex.  ('..  N.  J..  '05 
Humphries.  J.  H..  Pa..  '05 
Hunt.  Henry  F..  Wash.,  'c.6 
Hunt.  I.  \..  111.,  '04 
Hunt.  NIrs.  .Mary  II.,  Ma-vs.,  '03 
llunirr,  Thotmis,  N.  Y.,  '8s 
Huntington,  Sus;in  D  .  P.  R.,  'oj 
Hurd,  (W-o.  I»  ,  Ga..  '88 
Hursh.  Samuel  H.  Ill     '00 
Hussey.  J.  M  .  Iowa,  '01 
Hutihinvm.  Friil  Y..  N.  Dak.,  '05 
llutchinvin,  I    C  .  Minn.,  'oj 
Hutchinson.  Nlinnie  I.  .  \.  Y.,  'os 
Hull  Iiinv>n.  Miss  K.  I  .  Iowa,  '01 
llulihinson.  \.  F.  ,  Ohio,    '00 
llutchjnsiin.  S.  C  .  Ma.w.,  '03 
Hulh.  .Miie,  .Mo  ,  '04 
tlullon,  .1.  J  ,  Wi.s.,   '84 
Hulton.  Thin.   II  .  Iowa.  '00 
Hyde.  .M.irtlui.  N   Y  .  01 
llydr.    M.iry   F.,    N     Y  .   'gJ 
lly.lr.   Wm.    DeW  .   Maine,  '03 
Hylr.  .\nna    Pa  ,  '06 
Ihrig    «.»..«.  M.    111..  'oA 
Ik.  :>  ":    NY.  '03 

III.  .'y,  'oj 

nil  \'niv,'9H 

111.:  '   T  i|ian.  'oo 

In  '  I 'a  ,   "99 

I..  97 

In  ■  ',  .  '97 

111  '99 

It.  '00 

111,  'oi 

I.  -oo 

I"  \Mir»,  '01 

!•  I  '■  -  .Moinra,  'oj 

If  W  .  Ky.,  '0$ 

I.  Wl.  ,  'oo 

Ir  '  •    , 

l>  '06 

I'  I 

I  <..i.ii,  'ot 

I  Ark  .  'ot 

I  Vi 

I..  .    a      III  .  'oA 

l«ik.  I- rank   .M  .  Wl«.,  '01 
J«.k~.n.  Allir.  N   Y  .  '0% 
JaikMrtt.  U.  U..  N   Y..  '01 


912 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Jackson,  Cora  B.,  Md.,  '05 
Jackson,  Chas.  H.  S.,  Ga.,  '03 
Jackson,  Edvv.  F.,  Mo.,  '01 
Jackson,  Janette  F.,  Ohio,  '03 
Jackson,  John,  N.  J.,  '06 
Jackson,  Wm.  R.,  Nebr.,  '96 
Jackson,  Wm.  T.,  111.,  '03 
Jacob  Tome  Institute,  Md.,  '06 
Jacobs,   Clementine,   Iowa,   '02 
Jacobs,  Walter  Ballou,  R.  I.,  '94 
Jacoby,  Asher  J.,  Mass.,  '03 
Jacoby,  Elmer  A.,  Pa.,  '06 
Jamaica  High  Sch.,  N.  Y.,  '03 
James,  Geo.  F.,  Minn.,  '01 
James,  Morris  C.,  Cal.,  '05 
Jameson,  H.  W.,  N.  Y.,  '97 
Jamieson,  Wm.  H.  Wis.,  '05 
Jarman,  Joseph  L.,  Va.,  '03 
Jarvis,  Frank  H.,  Pa.,  '06 
Jaudon,  Thos.  P.,  Jr.,  Mo.,  '98 
Jay,  Lucy,  N.  Y.,  '06 
Jeffers,  F.  F.,  Cal.,  '04 
Jeffers,  Fred  A.,  Mich.,  '01 
Jeffrey,  J.  H.,  Ind.,  '01 
Jeflries,  Edmund  W..  111.,  '06 
Jenkins,  Burris  A.,  Ky.,  '06 
Jenkins,  Henry  E.,  N.  Y.,  '03 
Jenkins,  John  J.,  N.  Y.,  '05 
Jenkins,  O.  P.,  Cal.,  '99 
Jenkins,  Sara  D.,  Wis.,  '95 
Jenkins,  Willis  A.,  Va.,  '02 
Jenne,  Mrs.  M.  E.,  Wash.,  '04 
Jennings,  Florence  E.,  Conn.,  '03 
Jenson,  Joseph,  Utah,  '06 
Jepson,  Benj.,  Conn.,  '03 
Jersey  City  Pub.  l.ib'y,  N.  J.,  '07 
Jesse,  Richard  H..  Mo.,  '92 
Jessup,  Annie  L.,  N.  Y.,  '04 
Jewell,  A.  v.,  Kans.,  '86 
Jewett,  Carrie  B.,  Mich.,  '03 
John  B.  Stetson  Univ.,  Fla.,  '99 
John  Crerar  Library,  111.,  '97 
John    F.  Hartranft  Sch.,   Phila., 

Pa.,  'os 
John  Lartain  Sch.,  Phila.,  Pa.,  '05 
Johns  Hopkins  Univ.,  Md.,  '99 
Johns,  D.  J.,  Jr.,  Tenn.,  "03 
Johnson,  A.  P.,  111.,  'or 
Johnson,  B.  W.,  Wash.,  '05 
Johnson,  D.  B.,  S.  C,  '95 
Johnson,  Emma  A.,  N.  Y.,  '02 
Johnson,  Floyd  P.,  Del.,  '05 
Johnson,  F.  W.,  111.,  '98 
Johnson,  Geo.  E.,  Mass.,  '03 
Johnson,  Helen  L.,  N.  Y.,  '06 
Johnson,  Henry,  N.  Y.,  '99 
Johnson,  H.  M.,  D.  C,  '98 
Johnson,  James  T.,  Texas,  '04 
Johnson,  Jennie  B.,  Ohio,  '03 
Johnson,  Jesse  S.,  Ohio,  '98 
Johnson,  Joseph  F.,  N.  Y.,  '04 
Johnson,  O.  A.,  Cal.,  '06 
Johnson,  Richard  O.,  Ind.,  '03 
Johnson,  Theophilus,  N.  Y.,  '05 
Johnson,  Thos.  M.,  Mo.,  '03 
Johnson,  T.  S.,  Kans.,  '99 
Johnson,  W.  E.,  Mo.,  '04 
Johnson,  W.  P.,  Iowa,  '04 
Johnston,  Emma  L.,  N.  Y.,  '05 
Johnston,  Mary  S.,  Fla.,  'oi 
Johnston,  Sara  E.,  Pa.,  '06 
Johnston,  T.  A.,  Mo.,  '01 
Johnston,  W.  A.,  Mass.,  '03 
Johnstone,  E.  R.,  N.  J.,  '96 
Joiner,  Chas.  E.,  111.,  '06 
Jokisch,  H.  J.,  111.,  '04 
Jolliffe,  Wm.  M.,  Mich.,  'oi 
Jolly,  J.  B.,  Ariz.,  '04 
Jones,  Addison  L.,  Pa.,  '03 
Jones,  A.  Leroy,  N.  J.,  '99 
Jones,  Arthur  O.,  Ohio,  '91 
Jones,  E.  C.  Lloyd,  Wis.,  '97 
Jones,  Edmund  A.,  Ohio,  '84 
Jones,  Edward  N.,  N.  Y.,  '84 
Jones,  Elmer  E.,  Va.,  '03 
Jones,  Franklin  T.,  Ohio,  '05 
Jones,  Frank  O.,  Conn.,  '02 
Jones,  Herbert  J.,  Mass.,  '96 


Jones,  Herman  T.,  Pa.,  '05 
Jones,  Jane  Lloyd,  Wis.,  '97 
Jones,  John  W.,  Ohio,  '96 
Jones,  Lewis  H.,  Mich.,  '89 
Jones,  Lillian  I.,  N.  Y.,  'osj 
Jones,  Mattie,  S.  Dak.,  '94 
Jones,  M.  Louise,  Kans.,  '05 
Jones,  Richard,  Tenn.,  '94 
Jones.  Silas,  111.,  '04 
Jones,  Thomas  L.,  Wis.,  '06 
Jones,  Virgil  L.,  Minn.,  'o5 
Jones,  Warren,  111.,  '06 
Tones,  Wm.  H.,  111.,  '04 
Jordahl,  Sivert  A.,  S.  Dak.,  '01 
Jordan,  Chas.  M.,  Minn.,  '93 
Jordan,  David  Starr,  Cal.,  '98 
Joseph  Leidy  Comb.  Sch.,  Phila., 

Pa.,  '05 
Jo.seph  Singerly  Sch.,  Phila.,  Pa., 

'°S 
Joyce,  DarreU,  Ohio,  '03 
Joyce,  Martin,  N.  Y.,  'os 
Joyner,  J.  Y.,  N.  C,  '98 
Judd,  Chas.  H.,  Conn.,  '05 
Judson,  Isaac  N.,  Mo.,  '01 
J.  V.    Fletcher   Lib'y,    Westford, 

Mass.,  '06 
Kagel,  Albert  E.,  Wis.,  '05 
Kaharl,  Edgar  A.,  Maine,  '03 
Kahn,  Joseph,  N.  Y.,  '03 
Kalamazoo  Pub.  Lib'y,  Mich.,  '01 
Kammann,  C.  H.,  111.,  '97 
Kane,  T.  F.,  N.  Y.,  '89 
Kane,  Thos.  F.,  Wash.,  '03 
Kansas  City  Pub.  Lib'y,  Mo.,  '05 
Kansas  State  Agri.  Coll.,  '97 
Kansas  State  Lib'y,  '05 
Karlson,  C.  E.,  Pa.,  '03 
Karr,  Grant,  N.  Y.,  '99 
Kautiman,  Solomon,  N.  Y.,  '05 
Kavanaugh,  Catharine  F.,  N.  Y., 

'05 
Kaye,  James  H.  B.,  Mich.,  '05 
Kean,  Lura  B.,  Ohio,  '00 
Keane,  John  /.,  Iowa,  '89 
Keane,  Mary  F.,  111.,  '03 
Kearns,  Carrie  W.,  N.  Y.,  '05 
Keating,  J.  F.,  Colo.,  '95 
Keating,  Mary  K.,  Ky.,  '05 
Keator,  Da\ns  J.,  N.  Y.,  '05 
Keeler,  L.  W.,  Ind.,  '06 
Keeley,  Josiah,  W.  Va.,  '05 
Keeny,  John  E.,  La.,  '06 
Keidel,  Anna  M.,  N.  J.,  '05 
Keister,  Wm.  H.,  Va.,  '00 
Keith,  Allen  P.,  Mass.,  '05 
Keith,  John  A.  H.,  111.,  '05 
Kelley,  Anna  J.,  Mo.,  '04 
Kelley,  Aug.  H.,  Mass.,  '02 
Kelley,  Clarence  E.,  N.  H.,  '03 
Kellogg  Pub.  Lib'y,  Green  Bay, 

Wis.,  '06 
Kellogg,  Kate  S..  111.,  "03 
Kellogg,  Robert  J.,  111.,  '06 
Kelly,  Catherine,  La.,  '02 
Kelly,  Frederick  J.,  S.  Dak.,  'os 
Kelly,  J.  Nelson,  N.  Dak., '03 
Kelly,  Lizzie,  La.,  '02 
Kelly,  Robert  L.,  Ind.,  '02 
Kempton,  Alvan  A.,  Vt.,  '03 
Kendall,  C.  N.,  Ind.,  '95 
Kendall,  F.  A.,  111.,  '95 
Kendall,  F.  H.,  Ohio,  '04 
Kendall,  F.  L.,  Mass.,  '03 
Kendrick,  Geo.  W.,  Kans.,  '03 
Kennard,  Wm.  J.,  N.  Y.,  '05 
Kennedy,  Jas.  W.,  N.  J.,  '94 
Kennedy,  John,  N.  Y.,  '99 
Kennedy,  jos.,  N.  Dak.,  '96 
Kennedy,  P.  P.,  Minn.,  '97 
Kent,  Ernest  B.,  Pa.,  'o.s 
Kenyon  College  Lib'y,  Ohio,  '03 
Kenvon,  A.  B.,  N.  Y.,  '96 
KepiJel,  F.  P.,  N.  Y.,  'oi 
Kern,  O.  J.,  111.,  '00 
Kern,  Oliver  B.,  N.  J.,  '05 
Kern,  Walter  M.,  N.  Dak.,  '05 
Kerr,  Henry,  Cal.,  '05 


Kerr,  Mary  A.,  Ind.,  '06 
Kerr,  Nelson,  Mo.,  '05 
Kerr,  Wm.  J.,  Utah,  '95 
Keyes,  A.  H.,  N.  H.,  '03 
Keyes,  A.  K.  N.,  N.  Y.,  '05 
Keyes,  Chas.  E.,  Cal.,  '06 
Keyes,  Chas.  H.,  Conn.,  '95 
Keyes,  Mrs.  Helen  B.,  Conn.,  '01 
Keyes,  Maud  V.,  Conn.,  '03 
Keyser,  I.  N.,  Ohio,  '01 
Keystone  Lit.  Soc,  Pa.,  '98 
Kibby,  Warren  J.,  Vt.,  '06 
Kidd,  Cecil  A.,  N.  Y.,  'os 
Kiefer,  Olla  F.,  Ohio,  '04 
Kiefer,  R.  J.,  Ohio,  '03 
Kilbourn,  Louie  L.,  111.,  '02 
Kilbourn,  O.  A.,  Pa.,  '05 
Kilbourne,  Effie  J.,  111.,  '95 
Kilmer,  Cordelia  S.,  N.  Y.,  '03 
Kilpatrick,  V.  E.,  N.  Y.,  '03 
Kilpatrick,  W.  H.,  Ga.,  '03 
Kimmel,  M.  A.,  Ohio,  '93 
Kincaid,  Herbert  T.,  Ohio,  '95 
King,  Anne  H.,  Ohio,  '95 
King,  Ella  G.,  S.  Dak.,  '04 
King,  J.  C,  Iowa,  '01 
King,  Margaret  G.,  Va.,  '03 
King,  Wm.  F.,  Iowa,  '84 
Kingman,  F.  W.,  Mass.,  '03 
Kingsbury,  EHzabeth,  Nebr.,  '06 
Kingsbury,  John  A.,  Wash.,  '04 
Kingsley,  Clarence  D.,  N.  Y.,  '05 
Kingsley,  Homer  H.,  111.,  '01 
Kingsley,  Nathan  G.,  R.  I.,  '03 
Kinkead,  R.  G.,  Mo.,  '04 
Kinnaman,  A.  J.,  Ind.,  '05 
Kinne,  Floyd  E.,  N.  Y.,  '05 
Kinney,  Burt  O.,  Cal.,  '99 
Kinsley,  M.  H.,  N.  J.,  '92 
Kirby,  C.  Valentine,  Colo.,  '02 
Kirk,  James,  111.,  '04 
Kirk,  John  R.,  Mo.,  '91 
Kirk,  Thos.  J.,  Cal.,  '95 
Kirk,  W.  H.,  Ohio,  '01 
Kirkpatrick,  C.  T.,  Tenn.,  '03 
Kirkpatrick,  E.  A.,  Mass.,  '97 
Kirkpatrick,  Mary  D.,  N.  J.,  '05 
Kirtland,  John  C,  Jr.,  N.  H.,  '05 
Kirtland,  R.  H.,  Mich.,  '01 
Kissack,  R.  A.,  Mo.,  '05 
Kizer,  B.  F.,  Mo.,  '04 
Kleeberger,  Geo.  R.,  Cal.,  '95 
Klein,  Milinca  L.,  N.  Y.,  '05 
Klemm,  Mrs.  Clara  D.,  Ohio,  '04 
Klinker,  J.  W.,  Minn.,  '02 
Klock,  J.  E.,  N.  H.,  '86 
Kneil,  Thos.  R.,  N.  Y.,  '95 
Kneppcr,  Geo.  E.,  Kans.,  '98 
Knibbs,  Geo.  H.,  Australia,  '03 
Knight,  Geo.  W.,  Ohio.  '02 
Knight,  Lee  R.,  Ohio,  '00 
Knight,  R.  F.,  Kans.,  '02 
Knight,  T.  H.  H.,  Mass.,  '03 
Knopp,  Gideon  D.,  Mo.,  '04 
Knowles,  Eloise,  Mont.,  '04 
Knowlton,  P.  G.,  N.  Dak.,  '05 
Knox,  Geo.  Piatt.,  Mo.,  '04 
Knox,  John,  N.  Y.,  '06 
Knox,  Margaret,  N.  Y.,  '05 
Koehler,  Frank,  Pa.,  '06 
Kohler,  Mrs.  Kate  Macdona,  N. 

Y.,  -95 
Kolbe,  Julia  C,  Ohio,  '95 
Koontz.  J.  A.,  Mo.,  'os 
Kopmeier,  Carolina,  Kv..  '06 
Kottman,  Wm.  A.,  N.  Y.,  '05 
Krackowizer,  Alice  M.,  Colo.,  '03 
Kraege,  F.  G.,  Wis.,  '97 
Kratz,  Henry  K.,  Mich.,  '90 
Kraus-Boelte,  Mrs.  M.,  N.  Y.,  '96 
Kraybill.  A.  E.,  Pa.,  '06 
Krebs,  Henry  C,  N.  J.,  '01 
Kr^csy,  Bela,  Hungary,  '93 
Kreuzpointner,  Paul,  Pa.,  '02 
Kriebel,  O.  S.,  Pa.,  '03 
Krinbill,  Geo.  F...  Ariz.,  '02 
Kroh,  Carl  J.,  111.,  '07 
Krout,  Chas.  A.,  Ohio,  '00 


IXPhX   TO  LIFE  A.\D  ACTIVE  MEMBERS 


913 


Krug,  Joseph,  Ohio,  '01 
K.ru<<,  lulwina  U.,  Del.,  'gi 
Kuni/.  Elmer  E..  Pa.,  'oo 
Kuniz,  P.  J.,  Slinn.,  '04 
Kvine.  \Vm.  K.,  Minn..  '01 
K  :...tndall.  J.  \V...\rk.,  '05 
k>-<lk..i,  Frank,  Cal.,  '01 
Lachmund,  Mrs.  tannic  L.,  Mo. 

I.id(1.  A.  J.,  .\.  Dak.,  'oi 
I.i.;'  r-trom.  Lydu   T.,  Minn.,  '03 
I.-..;    i^.trsino,  Cvnthia.  .\.  Y.,  '94 
I-:.:  i.  -Mrs.  .\da  E,  Ohio,  'oo 
1-iird.  Samuel  11.,  Mich.,  '96 
Lake  Erie  CollcRc.  Ohio.. '06 
Lamar,  C.   I'.,  111.,   'go 
Ijjnt.,  Eli  M..  Md..  '04 
I-aml>crt,  Va>hli  .\.,  111.,  '95 
Lam!icrton.  ^^ary  J.,  I'a..  'gi 
I.'.\ni')urcux.  G.  H.  D..  M.iine.'oj 
l-ania-iter,  E.  G.,  Mith.,  'gg 
l-in<..i>-lcr,  Geo.,  Wash.,  'g8 
Kmirrs,  J.  S.,  OreKon,   'gg 
I  .i!ili;raf.  Geo.  H.,  \Vis.,  '04 
l-in  iis.  Geo.  B..  '06 
L.inili^   J.  Horace.  Pa.,  'os 
l^ndrith.  Ira,  Tcnn.,  '04 
I-andrum.  L.  M.,  Ga.,  'g7 
I^ne,  .Mrs.  F.  S.,  III.,  'g4 
Lane.  H<irace  .M.,  Hrazil,  '02 
Lane.  Josephine,  N.  Y.,  '03 
LanK,  M.iry  A.,  Cal.,  '01 
Lang.  <Js.-.ian  H..  -V.  Y.,  '91 
I^ng.  Ri/sa  .\.,  111.,  '01 
I^nRflon,  \Vm.  H.,  Cal.,  '05 
I^nge.  D.,  .Minn.,  'gg 
l-ange.  .M.  .\  .  S.  Dak.,  '03 
Langslon,  .\rthur  D.,  NIo.,  '04 
Langzetlel,  Marion  U.  B.,  N.  Y., 

'03 
I..in-in(C.  Hugh  IL,  N.  Y..  '05 
Lin-ir.Rer,  J.  \V.,  Pa.,  '08 

I    :".    K   (•,..  S   Y..  Vjs 

I  -   :rio,  Ma<ts.,  '03 

M..  N.  Y..  'gs 
i  rl  K..  Pa.,  '0$ 

I.  •.     I       \     III.,  '01 
I.irxrnt.   S.   I).,   .Mont.,  'gg 
hirtmrr,  Henry  G  ,  K.ans.,|'86 
I. irk.   F.  E.,  Iowa    'g7 
I,,r^,n    R.  K..  N.  M..  '07 
Uifliins.  Ch.«.  D.,  N.  Y..  'gs 
l-i  K"-Ae,  Eugrne,  Mich.,  '01 
I-if'-.n,   Guilaf.   .Mi«.,  'oj 
I,'.    !'  !-    J     H  ,  Kv  .  '03 
I  •  ■     .    .  jjp    Slo.,  '03 

I  D  .  (Jhio,  'gg 

I  i-n  V  ,  Te«a.«,  *g4 

i  "     ■  '^1 

1  .    Y  ,  '03 

I  s.  Dak  ,  '06 

r.t..   'gi 
I  .  .V   Y..  '05 

i,!-.-. rrriT,  1)    .MJiii^lm,  S.  Dak.. 

'o? 
JjtwTf^rf.  I*af>el,  Mino.,  '04 

t  '  f  )h»0,   'oJ 

/  ]>c..yi 

I  C  ,  Trnn  ,   '01 

I  ■       V"    V  .  'g* 

I  "v. 

I  'I.'  .   '04 


'os 


v.'ol 
.  '"J 


Lee.  J.  R.  E..  Ala..  "06 
Lee,  James,  \.  Y.,  'gi 
I^,  1..  U  .  111.,  -oi 
Li-e.  Lucius  O..  Turkey,  '01 
Lefavour.  Henry,  .Mai.s.,  '01 
Lefevre.  .\rthur.    Texii.s  '03 
I.ehiRh  L'niversity.  P.i.,  'go 
I.ehnr.'-t'j,   E.    M.,   Minn.,   '00 
lxi|).'if;or.   Henry  .M.,  N.   Y.,   'gi 
l.ei-ni.inn.  .M.ie.  .Minn.,  '03 
Leiter,  Mrs.  F.  \V.,  Ohio,  'g6 
Leland  Stanford,  Jr.,  Univ.,  Gd., 

'07 
I-emon,  J.  E.,  111.,  'gg 
I^nfcst.  H.  .\..  N.  Y.,  '00 
I>e«m.ird,  .•Ml)ert,  Ma.s<.,  'gi 
Leonard.  H.  B..  On-Ron.  '01 
l-eKow,  C.iroline  H.,  .\.  Y..  "03 
Le  Suer.  Ikrt  M..  Pa.,  '04 
l.cslie.  Henrietta  S.,  N.  J.,  '94 
I>e^lie.  J.  O.,   111.,  '04 
I>ester,  Fred  V.,  .\.  Y.,  '03 
Leverenz    H.  F".,  Wi.s.,  '00 
lA-vic,  EuKcnio  C,  N.  Y..  '05 
LeviMon.  Irwcn,  Minn.,  'gj 
Le  \'itt.  Clarence  H.,  111..  '06 
Levy.  Fllla.  Pa.,  '06 
Lewis.  .\nna  D..  Minn..  '02 
Lewis,  B.  E..  Kan.<>..  '04 
I-ewis.  Flvangeline  E..  Ind.,  '05 
Uwis.  F.  Park.  N.  Y.,  '03 
Ixwi-.,  Hallic  C.  F"la.,  'oS 
I-ewis,  Homer  P.,  Ma.<a.,  '03 
I>ewis.  I.-\ne  M.,  N.  J.,  '92 
I>ewis,  I^co  Rich,  Ma.-vs.,  '03 
I^wTi,  I.eslie,  III  ,  "o^ 
I>ewis.  M.  Fiistcr.  Ohio,  'oj 
I>-wis.  T.  Wilson.  Mo., '05 
I^wis,  W.  F.,  Mich..  '01 
I^wis  Wm.  .\.,  Mo..  '04 
IvTxinKtcin  Pub.  Lih'v.  Ky..  *o6 
Lil.tiy.  Waller.  III..  '06 
Ijlirarie>.  CanlifT,  Wales,  '00 
Library.   .Arabut    Ludlow   Mem. 

Wi.t  .  'ot, 
Librtrv     A-^ocialion.     Portland, 


lyr    I  r.ink  W  ,  Wyo  .   oft 
Lee.  Glen  .M»«.  N.  Y..  'oj 


L. 

Li 

I.i' 

Ij,.,   .:, 

Ijbrary 
N'.J.. 

library 
.Ml  , 

Ijbrarv 

I,,.    .. 

I.I 
I  . 
I. 
I> 
I J 
I  . 


library. 

'01 
IJbrary, 

'oi 
Library 

Tea. 
Library 

I'- 

I..' 

i  rnn 
Ijbrary. 

I. 

Ij!..-.. 
library 
Library, 


.:ion,   Spritigfield, 

.Mercantile,  New 

'iiy,  Pa.,  '01 
.\.i'«<iia  Mech.,  Pa.,  'gg 
.\tlantic  City  Free  Pub., 
'04 

Baltimore    Gly    Coll., 
OK 
lloslon,  \fa««  ,  'ao 


N    Y..   gg 
\binl  ,  '00 

•   '  Hetla  Min- 

•  I  .«  .  -o* 
.  ......  R..    .'..>Kheny,  Pa.. 

Carnmir,  Uraddink,  Pa., 

rarnntlr.  Braddird,  Pa  , 

C*4Uneglr     Furl  W.inh. 
'oft 
Camrfie.     |{i>inr*lra<l. 

•-.  Iron  Mountain 

:  ..wr(ir.      .VaahWllr 

CamrcW.  Plllalniri.  Pa  . 

''■^   . 
'  .Ml.  'aft 

■''Ml,     '97 


Library.  Davenport.  Iowa.  '06 
Librar>',  Dayton,  t)hio,  '03 
Library,  Denver,  Nebr.,  '03 
Library,  Detroit,  Mich.,  '97 
Ubrary,  Dist.  of  Col.  Pub..  D.  C. 

'os 
Library.  Dorer.  N.  H..  '06 
Library,  Duluth,  Minn..  '04 
Ijbrarv,  F^.lsi  Ora'hgc  Free  Pub.. 

-N.J. '04 
Librar>',  Ea.st  St.  LouLs  III.,  '04 
Library,  FUkhart  CarncKic,  Ind., 

'04 
Library.  Enoch  Pratt,  Baltimore 

.Md..  '06 
Library.  Fine,  Pa.,  '03 
Library,  F^vanntcm,  111.,  '02 
Library.  FaJrlunks,  Tcrrc  Haute, 

Ind..  '06 
Library.  F'itchburg.  Ma.^*.,  '01 
Ubrary,  F"it/.,  Chelsea,  .Ma.s.v,  "03 
Library,  J.  \'.  Fletcher.  Weslford. 

M;is.s. ,  'oA 
Library,  Gail  Borden,  III.,  '01 
Library,  Ilarri.s  Inst..  R.  I.,  'gg 
Libr.iry.  Hol»>kcn.  N.  J..  '06 
Library,    Howard    Univ..    D.  C, 

•06 
Library,  Hoji,  Saginaw,  Mich. ,'03 
Library,  Imp  ,  Japan,  '00 
Ubrary,  Jersey  Cily.  N.  J.,  '97 
Ubr.-iry,  John  Crerar,  III.,  'g? 
Ubrary,  Kalama/joi,  Mich.,  '01 
Ubrary,  Kan&.is  Cilv.  Mo..  '05 
Ubrary,  Uiwrence,  .Ma-ss.,  '03 
Ubrary.  Unuiln  Cily.  .Nebr..  '06 
Ubrary.  1 .415  .\ngeles  Cal..  '00 
Ubrary.  I.vnn,  .Mass.,  '01 
Ubrary.  .\Lidis<m  Pub.,  .\.  J.,  '05 
Ubrary,  Maiden,  Mass.,  '00 
Ubrary,  .Manchester,  F.ngLind.  '02 
Ubrary,  .Manchester,  .Mass.,  "03 
Ubrary.  M. inchest rr    .N'.  H..  '06 
Ubrary,  .Milwaukee,  Wis  ,  'gK 
Ubrary.  .Mi>ls.    .\ih.,    .Minn  .    '08 
Ubrary.    .Vlnhaniis    .Mcrianlile. 

San  Fr.iniisio.  Cal..  'oO 
Ubrary.  .Missoula,  .Mont.,  '06 
Ubrary,  Monti  lair,  S.J.,  '03 
Ubr.krv,  Nrlir.Wrs   Cniv  .  '05 
Ubrary,  Newark.  N.  I.,  '03 
Ubrary,  .New  BiilfurM,  .Mass..  '01 
Ubrary,  NewlKrrv,  III.,  'g8 
Ubrary.  Ncwburyjurt.  Mass.,  '03 
Ubrarv,  N    H    Slate,  'g8 
Ubrary,  New  Haven,  (^lnn..  "oi 
Ubrary,  New  York  Publii,  'gg 
Ubrary, ..New  York  State.  .N    Y  . 

'o3 
Ubrary,  North  Adams,  Masa.,  '01 
Ubnrv    .Niirihwrsiem  Nor.  Sth.. 

A'-  ■     ■  ■'  '•     '-I 

Ul.r  K     III.  'oO 

Ul.r  srbr  ,  'gg 

Ubi...  >.    '"  .  "..1.4,  Minn  ,  'o* 
Ubrary,  I'asMir,  N.  J  .  'oj 
Ubrary.  Ped  ,  Sup<.  of  Scha .  Pa, 

'00 
Library,  Peoplea*.  Newport,  R.  I., 


Ubr 
Ulr 

Ul 


N  J.  04 
'•'  .     .     V,  'gg 

•  .  N    Y  ,  '01 
r.  R    I.  04 

. i   .     .Halt  .  Md.'o5 

Ubrary.     Pub.     Sch.,     Camden. 

N    J  .  'o« 
|J|„...    i'..i.    ^t,  .   r.U  HarUr 


Ul. 


n-wo.  N    Y  .  '01 


Ubrarv.  'M    t'aul,  .Minn,,  'ol 
Library,  Salem,  .MaM  ,  '00 


914 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Library,  San  Francisco,  Cal.,  '97 
Library,  Scranton,  Pa.,  '99 
Library,  Seattle,  Wash.,  '01 
Library,  Somerville,  Mass.,  '00 
Library,  Springfield,  Mass.,  '98 
Library,  State,  Cal.,  '99 
Library,  State,  Ind.,  '97 
Library,  State,  Mass.,  '98 
Library,  State,  N.  H.,  '98 
Library,  Stratford,  Conn.,  '03 
Library,    Supt.    of   Schs.,    Santa 

Clara  Co.,  Cal.,  '06 
Library,  Syracuse,  N.  Y.,  '98 
Library,  Taunton,  Mass.,  '02 
Library,  Tchrs.    Consult.,    Tren- 
ton, N.  J.,  '05 
Library,  Toledo  Pub.,  Ohio,  '05 
Library,  Topeka,  Kans.,  '00 
Library,  Trenton,  N.  J.,  '01 
Library,  Wellington,  N.  Z.,  '05 
Library,  Univ.  of  Wis.,  '05 
Library,  West  Hoboken  Pub.  Sch., 

N.  J.,  -05 
Library,  Wheeling,  W.  Va.,  '01 
Library,  Wilmington,  Del.,  '01 
Library,  Winona,  Minn.,  '03 
Library,  Worcester,  Mass.,  '98 
Library,  Yamaguchi,  Japan,  '05 
Library,  Zion  Ed   Inst.,  111.,  '04 
Lieb,  C.  M.,  Ky.,  '04 
Liebenberg,  H.  H.,  Wis.,  '02 
Light,  Chas.  M.,  N.  Mex.,  '95 
Lightbody,  Wm.,  Mich.,  '96 
Lilley,  Frank  W.,  N.  Y..  '05 
Lillig,  Anna  F.,  Ohio,  '03 
Limerick,  A.  N.,  Kans.,  '86 
Lincoln  City  Lib'y.  Neb.,  '06 
Lincoln  College,  111.,  '97 
Lincoln,  A.  A.,  Mass.,  '03 
Lincoln  Sub-Dist.  Sch.,  Pa.,  '06 
Lind,  H.  A.,  Ohio,  '06 
Linder,  Albert  E.,  N.  Y.,  '03 
Lindgren,  Edvv.  A.,  111.,  '02 
Lindheimer,  Ida  B.,  N.  Y.,  '05 
Lindsay,  Samuel  McC,  Pa.,  '05 
Lindsey,  Leah  E.,   N.  Y.,  '02 
Ling,  Chas.  J.,  Pa.,  '95 
Ling,  L.  F.  A.,  111.,  '00 
Lingle,  T.  W.,  111.,  '04 
Linsley,  Earle  G.,  Calif.,  '06 
Linville,  Henry  R.,  N.  Y.,  '05 
Linville,  R.  N.,  Okla.,  '06 
Little,  Clara  L.,  Colo.,  '95 
Little,  Dwight  R.,  N.  Y.,  '05 
Livingston,  Alf.,  Ky.,  '02 
Livingston,  J.  W.,  Wis.,  '02 
Lloyd,  Francis  E.,  Ariz.,  '04 
Lloyd,  Frank  H.,  N.  J.,  '05 
Lloyd,  M.  J.,  Pa.,  '06 
Locke,  Geo.  H.,  Canada,  '01 
Locke,  John  S.,  Maine  '95 
Lockett,  Emma  J.,  Mo.,  '05 
Lodge,  Susan  C,  Pa.,  '05 
Ix)eb,  Morris,  N.  Y.,  '05 
Logan,  Anna  E.,  Ohio,  '96 
Logue,  Ella  M.,  Mo.,  '04 
Lohr,  E.  F.,  Mass.,  '04 
Lollar,  Ezra  E.,  Colo.,  '99 
Lombard  Coll.,  111.,  '02 
Lomer  Gerhard  R.,,  Can.,  '06 
Long,  May  G.,  Iowa,  '05 
Long,  Frank  T. ,  Ala.,  '0$ 
Long,  John  A.,  111.,  '06 
Long,  John  L.,  S.  Dak.,  '06 
Long,  Paul  J.,  N.  C,  '00 
Longan,  G.  B.,  Mo.,  '97 
Longenecker,  Abram  S.,  Pa.,  '05 
Longenecker,  Gertrude,  Mo.,  '00 
Longrnan,  M.  W.,  Mich.,  '06 
Loomis,  Elisha  S.,  Ohio,  '03 
Loomis,  G.  F.,  Wis.,  '06 
Loomis,  Geo.  W.,  Colo.,  '05 
Loope,  John  A.,  !S^._Y.,  '05 
Loos,  Chas.  L.,  Ohio,  '95 
Lopez,  Francisco  R.,  Porto  Rico 

'06 
Lopez-Miranda,  S.,  Cuba,  '04 
Lord,  Edward,  N.  Y.,  '97 


Lord,  Everett  W.,  P.  R.,  '04 
Lord,  Livingston  C,  111.,  '94 
Lose,  Chas.,  Pa.    '06 
Loud,  Frank  H.,  Colo.,  '03 
Lough,  James  E.,  N.  Y.,  '03 
Louisville  Free  Pub.  Liby.,  Ky., 

'04 
Love,  Andrew  A.,  N.  Dak.,  '02 
Lovell,  Thos.  B.,  N.  Y.,  '96 
Lovett,  Andrew  J.,  Kans.,  '06 
Low,  Seth,  N.  Y.,  '95 
Lowe,  N.  J.,  N.  Y.,  '03 
Lowenstein,  S.  S.,  N.  Y.,  '03 
Lowrey,  R.  J.,  Ky.,  '05 
Lowry,  Charles  D.,  111.,  '97 
Lowry,  Sarah  N..  Pa.,  '06 
Lowther,  L.  A.,  Kans.,  '97 
Loyola  School,  The,  N.  Y.,  '05 
Lucas,  Helen  E.,  N.  Y.,  '05 
Luckey  School,  Pittsburgh,   Pa., 

'06 
Luckey,  E.  D.,  Mo.,  '94 
Luckey,  G.  W.  A.,  Nebr.,  '95 
Ludlum,  Mrs.  M.  H.,    Mo.,  '02 
Ludwig,  Henry,  Jr.,  N.  Y.,  '03 
Ludwig,  Wm.  Y.,  111.,  '06 
Luebke,  Emma  J.,  Wis.,  '97 
Lukens,  Herman  T.,  Pa.,  '92 
Lull,  Herbert  W.,  R.  I.,  '02 
Lull,  H.  Galen,  Wash.,  '01 
Luther,  E.  L.,  Wis.,  '06 
Lyle,  Edward  G.,  Mo.,  '01 
Lyman,  Elmer  A.,  Mich.,  '98 
Lynch,  Charlotte  A.,  Mo.,  '04 
Lynch,  Chas.  P.,  Ohio,  '94 
Lynch,  M.  M.,  Va.,  '98 
Lynch,  S.  A.,  Wis.,  '01 
Lynch,  Wm.  H.,  Mo.,  '95 
Lyon,  Charles,  N.  Y.,  '05 
Lyon,  Edmund  D.,  Ohio,  '98 
Lyons,  G.  K.,  Ohio,  '98 
Lyle,  E.  Oram,  Pa.,  '91 
Lyttle,  Eugene  W.,  N.  Y.,  '98 
Mac  Alister,Jas.,  Pa.,  '95 
MacChesnev,  Frances,  111,.  '05 
MacCracken,  J.  H.,  N.  Y.,  'oi 
MacCready,  E.  E.,  Ky.,  '03 
MacDonald,  A.  H.,  Cal.,  '98 
MacDonald,  John,  Kans.,  '86 
Macdonald,  Mrs.  Katrine  B.,  N. 

Dak.,  '04 
MacDonald,  Margaret,  111.,  '96 
Macdonald,  Neil  C.,  N.  Dak.,  '04 
MacDufiie,  John,  Mass.,  '03 
Mace,  Wm.  H.,  N.  Y.,  '05 
MacGowan,  W.  L.,  Pa.,  '96 
Mack,  Mary  S.,  111.,  '05 
Mack,  Wm.  S.,  111.,  '95 
Mackey,  Cora  B.,  N.  Y.,  '05 
Mackenzie,  A.  S.,  Ky.,  '06 
MacKenzie,  David,  Mich.,  '96 
Mackey,  E.,  N.  J.,  '87 
Mackey,  Wm.  A.,  N.  Y.,  '94 
Mackinnon,  Duncan,  Cal.,  '05 
MacLaren,  Donald  C.,  N.  Y.,  '03 
MacLean,  Geo.  E.,  Iowa,  '97 
MacLean,  Jas.  A.,  Idaho,  '01 
Mac  Millan,  D.  P.,  111.,  '04 
Macrae,  Mary  E.,  N.  Y.,  '03 
MacVannel,  J.  A.,  N.  Y.,  '01 
Maddock,  Wm.  E.,  Wis.,  '05 
Maddox,  John,  Ky.,  '04 
Madison  Public  Lib'y,  N.  J.,  'os 
Madison,  Marcellus,  111.,  '03 
Magee,  Margaret  T.,  N.  J.,  '05 
Magovem,  Mary  A.,  N.  Y.,  '96 
Maharry,  S.  H.,  Ohio,  '95 
Mahoney,  James,  Mass.,  '03 
Major,  David  R.,  Ohio,  '98 
Male  Tchrs.  Assoc,  Bronx,  N.  Y., 

Manchester   Pub.   Lib'y,   Mass., 

'03 
Manchester,  A.  L.,  S.  C  '03 
Manchester,  O.  L.,  111.,  '02 
Manhattan  College,  N.  Y.,  '06 
Mann,  C.  E.,  111.,  '00 
Mann,  C.  Riborg,  111.,  '03 


Mann,  Nellie  L.,  N.  J.,  '05 
Manners,  Chas.  L.,  111.,  '01 
Manness,  S.  E.,  N.  J.,  '92 
Manning,  John  T.,  N.  Y.,  '05 
Mannix,  J.  E.,  Ky.,  '06 
Manny,  Frank  A.,  N.  Y.,  '05 
Mansell,  L.  B.,  111.,  '03 
Mansfield,  Edith,  Pa.,  '01 
Man.  Tr.  H.  Sch.,   Brooklyn,   N. 

Y.,  '03 
Manual  Tr.  High  Sch.,  Camden, 

N.  J.,  'os 
Maphis,  Chas.  G.,  Va.,  '05 
Marble,  C.  McHenry,  Ind.,  '05 
March,  Thos.  S.,  Pa.,  '06 
Mardis,  S.  K.,  Ohio,  '9s 
Marist  College,  Ga.,  '05 
Mark,  Cecil  W.,  Cal.,  '98 
Mark,  Edgar  H.,  Ky.,  '93 
Marker,  Geo.  E.,  Wash.,  '06 
Markley,  J.  H.,  Mo.,  '04 
Marksbury,  Thomas  B.,  la.,  '04 
Marlatt,  Abby  L.,  R.  I.,  '94 
Marot,  Mary  S.,  N.  Y.,  '05 
Marple,  Chas.  A.,  Ohio,  '05 
Marquis,  J.  S.,  S.  C,  '98 
Marquis,  W.  J.,  Minn.,  '03 
Marsh,  Clinton  S.,  Conn.,  '01 
Marsh,  Frank  M.,  Mass.,  '03 
Marsh,  Miles  E.,  Ky.,  '98 
Marshall,  T.  M.,  W.'Va.,  '77 
Martin,  Artemas,  D.  C,  '98 
Martin,  Edgar  S.,  Wis.,  '04 
Martin,  Geo.  H.,  Mass.,  '93 
Martin,  Geo.  N.,  Mo.,  '04 
Martin,  O.  B.,  S.  C,  '03 
Martin,  W.  H.,  Mo.,  '03 
Martindale,  W.  C,  Mich.,  '97 
Marvin,  Jos.  E.,  Pa.,  '05 
Mason,  Alfred  DeB„  N.  Y.,  '05 
Mason,  Clara  B.,  Nebr.,  '03 
Mason,  Jas.  E.,  N.  Y  .,  '02 
Mason,  Wm.  A.,  Pa.,  '98 
Mass.  Inst.  Technology,  '00 
Massee,  J.  Edman,  N.  Y.,  '96 
Massey,  John,  Ala.,  '81 
Matawan  Gr.  Sch.,  N.  J.,  '05 
Matheny,  F.  E.,  Wyo.,  '02 
Mathes,  Edward  T.,  Wash.,  'os 
Matlock,  J.  D.,  Ala.,  '98 
Mathews,  M.  H.,  Ohio.  '06 
Matthews,  A.  J.,  Ariz.,  '99 
Matthias,  L.  B.,  Conn.,  '03 
Mattinson,  Hannah  L.,  N.  Y.,  '03 
Maurer,  G.  C,  Ohio,  '95 
Maxson,  C.  H.,  Iowa,  '00 
Maxson,  Henry  M.,  N.  J.,  '92 
Maxwell,  Fred  B.,  111.,  '03 
Maxwell,  Guy  E.,  Minn..  '00 
Maxwell,  Wm.  H.,  N.  Y.,  '92 
May,  Clara,  Ohio,  '03 
May,  Mary  C,  Utah,  '01 
Maycock,  Mark  M.,  N.  Y.,  '96 
Mayer,  Anna  L.,  111.,  '01 
Mayer,  Clara,  Ohio,  '05 
Mayer,  Mary  H.,  Pa.,  '00 
Mayo,  Marion  J.,  N.  Y.,  '05 
Mays,  Vernon  G.,  111.,  '98 
McAdory,  Isaac  W.,  Ala.,  '05 
McAfee,  Lowell  M.,  Mo.,  '01 
McAleer,  Marv  F.,  N.  Y.,  '05 
McAllister,  Alec  G.,  N.  Y.,  '05 
McAndrew,  Wm.,  N.  Y.,  '00 
McBrien,  J.  L.,  Nebr.,  '05 
McBroom.  J.  K.,  Minn.,  '04 
McCabe,  Isabella,  N.  Y.,  '05 
McCahan,  John  E.,  Md.,  '91 
McCallie,J.  M.,  N.  J.,  '05 
McCallum,  Arthur  N.,  Tex.,  '03 
McCann,  Blanch  H.,  Pa.,  '06 
McCarthy,  Edw.  C,  Mich.,  '01 
McCarthy,  Margaret,  Ohio    '06 
McCarthy,  W.  G.,  Wash.,  '02 
McCartney,  Livingstone,  Kv.,  'g^; 
McCartney,  Thos.  B.,  Ky.,''o6 
McCaslin,  E.  E.,  Mo.,  '98 
McCauley,  W.  H.,  Iowa,  '02 
McClain,  Wm.,  Jr.,  Ohio,  '01 


IXDEX   TO  LIFE  AXD  ACTIVE  MEMBERS 


915 


OJ 


McCldlan.  BcUc  C.  N.  Y..  '05 
McClelland   Pub.   Ub'y.    Colo.. 

■06 
McClcnon.  R.  B..  S.  Dak.,  "o"; 
McClinlock.  O.  P.  M.,  Kans.,  '04 
MrCluni!.  John  \V.,  Kla.,  'oj 
McClure,  .\rnoldas  H.,  .\riz.,  '04 
MtClurc.  Chas.  \V..  Ohio.  05 
McClurc.  Rebecca.  N.  .1..  '05 
McCl>tnonds,  J.  W.,  Cal.,  '00 
MtCoart.  Rose  L..  Ohio.  "06 
McCimkcv,  Bertha  M..  .Mas.*.,  '03 
NKConnrll,  J.  J..  Iowa,  'gs 
McCmnell,  J.  M..  Minn.,  "oj 
MiCormick,  Kli/..  R.,  Wis.,  '03 
McCowan.  Joseph  S..  Iowa.  '06 
McCovven,  NIary  T..  HI.,  'p; 
McC.iv.  Emma  .\..  N.  J.,  'os 
McCulloch,  Mary  C,  Mo,  'ga 
McCullouRh.  J.  K..  111..  '96 
McCurdv,  I.  H.,  Mass.,  '03 
McCurdv.  \V.  A..  Ohio.  'o<; 
McUaniel,  C.  M.,  InJ.,  '96 
McDeviit,  Rev.  P.  R.,  Pa.,  "oo 
McDonalil,  Jas.  H..  Mich.,  '04 
McDonald.  J.  R.,  Mass.,  '03 
MiI),in,iuKh.  Henr>'G.,  N.  Y.,  '05 
McDcinough,  Thos.  B.,  Colo.,  '04 
McDutlee,  \V.  V.,  Mass.,  '03 
McElroy.  Eciward  M..  Mich..  '06 
McElroy.  M.  R..  111..   03 
McKarland,  Geo.  .\.,  N.  Dak.,  'gs 
Mcl'irland.  \Vm.  D.,  Pa..  '-6 
.NlcKarlane,  C.  T.,  N.  Y.,  '01 
.\Ic(icc.  (leorKe  A..  Mich..  '0% 
Mcdilvrcy.  T.  E.,  Ohio,  "oi 
.McGinncs,  L.  E.,  Pa.,  '03 
.M((iinnis,  Edward  E.,  Nuch.,  '04 
.McGlynn,  J.;..  111.,  '95 
McGowan,  Nlary,  Ohio,  '1 
McGuiitiUi.  Erancis  S..  Pa.,  'o 
Mclntire,  E.  E.,  Minn..  '03 
.Mclntirc,  \V.  W.,  Ohio,  '05 
M<  Iniyre.  Daniel.  Can..  06 
.\I.  Iver,  .M.  .\..  Wis..  "05 
McKay,  .\lcxaijdcr.  Can.,  03 
McKay,  Francis  M.,  III.,  '04 
McKeag.  Anna  J.,  .Ma.vs.,  '04 
.McKcc.  j.  .MiHord,  N.  Y.,  '95 
.McKcc.  James  11.,  F'a.,  '05 
.\t(  Kenny,  Cha^.,  Wi-s.,  '07 
Ml  Kenzic.  A.  D.,  Australia,  '05 
.McKill'.n.  .\nn.i.  111..  97 
.McKniKhl,  L.  A.,  Ind.,  '01 
.M(I-ichlan.  A.  C.  .N    Y..  '04 
M(I-nhlin,  E.  H.,  Maine,  'o? 
.Md-iin.  I'ttcph  E..  .S.  Dak,,  "05 
.Nlcl-iuthlin,  A.  !,.,  Ncbr,, 'gs 
.M.I.iuKhlin,  J.  .M..  Pa..  "06 
.Mcl,iury,  J'lhn  C,  N   I.,  'oi 
.\IcI>can.  C.  S.,  N.  Y.,  "oi 
Ml  lj-:in,  I.  Arnott.  .Scbr.,  '01 
.Mrlycan.  Slaruarel,  .Minn.,  '03 
MtM.ihan,  it.  S   C  ,  '<« 
.Ml  M.inuv  John  T..  Mich..  "05 
.\IiM.inu>,  J    B  .  III..  "oJ 
.MiManun,  i)   J  ,  Iowa,  '01 
.Mi.Mi.  h.iel,   I-hm.  H.,  Ill  .  "04 
Ml  \lill..n.  John  II  ,  111  .  '0$ 
.\I-\Iill.in,  J    V  .  Ohio.  V> 
M'  M\U,tn,  Shi   R  ,  Ohio.  "So 
MiMurry.  Ch.\»  A  .  Ill  .  '90 
.Mc.Murry.  E.  M  ,  .N.  Y  ,  'o\ 
.MiMurry.  .MS.  L  B.  III..  'g6 
.\UMiirry.  0«ar  L,  III  .  '05 
Ml  Nr.-M-   John    Ij..  'oA 
.\I.  N.il    I'irrv  M     Alo..  '06 
.Ml  Nrill.  I    (■  ,   Iinn  ,  '«» 

M.  Nn"     !   r-       •     I    .   .N     I  .  "0$ 

.M,(i  N  V  , '01 

Mil'  Y..  Pa.   '06 

.\|i  \  .  .  Ohio  ,  '00 

.Mr.id.  I  ri-  1     H.N    Y  ,  Vj 
Mnk.  Wm    II  ,  Ohio.  ',jr, 
.MnKofd  l'.il.li<  Eil.'y    .M.i*'>  .  V. 

.Mrr.   K.llr  A     N.   N     Y.  '05 

Mrrk.  Cha*  S.,  IntI  .  '01 
Meek,  ja.i   R,  III.,  '01 


.Meek.  Robert  O..  .\la.,  '03 
.Meeker.  G.  W.  L.,  111.,  '04 
Meek.'!,  Mrs.  Frances  P.,  HI..  '03 
.\litse.  John  D..  Pa..  '06 
Mft{.irt{i-e.  lleo.  E.,  X.  J..  '05 
.Mcl.ind.  E.  C.  Wis..  '97 
Melcher.  George.  -Mo..  '03 
.MiUndy.  Royal  L..  Ohio.  "06 
.Melenev.  C.  E..  N.  Y..  "96 
.Mendeiihall.  E.  1...  Ohio.  '02 
Mendin,  Joscfina.  P.   R.,  04. 
.Mfnt/.cr.  John  A..  111..  07 
.Mercantile  Lib'y  .\ssoc.,  .New 

York.  "06 
Mercantile    Lib'y    Co..    Philadel- 
phia. Pa..  '03 
Mercantile  Ub'y. St. Louis,Mo.,*o3 
Mercer  Univ.  Ijb'y.  Ga.,  '99 
Mercer,  J.  A.,  111.,  '03 
Meriam.  ^uniu.s  L.,  Mo.,  '04 
Merica,  Francis  M.,  Ind..  '07 
Merrilield,  Webster,   N.  Dak.,  'gs 
Merrill,  Ch.is.  E.,  .\.  Y.,  '94 
Merrill,  lUlwin  C,  N.  J.,  'g6 
Merrill,  Geo.  A.,  Cal.,  '00 
Merrill,  James  A.,  Wis.,  '97 
Merrill,  Jenny  H.,  .N.  Y.,  'g3 
Merriman.  EuRcne  D..  111..  '05 
.NIcrritt,  Ered  L)..  Iowa.  '06 
Mcrritt.  E.  I..,  .\.  Y.,  '01 
Mcrritt,  Mary  J.,  N.  Y.,  '05 
Merritt,  Wm.  B.,  Ga..  '02 
Merry,  Charles  Si..  Ky.,  '03 
.UrrifiM,  J.  B.,  Conn..  '71 
Mcr/.,  Henry,  Wye,  'gs 
Me.scrve,  .\lonzo,  M.iss.,  '95 
Mc-isi  nger.  J.  E..  \'a..  '04 
.Metcalf.  Henry  C.  Mass..  '03 
.M.n.ill.  M.  Alice,  .\.  J.,  'os 
Mcicalf.  Robt.  C.  .Ma.vs..  '93 
Metcalf.  S.  II..  Wis.,  'oa 
Meyer.  E.  H..  Cal.,  '99 
.\Iryrr.  John  I,..  Pa..  '05 
Miami  Univ  .  Ohio.  '95 
.\Iiihcni-r.  Elmer  E  .  I'.i.,  '05 
.Michener.  J.  H..  Pa..  '98 
Mich.  /XKri.  College,  'oa 
Mich.  State  Library,  'oi 
Mich.  State  Nor.  Coll.,  '00 
Mickens,  Cho-s..  W.  .Mich.,  "oo 
.Miikle  (J.  W.)  Gr.  Sth.,  Camden. 

•N'   I.'os 
.Mickfe.  Robt.  A..  Ala.  '95 
.MIddlrinn,  A.  111.,  '.w 
.Miilland  Colli-ge,  Kans.,  'gg 
.Minhcll.  Ida.  III.,  'oj 
.Miles,   Emily  H  ,  Colo..  "gS 
.Mllholl.ind.  .Maude  E.,  Pa.,  '06 
.Millard.  C.  N.,  \.  Y..  'oj 
.Miller.  C.  C.  Ohio,  '91 
.Miller.  C.   E  .  Iowa,   "oj 
.Miller.  Frank  L  .  Ill  .  'oA 
.Miller,  Fr.inklin  P.,  Pa..  '03 
.Millrr.  E.  W     Ark  .  'os 
Miller,  (;eo.  J.,  Mith  .  '01 
Millrr,  (;ur.loti  K  .  (i.li.  .  ',/. 
.Miller  Jamrn  C    Cal..  '06 
UiUrr,  J.  11  ,  Kan<i  ,  'H6 
.Millrr.  lohn  F  .  Ill  ,  'os 
.Miller,  Nl.iry  Jean.   la  .  '04 
Miller.  Newman,  III  ,  '00 
Millrr.  \oriiian  (°  .  Ga  .  'os 
Miller.    ni.«    C,  W.  V«.  '01 
.Millrr,  Waller  .M<  \  .  Mo  ^  'o\ 
MilliK.in.   .MexandeT    K  .    ky  .   '04 
.Slillikrn    .Mr^   A    E  .  C«l  .  'oj 
Millilrn.  Orri»  J  ,  III  .  'os 
Millnuinn.  Cl.ira.  .N    Y  .  'os 
M,"i   n    Min  W.,  Mo.,  '01 
M  \  ,   Ind  ,   'gA 

M.N    Y  .  'os 

'■■  :    F  ,  r.l ,  '9, 

.Milnr.  u,„  J  .  N  Y.  '«> 
Milnor.  (».  Bruce.  P«  ,  'oj 
MUluaukff     PrimipoJi'    Aiuk, 

Hi  I  .  ■K4 
Milwaukee  Pub.  IJb  ,  Wit.  'o» 
Milwaukee  'I'cbr*.  Aniuc..  Wli.,'os 


Minard.  Chas.  W.,  III.,  '04 
Mingins.  Clara  W..  .Mich..  '00 
Minihan,  Julia  .\..  .\.  I..  '05 
Minis,  Margaret  J.,  Kans.,  '03 
Minneapolis    Athenxum,    Minn. 

•98 
Minnich,  Harvey  C,  Ohio,  '02 
Minnie  .\Iurdock  Kcndrick  Sch., 

Philadelphia.  P;»..  '05 
Minor.  E<lwin.  Wash..  '04 
Minshull,  .Mrs.  .M.^rtha  J..  N.  Y.. 

Mi.schlich.  .Vdolph.  N.  Y.,  '05 
Mis.simer,  H.  C,  Pa.,  '02 
Miss.  A.  &  M.  College,  '02 
.Missoula  Pub.  Lib'y,  Mont.,  "06 
.Mitchel,  E.  L..  Cal.,  '06 
.Milcheli.  Arthur  C,  N.  Y..  'os 
Mitchell.   Beni.  W..  Pa.,  'gg 
Mitchell.  Clifford  A.,  Kan..  '05 
Mitchell.  ls;iac.  Ky..  '90 
.Mitchell.  R   W..  N.  C  'oo 
Mitchell,  Wm.  HuK'h.  Ohio.  '06 
Mitchell,  W.  R.,  HI..  '03 
.Mitchill,   Theixlore  C.  \.  Y.,  'os 
Model  Sch.,   N.  Y.  Tr.   Sch.  lor 

Tchrs.,  N.  Y.,  '03 
Moffitt,  Clarissa  A.,  Pa.,  "05 
Mohn,  Carl  J.,  S.  Dak.,  '02 
Mohr,  Walter  M..  N.  Y.,  '03 
Moldstad,  John  A.,  111.,  '97 
Moll,  .Mex.  A.,  111.,  '03 
Monin,   Louis  C,   111..   '01 
Monlux,  J.  B..  Cal..  '95 
Monroe,  lulwin  S..  Ind..  '97 
Monroe,  Paul.  N.  Y.,  '02 
Monri>e.  Will  S..  Ma.ss.,  '88 
Montague,  .\.  I.,  Pa  ,  '04 
Montana  State  College,  '99 
Montescr,  Fred.,  .\.  Y.,    94 
Monlfort.  Fr.ink  K.,  .N.  Y..   os 
Montgomery,  Bertha  E.,  Ohio,  '03 
Montgomery,  H.  C,  Ind.,  '97 
Montgomery,   Ida   M..  N'ebr..  '04 
Montgomery.  Jessie  B.,  Wis.,  'os 
Montgomery.  Sarah  L..  III.,  'os 
Montgomery,  W.  S  ,  D.  C,  '98 
Montrose,  Otis,  N.  Y.,  'g6 
Montavon.  Wm.  F'..  Phil.  Is.,  '06 
Moon.  A.  W  .  Pa.,  '80 
Mooney,  Catherine  T.,  Mo.,  '04 
Mooney.  Wm.  B..  S.  Dak..  06 
NI<Kire,  .\ugusla  D.,  N.  Y.,  '03 
M.«.re.  B.  C.  111.,    o^i 
Moore,   B.  FV,  Ind.,  'g6 
Moore,  Cha.H.  S.,  .MaM..  'oj 
M.iore,  Dora  .M.,  Colo.,  'gs 
Moore.   E.  C,  Cal.,  '99 
MiMire,  F:.  II.,  III.,  'oa 
Moore,  Frank  k  ,  N    Y  ,  'os 
Moore,  George  W.,  Pa.,  'oi 
Mi«ire,  Harry  L.,  N.  II..  'oj 
.Miiore,  I.  .N'  ,  Pa  .  'os 
Moore,  J.  A,,  AIn.,  '01 
.Moore,  J     E  ,   lown,  'oJ 
M.Mire,  1    R    II  .  Maw.,  'oj 
Moore.  Jamen  G  .  Ill  ,  'oA 
M«».re.  M    H    S   Dak  .  oA 
•Moore,  Stanley  II  .   Mo  ,  '03 
Moran,  .Mary  F  .  N.  Y  ,  '03 
.Mornio.  Enri<|ue  11  .  .Mrxiio,  'oA 
Morev,  Jamm  S  ,  N.  Y,,  'oj 
Morgan,  A    R  .   .Mo  .  '04 
Morgan.   I.   II  .  WaOi  ,  'gg 
Morgan.  R     V  .   Ill  .  '07 
Morgan.  W    P  .  Iml  ,  'al> 
Miwiarly.   Mrv  A    B.,   N.  Y..  'oJ 
.Morlry.  John  II  .  Vl..  'oi 
■Morri.  \hv:h  ^.h  ,N    v.,  'os 
M  '  .  C,  N   v..  'o5 

M  V  J .  \\ 

M  .V  .  Cal  ,  '8j 

Mom  .    I'.hu.   Ky  ,  '<jt, 
.Mortn.  John   F.  ,  ( >hio,   '00 
Morrixin,   Andrew   ]  ,   Pa  ,   '81 
Morrium,  G.   B     Nfo  ,  'go 
Morrium,  Henry  C  ,  N    If.,  '00 
.Murri«m,  Nathan  J  ,  Kans.,  'oj 


gi6 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Morrison,  Rose,  Ohio,  '97 
Morrison,  \Vm.  J.,  N.  Y.,  '03 
Morrow,  H.  T.,  N.  Y.,  '01 
Morrow,  John,  Pa.,  '06 
Morse,  Frank  L.,  111.,  '97 
Morse,  H.  H.,  Mass.,  '03 
Morse,  W.  A.,  Mich.,  '01 
Morss,  Chas.  H.,  Mass.,  '95 
Morton,  \V.  H.,  Maine,  '03 
Morton,  W.  M.,  111.,  '02 
Mosher,  E.  H.,  Cal.,  '99 
Moten,  Lucy  E.,  D.  C,  'oi 
Mott,  Thos.  A.,  Ind.,  '96 
Mt.   Albion  Schools,  Pittsburgh, 

Pa.,  '06 
Mt.  Holyoke  Coll.,  Mass.,  '02 
Mountz,  Silas  W.,  Minn.,  '02 
Mower,  F.  O.,  Cal.,  '99 
Mowry,  Grace  E.,  Ohio,  '03 
Mowry,  Wendell  A.,  R.  I.,  '04 
-Mowry,  \Vm.  A.,  Mass.,  '86 
Moynihan,  Mary  A.,  111.,  '03 
Muckley,  H.  C,  Ohio,  '01 
Muir,  James  N.,  Pa.,  '06 
Mulford,  A.  Isabel,  Mo.,  '96 
MuUin,  Geo.  H.,  Iowa,  '03 
Mullins,  Mary  H.,  N.  Y.,  '05 
Mulrooney,  Julia  A.,  Ohio,  '05 
Mumford,  Lulher  E.,  Nebr.,  '05 
Mumma,  H.  W.,  Ohio,  '00 
Munger,  Belle  M.,  S.  Dak.,  '03 
Munger,  O.  L.,  111.,  '05 
Munroe,  Jas.  P.,  Mass.,  '9s 
Murdaugh,  E.  D.,  Md.,  'q8 
Murdock,  F.  F.,  Mass.,  '98 
Murfee,  H.  O.,  Ala.,  '01 
Murlin,  L.  H.,  Kans.,  '95 
Murphree,  Albert  A.,  Fla.,  '04 
Murphy,  Mrs.  M.  K.,  Conn.,  '03 
Murphy,  Samuel  S.,  Ala.,  '03 
Murray,  Ellen,  N.  Y.,  '04 
Murray,  Geo.  S.,  Kans.,  '05 
Miuray,  May  E.,  Mass.,  '99 
Murray,  Wm.  S.,  Turkey,  '98 
M.  W.  Baldwin  Sch.,  Phila.,  Pa., 

'05 
Myers,  Geo.  Wm.,  111.,  '04 
Myers,  Irene  T.,  Ky.,  '04 
Myers,  Will  A.,  Ind.,  '07 
Mynders,  Seymour  .\.,  Tenn.,  '03 
Nagel,  J.  J.,  Iowa,  '95 
Nardin,  E.  C,  Mich.,  '01 
Nash,  Geo.  W.,  S.  Dak.,  '01 
Nash,  Louis  P.,  Mass.,  '99 
Naylor,  Mrs.  E.  A.,  111.,  '03 
Neal,  A.  O.,  Ind.,  '05 
Neal,  H.  J.,  N.  J.,  '05 
Nebraska  St.  Nor.  Sch.,  '02 
Nebraska  Wes.  Univ.  Lib'y,  '05 
Ne  Collins,  J.  E.,  N.  Y.,  '99 
Neligh,  John  P.  S.,  D.  C,  '04 
Nelson,  A.  C,  Utah,  '01 
Nelson,  B.  E.,  Wis.,  '99 
Nelson,  E.  B.,  N.  Y.,  '98 
Nelson,  F2rnesto,  N.  Y.,  '04 
Nelson,  Kate  S.,  Wis.,  '96 
Nelson,  Martha  F.,  N.  J.,  '05 
Neptune  Tp.   High  Sch.,   Ocean 

Grove,  N.  J.,  '05 
New  Britain  Inst.,  Conn.,  '02 
New,  Mary  A.,  N.  Y.,  '05 
Newark  Free  Pub.  I-ib'y,  N.  J.,'03 
Newberry  Lib'y,  111.,  '98 
Newburyport  Pub.  Lib'y,  Mass., 

'03 
Newell,  A.  C,  Iowa,  '01 
Newell,  Miss  C.  S.,  Kans.,  '95 
Newell  J.  Edward,  Ind.,  '06 
Newhall,  Chas.  W.,  Minn.,  '02 
N.  H.  Coll.  of  Agri.,  '02 
N.  H.  St.  Lib'y,  "98 
N.  H.  St.  Nor.  Sch.,  Plymouth,  '03 
New  Haven  Pub.  Lib'y,  Conn.,  '01 
N.  J.  State  Lib'y,  '01 
N.  J.  St.  Nor.  Sch..  Trenton,  '97 
Newkirk,  C.  F.,  111.,  '98 
Newman,  Jos.,  N.  Y.,  '05 
(  N.  Mex.  Agri.  Coll.,  '02 


New  Orleans  Nor.  Sch.,  La.,  'oi 
New  Rochelle  Pub.  Lib'y,  N.  Y., 

'06 
Newson,  H.  D.,  N.  Y.,  '95 
Newton  Girls'  Sch.,  Phila..  Pa. ,'05 
Newton,  Cora  A.,  Mass.,  '03 
Newton,  Geo.  A.,  Texas,  '03 
Newtown  High  Sch.,  N.  Y.,  '03 
New  York  Pub.  Lib'y,  '99 
New  York  St.  Ed'n  Dept.,  N.  Y., 

'93 
New  York  Trade  School,  '04 
New  York  Tr.  Sch.  for  Tchrs.,'03 
Nichols,  Chas.  E.,  N.  Y.,  '99 
Nichols  Fred.  R.,  111.,  '93 
Nichols,  Walter  H.,  Colo.,  '01 
Nichols,  W.  F.,  Conn.,  '03 
Nicholson,  John  T.,  N.  Y.,  '05 
Nicholson,  Mary  E.,  Ind.,  '85 
Nicholson,  Nell  G.,  Mo.,  '04 
Nicholson,  Thos.,  S.  Dak.,  '02 
Nicholson,  Watson,  Conn.,  '99 
Nightingale,  A.  F.,  111.,  '86 
Nickerson,  F.  H.,  Mass.,  '03 
Nissley,  Mabel  H.,  Pa.,  '03 
Noble,  Edward  M.,  Md.,  '0$ 
Noel,  Alex.  H.,  Mo.,  '97 
Noel,  Mrs.  Jas.  M.,  Ind.,  '05 
Noetling,  Wm.,  Pa.,  '98 
Nolan,  John  T.,  N.  Y.,  '05 
Nolan,  Mary,  Mo.,  '04 
Nolen,  A.  Eugene,  Mass.,  '91 
Nolen,  F.  C,  Ark.,  '05 
Noon,  Philo  G.,  N.  J.,  '03 
Nor.  Sch.,  Dayton,  O.,  '98 
Nor.    Sch.,  Truro,  [Nova    Scotia, 

Can.,  '03 
Norris,  C.  Maud,  Mass.,  '03 
Norris,  Grant,  Pa.,  '06 
Norris,  Herschel  A.,  Del.,  '05 
Norsworthy,  Naomi,  N.  Y.,  '06 
N.  Adams  Pub.  Lib'y,  Mass.,  '01 
N.  C.  Coll.  of  A.  &  M.  Arts,  '04 
N.  C.  St.  Nor.  and  Ind.  Coll., '98 
N.  Dak.  Ed.  Association,  '96 
Nor.  Ariz.  Normal  School,  '01 
Nor.  111.  St.  Nor.  Sch.,  '99 
North  School,  Pittsburgh  Pa.,  '06 
North.  St.  Nor.  Sch.,  Mich.,  '99 
Northrop,  Cyrus,  Minn.,  '02 
Northrup,  Calvin  T.,  Oliio,  '02 
Northwestern  College,  111.,  '02 
Northwestern    Nor.    Sch.,    Alva, 

Okla.,  '05 
Northwestern  Univ.,  111.,  '02 
Norton,  A.  H.,  N.  Y.,  '03 
Norton,  Arthur  O.,  Mass.,  '02 
Norton,  A.  W.,  S.  Dak.,  '93 
Norton,  G.  W.,  N.  Y.,  '05 
Norton,  P.  D.,  N.  Dakota,  '05 
Noss,  Theo.  B.,  Pa.,  '96 
Nosworthy,  Emily,  N.  Y.,  '03 
Noyes,  E.  C  Pa.,  'os 
Noyes,  William,  N.  Y.,  '05 
Nuner,  J.  F.,  Ind.,  '06 
Nusbaum,  Louis,  Pa.,  '03 
Nutt,  H.  D.,  Mich.,  '06 
Nye,  Chas.  H.,  Wis.,  '84 
Nye,  Ward  H.,  Ohio,  '02 
Nyhart,  H.  U.,  Pa.,  '06 
Nykirk,  John  B.,  Mich.,  '92 
Oak  Park  Pub.  Lib'y,  111.,  '00 
Oberlin  Coll,  Lib'y,  Ohio,  '02 
O'Boyle,  Rose,  Mo.,  '04 
O'Brien,  Edwin  T.,  Wis.,  '04 
O'Brien,  Kate  E.,  Mo.,  '04 
O'Brien,  Mary  C,  N.  Y.,  '03 
O'Brien,  Mary  E.,  Mich.,  '03 
O'Brien,  Octavia,  Mo.,  '04 
O'Brien,  Thos.  S.,  N.  Y.,  '03 
O'Callaghan,  W.  F.,  N.  Y.,  '94 
O'C'onnell,  Josephine  T.,  111.,  '03 
O'Connell,  Margaret  F.,  N.  Y.,  '05 
O'Connor,  D.  C,  Panama,  '94 
O'Connor,  Eleanor  D.,  111.,  '03 
O'Connor,  Joseph,  Cal.,  '88 
O'Connor,  Margaret  A.,  Ohio,  '02 
Oday,  H.A.,  Pa.,  '05 


O'Dell,  Lucien  B.,  Ind.,  '00 
O'DonneU,  James  A.,  N.  Y.,  '05 
O'Flahcrty,  Wm.,  N.  Y.,  '05 
Ogden,  Robert  C,  N.  Y.,  '03 
Ogelvee,  C.  S.,  111.,  '03 
Ogg,  R.  A.,  Ind.,  '97 
O'Hanlon,  R.  J.,  Wis.,  '97 
Ohio  St.  Lib'y,  '02 
Ohio  State  Univ.,  '97 
0'Keefe,JVIrs.  S.  J.,  III.,  '96 
Olds,  Mary  L.,  Minn.,  '94 
Oldt,  Franklin  T.,  Iowa.  '95 
Oldt,  J.  C,  Ohio,  '01 
O'Leary,  Kate  S.,  111.,  '95 
Olin,  Arvin  S.   Kans., '86 
Olin,  Oscar  E.,  Ohio,  '03 
OKphant,  G.  F.,  Ga.,  '03 
Ohvcnbaum,  John  E.,  Ohio,  '05 
Olm.stead,     Emma     G.,    N.    Y., 

'03 
Olp,  Ernest  E.,  111.,  '07 
Olsen,  John  W.,  Minn.,  '00 
Olsen,  Mrs.  Mary  D.,  111.,  '02 
Omaha  Pub.  Lib'y,  Nebr.,  '98 
Omwake,  Geo.  L.,  Pa.,  '02 
O'Neil,  Cordelia  L.,  Ohio,  'oi 
O'Neil,  Marv  J.  C,  N.  Y.,  '05 
O'Neill,  Chas.  E.,  N.  Y.,  '05  " 
Oneonta  Nor.  Sch.,  N.  Y.,  '03 
Opdycke,  John  B.,  N.  Y.,  '05 
Ordes,  Henrietta  S.,  Mo.,  '04 
O'Reilly,  Mary,  lU.,  '02 
Ormond,  J.  A.,  Fla.,  '04 
Ormsby,  F.  B.,  111.,  '96 
Orner,  Geo.  D.,  Pa.,  '06 
Orr,  Susan  M.,  N.  Y.,  '05 
Osborn,  A.  C,  S.  C,  '05 
Osborn,  G.  H.,  N.  C,  '05 
Osborn,  James  O.,  Cal.,  '06 
Osgood,  Susan  S.,  N.  Y.,  '06 
O'Shea,  M.  V.,  Wis.,  '92 
O'Shea,  Wm.  J.,  N.  Y.,  '05 
Ostien,  L.  A.,  Utah,  '04 
Ostrander,  Chas.  H.,  111.,  '02 
Oswego  Nor.  Sch.,  N.  Y.,  '00 
Ott,  Harvey  N.,  N.  Y.,  '01 
Otterbein  Univ.,  Ohio,  '02 
Overholser,  Chas.  E.,  N.  Y.,  '05 
Overman,  Wm.  F.,  N.  J.,  '05 
Owatonna    Pub.    Lib'y,    Minn., 

'02 
Owen,  Herman  E.,  Wis.,  '05 
Owen,  Hugh  A.,  N.  Mex.,  '97 
Owen,  Lincoln,  Mass.,  '96 
Owen,  W.  B.,  111.,  '96 
Ozias,  A.  N.,  Minn.,  '05 
Packer,  Annie  E.,  Iowa,  '01 
Padelford,  F.  M.,  Wash.,  '03 
Padfield,  W.  G.,  111.,  '04 
Paessler,  V.  S.,  N.  Y.,  '98 
Page,  Caleb  A.,  M.ass.,  '03 
Page,  Edw.  A.,  N.  Y.,  '99 
Page,  Edw.  C,  111.,  '00 
Page,  Frank  R.,  Mass.,  '03 
Page,  James  M.,  Va.,  '03 
Page,  Norman  J.,  N.  H.,  '03 
Page,  Mrs.  Mary  B.,  '111.,  '06 
Painter,  Ira  C,  Ohio,  '03 
Painter,  J.  E.,  Minn.,  '02 
Painter,  Mrs.  Nannie  E.,  Kans., 

'04 
Palen,  H.  O.,  Cal.,  '02 
Palmer,  A.  N.,  Iowa,  '96 
Palmer,  Aaron,  Iowa,  '06 
Palmer,  Corwin  F.,  Mass.,  '03 
Palmer,  E.  D.,  Mich.,  '94 
Palmer,  Frank  H.,  Mass.,  '01 
Palmer,  Irving  O.,  Mass.,  '05 
Palmer,  James  J.,  Pa.,  '05 
Palmer,  Luella  A.,  N.  Y.,  '04 
P.almer,  T.  W.,  Ala.,  '03 
Parauteau,  Clementina,  111.,  '04 
Park  College,  Mo.,  '02 
Park,  Chas.  F.,  Mass.,  '03 
Parker,  Alice  N.,  Va.,  '98 
Parker,  B.  D.,  Colo.,  '04 
Parker,  Chas.  J.,  111.,  '87 
Parker,  Chas.  V.,  Colo.,  '87 


L^DEX  TO  LIFE  AND  ACTIVE  MEMBERS 


917 


Parker.  C.  M..  Ul..  '9^ 
Parker.  Mrs.  C.  M..  III..  '05 
ParkiT.  CJi-orge  E.,  Mich..  '05 
Parker.  L.  H..  Conn.,  "06 
Parker,  .Marv  E..  M;uss..  '02 
Parkrr,  W.  I).,  Wis.,    84 
Parker,  W.  N.,  Wis.,  "oi 
Parker,  W.  S.,  Mass.,  '96 
I'arkinson,  D.  B.,  HI..  'q7 
J'iirkinant,  John  H.,  Wis  .  '84 
Parkinson.  Wm.  U..  Mass.,  '03 
Parks,  Mrs.  Mar>-  U.,  Mo.,  '04 
Parlin,  Prank  K.,  Mass.,  '01 
Parmcnter,  Chas.  W.,  Mass.,  'gj 
Parr,  Mrs.  NIaric  H.,  Ohio,  '04 
Parratt.  DclUrt  W..  L'tah.  '06 
Parrish,  Nancy  E.,  Mo.,  '04 
Parrish.  (Jplielia  A.,  Mo.,  '01 
I'arr)',  Eleanor.  N.  Y.,  '03 
Parry.  Mrs.  M.  S.,  Minn.,  "oj 
Parson,  S.  F.,  III.,  '02 
Parsons,  Richard,  Colo.,  '04 
Pa.sadcna  Puli.  Lib'y.  Cal..  '06 
Paschalhillc  Sth.,  Phila.,  Pa..  '05 
Passaic  Pub.  Lib'y,  N.  J.,  '03 
Pate.  Walter  T..  .Mi.ss.  'oy 
Palridgf.  Lelia  F...  S.  J..  S^i 
Patten,  Frank  C,  Texas.  '^)^ 
Paltengill,  Henry  R.,  Mich.,  "ga 
Patterson,  Alice  H.,  Kans.,  '03 
Patterson,  Isaac  V.,  Ohio,  '03 
Patterson.  Jamc-s  K..  Ky..  '05 
Palton,  Cassia,  Alaska,  'gs 
Patlon,  Chas.  L.,  N.  Y.,  '86 
Patton,  Martha  H..  \.  V..  "05 
Paulsen,  Josephyne  M.,  N.  Uak 

'03 
Pauly,  Fred  L..  Ohio,  '06 
Payne,  Bertha.  111.,  '01 
Payne,  Bruce  Jt..  Va..  '05 
Pavne,  Wm.  H.,  Mich.,  'gi 
PeAUxiy  Coll.  Univ.  of  Nashnllc. 

Tenn..  '04 
PealKxIy.  Helen  S..  S.  Dak.,  'oi 
Pf.il>i«lv,  James  E.,  N.  V.,  '03 
IVa..M^k,  Mary  C.  Pa.,  '98 
Peairs.  H.  B.,  Kans.,  '97 
Peak,  Cha-s.  .\  ,  III,,  'gft 
Pearcy,  Jas.  B..  Ind.,  '01 
Pearsc,  A.  S..  III,.  '03 
Prarse,  C.  G.,  Wis  .  'gl 
I'earvm.  F.  B..  Ohio,  '01 
Pearv.n,  H   C  ,  .N    Y..  '90 
IVarv.n,  Henry.  Oa.,  '08 
I'e.irvin.  Juliet,  .\.  Y.,  99 
Pf.irvjn,  .\1.  E.,  Kans..  '04 
Pearson.  Paul  .M..  Pa..  '06 
Pease.  .Mvin  F..  .Mass.,  'gi 
I'ease.  .\   W  .  .\  J  .  '94 
F'easlee.  Frank  J..  .Ma^s  .  '03 
I'taiUt.  John  H  ,  Ohi.i,  'Ho 
Peck  I  Jb'y.  .Norwich  Free  Acad. 

Conn.,  04 
Pe<k.  A.  L.  N.  V. -97 
Prdham,  Allen,  N    Y..  'o^ 
Pe>l    Ijb'y.  Sut)«.  o(  Sch«..  P«., '00 
Peed.  Mannlield  T  ,  0«.,  '03 
I'm.  Cora  W  .  N    I.,  'o< 
Peirce,  Kalherine  u..  R.  I  ,  '03 
Peirrr.  Wm    F  ,  Ohio,  '03 
Prll,  .Mrs   Eli/a  .S  ,  N   Y.  '0$ 
Pell,  Rol^t  P  .  S   (•  .  '0% 
Pelion.  ,^nna  J.,  \V«»h.,  'oj 
IViKr,  John  M  ,  Trnn  ,  '64 
I'rtitum.in,  J.  H  ,  Pa  ,  'gg 
I'riiii    Si.iie  (Villrjte.  '00 
IV:.-,        •  ,.r   I   ,1  ,,,,■,     •     1 
r  '  ■  I,    'oft 


I  '  I  mil  .  '00 

1  r.  Ma»s.,  '97 

I  i,I>,  N.  Y, 'oi 

I'., •.,;,..  1     l>.  III.,  'o% 
I'rrViru   John  R  .  Conn..  '05 
IVrkir,.,  K    W  ,  Iji  .  "oi 
Perrm,  Mrs   Fannie  H..  Mo.,  '03 
Perrin.  John  W..  Ohio.  '01 


Perrin.  Marshall  L.,  Mass.,  '03 
Perrine,  Lura  I..,  N.  Dak.,  'gs 
Perry,  .\lfre>l   1'.,  Ohio,  '00 
Perry,  .Annie  SI.,  Mas.s.,  '03 
Perry,  Edward  P..  .\lo.,  '04 
Perrv,  Eliz.ibeth  H.,  .Mass.,  'yi 
Perry.  Wm.  H..  Ky.,  '98 
Persons.  .Metta  L.,  N.  Y .,  '03 
Peterson.  A.  E.,  Conn.,  '03 
Peterson,  Francis  M.,  .Via..  '01 
Peterson.  Jorgen  C,  -Ma.ss.,  "04 
Peterson.  J.  P.,  Wis.,  '07 
Pellee.  lliMrge  D.,  Ohio,  '01 
Phelan,  (Jenevieve.  Mo..  '04 
Phelan,  W.  W..   Tenn.,  'g8 
Phflps,  ]\'m.  F..  Minn.,  '70 
PheniT.  G.  P.,  Va.,  '03 
PhilaJdphian  Soc.,  Wis.,  '84 
PhilbriKik,  C.  v.,  Ariz.,  'gs 
Philips,  (jco.  M.,  Pa.,  '79 
Philips,  H.  S.,  Colo.,  '99 
Phillipps.  James  D..  Mass.,  '05 
Philli|>s.  .\nna  1-.,  N.  V.,   '05 
Phillips,  C.  A..  .Mo.,  'oi 
Phillips,  D.-iniel  E.,  Colo.,  'oo 
Philli|>s,  Ellen  M..  N.  Y..  '05 
Phillips,  E.  .M.,  Minn.,  "03 
Phillips,  Geo.  W.,  Pa.,  '03 
Phillips,  Hatlie  A.,  Iowa,  'g6 
Phillips,  Helen  .M.,  .Mo.,  "oa 
Phillips,  J.  H.,  Ala., '88 
Phillifjs,  Nlrs.  J.  H.,.\la., 'oi 
Philliijs.  Sherman  E..  N.  H..  '03 
Philomathean  Lit.  Soc.,  Pa.,  '98 
Phocnixville  Public  Lib'y.  Pa..  '06 
Piatt.  Herman  S.,  Ohio,  '02 
Pukard.  Joiiah  I.  .  Cal..  '8<i 
Picken,  Wm.  S..  Kans.,  '04 
Pielert,  Sarah.  .Md.,  '03 
Pierce,  Edw.  T.,  Cal.,  '8g 
Pierce.  Mrs.  Ella  .M.,  R.  I.,  'gO 
Pierce,  Uivick.  D.  C,  "98 
Pierce,  .Mary  R.,  Ill  ,  '97 
Pierce.  Thos.  P.,  Ohio,  '01 
Pike,  Enie.M.,  III.,  '04 
Pikt,  Joihuti.  111.,  '91 
PUe,  J.  .\L,  Nel.r.,  '04 
Pillsbury,  John  IL.  Mass.,  '03 
Pincus,  Jos.  W.,  .\  J  .  'os 
Pinkerman.  J.  N.,  Ohio,  '03 
Pinkham.  C.c-o.  R..  .N.  J..  '03 
Pinkham.  Wm.  S.  M.,  F'la.,  '05 
Pipi>in.  .Mrs.  E.  E..  Md.,  '00 
Pitman,  J,  \..  Mass.,  '99 
I'ittinger.  O.  .\I.,  Ind.,  '01 
Plainlielii  Pub.   Ijb'y  and  Read. 

Room,  N   J  ,  '04 
Plaisleil,  Eli/alK-th  I...  .N.  Y.,  '0$ 
Plapp,  F.  W  ,  111  , '97 
Plas-.  Ada  E  ,  .Mo.,  '04 
Plimixon,  tieo   .A.,  .N.  Y.,  '04 
Plough,  Myron  C,  N.  Y..  "03 
Plumer,  (;e«)   .M.,  Ohio,  '06 
Piiinilrxler,  <"ha)«   I'..  N.  V.,  '04 
P.,l..i..|     \    It      S    J.,  'g* 
p.  '  •     III  , 'oj 

p.  t'lah.  '97 

p.:  i   ,UC. '94 

Pol)(<<|iiiK       I'rrpornlory     S<h., 

Ilrcklyn    N.  Y..  'ot, 
Piimrroy,  Annie  I...  MaM  .  'os 
Pomona  Coll  ,  Cal.,  'gg 
P.w.l,  W   H  .  lei.  '03 
Port   Jefvin   Free    U\,'y,   N.   V. 

'wo 
Pofirf.  C  \V  .  Minn  ,  "oj 
P<iftef.  E   A   F  .  Ohio,  'go 
Ponrf.  h>lKar  L  ,  Minn  ,  'oj 
Pi*irr.    Mrs    Florence  McNeal,. 

M..  ';, 
P..  '06 

P„  •„., 

p..  lainc,  *o6 

P''  .  luwa,  '04 

P<.  I'.ooe,  MaM  ,  'gS 

P...  ,    Y,  "oi 

Pii<trr.  .Mill'ii.  C.  Colo.,  '06 

PiKihoff.  F  W  ,  Mo .  '04 


Potts,  D.  Walter,  III.,  '04 
Pound.  E.  .A.,  Ga.,  '01 
Powell,  .Arthur,  Ohio,  '00 
Powell,  R.  IL,  Ga.,  '06 
Powell,  W.  F.,  N.  I..  '89 
Power,  Gussie,  N.  V.,  '87 
Powers,  Emily  C,  N.  Y.,  '03 
Powers.  Francis  W..  \.  V..  '05 
Powers,  Jas.  K..  .Ala.,  '95 
Pratt  Inst.  Free  Lib'y,  N.  Y.,  "oi 
Pratt.  Helen  .\I..  Colo.,  '04 
Pratt.  H.  T.,  Md..  '05 
I'ralt.  IsalwUe  L.,  N.  V..  '05 
Pratt.  Orvillc  C,  Ind.,  '99 
Pratt,  R.  IL.  Colo.,  '98 
Pray.  James  S..  M;iss.,  '05 
Pray,  T.  IL,  Wis..  '94 
Preecc,  Mrs.  I^uLsc.  Minn.,  '94 
Prentice,  .May  H.,  Ohio,  02 
Prentis,  H.  W.,  N.  Y.,  '97 
I'reston,  J.  R.,  Miss.,  '90 
Prcltyinan.  \'irKil,  -N.  V.,  "oj 
Price,  IL  C.,  Ohio,  '02 
Price.  Richard  R..  Kans.,  '06 
Prichard,  .Miss  M.  S.,  Pa..  '98 
Prillerman,  Byrd.  W,  \'a.,  '91 
Primary  Dept.,  Sch.  No.  2.  Jersey 

City.  N.  J.,  '05 
Prince.  John  T..  Mxss.,  '01 
Principals'    R<iund    Table,    Wil- 
mington. Del..  '01 
Pritchard,  .\1.  I'..  Mass.,  '96 
Pritchard.  Sophia  E..  III..  '05 
Pritchelt.  H.  C,  Tejtis   'gi 
Pritchctt.  Henry  S.,  .N.  Y.,  '02 
Pros-ser,  Chas.  .A.,  Ind.,  '03 
Proudfool.  .Mary  .A..  Wash..  '03 
Providence  Pub.  Lib'v.  R.  I.,  '04 
Prov.    Nor.    Sch.,    Truro,    Nova 

Scotia,  Can.,  '03 
Public    High    Sch.,    Red    Bank, 

N.  J..  'OS 
Public  Libraries,  CardifT.  Wales, 

'00 
Pub.  Lib'v,  Alameda,  Cal.,  '04 
Pub.   Ub  y.    .Atlantic    City.   Free, 


N.  1,  '04 
ub.  Lib'y,  Bait! 


Pub.  Lib'y,  Baltimore,  Md.,  '06 
Pub.  Lib'y,  Boston.  Mass.,  '00 
Pub,  I  jb'y,  Brockton,  .Mass.,  '04 
Pub.  Lib'y,  Br>M)kline,  .Mavs.,  '03 
Pub.  Ub'y,  BrcM.klyn.  N.  Y..  '01 
Pub.  Lib'y.  Buffalo,  .\,  Y..    'gg 
Pub.  Ijb'y.  Butte,  .Mont..  '00 
Pub.  I  jb'y.   Calumet   and    Hecia 

Mining  Co..  .Mich..  '02 
Pub.  IJb'y,    Cambridge.    Mass., 

'02 
Pub.  Lib'y.  Chirag..,  Ill  , '98 
Pub.  I  jb'y.  Cinunii.iti   Ohio.  '06 
Pub.  Lib'y.  Clcvel.ind.  Ohio,  "97 
Pub.  I  jb'y.  Dayton.  Ohio,  '03 
Pub.  Ijb'y,  Denver,  Col..  '03 
Pub.  iJb'y,  Delniil.  Miih.,  '97 
Pub.  I  jb'y.  Di-i  ..I  C..I  .'of 
Pub.  Ijb'y.  Do»Tr    N    H  ,  'o^i 
Pub.  IJb'y,  Dululh.  .Minn.    '04 
Pub.  IJb'y.  Free,  E.  t  )ranKr.  N  J 

Pub  Ijb'y.  F..  Si.  I^mis.  III.  '04 
Pub  I  jb'y,  EK8  linrlxir  Cily.N  J  , 

'0% 
Pub.  IJb'y.  ^>ie.  Pa  ,  'oi 
Pub,  IJb'y,  Evanslon.  Ill  .  '02 
Pull.  IJb'y,  lilihliurg,  Maw> .  '01 
Pub.  Lib'y.  Filz,  Chelwa,  Mas*., 

'o.t 
Pub    IJb'y,  (;ailll.>r<len.  III,  '01 
Pull    IJb'y,  (Wand  Rapid*,   .Mich 

'at} 
Pub    IJb'y.  C.rrrn  Uny    Wis  ,  '06 
Pub    I  jb'y.  (irrrnrirlil    Mass  . '06 
Pub   IJb'y,   (Jrrrn.lii.n.,    N     C. 

'06 
Pub.  IJb'y,   Haverhill.  Mass  ,   06 
Pub.  Lib'y,  lloyt.  Sa«inaw.  Mkh., 

Pub.  IJb'y,  Jcney  Clly,  N  J,.  '97 


gil 


NA  TIONA  L  ED  UCA  TIONA  L  A  SSOCIA  TION 


Pub.  Lib'y,  Kalamazoo,  Mich.,  'oi 
Pub.  Lib'y,  Kansas  City,  Mo., '05 
Pub.  Lib'y,  Lawrence,  ISIass.,  '03 
Pub.  Lib'y,  Lexington,  Ky.,  '06 
Pub.  Lib'y,  Lincoln,  Neb.,  '06 
Pub.  Lib'y,  Los  Angeles,  Cal.,  '00 
Pub.  Lib'y,  Free,  Louisville,  Ky., 

'04 
Pub.  Lib'y,  Lynn,  Mass.,  '01 
Pub.  Lib'y,  Madison,  N.  J.,  '05 
Pub.  Lib'y,  Maiden,  Mass.,  '00 
Pub.  Lib'y,  Manchester,  England, 

'02 
Pub.   Lib'y,  Manchester,  Mass., 

'03 
Pub.  Lib'y,  McClelland,  Colo.,  '06 
Pub.  Lib'y,  Medford,  Mass.,  '06 
Pub.  Lib'y,  Milwaukee,  Wis.,  '98 
Pub.  Lib'y,  Missoula,  Mont.,  '06 
Pub.  Lib'y,  Montclair,  N.  J.,  '03 
Pub.  Lib'y,  Newark,  N.  J.,  '03 
Pub.  Lib'y,  New  Bedford,  Mass. 

'01 
Pub.  Lib'y,  Newburyport,  Mass. 

'03 
Pub.  Lib'y,  New  Haven,   Conn., 

'01 
Pub.  Lib'y,  New  York,  '99 
Pub.  Lib'y,  New  Rochelle,  N.  Y., 

'06 
Pi^b.  Lib'y,  North  Adams,  Mass., 

01 
Pub.  Lib'y,  Oak  Park,  111.,  '00 
Pub.  Lib'y,  Omaha,  Neb.,  '98 
Pub.  Lib'y,  Owatonna,  Minn.,  '02 
Pub.  Lib'y,  Pasadena,  Cal.,  '06 
Pub.  Lib'y,  Passaic,  N.  J.,  '03 
Pub.  Lib'y,  Peoria,  111.,    '01 
Pub.  Lib'y,  Philadelphia,  Pa.,  '97 
Pub.  Lib'y,  Plainfield,  N.  J.,  '04 
Pul).  Lib'y,  Portland,  Maine,  '06 
Pub.  Lib'y,  Providence,  R.  I.,  '04 
Pub.  Lib'y,  Rockford,  111.,  '99 
Pub.  Lib'y,  Sacramento,  Cal.,  '03 
Pub.  Lib'y,  St.  Joesph,  Mo.,  '00 
Pub.  Lib'y,  St.  Louis,  Mo.,  '00 
Pub.  Lib'y,  St.  Paul,  Minn.,  '01 
Pub.  Lib'y,  Salem,  Mass.,  '00 
Pub.  Lib'y,  SanFrancisco,Cal.,'97 
Pub.  Lib'y,  Scranton,  Pa.,  '99 
Pub.  Lib'y,  Seattle,  Wash.,  '01 
Pub.  Lib'y,  Sedalia.  Mo..  '06 
Pub.  Lib'y,  Somerville,  Mass..  '00 
Pub.  Lib'y,  Syracuse,  N.  Y.,  '98 
Pub.  Lib'y,  Taunton,  Mass.,  '02 
Pub,  Lib'y,  Toledo,  Ohio,  '05 
Pub.  Lib'y,  Topeka,  Kans.,  '00 
Pub.  Lib'y,  Trenton,  N.  J.,  '01 
Pub.  Lib'y,  WeUington,  N.  Z.,  '05 
Pul).  Lib'y,  Westford,  Mass.,  '06 
Pub.  Lib'y,  Wheeling,  W.  Va.,  '01 
Pub.  Lib'y,  Winona,  Minn.,  '03 
Pub.  Lib'y,  Worcester,  Mass.,  '98 
Pub.  Lib'y,   Yamaguchi,     Japan, 

'05 
Pub.  Sch.  Lib'y,  Baltimore,  Md., 

'05 
Pub.  Sch.  Lib'y,  Camden,  N.  J., 

Pub.    Sch.    Lib'y,    W.    Hobokea, 

X.  J.,  'o^ 
Pub.  Sch.  Colfax  Sub.  Dist.  Pitts- 
burgh, Pa.,  '06 
Pub.    Sch.,    Luckey,    Pittsburgh, 

Pa.,  '06 
Pub.  Sch.,  South  Orange  N.  J.,  '05 
Pub.  Sch.  Teachers  oj  Janesville 

Wis.,  '84 
Pul).  Sch's,  Bronx,  N.  Y.,  '03 
Pub.  Sch's,  Brooklyn,  N.  Y.   '03 
Pub.  Sch's,  Manhattan,  N.  Y.,'03 
Pub.  Sch's,  Queens,  N.  Y.,  '03 
Pub.  Sch's,  Richmond,  N.  Y.,  'o^ 
Pub.  Sch.,  Sub.  Dist.  Phila.,  Pa., 

'06 
Pub.  Sch.,  Homewood  Sub.  Di.st., 

Pittsburgh,  Pa.,  '06 
Pugh,  Jas.  H.,  111.,  '98 


Pulsifer,  Wm.  E.,  N.  Y.,  '99 
Purer,  Mary  I.,  111.,  '96 
Purington,  Daniel  B.,  W.  Va.,  '03 
Purington,  Geo.  C,  Maine,  '03 
Putnam,  Mrs.  Ahce  H.,  111.,  '93 
Putnam,  G.  P.,  Texas,  '04 
Putnam,  Richard  R.,  Mich.,  '01 
Putt,  Wilson  A.,  Ohio,  '04 
Pye,  Charles  F.,  Iowa,  '04 
Quackenbush,  Louise  S.,  111.,  '05 
Quaintance,  H.  W.,  Wyo.,  '05 
Queens  Borough  Lib'y,  N.  Y.,  '01 
Quigley,  John  F.,  N.  Y.,  '03 
Quinn,  Arthur  H.,  Pa.,  '06 
Quinn,  Honor  E.,  N.  Y.,  '03 
Quinn,  John  B.,  Mo.,  '04 
Quinn,  Mary  E.,  N.  Y.,  '03 
Quinn,  Matthew  D.,  N.  Y.,  '05 
Rabe,  John  H.,  Mo.,  '04 
Rabenort,  Wm.  L.,  N.  Y.,  '05 
Radchffe  College,  Mass.,  '05 
Rader,  Lloyd,  N.  Dak.,  '05 
Rafter,  Augustine  L.,  Mass.,  '04 
Raines,  S.  E.,  111.,  '01 
Rail,  Edward  E.,  Texas,  '03 
Ramer,  M.  M.,  S.  Dak.,  '93 
Ramsey,  Geo.  J.,  Ky.,  '89 
Randall,  Frances  E.,  N.  Y.,  '04 
Randall,  J.  E.,  Ohio,  '98 
Randle,  Gilbert  P.,  111.,  '02 
Randolph,  Esle  F.,  N.  Y.,  '05 
Ranger,  W.  E.,  R.  I.,  '99 
Rankin,  A.  W.,  Minn.,  '93 
Rapp,  Christian  F.,  Ohio,  '99 
Rapp,  Eli  M.,  Pa.,  '97 
Raschig,  H.  H.,  Ohio,  '93 
Rathmann,  C.  G.,  Mo.,  '01 
Ravenhill,  Alice,  England,  '01 
Rawlings,  Wm.  S.,  Utah,  '05 
Rawlins,  David  B.,  111.,  '04 
Rawson,  E.  B.,  N.  Y.,  '99 
Ray,  E.  Ruskin,  Ind.,  '05 
Ray,  Robert  M.,  Fla.,  '04 
Ray,  S.  Stella.  Ohio,  '05 
Rayman,  R.  E.,  Ohio,  '95 
Raymond,  A.  V.  V.,  N.  Y.,  '95 
Rector,  Lizzie  E.,  N.  Y.,  '05 
Redfearn,  Grace  H.,  Pa.,  '05 
Redfield,  Henry  A.,  Ohio,  '05 
Redman,  'Elmer  S.,  N.  Y.,  '00 
Redway,  J.  W.,  N.  Y.,  '00 
Reed,  A.  A.,  Nebr.,  '95 
Reed,  Geo.  H.,  N.  J.,  '05 
Reed,  Grace,  111.,  '02 
Reeder,  Rudolph  R.,  N.  Y.,  '05 
Reeder,  W.  C,  Ohio,  '98 
Reel,  Estelle,  Wyo.,  '94 
Reese,  W.  S.,  Kans.,  '06 
Reeves,  C.  F.,  Wash.   '96 
Regan,  Margaret  A.,  N.  Y.,  '05 
Regenstein,  Ellsworth,  Ky.,  '06 
Reid,  Geo.  W.,  La.,  '06 
Reigart,  J.  F.,  N.  Y.,  '99 
Reiley,  Cynthia  E.,  Mont.,  '95 
Reilly,  F.  J.,  N.  Y.,  '05 
Reilly,  Susan  A.,  N.  J.,  '05 
Reinhart,  J.  Albert,  N.  J.,  '94 
Remson,  Ira,  Md.,  '03 
Rennie,  Robert  H.,  111.,  '97 
Replogle.  S.  H.,  Pa.,  '06 
Rcppetto,  Mary,  W.  Va.,  '07 
Requa,  Ella  Lee,  N.  Y.,  '04 
Requa,  Emma  M.,  N.  Y.,  '04 
Requa,  M.  Augusta,  N.  Y.,  '99 
Ressler,  Edwin  D.,  Oregon,  '92 
Revelcy,  Ellen  G.,  N.  Y.,  '91 
Reynolds,  Alice  E.,  Conn.,  '03 
Reynolds,  Frank  E.,  Ohio,  '06 
Reynolds,  J.  H.,  Ark.,  '97 
Rhoades,  F.  W.,  Wash.,  '03 
Rhoads,  McHenry,  Ky.,  '91 
Rhode  Island  Coll.  of  A.  and  M. 

Arts,  '03 
Rhode  Island  Nor.  Sch.,  '97 
Rhodes,  J.  M.,  Kans.,  '06 
Rice,  Charles  I.,  Mass.,  '05 
Rice,  Emilv  A.,  N.  J.,  '92 
Rice,  Gratia  L.,  N.  Y.,  '89 


Rice,  J.  M.,  N.  Y.,  '95 
Rice,  Olin  R.,  Md.,  '05 
Rice,  Wm.  N.,  Conn.,  '99 
Rich,  Wm.  E.  C,  Mass.,  '03 
Richards,  A.  W.,  N.  Y.,  '02 
Richards,  C.  O.,  N.  Y.,  '02 
Richards,  C.  R.,  N.  Y.,  '98 
Richards,  Mrs.  E.  H.,  Mass.,  '98 
Richards,  Mrs.  L.  A.,  Nebr.,  '01 
Richardson,  B.  C,  111.,  '04 
Richardson,  Bertram  C,  Mass., '01 
Richardson,  Ira,  Mo.,  '04 
Richeson,  John,  Mo.,  '97 
Richman,  Juha,  N.  Y.,  '05 
Richmond,  Sarah  E.,  Md.,  '76 
Ricker,  Maurice,  Iowa,  '06 
Rickert,  E.  L.,  Iowa,  '06 
Riddell,  Wm.  O.,  Iowa,  '05 
Riggs,  John  F.,  Iowa,  '04 
Kiley  Co.  Ed.  Asso.,  Kans.,  '86 
Riley,  Mrs.  M.  E.,  Mo.,  '90 
Ring,  Orvis,  Nev.,  '04 
Ripley,  Mrs.|Ellor  Carlisle,  Mass., 

'00 
Ripley,  Fred  H.,  Mass.,  '03 
Ripon  College,  Wis.,  '02 
Risdon,  Sumner,  Kans.,  '03 
Riste,  Ernest,  Wash.,  '99 
Riste,  W.  G.,  Kans.,  '95 
Ritchie,  Rowland  H.,  Kans.,  '06 
Ritter,  AUce  E.  B.,  N.  Y.,  '05 
Ritter,  Lavinia,  111.,  '03 
Ritter,  Matilda  A.,  111.,  '03 
Rixstine,  Mrs.  Amanda,  Pa.,  '05 
Roach,  T.  W.,  Kans.,  '86 
Robl),  Eleanora,  Md.,  '03 
Robb,  J.  Irvin,  Pa.,  '01 
Robbins,  Carolyn  M.,  Minn.,  '02 
Robbins,  Fred  W.,  Pa.,  '05 
Robert  College,  Turkey,  '03 
Robert,  Jas.  A.,  Ohio,  '82 
Roberts,  Chas.  C,  N.  Y.,  '05 
Roberts,  Dimon  H.,  Mich.,  '98 
Roberts,  Edw.  D.,  Ohio,  '00 
Roberts,  Flora,  Ind.,  '96 
Roberts,  G.  J.,  Wis.,  '06 
Roberts,  Geo.  L.,  Ind.,  '01 
Roberts,  Hester  A.,  N.  Y.,  '94 
Roberts,  John  S.,  N.  Y.,  '05 
Roberts,  L.  D.,  Wis.,  '97 
Roberts,  T.  L.,  N.  Y.,  '03 
Roberts,  Wm.  E.,  Ohio,  '98 
Robertson,  Edw.  P.,  N.  Dak., '06 
Robertson,  S.  W.,  N.  H.,  '03 
Robeson,  L.  B.,  Ga.,  '03 
Robey,  Ellsworth.,  Ind.,  '03 
Robinson,  Albert,  Mass.,  '03 
Robinson,  Bettie  M.,  Ky.,  '06 
Robinson,  E.  V.,  Minn.,  '02 
Robinson,  Ida  E.,  N.  J.,  '05 
Robinson,  Lucy,  W.  'Va.,  '96 
Robinson,  Margaret  M.,  Md.,  '05 
Rol)inson,    Mrs.  Mary   E.,  Mo., 

'04 
Robinson,  Oscar  D.,  N.  Y.,  '92 
Robinson,  S.  S.,  Ky.,  '05 
Robinson,  W.  S.,  Ohio,  '95 
Robson,  Mary,  III.,  '02 
Rocheleau,  W.  F.,  111.,  '96 
Rochester  Athenaeum  and  Mech. 

Inst.,  N.  Y.,  '06 
Rockford  Coll.,  111.,  '04 
Rockwell,  John  C,  N.  Y.,  '03 
Rockwood,  Geo.  H.,  111.,  '00 
Rockwood,  M.  L.,  N.  Y.,  '05 
Rodney,  Anna  E.,  N.  Y.,  '05 
Rogers,  A.  C,  Minn.,  '99 
Rogers,  Anna  E.,  111.,  '02 
Rogers,  Dora  B.,  W.  Va.,  '96 
Rogers,  Howard  J.,  N.  Y.,  '96 
Rogers,  Jennie  E.,  Mass.,  '03  - 
Rogers,  J.  J.,  Ohio,  '05 
Rogers,  Josephine  E.,  N.  Y.,  '93 
Rogers,  Sarah  L.,  Ky.,  '04 
Rogers,  Rovillus  R.,  N.  Y.,  '95 
Roller,  F.  J.,  Ohio,  '98 
Rollins,  Frank,  N.  Y.,  '05 
Romig,  Chas.  F. ,  Utah,  '06 


INDEX   TO  LIFE  AND  ACTIVE  MEMBERS 


919 


Romig,  Eufcnr  E..  Wash..  "06 
Roo/t,  C.  T.,  Cal..  -86 
Roop,  H.  U.,  Pa..  '04 
Rous,  IViCT,  Mass.,  '03 
RcxH,  Chas.  C,  Mich.,  '01 
Rose,  Gfo.  £.,  K.nns.,  "86 
Rost,  Wickliffe,  Tcnn  ,  "oi 
Riisicr.  Joseph.  \V.  \a..  '05 
R-iss.  Prte  \V.,  Cal.,  "og 
R..ssclfr,  E.  C.  111.,  "oo 
R'>lh.  .\niia  C.  Ky..  'gy 
R.nhc,  Ella  A..  Dhio.  '00 
Rothcmel.  A.  C,  Pa..  '03 
Rothcmcl,  Florence,  Pa.,  '03 
Rouse,  Eilwin  I-.,  Nclir.,  'os 
Row,  R.  K.,  111.,  'oo 
Rowan.  Gcnnidc  N..  Nebr..  '06 
Rowe.  r.  K.,  Ga.,  '03 
Ro»e,  H.  M..  Md.,  '96 
Rowe.  Siu.irt  H..  N.  Y..  '98 
Rowe.  Wallace  G.,  Mo.,  '04 
Rowe.  W.  .S..  Ohio,  '„<i 
Rowell.  Anhur  B..  111..  '06 
Rowcll.  Geo.  (■  ,  N.  Y..  "os 
Rowland.  J.  H.,  Ohio,  "96 
Roy,  .\nnic  L.,  N.  Y.,  '05 
Roy.  Victor  L..  La.,  '05 
Rudd.  Channing,  D.  C,  '04 
Rudolf.  Ida.  Ky.,  '06 
Ructcnik,  Gustavc  A.,  Ohio,  '05 
RuRK,  C}eorKe,  Mass..  '03 
Rumold,  C.  F..  Ky.,  '06 
Runqucst.  Amanda  H..  Ariz..  '05 
Runyon.  Laura  L.,  Mo..  '01 
Ru.sk,  Rel^-cca,  .N.  Y..  '05 
Russell.  E.  H.,  Va.,  'o^ 
Rassell,  I.  IL.  Pa..  '03 
Russell.  J.VS.  E..  .\.  Y..  'o^ 
Russell.  .Mao-  E..  Ind.  T..  "04 
Russell.  V.  M..  Wis..  '03 
Ruvsell,  Waller  E.,  .Maine,  '01 
Rust,  .Annie  C,  .Mass.,    03 
Rutherford.  W.  L.,  Pa.,  'oit 
Ruthrauff.  Wm.  M..  An/..,  '06 
Rulledge  S<h.,  Phila..  Pa..  '05 
Rutt,  A.  RetsI,  Pa..  Vi 


Ry.in.  lohn  "     ' 
Ryan.  Jos- 
Ryan.  Nl    I 


Ryan,  I  li. 
Ryan,  W.  C,  .Mom..  'oJ 
Rvncarwin.  h>lw.ird.  Pa.,  'oj 
"      ••    '■    Nf  .  N.  v..    'g6 

■r4  .S.,   Mass.,  'oi 
'ft  R..  Ill  .  '84 
.   ....   i.,.<n  C  ,  Wis.,  'if$ 
.S.-ii.in,  Henry.  Iowa,  'Kg 
S.«(h^,  Julius.  N.  Y..  '03 
.Satkclt.  Ad-la  P..  N'.  Y  .  '0$ 
Sacraroenlo  Free  Pub.  I  Jl/y.  Cal. 

•---    *    M  .  Wis,.  'aH 

'-Mh.  .v.  v.,  '06 
r  M  .  V   J.  -0$ 

in.  '  '<^(.  Srh«..  Pills 

I.' 
.Si.  <                         "I    '04 
Si.  <  I 

Si.  t  "oj 

.Si.  1-...     .; -•■y  A-'" 

.Mo..  '01  ' 

Si.  lyjui*  Pub.  IJ»>'».  Mn.  '. 

Si.  I ''■■••      '>«■■     •'  ■ 

.Si.  I- 
.Si.  ■ 


Sand  wick,  R.  L..  III..  "06 
S.tnford,  Fernando.  Cal.,  'qj 
Sanforil,  Henry  R.,  N.  Y.,  'os 
S,intcer,  C.  AuKusL-i.  .\.  V..  '05 
Sanor.  S.  D.,  Ohio,  "93 
SarRent.  Dudley  .\.,  Nla.s.s..  'g6 
Siiundrrs,  C.  E.,  Miss..  '05 
Saunilers,  Sara  .\.,  N.  Y.,  '96 
S.ivii/.,  j.  ]..  .S.  J.,  'oo 
Sau'hUl,  Thos.  A.,  Kan-..  "86 
Sawyer.  C.  L..  Minn..  '97 
Sawyer,  Ix-Roy  R.,  .Mas.-..  '04 
Sawyer,  Nettie  .\..  Wa.sh..  '04 
S.iyward,  S.  Janet.  Pa.,  '05 
SchaetTer.  .Vathan  C.  Pa".  '87 
Schatler.  .Anna  E.,  Wis.,  '04 
Scarlrii.  Andrew,  .\'.  J.,  'o^ 
Schaurtler    Alfre.1  T..  \.  Y..  'gs 
Schellenjser,  C.  1..  S.  D.ik..  'oi 
Stherrr.  J.inu-s  .\.  U.,  S.  C,  '04 
SchitT.  Hannah.  111.,  "oj 
Schiller,  J.  I).,  .Mith..  '96 
Sthmrrkrr,  Charlotte  S  .  Pa..  '05 
Schmi.it,  F.  A..  .\.  Y.,  '96 
Schmidt.  Hans  W.,  Minn.,  'oa 
Schmidt.  loh.inna,  Mo.,  '04 
Schmitr..  HuUcrt  J..  N.  Y..  '04 
Schmucker,  S.  C,  Pa.,  '92 
Sihneiilcr,  Henry  G..  .\.  Y.,  '95 
S<hneidcr,  Kale,  Mn.,  '04 
S*hot)inKcr,  J.   I.,  111..  '99 
SchofifU,  Martha.  S.  C,  '91 
Siholiield.  Hessic  .M..  R.  I..  '96 
S<  h.^ll.  J.weph  11..  Ind.,  '05 
Sih.  of  .Aifri.,  I'niv.  of  Minn.,  'oj 
Sch.  of  Ed..  L'niv.  of  Chicago.  III.. 

'00 
Sch.  No.  3,  lemev  City.  N.  J.,  'oj 
Sth.  .No.  »f  P.    1)..    Jersey    City. 

N.  J..  "OS 
Sch.  of  Ped..  N.  Y.  Univ..  N.  Y., 

'99 
Schreil>er.  Mae  E.,  N.  Y.,  '96 
Sihultitr,  Arthur,  N.  Y.,  '05 
Schuiz,  C.  G.,  Minn.,  'oj 
Sihurman,  J.  G.,  N.  Y..  '96 
<■  'vr'/,  Orr.  .Mi.h..  'o<; 
.  r,  O.  J  .  \Vi^  ,  '04 
.   ."■,  .Idf.m.  Kans.,  *8<i 
'    '     H.  N.J,  -94 
..  .Mo.  '01 
Mau.l.  F1.1  .  '04 
I  ■  Im,  .Mo  .  "04 
le  E..  Miih..  '03 
,ry.  N.  C.  'gg 
.■^^  ...    I     1    C.  .N.  Y..  06 
StiKi,  Ivlith  A.,  N.  Y..  'gg 
S<oii.  E    H  .  Ill  .  'g< 


Seeley,  Levi.  N.  J.,  '90 
Seerley.  H.  H.,  Iowa,  '89 
SeRi-rMom.  Wilhclm,  .N.  H..  '03 
SeKuin,  .Mrs.  Elsie  .M..  .\.  J.,  '05 
Seifirt,  .Miss  J.  E.  A..  HI..  "03 
SeiKhm.in.  R.  B..  Mich.,  '05 
Sellew.  Eilward  H.,  Conn.,  '03 
Seltwr,  Livingston,  Pa.,  '06 
Solvit?,  C.  G.,  .Minn.,  'oj 
Sc-ntjer.  Harry  I...  Ohio.  '01 
Senler.  H.  .\..  Nolir.,  '03 
Sensenini;.  David  .M..  Pa.,  '06 
S<-vrrs,  .Mary  E.,  Pa..  '0% 
Sexton,  E.  K.,  ."S'.  J.,  '97 
Sexton,  .Mamie,   Texas,  '05 
Seymour.  \.  H.,  S.  D.ok.,  'oj 
Seymour,  1-".  Grace,  N.  Y.,  '04 
Shafcr,  Harry  .M.,  Wa.sh..  '01 
Sharkev.  J.  P..  Ohio.  '00 
Sharp,  Clara  E..  N.  J..  '05 
Sharpe,  John  C.  N.  J.,  'os 
Shaver,  Chas.  A..  N.  Y..  '00 
Shaw  University  N.  C.  '03 
Shaw.  .\.  I...  .Mich..  '97 
Shaw.  J.  C,  W.  \'a..  '03 
Shaw,  KoUert  C.  Pa.   '06 
Shaw,  Samufl,  Wis..  '84 
Shti\istn,  J.  .\.    Ohio,  '94 
Shawcn,  Ernest,  Va.,  '03 
.Shear.  S.  R.,  \.  Y..  '95 
Shearer,  W.  J  ,   N.  J.,  'gs 
Shc.inr,  W.  S..  III.,  'g7 
Sheats.  W.  N..  Fla..  '93 
She.ld.  Ephraim  C.  N.  Y..  '( 
ShiH-h.m,  l.ul.i  v..  .N.  Y.,  'os 
Shelley,  Kale,  Mont  ,  '01 
Shelton,   Chas.   V...  Iowa,   '00 
Shellon,  F.  .M.,  Pa.'gg 
Shepird.  K.  I.,  ^^lvs.,  '00 
Shep.ird.  Irwin,  .Minn..  '83 
Shepherrl,  F.  S.,  N.  J..  '03 
Shepfurd,  James  I.,  N.  Y..  '01 
Shep|)e.  R.  H..  Va  .  '04 
Sheriil.m.  Bernarcl  M..  M.is.s..  0$ 
Sherman,  Allton  H.,  .N.  J..  '06 
Sherman.  Chas.   .M..   \\a>h..   'oi 
Shcriii.in,  Elmer  C.,  N.  J..  '0% 
Sherman,  EuKene  B..  Nebr.,  '05 
Sherruk.  I.  R  .  Wis.,  'oj 
Shrrwrll.  (iiiillrrmo  .V  ,  .Mex.,  '05 
Sherw.HKl.  Mrs.  J.  C,  Cal..  'gg 
Shields  Emily  J.,  Pa..  '03 
Shiels.  AILert.  N.  Y  .  'oi 
Shiiiley,  .Anna  B  ,  Ohio.  *<>$ 
Shimrr,  E    l»  .  N    Y.,  'os 
Shimp.  T   W..  Ohio,  'oft 
Shinni(k.  M.  Isal>elle.  .Mo..  '04 
Sliires.  M.irv,  .N    V  .  'os 
'-'■■•t     I  livid  F,  Kans.  'gs 

■  Vrr,  W.  .\  ,  .Minn  ,  'gs 
I  >hn  I)  ,   III  .  '00 
\'-    II    B.  Cal.  'gg 
N    V  ,  'o, 
'  ite  M . ,  M  ii  h  ,  'o  I 

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111 .  •« J 

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..    II  .  r*.  -93 
\V.  Nrl.f  .  '97 

.Sm    II  .  Iml  .  'oj 

•Sunderwrfi.   Ie««ie.  Mo  .  '04 
Sandisnn,  Howard.  Ind  .  'g6 


■06  Sr  ■     '     \        \^     I  J, 

>      1   .    .Ma:^      'gg  S4m<..-i^m.   U     B    l>  .   M<>  .  'oo 

'h  K.,  Pa..  'oA  Simimm,  Eunicr  J  .  Maw.,  'oj 


g20 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Simpson,  Shadrach,  Md.,   '04 
Simpson,  Stephen  G.,  Pa.,   '03 
Sims,  Frederic  L.,  111.,  '04 
Sims,  J.  F.,  Wis,,  '97 
Sinclair,  S.  B.,  Can.,  '91 
Singer,  Edgar  A.,  Pa., '80 
Sisson,  E.  O.,  Wash.,  '06 
Sites,  C.  M.  Lacy,  China,  '02 
Skaggs,  Wm.  L.,  Ark.,  '04 
Skitf,  Frederick  J.  V.,  111.,  '04 
Skinner,  Clias.  R.,  N.  Y.,  '90 
Skinner,  Ehzabeth,  Colo.,  '99 
Slack,  H.  W.,  Minn.,  '97 
Slack,  Jennie  E.,  111.,  '03 
Slagle,  Robt.  L.,  S.  Dak.,  '06 
Slater,  Charles  H.,  Mo.,  '04 
Slater,  Ida  M.,  Pa.,  '06 
Slater,  Margaret  K.,  Mo.,  '04 
Slaton,  W.  F.,  Ga.,  '97 
Slaton,  W.  M.,  Ga.,  '94 
Slauson,  H.  M.,  Mich.,  '94 
Slawson,  Samuel  J.,  N.  Y.,  '03 
Sledd,  Andrew,  Fla.,  '04 
Sluss,  Elmer  E.,  Kans.,  '06 
Sluss,  Homer  O.,  Ky.,  '05 
Small,  Horace  C,  Mo.,  '03 
Small,  Maurice  H.,  Wis.,  '03 
Small,  Robert  O.,  Mass.,  '03 
Small,  Walter  H.,  R.  I.,  '02 
Smallev,  D.  H.,  111.,  '99 
Smallwood,  Mabel  E.,  111.,  '96 
Smart,  Frank  L. ,  Iowa,  '06 
Smedley,  Eva  A.,  111.,  '97 
Smiley,  Emory  E.,  Colo.,  '05 
Smiley,  Wm.  H.,  Colo.,  '92 
Smith  College,  Mass.,  '98 
Smith,  A.  F.,  Mo.,  '05 
Smith,  A.  G.  C,  Pa.,  '03 
Smith,  Alexander,  111.,  '99 
Smith,  Anna  T.,  D.  C.,  '95 
Smith,  Arthur  F.,  Md.,  '03 
Smith,  A.  Thos.,  Pa.,  '93 
Smith,  C.  Alphonso,  N.  C,  '05 
Smith,  Chas.  A.,  Minn.,  '02 
Smith,  Charles  H.,  111.,  '05 
Smith,  Mrs.  Con.stance  B.,  111.,  '05 
Smith,  C.  v..  Pa.,  '03 
Smith,  D.  E.,  N.  Y.,  '01 
Smith,  Edward    E.,  111.,  '96 
Smith,  Edward  S.,  111.,  '01 
Smith,  Edwin  R.,  111.,  '97 
Smith,  Euler  B.,  Ga.,  '87 
Smith,  F.  P.,  Kans.,  '97 
Smith,  Geo.,  A.,  N.  Y.,  '04 
Smith,  Geo.  M.,  S.  Dak.,  '95 
Smith,  Geo.  W.,  Colo.,  '04 
Smith,  Gerard  T.,  111.,  '04 
Smith,  Guy  D.,  Mich.,  '04 
Smith,  Henry  B.,  Colo.,  '99 
Smith,  Herbert  A.,  D.  C,  '05 
Smith,  H.  J.,  N.  Y.,  '95 
Smith,  H.  Lester,  Ind.,  '02 
Smith,  I.  J.,  Mo.,  '04 
Smith,  J.  Angelina,  Mass.,  '03 
Smith,  J.  B.,  Pa.,  '03 
Smith,  J.  F.,  Ohio,  '98 
Smith,  Jesse  L.,  111.,  '00 
Smith,  Jos.  R.,  Pa.,  '99    ■ 
Smith,  Mrs.  Martha,  N.  Y.,  '05 
Smith,  Maude,  N.  Y.,  '05 
Smith,  M.  B.,  Mass.,  '99 
Smith,  M.  Kate,  N.  Y.,  '05 
Smith,  Payson,  Maine,  '06 
Smith,  Robt.  M.,  111.,  '02 
■Smith,  Samuel  McK.,  N.  Y.,  '05 
Smith,  Sidney  F.,  Mass.,  '95 
Smith,  Spencer  R.,  111.,  '03 
Smith,  Miss  Theo.  L.,  Mass.,  '04 
Smith,  Wayne  P.,  Cal.,  '05 
Smith,  W.  'C,  Minn.,  '02 
Smith,  Wm.  A.,  N.  Y.,  '03 
Smith,  Wm.  C,  Ind.,  '00 
Smith,  Wm.  H.,  N.  J.,  '03 
Smith,  Wm   Z.,  Okla.,  '06 
Smith,  Z.  M.,  111.,  '05 
Smyser,  Selden  F.,  Minn.,  '02 
Sneath,  E.  Hershey,  Conn.,  '03 
Snedden,  D.  S.,  N.  Y.,  '99 


Snow,  Bonnie  E.,  N.  Y.,  '96 
Snow,  B.  P.,  Maine,  '03 
Snow,  Francis  H.,  Kans.,  '93 
Snow,  Louis  F.,  N.  J.,  '03 
Snow,  Marshall  S.,  Mo.,  '04 
Snow,  Mary  S.,  N.  Y.,  '98 
Snyder,  Henry  ,N.  J.,  '94 
Snyder,  Jessie  M.,  Ga.,  '97 
Snyder,  J.  H.,  Ohio,  '96 
Snyder,  J.  L.,  Mich.,  '89 
Snyder,  W.  H.,  Maine,  '01 
Snyder,  Z.  X.,  Colo.,  '87 
Snyder,  Mrs.  Z.  X.,  Colo.,  '96 
Soldan,  F.  Louis,  Mo.,  '77 
SoUitt,  Alice  E.,  111.,  '93 
Somerville  Pub.  Lib.,  Mass.,  '00 
Sommer,  Frank  H.,  N.  J.,  '05 
Soper,  Laura  J.,  Mich.,  '01 
Soul^,  Geo.,  La.,  '92 
Soule,  O.  M.,  Ohio,  '01 
South  Carolina  College,  '02 
S.  Dak.  Agri.  College,  '99 
So.  111.  Nor.  University,  '99 
Southern  University,  Ala.,  '06 
South  Orange  Pub.  Sch.,  N.  J., 

'05 
Southern   Oregon  St.  Nor.  Sch., 

'06 
Southwest  Texas  St.  Nor.  Sch.,  '04 
Southwick,  H.  H.,  N.  Y.,  '02 
Southwick,  Mrs.  S.  F..  Okla.,  '05 
Southworth,  E.,  Mass.,  '03 
Southworth,  G.  A.,  Mass.,  '03 
Spaid,  Arthur  R.,  Del.,  '03 
Spain,  Chas.  L.,  Mich.,  '01 
Spalding,  J.  Lancaster,  111.,  '02 
Spangler,  H.  T.,  Pa.,  '94 
Sparks,  J.  R.,  111.,  '02 
Sparlin,  Ezra  M.,  Pa.,  igS 
Spaulding,  F.  E.,  Mass.,  '96 
Spaulding,  Randall,  N.  J.,  '92 
Spayd,  H.  H.,  Pa.,  '92 
Spearing,  Jessie,  La.,  '03 
Speer,  W.  W.,  111.,  '96 
Spence,  Ellen,  Canada,  '05 
Spencer,  Enos,  Ky.,  '03 
Spencer,  Pauline  W.,  Pa.,  '93 
Spencer,  Robt.  C,  Wis.  ■  '84 
Spencer,  Thos.  E.  Mo.,  04 
Spero,  Mrs.  Anna  K.,  Cal.,  '77 
Spicer,  Robert,  Pa.,  '05 
Spiegle,  Grace  E.,  Pa.,  '99 
Spindler,  J.  W.,  Kans.,  '99 
Spohrer,  Frank  O.,  Mo.,  '04 
Spotts,  Harris  A.,  Pa.,  '03 
Sprague,  H.  B.,  Mass.,  '03 
Spray,  H.  W.,  N.  C,  '03 
Springer,  Durand  W.,  Mich.,  '94 
Sputh,  Carl  B.,  Ind.,  '06 
Squire,  Mary  V.,  N.  Y.,  '96 
Stableton,  J.  K.,  111., '00 
Stacey,  B.  F.,  Cal.,  '04 
Staley,  Laura  B.,  Pa.,  '05 
Stalker,  Francis  M.,  Ind.,  '01 
Standinger,  Louisa,  N.  J.,  '05 
Stanley,  Edmund,  Kans.,  '86 
Stannard,  H.  J.,  Vt.,  '03 
Stannard,  Mrs.  M.  J.,  Mass.,  '03 
Stanton,  B.  J.,  N.  Y.,  '03 
Staples,  Helen  F.,  Minn. ,'96 
Staples,  Leroy  G.,  R.  I.,  '03 
Starbuck,  Edwin  D.,  Iowa,  '99 
Stark,  Eliza  A.,  Mo.,  '04 
Stark,  Joshua,  Wis.,  '84 
Stark,  Wm.  E.,  N.  Y.,  '03 
Starkey,  F.  H.,  Pa.,  '05 
State  Agri.  College,  Kans.,  '97 
St.  Bd.  of  Education,  Mont.,  '02 
St.  Coll.  of  A.&  M.  Arts,  N.  C,  '04 
St.  Coll.  of  Washington,  '01; 
St.  F.  N.  Sch.,  Farmville,  Va.,  '99 
St.  Historical  Society,  Wis.,  '84 
State  Library,  Cal.,  '99 
State  Library,  Mass.,  '98 
State  Library,  Mich.,  '02 
State  Library,  New  Jersey,  '01 
State  Library,  N.  Y.,  '93 
State  IJbrary,  Ohio,  '01 


State  Library,  Pa.,  '01 
State  Library,  Wash.,  '06 
State  Nor.  College,  Ala.,  '01 
State  Nor.  College,  Mich.,  '00 
St.  Nor.  &  Ind.  Coll.,  N.  C,  '98 
St.  N.  Sch.,  Ashland,  Oregon,  '06 
St.  N.  Sch.,  Bellingham,  VVa.sh.,'oo 
St.  N.  Sch.,  Bloomsburg,  Pa.,  '06 
St.  N.  Sch.,  Brockport,  N.  Y.,  '00 
St.  N.  Sch.,  California,  Pa.,  '99 
St.  N.     Sch.,    Cape     Girardeau, 

Mo.,  '06 
St.  N.  Sch.,  Cedar  Falls,  la.,  '97 
St.  N.  Sch.,  Charieston,  111.,  '99 
St.  N.  Sch.,  Cheney,  Wash.,  '02 
St.  N.  Sch.,  Chico,  Cal.,  '97 
St.  N.  Sch.,  Cortland,  N.  Y.,  '02 
St.  N.  Sch.,  De  Kalb,  111.,  '99 
St.  N.  Sch.,  Duluth,  Minn.,  '06 
St.  N.  Sch.,  Edinboro,  Pa.,  '06 
St.  N.  Sch.,  Ellensburg,  Wash.,  '97 
St.  N.  Sch.,  Emporia,  Kans.,  '05 
St.  N.  Sch.,  Farmville,  Va.,  '99 
St.  N.  Sch.,  Fitchburg,  Mass.,  '98 
St.  N.  Sch.,  Flagstaff,  Ariz.,  '01 
St.  N.  Sch.,  Geneseo,  N.  Y.,  '06 
St.  N.  Sch.,  Greeley,  Colo.,  '97 
St.  N.  Sch.,  Hays,  Kans.,  '05 
St.  N.  Sch.,  Indiana,  Pa.,  '99 
St.  N.  Sch.,  Jacksonville,  .Ma.,  '00 
St.  N.  .Sch.,  Lewiston,  Idaho,  '06 
St.  N.  Sch.,  Lockhaven,  Pa.,  '06 
St.  N.  Sch.,  Los  Angeles,  Cal.,  '97 
St.  N.  Sch.,  Macomb,  111.,  '02 
St.  N.  Sch.,  Mankato,  Minn.,  '99 
St.  N.  Sch.,  Mansfield,  Pa.,  '97 
St.  N.  Sch.,  Marquette,  Mich.,  '99 
St.  N.  Sch..  Mavville,  N.  Dak.,  '00 
St.  N.  Sch.,  Millersville,  Pa.,  '97 
St.  N.  Sch.,  Monmouth,  Oregon, 

'01 
St.  N.  Sch.,  Moorhead,  Minn.,  '97 
St.  N.  Sch.,  Mt.  Pleasant,  Mich., 

'02 
St.  N.  Sch.,  Natchitoches,  La.,  '06 
St.  N.  Sch.,  New  Paltz,  N.  Y.,  '99 
St.  N.  Sch.,  Oneonta,  N.  Y.,'03 
St.  N.  Sch.,  Oshkosh,  Wis.,  '98 
St.  N.  Sch.,  Oswego,  N.  Y.,  '00 
St.  N.  Sch.,  Peru,  Nebr.,  '02 
St.  N.  Sch.,  Plaltville,  Wis.,  '84 
St.  N.  Sch.,  Plattsburgh,  N.  Y., 

'02 
St.  N.  Sch.,  Plymouth,  N.  H.,  '03 
St.  N.  Sch.,  Providence,  R.  I.,  '97 
St  N.  Sch.,  River  Falls,  Wis.,  '06 
St.  N.  Sch.,  Salem,  Mass.,  '00 
St.  N.  Sch.,  St.  Cloud,  Minn.,  '97 
St.  N.  Sch.,  San  Diego,  Cal.,  '02 
St.  N.  Sch.,  San  Jose,  Cal., '98 
St.  N.  Sch.,  Shippensberg.  Pa.,  '06 
St.  N.  Sch.,  Southwest,  Texas,   04 
St.  N.  Sch.,  Superior,  Wis.,  '00 
St.  N.  Sch.,  Tempe,  Ariz.,  '01 
St.  N.  Sch.,  Tcrre  Haute,  Ind.,  '97 
St.  N.  Sch.,  Trenton,  N.  J.,  '97 
.St.  N.  Sch.,  Valley  City,  N.  Dak., 

'02 
St.  N.  Sch.,  Warrensburg,  Mo., '05 
St.  N.  Sch.,  West  Chester,  Pa.,  '06 
St.  N.  Sch.,  Western,  Mich.,  '05 
St.  N.  Sch.,  Westfield,  Mass.,  '97 
St.  N.  Sch.,W.  Liberty,  W.  \'a.,'oo 
St.  N.  Sch.,  Whitewater,  Wis.,  '98 
St.  N.  Sch.,  Winona,  Minn.,  '97 
St.  N.  Univ.,  Carbondale,  111. ,'99 
St.  N.  Univ.,  Normal,  111.,  '98 
State  Department  of  Education, 

Tex.,  '06 
St.  Teachers''  Assoc,  of  III.,  '90 
St.  University,  Iowa,  '97 
St.  University,  N.  Dak., '99 
St.  Univ.,  Lib'y,  Ohio,  '97 
Stauff,  John  H.,  Wis.,  '05 
Stauffer,  Amos  F.,  N.  J.,  '05 
Stearns,  J.  W.,  Cal.,  '84 
Stearns,  Wallace  N.,  N.  Dak.,  03 
Stecher,  Wm.  A.,  Ind.,  '04 


IXDEX   TO  LIFE  AND  ACTIVE  MEMBERS 


921 


Steele.  \Vm.  L.,  111.,  'oo 
Steele.  Wm.  S..  Pa..  '05 
Steelman.  D.  T.,  N.  1..  '05 
Steclmaji.  Ella  H..  N   J  .  '05 
Slccnis  John  \V..  Wis..  '04 
Stehm.in,  J.  H.,  III..  ^7 
Sicin.  Francis  J..  Pa.,  'oj 
Strin.  Ililin  A..  N.  Y..  '05 
Slcincm.  Mrs.  Pauline.  Ohio.  '05 
Stephens.  K.lwin  I,.,  Ij..  '04 
Stephcn.s  H.  Morse.  Cal.,  'ijb 
Stepticns.  H.  T.,  K..-ias..  "03 
Stcpht-ns  .M.  Hates.  Md..   gS 
Stephen^.  Wm.  1...  .\cl)r..  '04 
Stephcn.s»in.  Ijllie  S..  111.,  'gs 
Stcrlini;.  Louise  W..  Ohio,  '06 
Sterling.  W.  D..  .\.  Men..  01 
Slern.  Mfuo,  N.  Y..  '8» 
Stcl-son,  W.  W..  Maine,  'p^ 
Stevens  In.st.  of   Tech..  N.  J..  '05 
Stevens  C.  E..  Ohio.  '01 
Stevens,  Charles  E..  Mass..  'oj 
Stevcrts,  Edw.  L..  N.  Y..  "gg 
Stevens,  Mary  A.,  Maine.  '03 
.Steivni,  ifoKs  C..  Inil  .  '7^ 
Stevcivs  Piowden  J..  Jr..  N.  Y..'g5 
Steveas,  W.  J..  Mo..  '04 
Stevens.  W.  Nl.,  Iowa,  'oj 
Stcvcnsi>n,  A.  1...  III..  '07 
.Stevenson,  H.-\viland.  N.  Y..  '01 
Stevenson,  Philp  S.,  Mo..  '04 
Stevenson.  Wm.  C,  111.,  'ga 
Steward,  Darius.  Minn..  '00 
Situ-art,  I.  .v..  Wis.,   84 
Stewart,  lessie.  Ky..  '05 
Stewart,  John  A.,  .\liih..  '84 
Stewart,  Jos.  S..  Oa  .  'gs 
Stcw.Trt,  N.  Coe.  N.  Y.gj 
Stewart.  Paul  E..  Cal..  'oj 
Stewart.  Sir  ah  .1..  N.  I.,  "84 
Stew.irt.  .Srih   r..  N.  Y.    03 
Stewart.  Wm.  .M..  flah.  '05 
Sticknev.  I.uria,  Ohio.  'g3 
StiKall.  Oliver.  .Mo..  'gS 
Slilwcll.  J    K..  Ariz..  "06 
Stilwell.  Wm.  E..  Ohio,  'oj 
.Stine,  Chx'i.  W..  Pa..  "06 
Stitt.  K.  W  .  N.  Y..  "aft 
5>tocicrr.  Marie  K..  Nlo..  '04 
Stockwell,  .Mrs  H.  H..  N   I)ak..'g4 
Stockwcll.  .S.  S..  Wyo..  '06 
Stockwell.  Walter  I...  N    Dak..  •g4 
Stod.lard.  .Miss  C.  W..  N.  Y..  "oJ 
Stokcn,  A.  I, .  S  C.  '00 
Stoker.  Susan  Ci.,  Cm!.,  'w 
Stone.  Claude  V.,  PI.    'oj 
Stone.  F>liih  M  .  Mith..  '04 
Stone.  .M.iv/n  .S  ,  N't..  '04 
Stoneljerg.  Philii.  J  .  Ill  ,  'oj 
Stoner,  C.  II  .  olii...  '.i 
.Stoner.  Sanlord  1...  (""I"  ,    Vi 
Stoner.  W.  H  .  Iowa,  'oi 
Stoner,  W.  W.,  .NVI.r  .  'o<, 
Stonerm/1,  Rdietca.  D.  C.  'i/> 
Strjrm,  A.  V  ,  Iowa.  '04 
Storms  A.  H  ,  Iowa,  '04 
.S«orm»,  John    .Mo  ,  'o/> 
Stoit.  J.  W  .  Ind  ,  V. 
StrnjI.  (Jeo    M  .  P«  ,  '84 
St'JOl.  Henry  K.,  III.,  Vi 
Stmit    I    I>     W.n-h     '(.H 
St..  "     ,     '    V, 

St.  .      /. 

at  ■'< 

Str 

Str 

Str 

Str  "oj 

Si' 

Sir 

Str  I  ,     -.    ^      ■,^ 

Str  >      ,\     V  ,    Of, 

Str.  ,  OhU.  'vt 

Stni.'^r    I    iH'i   f  .  N    J  .  *0S 
Strinr,  J   11  .  Cal,  'oo 
Slriplin.  W   F. .  AU  .  "oj 
Strong,  C'lt*.  N   C  .  'o% 
SUuoc.  Edwin  A  ,  Mich.,  "Sj 


Strong,  Frank,  Rans,.  '02 
Strong,  Jas.  W..  Minn.,  'os 
Slroup,  A.  U.,  .N.  Mex..  '04 
Strykcr.  E.  Du»..  \.  Y.,  '05 
Strvkcr,  Kranklin  .\.,  N.  J.,  '05 
Stuart,  Alex.  T..  D.  C.  "oo 
_  Stu.irl.  \.  W.,  Iowa,  '03 
'  Stu.irt.  Margaret,  HI.,  '01 
Stu.irt,  .Milo  H..  Ind..  OJ 
SlUt>l)S.  J.  K.,  Ncv.,  "g? 
Study.  J.  N.,  In  I.,  "g; 
Stuver,  E.,  Colo,,  '95 
Stuyvesant   High   Schfxl,   .\,  Y., 

'os 
SuJborough,  Mrs.  G.,  Nelir.,  '80 
Sulikowski,  Charles  Switzerland, 

'o<; 
SuHivan.  D.  J..  Cal..  'os 
Sullivan.  Ella  C.  HI.,  "gg 
Sullivan.  Is^iliella.  .\.  Y..  'o> 
Sulliv.in.  James.  N,  Y.,  '03 
Summers.  Alex..  D,  C,  'g.S 
Super,  Chas.  W,,  (Jhio,  'gi 
Supl.  ami  Frin.  Asso.,  Wis..  '84 
Supt.  of  S»h's.  Santa  Clara  Co., 

Cal,.  'o<> 
.Superior  St.  .\or.  Sch.,  Wis..  Vjo 
Suplee.  Ella.  Iowa.  '05 
Surctle.  Thos.  W.,  .\.  Y.,  '01 
Suler,  .\nna.  Ind.,  'go 
.Suter,  .\nna  I..,  .\.  Y„  'os 
Sulcr,  .Miss  H,  ,\..  La.,  ■g4 
Sutherlaml,  .\nnir,  \.  Y.,  'os 
Sutherland,    M,irg.-iret  W.,  Ohio, 

■q"! 
Sulton,  W.  S.,  Texas,  'gs 
Suzj^illii.  Henrv.  Cal..  '05 
Swain,  (i.  k..  .Slich..  '01 
Swain.  Henry  II..  Mont.,  '04 
Swain.  Joseph.  Pa,    '93 
Swan,  Phet>e,  Wis..  '97 
Swanger.  K.  ,\  ,  (jil.,  'gg 
Swansiin.  t>s<ar  E.,  Wyo,.  'alt 
Swart,  Rose  C  .  Wis.,  'gs 
Swarthmore  Coll.  I  jli'y.  Pa.,  'oj 
Swart/..  Jno.  W  JOhio.  "gj^ 
Sweeney,  Ella  1...  R,  I..  '00 
Sweeney.     Thomas    H,,     N',     Y., 

'os 
Sweet,  Henj.  A..  Colo.,  '00 
Sweelland,  lJI>l>ie  J.,  .N',  Y,,  *OJ 
.Swell,  ILirry  P.,  .V  II..  'oj 
Swell,  John,  Cal  .  'gg 
Swill,  firlihrr  II.,  Wiush..  'os 
Sylvester,  Emma,  N'    Y  ,  'os 
Svm..ti.|-,  I  111  \  H  .  Maw.,  'ot 
y,  N   v..  'gH 
•V,  .N.  v..  '01, 
1  I'a.,  'gi 

I  .  Pa  .  'g8 

I  .II'  Ohio,  'os 

Tal!  .  'gj 

Tall^.i  II.  ■^,^  y  ,  Maw.,  '05 
Ta|)lrv.  I.<ii  y  M  ,  ,Mame,  '03 
Paplrv  W-  1  \V  Maw  .  'gj 
Tapi-  •    Y  .  'o» 

Tar  Y.'gg 

T»i'  ■    Y.,  'os 

Tale.  \V    K      N    (    ,  'og 

Taunloti    Pulilic    liltrary,   M«»*., 

Taytor.  A    R  .  Ill .  "86 
Tavlijr.  Daniel  P  .  Colo  .  'oi 
r«yl«*.  <;    Wirrm    III     '00 
TayUir,  H.r  ■•        ,'os 


TayU»,  I    1 
T.yUrt.    J    ' 


Tar! 

T.)  Y,'g4 

T«\  ^  .  '01 

T«/e«rI       Jrlirir,    1||  ,   '04 

TnuHrtt'     <4i»«,     CawUf     < 

Kan>  ,  'Vi 
Teaihrr*'  A«w> ,  Milwaukee,  Wr 

'o< 
TMikfft'  A  iM  ,  KiJry  ( 'o  ,  Kan*  , 

'MA 
TMthrri'  Attc.  •/  If' ii  .  '84 


Teachers'    College.    Dopt.    M.in 

Tr.,  \,  Y.,  'gg 
Tcuhers'  Consult,  lib'y.Trenlon. 

.N.J. -o, 
Teoihfrs  hisl.,  Phiia.,  Pa..  '7g 
roaguc,  (.jeortjc.  .\.  J  .  'o> 
Tear.  Daniel  A..  Ill,,  "oO 
TelTl.  Lyman  H.,  Va.,  '03 
IVitriiki  Reed  H,,  Pa  ,  'os 
Temming.  R,  V..  Okla..  "oo 
Tempe  Sior.  Sch,,  .\ri/..,  '01 
Templclon.  J,  C  Ncv.,  '94 
Tenncrry,  K,-itc  E.,  111.,  'oj 
Terrcl.  Harriet  E.,  Ohio,  'i/i 
Terry.  Jennie  V,.  N.  Y.,  'os 
Terwilliger,  Lewis,  Mont.,  '04 
Tesihcmaihcr,  Helen  ,\.,  .N.Y.'os 
Teutelierg,  L.  W.,  Mo..  '04 
Thacksion,  .Mlierl  J.,  S.  C,  '03 
rUa.kslon,  J.  W,  \,  C.  '05 
Th.imcs.  W,  I.,  Miss,,  'g7 
riiar|).  Wm.  H.,  Ky.,  '05 
Tharix-,  V.  D.,  Mo,,  'gi 
Thcilmann,  lyouis.  Mo.,  'os 
Thelluson.  Ch.-is,  E..  .\.  Y.,  'os 
TheoLold,  Jacob.  Jr„  .\.  Y..  'os 
Thiry.  J.  H.,  N,  Y  . 'g7 
Thomis,  A.  O.,  Nelir.,  '04 
Thomas.  1).  W..  In.l.,  'gft 
Thom.is,  E.  R.,  C.ilo..  'oj 
Thom.is  tJet).  S..  N.  D,ik.,  'oj 
Thiim.is,  ld,i,  Wyo,.  '05 
Thomas,  Is;iac,  \  I,,  'gg 
Thomas.  Jennie  1...  Nlich..  '00 
Thomas,  Malhonihah.  I'lah.  'os 
Thomas  Richard  S..  X.  \.,  'ot 
Thomas,  S.  S..  Ij.,  '04 
Thiim.is,  W.  S*<)tt.  Cal..  'go 
'Thompson.  .-Vlfred  C  N.  Y..  "05 
Thomp^m.  .\.  N,.  Colo.,  '04 
TliDinp^in,  .\ug.  A.,  N.  Y..  'os 
Thomii-m,  D.  M.,  V.  C,  "08 
■Thiimi>vin.  E.  E.,  Mavs..  '03 
Thompson.  !•',  E.,  Colo..  '03 
'Thomi>s<m.  Frank  E..  Cal..  '03 
■Thomi)s.>n.  H.  E.,  Okla.,  'gs 
Thi)m|>s.m,  Helen  J  .  N,  J.,  'os 
'Th<>in|>son    I    .M,,  .V.  Y,,  '06 
Thiimirion.  J    W.,  N.  J.,  '06 
Thompson,  John  l).,  Mass.,  'gs 
rhom|»vin,  K.  1...  N,  Y,.  '03 
Thompon.  l>ouise  H.,  Ohio,  'oi 
Thompson.  I.  S  ,  .N.  J.,  '^h 
rh..mp.on.  M.  I..  N.  Y,  '03 
Tli'>m|»v>n.  O   I),  .Miih, 'g6 
Thiim|>v)n,  S.  H.,  Nel>r  ,  '03 
Th.itnpvin,   T    E  ,  .Mass  ,  '07 
Tli.irii|>^>n,  Wm.  O  ,  Ohii>,  'g4 
Tl|..mson.  Miss  K.  E  ,  Ohio,  'gg 
'n<oins,in,  Frank  D  .  Ill  ,  'gs 
Thorntiiirg.  /..  C,  Iowa,  '01 
Th..rnlikp.  E.  I...  N.  Y  .  'gS 
'niofnion.  .\ug  O  .  Mo.,  '04 
■ni<n>on.  I.  A  .  Minn  ,  'g8 
Thn  liu-Ti   f   C.,  Mo.  'gS 
I  .vH.Ma«.  'g3 

I  UDC. 'ti 

i  F.Ohio.'gs 

I  'v>Miin    1     1   .  Ky..  '01 
TiMiets.  .\nn.-i  M..  N'el.r  ,  "04 
TililM-tls  A  C  ,  Minn  .  "gs 
TiM.ilt.  H   S  ,  III  .  '00 
'Tililiilt,  ,Marv  K  ,  Mom  ,  'oj 
Til.l.iiis  F   A  .  N  J.,  'oi 
Ti>hrnor,  I,aura  J  ,  ,Mu.,  '04 
Tithe.  R   J  .  N   C  ,  '00 
Tirirn,  (!ha«    A..  Ohio,  'os 
TiUotien    />  (' ,  K«n»  ,  'HTi 
Tillon.  (ha.    S  .  Wash  .  'gg 
Tink<-r,  II    W  .  Conn.,  'g; 
II  .  Wi«.  'oj 
i       P«-  'oA 

K.  Ill    'oi 

....      ,..tn,r|    li..   Ill   .   'gs 

T..|d.  I     II  .  Ill  ,  '04 
rorpel.    Theodore,  (ih..  '01 
Toepp.  |.i<iiren<«  A.,  S   \ .,  '0$ 

ToUivl,  r,  L.,  Trua,  'e$ 


g22 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Toledo  Pub.  Lib'y,  Ohio,  '05 
Tomlin,  J.  H.,  Ind.,  '00 
Tormey,  J.  A.,  Wash.,  '97 
Torrevson,  B.  W.,  Ark.,  '02 
Teuton,  Frank  C,  Mo.,  '06 
Tower,  Carl  V.,  Vt.,  '03 
Tower,  Willis  E.,  111.,  '02 
Towle,  Harry  F.,  N.  Y.,  '03 
Towne,  Geo.  L.,  Nebr.,  '00 
Townsend,  Annie  B.,  Md.,  '04 
Townsend,  H.  S.,  Phil.  Is.,  '99 
Tracy,  Franklin  N.,  111.,  '96 
Training  Sch.  for  Tchrs.,  Brook- 
lyn, N.  Y.,  'os 
Training  Sch.  for  Teachers,  New 

York,  N.  Y.,  '03 
Trant,  Amelia  E.,  N.  Y.,   96 
Traphagen,  Gertrude  M.,  N.  Y., 

'05 
Trask,  Helen  W.,  Minn.,  '02 
Travell,  Ira  W.,  N.  J.,  '97 
Travis,  Clyde  R.,  N.  Dak.,  '02 
Tremain,  Miss  Frank  E.,  111.,  '03 
Tressler,  A.  W.,  Wis.,  '92 
Treudley,  F.,  Ohio,  '91 
Tripp,  Walter  B.,  Mass.,  '03 
Trisler,  J.  L.,  Ohio,  '01 
Trudeau,  Chas.  F.,  La.,  '06 
Trueblood,  Stella,  Mo.,  '04 
Trybom,  J.  H.,  Mich.,  '00 
Tualatin  Acad,  and  Pacific  Univ., 

Oregon,  '99 
Tucker,  D.  W.,  N.  Dak.,  '02 
Tucker,  H.  H.,  N.  J.,  '03 
Tucker,  Louise  E.,  N.  Y.,  '05 
Tucker,  Mrs.  Rose  A.,  Mo.,  '04 
Tufts,  James  H.,  111.,  '05 
Tuger,  Margaret  E.,  N.  Y.,  '01 
Tupper,  F.  A.,  Mass.,  '03 
Turner,  C.  W.,  111.,  '99 
Turner,  Eugene  F.,  Tenn.,  '00 
Turner,  J.  E.,  Idaho,  '95 
Turner,  Lora  A.,  N.  Y.,  '95 
Turner,  Mary  M.,  Del.,  '02 
Turner,  Robert  L.,  Fla.,  '05 
Turton,  Charles'M.,  111.,  '05 
Tuthill,  James  F.,  N.  Y.,  '03 
Tuthill,  Lewis  H.,  N.  Y.,  '03 
Tuttle,  A.  E.,  Vt.,  '06 
Tuttle,  James  T.,  Ohio,  '05 
Tutwiler,  Julia  S.,  Ala.,  '82 
Twiggs,  T.  P.,  Mich.,  '01 
Twining,  Nathan  C,  Cal.,  '84 
Twiss,  Geo.  R.,  Ohio,  '94 
Twitchell,  W.  I.,  Conn.,  '01 
Twitmyer,  Edwin,  Wash.,  '02 
Twitmyer,  Geo.  W.,  Del.,  '90 
Tyler,  H.  W.,  Mass.,  '03 
Tyler,  Leon  L.,  Ind.,  03 
Tynan,  Joseph,  N.  Y.,  '05 
Tynan,  T.  T.,  Wyo.,  '99 
Tyrrell,  Carroleane,  I!!.,  '05 
Uihlcin,  Margaretta,  N.  Y.,  '05 
Ulmer,  Levi  J.,  Pa.,  '03 
Underhill,  Volney,  11!.,  '93 
Underwood,  F.  M.,  Mo.,  '04 
Underwood,  H.  K*  Pa.,  'oft 
Underwood,  S.  A.,  Mo.,  '01 
University  of  Arkansas,  '01 
University  of  California,  '9s 
University  of  Chicago,  111.,  '99 
University  of  Cincinnati,  Ohio, '06 
University  of  Colorado,  '02 
University  of  Denver,  Colo.,  '02 
University  of  Georgia,  '95 
University  of  Idaho,  '02 
University  of  Illinois,  'gp 
University  of  Indiana,  '99 
University  of  Iowa,  '97 
University  of  Kansas,  '02 
Univ.  Lib'y,  Nebr.  Wcs.,  '05 
University  of  Maine,   03 
University  of  Michigan,  '98 
University  of  Minnesota,  '00 
University  of  Mississippi,  '03 
University  of  Missouri,  '95 
University  of  Nebraska,  '98 
University  of  N  Carolina  '99 


University  of  N.  Dakota,  '99 
University  of  Ohio,  '97 
University  of  Oklahoma,  '99 
University  of  Pennsylvania,  '98 
University  of  Rochester,  N.  Y.,  '01 
University  of  Southern  Caliiornia, 

'06 
University  of  Tennessee,  '01 
University  of  Texas,  '98 
University  of  Utah,  '95 
University  of  Vermont,  '01 
University  of  Washington,  '98 
University  of  W.  Virginia,  '99 
University  of  Wisconsin,  '05 
University  of  Wyoming,  '97 
University,  Atlanta,  Ga.,  '95 
University,  Brown,  R.  I.,  '01 
University,  Catholic,  of  America, 

D.  C,  '06 
University,  Colgate,  N.  Y.,  '02 
University,  Columbia,  N.  Y.,  '95 
University,  Cornell,  N»  Y.,  '96 
University,  Denison,  Ohio,  '00 
University,  Harvard,  Mass.,  '95 
University,  Howard,  D.  C,  '06 
University,  J.  B.  Stetson,  Fla.,  '99 
University,  Johns  Hopkins,   Md., 

'99 
University,  Lawrence,  Wis.,  '99 
University,  Lehigh,  Pa.,  '99 
University,  Leland  Stanford  Jr., 

Cal.,  '97 
University,  Mercer,  Ga.,  '99 
University,  Miami,  Ohio,  '95 
University,  Northwestern,  111.,  '02 
University,  St.  Louis,  Mo.,  '01 
University, '^Southern.  Ala.,  '06 
University,  So.  111.  Nor.,  '99 
University,  Vanderbilt,  Tenn.,  '01 
I'niversity,  Valparaiso,  Ind.,  '97 
University,  Washington  and  Lee, 

Va.,  '01 
University,  Western,  of  Pa.,  '05 
University,  Yale,   Conn.,  '01 
Updegraff,  Harlan.  D.  C,  '99 
Upton,  Ralph  R.,  111.,  '98 
Usher,  Susannah,  111.,  '03 
Ustrud,  H.  A.,  S.  Dak.,  '06 
Uxbridge  Free  Pub.  Lib'y,  Mass. 

'03 
Vactor,  Elmer  R.,  N.  J.,  '05 
Vail,  Henry  H.,  N.  Y.,  '97 
Vaile,  E.  O.,  111.,  '95 
Valparaiso  Univ.,  Ind.,  '97 
Van  Aken,  Mrs.  G.,  N.  Y.,  '84 
Van  Arsdale,  May  B.,  N.  Y.,  '05 
Vance,  Mary  E.,  111.,  '03 
Vance,  Wm.  McK.,  Ohio,  '00 
Van  Cleve,  C.  L.,  Ohio,  '96 
Van  Cleve,  Edw.  M.,  Ohio,  '97 
Vanderbilt  Univ.,  Tenn.,  '01 
Vanderbilt,  Edgar,  N.  Y.,  '05 
Van  Dusen,  Elden  M.,  N.  Y.,  '05 
Vandyke,  J.  A.,  Minn.,  '96 
Van  Liew,  Chas.  C,  Cal.,  '94 
Vann,  Leonard  L.    Ala.,  '05 
Van  Rensselaer,  Martha,  N.  Y.,'94 
Van  Sickle,  Jas.  H.,  Md.,  '92 
Van  Wagoner,  Mrs.  Mary  E.,  Pa., 

'05 
Vassar  College,  N.  Y.,  '98 
Vaughan,  Mary  E.,  III.,  '00 
Vcatch,  Nathan  T.,  Kans.,  '95 
Veendict,  Mrs.  M.  L.,  Mich.,  '01 
Venable,  Francis  P.,  N.  C,  '02 
Venable,  Marv  A.,  Ohio,  '02 
Verlcnden,  Edith,  N.  Y.,  '05 
Verplanck,  Fred.  A.,  Conn.,  '02 
Vert,  Edmund  J.,  N.  Mex.,  '9.5 
Vickroy,  Wilhelm  R.,  Mo.,   '03 
Vicbahn,  Chas.  F.,  Wis.,  '84 
Vincent,  Geo.  E.,  111.,  '02 
Virtue,  G.  O.,  Minn  ,  '98 
Vlymen,  Wm.  T.,  N.  Y.,  '05 
Vogel,  Frank,  Mass.,  '03 
Vogel,  Geo.  J.,  N.  J.,  '06 
Vogel,  Wm.  H.,  Ohio,  '90 
Voorhes,  O.  P.,  Ohio,  '00 


Votaw,  Clyde  W.,  111.,  '03 
Vrooni,  Wm.  F.,  N.  Y.,  '05 
Wabash  College,  Ind.    '95 
Waddle,  Chas.  W.,  Colo.,  '04 
Wadhams,  John  A.,  111.,  'oi 
Wadlcigh  High  School,  New  York, 

N.  Y.,  'o,s 
Wadsworth,  Mrs.  L.  S.,  Mass., "03 
Wagar,  Bertha  B.,  Ohio,  '05 
Wagner,  Jonas  E.,  Pa.,  '04 
Waite,  Geo.  S.,  Mich.,  '00 
Wakeman,  J.  W.,  N.  J.,  '92 
Walcott,  G.  D.,  111.,  '06 
Waldo,  D.  B.,  Mich.,  '06 
Waldo,  Eveline  A.,  La.,  '96 
Walke,  Matilda  L.,  Ohio,  '92 
Walker,  Amasa,  N.  Y.,  '03 
Walker,  B.  M.,  Miss.,  '99 
Walker,  E.  W.,  Wis.,  '97 
Walker,  Jos.  H.,  Ga.,  '01 
Walker,  P.  R.,  111.,  '90 
Walker,  Thos.,  Australia,  '05 
Walker,  Thos.  R.,  Ala.,  '03 
Wallace,  Agnes,  N.  Y.,  'c; 
Wallace,  May  B.,  10.,  '02 
Waller,  E.  B.,  Tenn.,  '05 
Walls,  Callie  K.,  Ohio.  '01 
Walrath,  M.  H.,  N.  Y.,  '06 
Waldschmidt,  Anna,  111.,  '03 
Walsh,  Agnes  L.,  N.  Y.,  '05 
Walsh,  J.  H.,  N.  Y.,  '95 
Walsh,  Louis  S.    Maine,  '03 
Walter,  Mary,  Ohio,  '98 
Walter,  Sarah  J.,  Va.,  '98 
Walters,  Wm.  W.,  Mo.,  '01 
Walton,  Geo.  A.,  Mass.,  '92 
Ward  Seminary,  Tenn.,  '99 
Ward,  Annie  L.,  N.  Y.,  '05 
Ward,  F.  D.    Ohio,  '01 
Ward,  George  W.,  Md.,  'o^ 
Ward,  Mrs.  Jennie  P.,  N.  j!,  '01 
Ward,  Mary  A.,  N.  Y.,  '05 
Wardlaw,  J.  C,  Ga.,  '02 
Wardlaw,  P.,  S.  C,  '00 
Warfield,  Wm.  C,  Ga.,  '00 
Warner,  A.  B.,  Mo.,  '94 
Warner,  Chas.  F.,  Mass.,  '99 
Warner,  Edwin  G.,  N.  Y.,  '06 
Warner,  Ellen  E.  K.,  N.  Y.,  '05 
Warr,  J.  W.,  111.,  '95 
Warren,  F.  H.,  Ohio,  '03 
Warriner,  E.  C,  Mich.,  '99 
Warwick,  Bessie  B.,  N.  J.,  '05 
Washburn,  Kirk  N.,  Mass.,  '96 
Washburn,  Morgan,  N.  Y..  'c2 
Washburn,  W.  C..  Ohio,  '06 
Washington   County   Free   Lib'y, 

Md.,  '02 
Washington  and  Lee  Univ.,  Va., 

'01 
Washington  State  Lib'y,  '06 
Waterhouse,  A.  H.,  Nebr.,  '96 
Waterman  Richard,  Mass.,  '96 
Waters,  Henry,  N.  Y.,  '01; 
Watkins,  Sarah  R.,  N.  Y^,  '02 
Watson,  Lake  G.,  N.  Dak.,  '02 
Wal.son,  Wm.  C.  Ala.,  '05 
Watt,  W.  E..  111.,  '9S 
Wavnesburg  College,  Pa.,  '02 
Wav-t,  Wm.  H.,  W.  Va.,  '06 
We.aver,  E.  W.,  N.  Y.,  '97 
Weaver,  John  S.,  Ohio,  '99 
Webb,  A.  C,  Tenn.,  '01 
Webb,  Lind.sey,  Wis.,  '03 
Webb,  Louis  K.,  Cal.,  '99 
Webber,  .'\rthur  B.,  Mass.,  '03 
Webber,  Sarah  S.,  Mass.,  '03 
Weljcr,  A.  W.,  Wis.,  '97 
Weber,  H.  C,  Tenn.,  '0% 
Webster,  E.  E.,  111.,  '99 
Webster,  Elma  J.,  Mo.,  '04 
Webster,  Geo.  W.,  III.,  '99 
Webster,  W.  F.,  Minn.,  '96 
Weed,  Marcus  A.,  N.  Y.,  '05 
Weeks,  C.  W.,  Nebr.,  '95 
Weir,  Samuel,  S.  D.ik.,  '01 
Welch,  Willis  Y.,  Pa.,  '06 
Weld,  Frank  A.,  Minn.,  'os 


IXDEX  TO  LIFE  AXD  ACTIVE  MEMBERS 


923 


cldon,  Emma,  111.,  '05 
cUcslcy  College,  Mass.,  '00 
cUinKton  Pub.  Lib'y,  N.  Z.,  '05 
ilU  CollcRe.  N.  v..  '06 
ells  John  J..  \.  Y.     oj 
eLJi,  J.  P..  Pa.,  '96 
rniworth.  \Vm.  H..  Mich.,  '05 
emitk.  E.  V..  WLs.,  'ys 
cnz,  Adda  P.,  111.,  'oi 
iTlr,  Samuel,  Ind.,  "o^ 
est,  Geo.  A.,  N.  J.,  '01 
i->l,  Henry  S.,  M'l..  '05 
i->t,  Ronico  .\.,  .Mil.,  'os 
Cbicott,  Chas.  H.,  Ma-s.s.,  '03 
esicolt,  O.  S.,  III.,  'g^ 
i-st.  Branch,  St.  N.  Sch..  Ha>^, 
(Cans.,  'os 

csiem  College,  Ohio,  'qq 
est.  111.,  St.  Nor.  School,  'oj 
esicm  St.  Nor.  Sch.,  Mich.,  "05 
Vslern  L'niv.  of  Pa.,  '05 
estcr\-elt,  Z.  K.,  N.  Y.,  'g? 
t-st  Holx>tcn  Pub.  Sch.   IJb'v. 
N.J. -OS         , 

cston,  B.  EvcInti.  Minn.,  "oj 
eston,  Horencc  M..  Minn  .  'o^ 
est  Virginia  UnivTrsilv,  '99 
rtllc,  J.  v..  .Mo.,  'oi' 
ttl.slein,  Frances,  Wis..  '03 
elzcl,  \Vm.  .\.,  N.  J.,  'oj 
ctzcli,  \V.  A.,  Utah,  'oj 
halcn,  R.  \V.,  Colo..  'oO 
healon  College,  111.,  'c>g 
heeler,  Cl.ira,  Slich.,  '02 
heeler.  E.  E.,  111..  '06 
heeler,  K.  A.,  Mass.,  'oj 
hi-eler,  (ic<irgc,  I'a.,  '05  | 

heeler,  H.  O.,  Vt..  '05 
heeler,   .Miri:im   E.,   N.  Y.,   'oj 
heeler,  Orville  G.,  X.  Y..  '05 
heeler.  \V    H  .  111..  '05 
heeler,  WiUar.i  J.,  Ala.,  '00 
heeling  Pub.  l.i!i'v,  W.  \'a.,  '01 
hrel.Kk,  Chav  V.',  S.  Y  ,  'gs 
hcrry,  J.  E.,  Pa.,  '04 
hippie,  H.  .\.,  Wis.,  V7 
hitcher,  Gefi.  ft.,  S.  H.,  'oj 
hilconib,  .\.   K.,  Mav4 ,   '<ji 
hilromb,  C.  T    ('.,  .Mas*.,  'oj 
hiU,   Ch.11.  C,    Mi<h  ,    'y5 
hitc,  Cha».    I..,   .M.iine,   '01 
hile,  I>anirl  A.,  Ill  ,    o? 
hile,   Daniel  H.  Cal  ,   'v«j 
hile,  lohn  .\..  Wii..  '04 
hile,  JoM-jih  M  .  Mo.,  '04 
hile.   I.  T.,  Md  ,  "gH 
hitc,   I.   C.   .M..  ,   '87 
hile,   Ntaurice   P.,   Nla»«.,   'oj 
'i.le,  .Mildrcl  E  ,  III  ,  '04 
hue,  \'tol.i  .M.,  Maine,  'oJ 
hile.  W.  S  ,  Pa  ,  'g7 
'::•«-.   W    T  .  'IVfin  .   'n., 


.    V.'oj 


iglilman,  H.  J.,  Pa.,  '03 
liber,  .\uslin  E.,  Ukla.,  'oi 
liber,  H.  /-.,  K-ans.,  'oa 
ilbur,  Rachel  J.,  .\    V.,  'os 
ilburn,  Emilv  P..  lia.,  'os 
ilex,  AllK-rt'  n.,  N.  Y..  'oo 
ilim,   Jes,sie  H.,   Wa.sh.,  'gg 
X.  \V,iller  H..  .Mo.,  '04 
.  Gis>.  M..  .\    Y.,  'ofi 
iley,  Wm.  H.,  In.l  ,  •o^ 
ilkins,  .\.  H.,  Tex-K,  *g4 
iltiiis,  Emma  !•'.,  Iowa,  '03 
iltrnxm.  I.  1.,  111.,  'g6 
ilkmson,  J.  N'.,  Kans.,  '84 
ilkiiiMin,  J.  W.  K.,  Pa.,  'os 
illard.  C.  C,  Iowa,  'oO 
ilUrd,  J.  Monroe,  Pa.,  'oj 
illard,  S.   P.,  Conn.,  '03 

II.ird.  S.  S..  Pa.,  'ob 
illLims,  Ch.is,  .\.,  Mass.,  '03 
illi.iins  Coll.    I.ib'y,   .M.iss..   'g; 

iams,  David,  l-'la.,  'g7 
iiJums,    Mrs.    l>flij,   Ohio,    '7^ 

lU.im-i,   Evelina,   N.  Y.,   '03 
illi.inis,  H.   H.,  Ohio,  '00 
illi.iiiis,  Henry  G.,  Ohio,  '01 
illi  ims  J.  1).,  111..  'q6 
illiiiiis.  I.  Ulysses,  Mont..  '06 
illi.uns,  1.  W..  -Mass..  'g,S 
illi.ims,  Mary  L..  .N.  Y..  '05 
illiams,  Mrs.  Mary  E.,  N.  Y. 

ilh.irns,  Marv  L.,  Mo.,  'o? 
i..iimi,  Philo  J.,  Mass.,   "Hf) 
li.iiiiis,  Sherman,  N.  V.,  'gS 
i.i.ims,  Wm.  H..  Wis.,  'g? 
iliiiiiwm.  J.    I'.  .    Idaho,    "gs 
lUiiiijham,    Henry  J  ,   .Ma.,    'o 
1II1-,  H.  H„  N.  J.,  "gj 
Ills.  Mrs.  H.  H.,  N.J, '01 
i;;i',  II'.  .1.,  Iowa.  'K4 

W.  S.  N.  I.,  '01 
illi-.n.  A.  C,  .Md..  'os 
illi^lon.  .\.  I...  .N.  Y.,  '03 
Ii]iiii)(ton  Inst.  Ijb'y,  Del.,  'ot 
iltiiMi .  JuUa  .v..  Ohio.  '03 
Eugene  .\..  III.,  'gg 
ll..rry  G.,  III.,  'gs 
H.  It.,  Ind.,  '00 
il-ii,  II.  I..  Wis.,  '01 
il-..n.  Horace  G..  Oregon.  '01 
s.,n.  Howar.l  S..  N    J..    0$ 
..,.    IVVKre-l.   \     y.   'gg 
'  I.  N    Y.'os 

R.    Ohio,  'oO 
ii,  .Mo.,  'os 
1     I  ...m    K,.  .N.    I,,  '06 
1.     .1,  J.  Ormond,  1).  C  ,  "So 
i       a,   J     W..    Kant,    'g/i 
U-  n,   Xlri     I.     I..   W..   P..,   'g, 
Ala  ,  '00 
|o»,     '.,? 


,l-.n,  M. 

il-.ii.  V 
,:-.ti  \\- 

,1  ..n.    W. 


,  I.. 


..  »•..  ,N.  v.. 

'0* 

Y. 

NY.  •„» 

Y. 

•  .    'oj 

V 

W    M  .  «<•  , 

,  '00 

NS.llr.    H 

K 

,  U  .  .Mam.. 

'oj 

W.Me.   1. 

1. 

Ifla. 


Woman's  Coll.,  Raltimore,  Md.  '03 
Woman's  Coll. .Frederick,  Md.,  'gg 
Wothl,  .-Varon  I'..  .Mich..  '00 
Wood,  Harlan  .\..  \  1.,  'os 
W.«k1,  J.xs.  a.,  N.   .Mex..   •g7 
Wixxl,  John  .v.,  Ind.,  'i>.s 
Woo.1,  O.  M.,  P.  R.,  '^3 
WockI.   Stella   I,.,   .Minn.,   'oj 
W.hhI,  Thos.  D.,  N.  Y..  '03 
Wo,mI.  Wade  H.,  Ga..  'oj 
W.KHlburv,  Chas.  T.,  M.i.ss.,   '03 
W.KKlluill',  1.  P..  N.  Y..  'gg 
W.MKlley.  K.  B..  Mi.ss..  '06 
W.H.llev,  O.  I.,  N.  J.,  'g6 
W.KHlUy,  Wm.  H.,  Mich.,  '06 
W.HMlman,  1-.  C,  N.  I  ,  '03 
Wi»xlring,  James  D.,  Pa.,  'os 
WiHHlrulT.  Clinton  R..  Pa.,  'ott 
WiMKls.  .Mice.  England,   06 
W.«<lside      High     School,     New 

York.  N.  Y.,  '03 
W.KKlward,  C.  M.,  Mo.,  '87 
W.H^lward.  Eli/..  A.,  N.  Y.,  '03 
WiKxIward,   Eli/..  J.,  Mass.,  'gg 
WtMMlward,   E.   Si.,  Mas.s.,  '03 
Woodwanl.    !•'.   R.,   Ma.ss.,  '03 
W.HHiwar.l.  .Mrs.  H.  A..  N.  Y..  '05 
WiKxIward.  J.   C.   Ga..    'g7 
W.khIv.  H.  t;..  Ind..  '03 
Woofter.   Thos.  J.,  Ga..  '04 
W.H.IIard.  Harriet  J.,  N    V.,  'cs 
W(H.ley.  I..  C.  N.  J.,  'g3 
W.1.1IM.V,  C.  H..  Conn.,  '03 
W.-.Uv,  P.  S.,  Cul.,  'oi 
W>>.-i.r,  B.  C.  N.  J.,  'os 
Wixrster,  I  i/jJe  E.,  111.,  '05 
Work,  Crec  T.,  Texas,  '04 
Work.  H.  H  .  W.  Va.,  'oo 
Work,  I^iura  H.,  I'lah,  '03 
Wright,  .\nna  J..  Ohio,  •g4 
Wright.  Charles   V...  Phil.  Is.,  '05 
Wright,  luimunJ  11'.,   Maine,   '8g 
Wright.  J.   I...  Tenn..  'oj 
Wright.  John  ,\.,  Ohio,  '01 
Wright.  John  H..   Mas>  ,  '03 
Wright.  1..    I.,   .Miih.,   'g6 
Wright,  O.  A.,  Ohio.  'g,s 
Wright,  Paul  H.,  I Miio,  '04 
Wright.  Robl.  H.    .Md  ,  '06 
Wright,   R.   k  ,  Ga  ,   '00 
Wright.  Wm.   R.,  .\lith.,  'gj 
Wyatl.  II    I)  .    Irnn.,  'os 
HWtr.    »fr,     \f     /    H     (-..n  ,  'gl 
VV     ■  ■    '        . 

V  ,;o5 

V  05 

»   t    ■  s     »     .     ,^s 

V  \.  Y.,  'os 

V.  i.  .  Pa  .  '04 

Yer^•-^.    ^      >i    .    WaiOl.,    'oJ 

Yorum,  A.  Duncan,  P«  .  'oj 
Vo.lrr.  A.  H  .  Wash  .  'gft 
V«ler,  W    A  ,  Nebr  ,   06 
Yore,  MarK.irrl    I,  ,  .Mt»  .  '04 
Ytifk.  Ixwi*  1:  .  Ohio,  'oi 
Vouker.  H    S  .  Wi.  .  'oj 
Ynumant,  |-'re<l    M  .  Ohio,  'oj 
Young,  C    M  ,  S.  Dak  .  'oj 

.  r .  III.,  "oo 

!  E  .  Md,  '04 

N  I    .  I'a  .  'os 

I  •««,  'mI> 

11  ,  l-la  .  'gA 
I  i  ,   Moot  ,  Kg 
\  I    .  Ill  .  '04 

/  Irl    p  .  |1,i|    I,..'o4 

/-....      ..  .,  ,     .      I'a      '07 

/*llrT.   i     W  .   tlhio,   '01 
/irr.lrn   Aliiia  M  .  Pa.,  '07 
/lmmrr«.  P    J  .  WU  ,  'os 
Zton  K.<l   ln«4.  Lib'y,  III.,  '04 
ZifkU,  H    W.  Col..;  'oH 
/-.llrf.  Hmry,  Jr  ,   Md  ,  'oj 
/.urblin.  Cha>,  III  .  '01 
Zwrifcl.  Luuiw  C  ,  111.,  '04 


LIST  OF   EDUCATIONAL   INSTlTUTIOiNS  ANO 

LIBRARIES  ENROLLED  AS  ACTIVE 

MEMBERS 

(Most  of  THftsE  Institutions  Have  Purchased  Fill  Skis  of  Back  Volumes.) 
Sec  list  of  institutions  at  the  cinsf  of  each  state  for  date  of  enrollment  and  names  of  adniinislralive 
officers. 

Univer.iities  and  ColleKC.t 
Adclbert  Coll   of  West.  Res.  Univ..  Cleveland.  O. 


Adelphi  College,  Brookl>-n,  N.  Y. 

Alabama  Pol>-technic  Institute,  Auburn,  Ala. 

Armour  Institute  of  Technology,  Chicago,  ill. 

.\mhcrst  College,  .\mherst.  Mass. 

.\tlanta  L'ni>Trsity,  .\tl.-uita,  tia. 

Baker  Utu\Trsity.  Baldwin,  Kans. 

Baltimore  City  College,  Baltimore,  Md. 

Barn.vd  College,  New  York,  N,  Y. 

Bates  College,  Lewiston,  Me. 

Bclle\-ue  College,  Belle%-ue,  Neb. 

Bcloit  College,  Bcloit,  Wis. 

Berca  College,  Berea,  Ky. 

Boston  College,  Boston,  Mass. 

l<i;<.ton  University,  Boston,  Mass. 

Brigham  Young  College,  I»gan,  Utah. 

Brown  University,  Providence,  R.  I. 

Br>-n  Mawr  College,  Bryn  Mawr,  Pa. 

Butler  College,  Iiulianapolis,  Ind. 

Canisius  College,  Buffalo,  N.  Y. 

Catholic  University  of  America.  Washington,  D.  C. 

Corlclon  College,  Northfield,  Minn. 

Clark  University.  Worcester.  Moss. 

Clcmson  .\gricultural  College,  Clenuon,  S.  C. 

(Vi<-  Collrge,  Crdar  Rapids,  la. 

(  ..U:.itc  University.  Hamilton,  N.  Y. 

(  ..llrdc  of  the  City  of  .New  York.  New  York.  N.  Y. 

Oillcgc  o/  the  Holy  Cross,  Worcester,  Mass. 

College  of  St.  Krancis  Xavier.  New  York.  N.  Y. 

Columljta  University,  New  York.  N.  Y. 

C<jmell  University,  Ithaca,  N.  Y. 

Crrighton  Univer^ty,  Omaha,  Neb. 

Dartmouth  Collrgr,  Hanover,  .N,  H. 

Ilavidson  Collrgr,  Uaviiison,  .N.  C. 

Urnison  UnivrrMly,  (iranvillc,  (J. 

I>ickinv>n  College,  Carlisle,  Pa. 

iJoanc  (College.  Oefe.  Neb. 

Kmofy  Oillege.  f>«ford.  (Ja. 

I  |iworlh  Univrrsily.  Oklahomn,  OkU. 

I  ..rdha/n  Inivrrwly.  .New  York,  N.  V. 

( ,rnrv»  ('<.llrKr.  Ilravrr  Kallt.   I'a. 

( .r<,rtjrt<.»ri  (ollrgr.  W j«liini{loti,  I),  C. 

lirorgr  IVaU^ly  Coll    (of   I  r»i  hrii.  .Nashville,  Trnn, 

tirorge  Washington  Univrrsiiy.  Washington,  D.  C 

Harris  In*4ilutr,  WoonarKkel.  K.  I. 

llAmrd  Univmity,  Cambridge,  Masa. 

Ilrti'lrit  Collntr.  Conwsr.  Ark. 

M  r .Mich. 

)  .rfton.  D.  C. 

I .  ~ >.  III. 

Iowa  (  11.  la. 

Iowa  S'  \mn.  la. 

John  U.  birUoa  tnivcnily.  DcUmJ,  Fla. 


Johns  Hopkins  University,  Baltimore,  Md. 

Ken  yon  College,  Gambler.  O. 

Lake  Eric  Coll.  and  Scm.,  Painesville.  U. 

Lawrence  University,  Appleton,  Wis. 

Lehigh  University,  Bethlehem,  Pa. 

Lcland  Stanford  Jr.  University,  Cal. 

IJncoln  College,  Lincoln,  III. 

Lombard  College,  Galesburg.  III. 

Monhatt.in  College,  .New  York,  N.  Y.  ' 

Marist  College,  Atl.anta,  Ga. 

Massachusetts  In.st.  of  Technology,  Boston,  Mass. 

Mercer  University,  Macon,  Ga. 

Miami  University,  Oxford,  O. 

Midland  College,  Atthi.son,  Kans. 

Montana  State  College.  Bo7.eman,  Mont. 

Mt.  Holyokc  College,  S.  Hadley,  Mass. 

Northwestern  College,  Napcrvillc.  III. 

Northweslrrn  University.  Kvanston.  III. 

Oberlin  College.  (jU-rlin.  O. 

Ottcrbcin  Uniwrsity.  Westerville.  O. 

Pacific  University.  Forest  Grove.  Ore. 

Park  College,  Parkvillc.  Mo. 

Perkins  Institution,  South  Boston,  .Mass. 

Pomona  College,  Claremont,  Cal. 

Pratt  Institute,  Brixiklyn,  N.  Y. 

Priihett  Gillege,  Glasgow,  Mo. 

RailclifTe  College,  Cambriilge,  .Mass. 

Ripon  College,  Ri|)»n,  Wis. 

Robert  College,  Constantinople.  Turkey. 

Rockford  College,  Rmkford,  III. 

S».  John's  Uni\Trsity,  Gjllegeville,  Minn. 

St.  L[>uis  Univemily,  St.  I»uis,  Mo. 

Schor>l  of  l-Uhiiation,  Unlxrrsity  of  Chicago,  III. 

School  of  Pe.|agogy,  New  York  University,  N.  Y. 

Sccitia  Seminary,  Concord,  N.  C 

Shaw  University,  Raleigh.  .N.  C. 

Simmons  (^illege,  lloston.  MaM. 

Smith  C<illrit<^.  .\orthliam|i(on,  Mas*. 

South  Canilina  CnllaKr.  ColumUa,  S.  C 

SiNilhrm  Univrruly,  Grrrn^ltoro.  Ala. 

Slate  .\gritullural  Collrge  of  Alaluma 

State  Agriiullural  C.illrgr  of  Connrttiiul 

Stair  Agriiullural  Collrgr  o(  Kansas. 

Stale  Agriiullural  Collrge  <■!  .Miihigon. 

Slalr  ,\gri<ullural  Collrgr  of  MinnraiMa. 

Slate  Agritultural  Collrgr  of  Misaisaip|)i. 

Stair  Agriiullural  Collrgr  of  Nrw  Ham|>iliirr. 

Slalr  Agriiullural  Collrgr  of  Nrw  Mrsico 

Slalr  Agti  '  r:r  of  .North  Carolina 

Slalr  Agn  ,.r  of  Rlu«Ir  Inland 

Slalr  Agn.  ■.■■ i  ^r  of  South  Dakota 

Slalr  Agriiululral  C<illrgr  of  Utah. 
Slalr  Collrgr  of  IVnnsylvania. 
Slalr  Collrgr  of  Washington. 


9^5 


926 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Institutions 


State  Univeristy  of  Arkansas.  Stal 

State  University  of  California.  Stai 

State  University  of  Colorado.  Sta 

State  University  of  Georgia.  Sta 

State  University  of  Idaho.  Sta 

State  University  of  Illinois.  Sta 

State  University  of  Indiana.  Sta 

State  University  of  Iowa.  Sta 

State  University  of  Kansas.  Sta 

State  University  of  Maine.  ,  Sta 

State  University  of  Michigan.  Sta 

'  State  University  of  Minnesota.  Stai 

State  University  of  Mississippi.  Stai 

State  University  of  Missouri.  Stai 

State  University  of  Nebraska.  Stai 

State  University  of  North  Carolina.  Stai 

State  University  of  North  Dakota.  Stai 

State  University  of  Ohio.  Sta 

State  University  of  Pennsylvania.  Sta 

State  University  of  Tennessee.  Sta 

State  University  of  Texas.  Stai 

State  University  of  Utah.  Sta 

State  University  of  Vermont.  Sta 

State  University  of  Washington.  Stai 

State  University  of  West  Virginia.  Sta 

State  University  of  Wisconsin.  Sta 

State  University  of  Wyoming.  Sta 

Swarthmore  College,  Swarthmore,  Pa.  Sta 
Teacher's  College,  Dept.  of  Man.  Train.,  New  York.        Sta 

University  of  Chicago,  111.  Sta' 

University  of  Cincinnati,  Ohio.  Stai 

University  of  Denver,  Col.  Stai 

University  of  Oklahoma,  Norman,  Okla.  Stal 

University  of  Rochester,  N.  Y.  Sta 
University  of  Southern  California,  Los  Angeles,  Cal.        Sta' 

University  of  Syracuse,  N.  Y.  Sta 

University  of  State  of  New  York,  Albany.  Sta 

Vanderbilt  University,  Nashville,  Tenn.  Sta 

Vassar  College,  Poughkeepsie,  N.  Y.  Sta' 

Wabash  College,  Crawfordsville,  Ind.  Sta' 

Ward  Seminary,  Nashville,  Tenn.  Sta 

Washington  and  Lee  University,  Lexington,  Va.  Sta 

Waynesburg  College,  Waynesburg,  Pa.  Stai 

Wellesley  College,  Wellesley,  Mass.  Stai 

Wells  College,  Aurora,  N.  Y.  Stai 

Wesleyan  University,  University  PI.,  Neb.  Stai 

Western  College  for  Women,  Oxford,  O.  Sta 
Western  University  of  Permsylvania,  Allegheny,  Pa.         Stai 

Wheaton  College,  Wheaton,  111.  Sta 

Whitman  College,  Walla  Walla,  Wash.  Sta 

Wilhams  College,  WilUamstowi*,  Mass.  Stai 

Woman's  College,  Baltimore,  Md.  Stal 

Woman's  College,  Frederick,  Md.  Sta 

Yale  University,  New  Haven,  Conn.  Stai 

Normal  Schools  Sta 

City  Normal  School,  Dayton,  O.  Sta 

City  Normal  School,  New  Orleans,  La.  Stai 
Cumberland  Valley  State  Normal  School,  Shippens-        Sta 

burg.  Pa.  Stal 
Georgia  Normal  and  Industrial  College,  Milledge-        Sta 

ville,  Ga.  Sta 

Normal  and  Industrial  Institute,  Hampton,  Va.  Sta 
Northern  Indiana  Normal  School,  Valparaiso,  Ind.        Sta 

Northwestern  Normal  School,  Alva,  Okla.  Sta 

Provincial  Normal  School,  Truro,  Nova  Scotia.  Stai 

State  Normal  College,  Troy,  Ala.  Sta 


e  Normal  College,  Ypsilanti,  Mich. 

e  Normal  School,  Ashland,  Ore. 

e  Normal  School,  BelUngham,  Wash. 

e  Normal  School,  Bloomsburg,  Pa. 

e  Normal  School,  Brockport,  N.  Y. 

e  Normal  School,  California,  Pa. 

e  Nor.  Sch.  (Third  Dis.),  Cape  Girardeau,  Mo. 

e  Normal  School,  Carbondale,  lU. 

e  Normal  School,  Cedar  Falls,  Iowa. 

e  Normal  School,  Charleston,  111. 

e  Normal  School,  Cheney,  Wash. 

e  Normal  School,  Chico,  Cal. 

e  Normal  School,  Cortland,  N.  Y. 

e  Normal  School,  DeKalb,  lU. 

e  Normal  School,  Duluth,  Minn. 

e  Normal  School,  Edinboro,  Pa. 

e  Normal  School,  Ellensburg,  Wash. 

e  Normal  School,  Emporia,  Kans. 

e  Normal  School,  Fairmont,  W.  Va. 

e  Normal  School,  Farmville,  Va. 

e  Normal  School,  Fitchburg,  Mass. 

e  Normal  School,  Flagstaff,  Ariz. 

e  Normal  School,  Geneseo,  N.  Y. 

e  Normal  School,  Greeley,  Colo. 

e  Normal  School  (West  Branch),  Hays,  Kans. 

e  Normal  School,  Indiana,  Pa. 

;e  Normal  School,  Jacksonville,  Ala. 

e  Normal  School,  Kalamazoo,  Mich. 

e  Normal  School,  Lock  Haven,  Pa. 

e  Normal  School,  Los  Angeles,  Cal. 

e  Normal  School,  Macomb,  111. 

e  Normal  School,  Mankato,  Minn. 

e  Normal  School,  Mansfield,  Pa. 

e  Normal  School,  Marquette,  Mich. 

e  Normal  School,  Mayville,  N.  D. 

e  Normal  School,  MiUersville,  Pa. 

e  Normal  School,  Monmouth,  Ore. 

e  Normal  School,  Moorhead,  Minn. 

e  Normal  School,  Mt.  Pleasant,  Mich. 

e  Normal  School,  Natchitoches,  La. 

e  Normal  School,  New  Platz,  N.  Y. 

e  Normal  School,  Oneonta,  N.  Y. 

e  Normal  School,  Oshkosh,  Wis. 

e  Normal  School,  Oswego,  N.  Y. 

e  Normal  School,  Peru,  Neb. 

e  Normal  School,  Platteville,  Wis. 

e  Normal  School,  Plattsburg,  N.  Y. 

e  Normal  School,  Plymouth,  N.  H. 

e  Normal  School,  Providence,  R.  I. 

e  Normal  School,  River  Falls,  Wis. 

e  Normal  School,  St.  Cloud,  Minn. 

e  Normal  School,  Salem,  Mass. 

e  Normal  School,  San  Diego,  Cal. 

e  Normal  School,  San  Jos^,  Cal. 

e  Normal  School,  San  Marcos,  Tex. 

e  Normal  School,  Tempc,  Ariz. 

e  Normal  School,  Terre  Haute,  Ind. 

e  Normal  School,  Trenton,  N.  J. 

e  Normal  School,  Valley  City,  N.  D. 

e  Normal  School,  Warrensburg,  Pa. 

c  Normal  School,  West  Chester,  Pa. 

c  Normal  School,  Westlield,  Mass. 

e  Normal  School,  West  Liberty,  W.  Va. 

e  Normal  School,  West  Superior,  Wis. 

e  Normal  School,  Whitewater,  Wis. 

e  Normal  School,  Winona,  Minn. 


Enrolled] 


LIBRARIES 


927 


Stale  Normal  Unirenity,  Normal.  111. 

Stale  Norma]  and  Indust.  Coll.,  Greensboro,  N.  C. 

Winthrop  Normal  and  Indust.  Coll.,  Rock  Hill,  S.  C. 

Llbrarle5 
A.  K.  Smiley  Public  Library,  Redlands,  Cal. 
Altoona  Mechanics  Librar>'.  I'a. 
.\nsonia  Librarj-,  Ansonia,  Conn. 
.\rabut  Ludlow  Memorial  Library,  Monn*,  Wis. 
Bryson  Library,  Teachers  College.  New  York. 
Cameftie  Free  Library,  Allegheny,  Pa. 
Carnegie  Free  Library,  Braddock,  Pa. 
Carnegie  Library,  Homestead.  Pa. 
Carnegie  Library,  Fort  Worth,  Tex. 
Carnegie  Library,  NashWIle,  Tcnn. 
Carnegie  Library,  Pittsburg,  Pa. 
Carnegie  Library,  S.in  Antonio,  Tex. 
Carnegie  Public  Library,  Bradford,  Pa. 
Carnegie  Public  IJbrary.  Iron  Mountain,  Mich. 
City  Ijbrary  Association,  Springfield,  M.iss. 
Cleveland  Public  Librarj',  Ohio. 
Cobum  Lib.,  Colorado  Coll.,  Colorado  Springs,  Col. 
F.lkhart-Camcgie  Library.  Elkhart,  Ind. 
Emeline  Fairbanks  Mem.  Library.  Tcrre  Haute.  Ind. 
Enoch  Pratt  Free  library,  Baltimore,  Md. 
Fergu-v^n  Library,  Stamford,  Conn. 
Fitz  Public  Library,  Chelsea,  Mass. 
F'orljcs  Library,  Northampton,  Mass. 
Free  Library,  Philadelphia,  Pa. 
Free  Library,  Port  Jerris,  N.  V. 
Free  Library,  Wilmington  Institute,  Del. 
Free  Public  Library,  .\lameda,  Cal. 
Free  Public  IJbrary,  Atlantic  City,  N.  J. 
Free  Public  Library,  Butte.  Mont. 
Free  Public  Library,  Cardiff,  Wale*. 
Free  Public  Library,  East  Orange.  N.  J. 
Free  Public  Library,  Evanston,  III. 
Free  public  Library,  Holxjken,  .N.  J. 
Free  Public  Liljrary.  Huntington,  Ind. 
Free  Public  Ijl.<rary,  Jersey  City,  .N.  J. 
Free  Public  Library,  Loui-iville,  Ky 
Free  Public  Ijlirary,  Manchester,  Flngland. 
Free  Public  IJbrary,  Monlclair,  N.  J. 
Free  Public  IJIirary,  Newark,  N.  J. 
Free  Public  IJIirary,  New  liedfonl,  Mmt* 
Free  Public  IJIirary,  .S'ew  Haven,  Conn. 
Free  Public  IJIrf-ary,  Owatonna,  Minn. 
Free  Public  IJbrary,  Pauaic,  .\.  J 
Iree  Public  IJUary.  St.  Joirph,  .Mo. 
Irre  Public  IJIirary.  Toprka,  Kant. 
Free  PuWic  Lilirary,  Trenton,  .N.  J. 
Free  Public  IJIirary,  Winona.  Minn. 
Free  I'ublic  IJbrary,  Wortc»lrr,  .M««« 
Gail  lkr<rd<-n  PuhU<   IJUary,  Elgin.  Ill 
(,i  '  .     Krn'Ahj.   \\i» 

M'  I) 

II  fi  l'hr<ibi«ii  al   Intlilu 

M    ,  «.  Ml<h. 

Imperial  Ulirary  <-i  Js|mn,   lokyn 
John  Orrar  IJIirarr.  OilcM".  H'' 
J.  V.  FletcliTT  IJIifury,  Wr«r.*.l.  Mum 
KetUifrrt  Public  IjUarr.  (Irrm  lUr.  Wi« 

I.i'  •  

I,  .«- 

!..;..„.,....,.-      ...^  -<..     •-"  I.- 

Cal 


Library,  Teachers  Consulting,  Trenton,  N.  J. 

Lincoln  City  Library.  Lincoln,  Neb. 

Manchester  Public  Library,  M.anchcstcr,  N.  II. 

McClelland  Public  Library,  Pueblo,  Col. 

Mechanics  Mercantile  Library.  San  Fr.oncisco,  Cal. 

Mercantile  Library  Asso.,  of  New  York,  N.  Y. 

Mercantile  Libniry  Company,  Philadelphia.  Pa. 

Minneapolis  Anthenaeum,  Minneapolis,  Minn. 

New  Brit.iin  Institute,  Conn. 

Newberry  Library,  Chicago,  111. 

Oak  P.irk  Public  Library,  III. 

Ohio  County  Teach.  Lib.  /Vwo.,  Rising  Sun,  Ind. 

Peck  Lib.,  Norwich  Free  .Academy,  Norwich,  Conn. 

Pedagogical  IJb.  of  Supt.  of  .Sch.,  PhiLviclphia,  Pa. 

People's  Library,  Newport,  R    I. 

Public  Library,  Adams,  Mass. 

Public  Library,  Boston,  Mass. 

Public  Library,  Brockton,  M.-uss. 

Public  Library,  Brooklinc,  Mass 

Public  Library,  Brooklyn.  N.  Y. 

Public  Library,  Buffalo,  N'.  Y. 

Public  IJbrary  of  the   Calumet   and    Hecia    .Mining 

Co.,  Calumet,  Mich. 
Public  Ijbr.iry,  Cambridge.  Ma-is. 
Public  Library,  Chic.igo,  III. 
Public  IJbrary,  Cincinnati,  O. 
Public  Library,  Clcxxland,  O. 
Public  IJbrary,  Davenport,  la. 
Public  Library,  Dayton,  O. 
Public  Library,  Denver,  Col. 
Public  IJbr:iry,  Detroit,  Mich. 
Public  Ubr.iry,  DoNxr,  N.  H. 
Public  Libr,iry,  Duluth,  Minn. 
Public  Library,  Ensl  St.  Louis,  III. 
Public  IJbrary,  Erie,  Pa. 
Public  IJbrary,  Fitchburg.  .Mass. 
Public  Library.  (>rand  Rapids,  Mith. 
Public  IJbrary,  tireenfield,  Ma.is. 
Public  IJbrary.  (»reen»l><>ri>,  N.  C. 
Public  IJIirary,  Haverhill,  .Ma.ss. 
I'ublic  IJIirary,  Helena,  Mont. 
Public  Library,  Kalamazoo,  Miih. 
Public  IJbrary,  Kansas  City.  Mo. 
Public  IJIirary,  I..awrrnre,  MaM. 
Public  IJbrary,  Ixxington,  Ky. 
I'ulilit  IJbrary,  I>ii«  Angele*.  Cal. 
I'ublii  IJbrary,  I.ynn.  Mass 
I'ulilii  IJIirary.  .Ma<livin.  N   J, 
Public  IJbrary,  .Maiden.  .MaM 
Public  IJbrary.  Manihe»ler.  M.«m 
Public  IJIirary.  Mr.lff.rd.  MaM 
Public  IJbrary,  Milwaukee.  WU 
Public    IJbfarv.  Mluoula.   M-ml 
PuMi     I  ■  |».rl,  Mau 

Pub:  i.rllr.  N    V. 

'•■■I  .,    ....-k.  N    Y. 

rlh  Adami.  .Mom. 
1  '  "Ti«ha.  Neb. 

Public  IjUary,  Paaaiirna,  C«l. 
Public  IJUary,  Prtiria.  Ill 
Public  IJUary,  Phorntivilte.  Pa. 
Public  Ulirary.  Plainrwid.  N.  J. 
Public  IJbrary,  Portland,  Me. 
PuUic   IJIwary,  Providm.e.  K    I. 
Public  LiUary.  t^ueen*  Itcimuth    N'    V 
Public  library.  Rotkhini.  111. 


928 


NATIONAL  EDUCATIONAL  ASSOCIATION 


[Institutions 


Public  Library,  Sacramento,  Cal. 

Public  Library,  St.  Louis,  Mo. 

Public  Library,  St.  Paul,  Minn. 

Public  Library,  Salem,  Mass. 

Public  Library,  San  Francisco,  Cal. 

Public  Library,  Scranton,  Pa. 

Public  Library,  Seattle,  Wash. 

Public  Library,  Sedalia';  Mo. 

Public  Library,  Somer\'ilIe,  Mass. 

Public  Library,  Taunton,  Mass. 

Public  Library,  Toledo,  Ohio. 

Public  Library,  Uxbridge,  Mass. 

Public  Library,  Washington,  D.  C. 

PubUc  Library,  Wellington,  N.  Zealand. 

Public  Library,  Wheeling,  W.  Va. 

Public  Library,  Yamaguchi,  Japan. 

Public  School  Library,  Baltimore,  Md. 

PubUc  School  Library,  Camden,  N.  J. 

Public  School  Library,  Egg  Harbor,  City,  N.  J. 

Public  School  Library,  West  Hoboken,  N.  J. 

St.  T^uis  Mercantile  Library  .Ass'n,  St.  Louis,  Mo. 

Silas  Bronson  Library,  Waterbury,  Conn. 

State  Historical  Society  of  Wisconsin,  Madison,  Wis. 

State  Library  of  California. 

State  Library  of  Illinois. 

State  Library  of  Indiana. 

State  Library  of  Iowa. 

State  Library  of  Kansas. 

State  Library  of  Massachusetts. 

State  Library  of  Michigan. 

State  Library  of  New  Hampshire. 

State  Library  of  New  Jersey. 

State  Library  of  Ohio. 

State  Library  of  Pennsylvania. 

State  Library  of  Washington. 

Stratford  Library  Association,  Stratford,  Conn. 

S>Tacuse  Public  Library,  N.  Y. 

Wasliington  County  Free  Lib.,  Hagerstown,  Md. 
Departments  of  Education 

Department  of  Common  Schools  of  Ohio. 

Department  of  Education  of  New  York. 

Department  of  Education  of  Nova  Scotia. 

Department  of  Education  of  Ontario,  Canada. 

Department  of  Education  of  Porto  Rico. 

Department  of  Education  of  Texas. 

Department  Free  Schools,  West  Virginia. 

Department  of  Public  Instruction  of  Illinois. 

Department  of  Public  Instruction  of  Michigan. 

Department  of  Pubhc  Instruction  of  Minnesota. 

Department  of  Public  Instruction  of  Nebraska. 

Department  of  Public  Instruction  of  North  Dakoia. 

Department  of  Pubhc  Instruction  of  Virginia. 
Boards  of  Education 

Board  of  Education,  Abilene,  Kans. 

Board  of  Education,  Beloit,  Wis. 

Board  of  Education  of  the  City  of  New  York. 

Board  of  Education,  Dodge  City,  Kans. 

Board  of  Education,  Fulton  Co.,  Ga. 

Board  of  Education,  Janesville,  Wis. 

Board  of  Education,  La  Crosse,  Wis. 
Board  of  Education,  Milwaukee,  Wis. 
..Board  of  Education,  Nashville,  Tenn. 

Board  of  Education,  New  Haven,  Conn. 

Board  of  Education,  Northfield,  Minn. 
Board  of  Education,  Oshkosh,  Wis. 

Board  of  Education,  Ottawa,  Kans. 


Board  of  Education,  Plain&eld,  N.  J, 

Board  of  Education,  Sedgwick,  Kans. 

Board  of  Education,  State  of  Montana. 

Board  of  Regents,  State  Normal  Schools,  Wis. 

General  Education  Board,  New  York,  N.  Y. 
Public  Schools 

Bayard  Taylor  School,  Philadelphia,  Pa. 

Birmingham  Sub-District  School,  Pittsburg,  Pa. 

Broadway  School,  Camden,  N.  J. 

Center  School,  Bloomfield,  N.  J. 

Colfax  Sub-District  School,  Pittsburg,  Pa. 

E.  A.  Stevens  Girls  Gram.  School,  Camden,  N.  J. 

Graded  School,  Matawan,  N.  J. 

Greeley  School,  Peoria,  111. 

Hancock  School  Faculty,  Pittsburg,  Pa. 

High  School,  Anderson,  Ind. 

High  School,  Bayonne.  N.  J. 

High  School,  East  Orange,  N.  j . 

High  School,  Red  Bank,  N.  J. 

Holmes  School,  Oakland  Sub-District,  Pittsburg,  Pa. 

Homewood  Sub-District  School,  Pittsburg,  Pa. 

John  F.  Hartranft  School,  Philadelphia,  Pa. 

John  Lartain  School,  Philadelphia,  Pa. 

Josephy  Leidy  Combined  School,  Philadelphia,  Pa. 

Joseph  Singerly  School,  Philadelphia,  Pa. 

Kaign  School,  Camden,  N.  J. 

Lincoln  Sub-District  School,  Pittsburg,  Pa. 

Luckey  Sub-District  School,  Pittsburg,  Pa. 

Manual  Tr.  and  High  School,  Camden,  N.  J. 

Minnie  Murdock  Kendrick  School,  West  Philadel- 
phia, Pa. 

Mt.  Albion  Schools,  Pittsburg,  Pa. 

M.  W.  Baldwin  School,  Philadelphia,  Pa. 

Neptune  Township  High  School,  Ocean  Grove,  N.  J. 

Newton  Girls  School,  Philadelphia,  Pa. 

North  School,  Pittsburg,  Pa. 

Paschallville  School,  Philadelphia.  Pa. 

Polytechnic  Preparatory  School,  Brooklyn,  N.  Y. 

Primary  Dept.  School  No.  2,  Jersey  City,  N.  J. 
Public  School,  High  Bridge,  N.  J. 
PubUc  School,  South  Orange,  N.  J. 
Public  Schools,  City  of  New  York: 

Borough  of  Bronx     29 

Borough  of  Brooklyn    86 

Borough  of  Manhattan     130 

Borough  of  Queens  20 

Borough  of  Richmond    17 

Total       288 

Rutledge  School,  Philadelphia,  Pa. 
School  No.  2,  Jersey  City,  N.  J. 
St.  Clair  Sub-District  School,  Pittsburg,  Pa. 
Webster  School,  Peoria,  111. 

Other  Institutions 
Alabama  Girls  Industrial  School,  Montevallo,  Ala. 
Alumni    Assoc.    New    York    Training    School    for 

Teachers,  Brooklyn.  N.  Y, 
Alumni  Asso.  State  Nor.  School,  Milwaukee,  Wis. 
Andover  Theological  Seminary,  Andover,  Mass. 
Assumption  Parish  Teachers'  Asso.,  Napoleon ville,  la. 
Athenaeum  Society,  Platteville  Normal  School,  Wis. 
Berks  County  Teachers'  Reading  Union,  Harrisburg, 

Pa. 
Bronx  Borough  Teachers'  Association,  New  York 

City. 
Carroll  School  Patron's  Association,  St.  L'uis,  Mo» 


EaroUed] 


RECAPITULATION 


929 


City  Supt.  and  Supcr\-is"g  Principals'  .\ss«>c..  of  Wis. 
Class  Teachers'  Organization  of  Brookl>-n,  N.  Y. 
Columbia  College  of  Expression,  Cliicago,  III. 
County  Teachers'  Association,  Milwaukee,  Wis. 
Crosby  .\dan\s  School,  Chicago,  III. 
"Kducatiunal  Elxchange,"  Birmingham,  Ala. 
Ethical  Culture  School,  New  York  City. 
Frocbcl  Normal  Institute,  New  York  City, 
Hartford  Theological  Seminary,  Hartford,  Conn. 
Jacob  Tome  Institute,  Port  Deposit,  Md. 
Kc)-stune  Lit.  Soc.,  Kutztown  Normal  School,  Pa. 
Loyola  School,  New  York  City. 
Male  Teachers'  Organization,  New  York  City. 
Milwaukee  Principals'  Association. 
.Milwaukee  Tc.ichcr's  .\ssociation. 
New  York  Trade  School,  New  York,  N.  Y. 
Pennsylvania  Stale  Museum,  Harrisburg,  Pa. 


Pliiladclphiiin  Society,  PlatteWllc  Nor.  School,  Wis. 

Philomathean  Lit.  Soc.,  Kutztown  Nor.  Sch(X)l,  Pa. 

Princip;ils'  Round  Table  of  Wilmington.  V>e\. 

Public  School  Teachers,  Janosvillc,  Wis. 

Riley  Qtunly  Etiucational  A.ssociation,  Kans. 

Rixhi-ster  .Athenaeum  xad  Mechanics  Inst.,  Roches- 
ter, N.  Y. 

Ste\xns  Inst,  of  Technology,  Hobokcn,  N.  J 

St.  Stanislaus  Seminary,  St.  Louis  University,  St. 
Louis,  Mo. 

State  Educational  A-ssociation  of  North  Dakota. 

State  Teachers'  Association  of  Illinois. 

State  Teachers'  Association  of  Wisconsin. 

Teachers'  Association,  Cowley  County,  Kansas. 

Teachers'  Institute.  Philadelphia,  Pa. 

"Tlic  Midland  Schools,"  Des  Moines,  la. 

Zion  Educational  Institutions,  Library,  Zion,  III. 


Recapitulation 


Uni\-ersities  and  Colleges   . 

Normal  Schools   ... 

Libraries 

State  Departments  of  1-Uiuialiun 
Boards  of  Education  . 
Public  Schools: 

New  York  City 

Otljcr  Cities 

Other  Institutioos 

Total      ... 


}88 
30 


161 
78 

164 
13 
■  8 


3J4 
40 

708 


ACTIVE  MEMBERSHIP 

IN  THE 

NATIONAL  EDUCATIONAL  ASSOCIATION 

CLASSIFIED  BY  STATES 
FOR   THE   YEAR    1906    (nO   MEETING) 


Life 
Directors 


Life 
Members 


Former 
Active 


New 
Active 


Total 
Active 


Totals 

North  Atlantic  Division 

Soutti  Atlantic  Division 

South  Central  Division 

North  Central  Division 

Western  Division  

Dependencies 

Foreign,  including  Corresponding  Mem6ers.  •  • 

North  Atlantic  Division — 

Maine 

New  Hampshire 

Vermont 

Massachusetts 

Rhode  Island 

Connecticut 

New  .York 

New  Jersey 

Pennsylvania 

South  Atlantic  Division — 

Delaware 

Maryland 

District  of  Columbia 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 

South  Central  Division — 

Kentucky 

Tennessee 

Alabama. 

Mississippi 

Louisiana 

Texas 

Arkansas 

Oklahoma 

Indian  Territory 

North  Central  Division — 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Iowa 

Minnesota 

Missouri 

North  Dakota 

South  Dakota 

Nebraska 

Kansas 

Western  Division — 

Montana 

Wyoming 

Colorado 

New  Mexico 

Arizona 

Utah 

Nevada 

Idaho 

Washington 

Oregon 

California 

Miscellaneous — 

Dependencies 

Foreign,  including  Corresponding  Members 


4,377 


603 


5,168 


1,882 
250 

218 

1,649 

324 

21 

33 


27 
26 
17 

317 
32 
51 

993 


102 

426 

133 

119 

79 

119 

226 

17 

38 

S8 

52 


46 


183 
34 
85 

219 

66 

5 


2,097 

293 

307 

1,974 

406 

26 

65 


31 

29 

22 

340 

33 

S8 

1,048 

211 

325 

9 

58 
47 
34 
23 
26 


64 
35 
60 
15 
43 
SI 
15 
IS 
9 

345 
128 
473 
151 
168 
■  lOI 

13° 

237 
46 
39 

70 


16 
83 
14 

-  IS 
25 
4 
14 
58 
14 

143 

26 
45 


930 


RECORD  OF  ACTIVE  MEMBERSHIP 


NATIONAL  EDUCATIONAL  ASSOCIATION 


CLASSIFIED   BY   STATES 
FOR   EACH   YEAR   SINCE    1895 


i 

a 
0 

s 

§ 

a 

.a 

PL, 

'3 
a 

State  or  Territory 

u 

a 

0 
1 

c 

03 

8 
S 

1 

ed 

1 

J 

1 

,°  E 

a 

3 

1 

^ 

6 

Q 

i 

m 

vi 

43 

5 

189s 

1896 

1897 

1898 

1899 

1900 

1901 

1902 

1903 

1904 

1 90s 

1906 

Totals 

1,065 

I.S79 

1,858 

1,963 

2,214 

2,332 

2,838 

3,=iS 

4.288 

4,541 

5,261 

5,168 

No.  Atlantic  Div... 

284 

486 

486 

521 

592 

616 

700 

772 

1,571 

1,512 

2,179 

2,097 

So.  Atlantic  D!v... 

62 

83 

81 

139 

156 

202 

215 

222 

263 

269 

296 

293 

Sn.  Central  Div... 

68 

90 

91 

143 

144 

141 

163 

173 

208 

245 

260 

307 

No.  Cental  Div-.. 

534 

793 

1,055 

997 

I, on 

1,067 

1,408 

1,649 

1,819 

2,079 

2,061 

1,974 

Western  Div 

114 

122 

139 

147 

290 

277 

292 

331 

350 

3S6 

377 

406 

Dependencies 

I 

I 

I 

7 

13 

16 

17 

18 

19 

25 

26 

Foreign 

3 

4 

5 

15 

14 

16 

44 

SI 

59 

61 

63 

6S 

No.  Atlantic  Div... 

Maine 

4 
5 

5 

2 

4 

7 

9 

2 

10 
3 

12 
5 

12 
10 

45 
31 

30 
20 

30 
30 

31 

New  Hampshire 

29 

Vermont 

1 

3 

4 

3 

3 

8 

12 

13 

29 

27 

22 

22 

Massachusetts. . 

64 

84 

89 

98 

"3 

114 

133 

ISS 

398 

372 

3. so 

340. 

Rhode  Island... 

12 

17 

15 

IS 

17 

18 

20 

21 

38 

38 

38 

33 

Connecticut. . . . 

8 

13 

16 

17 

19 

18 

24 

33 

69 

63 

64 

S8 

New  York 

104 

232 

217 

223 

254 

257 

292 

312 

686 

670 

i.iSS 

1,048 

New  Jersey 

39 

.60 

70 

73 

75 

73 

78 

8i 

05 

94 

226 

211 

Pennsylvania  . . . 

47 

70 

71 

85 

100 

IIS 

124 

135 

180 

180 

264 

32s 

So-  Atlantic  Div. 

Delaware 

3 

5 

4 

3 

3 

3 

6 

6 

0 

8 

10 

9 

Maryland 

9 

10 

10 

20 

24 

28 

29 

34 

43 

45 

54 

S8 

Uist.  of  Col 

17 

18 

19 

50 

SO 

43 

48 

46 

40 

49 

49 

47 

Virginia 

4 

5 

6 

8 

10 

17 

16 

19 

28 

30 

33 

34 

W.  Virginia 

8 

14 

12 

13 

14 

14 

21 

10 

25 

21 

22 

23 

North  Carolina. 

4 

6 

4 

10 

IS 

24 

22 

21 

24 

25 

26 

26 

South  Carolina.. 

a 

5 

4 

7 

12 

28 

23 

21 

22 

21 

26 

22 

Georgia 

II 

16 

18 

24 

24 

33 

33 

35 

44 

48 

51 

52 

Florida 

4 

4 

4 

4 

4 

12 

17 

21 

19 

22 

25 

22 

So.  Central  Div. 

Kentucky 

17 

23 

25 

31 

33 

27 

32 

32 

36 

46 

42 

64 

Tennessee 

8 

13 

9 

13 

15 

23 

23 

27 

33 

28 

35 

35 

Alabama 

14 

17 

15 

17 

16 

22 

25 

32 

30 

52 

53 

60 

Missi.ssippi 

6 

6 

6 

9 

II 

11 

II 

13 

14 

15 

'    20 

IS 

Louisiana 

7 

7 

9 

II 

13 

12 

14 

17 

23 

26 

26 

43 

Texas 

10 
3 

«3 
10 

14 

19 
37 

18 
30 

18 
21 

19 
26 

18 
21 

30 
IS 

30 
14 

46 
13 

S' 

Arkansas  

IS 

Oklahoma 

3 

I 

2 

5 

8 

7 

10 

9 

13 

17 

16 

IS 

Indian  Territory 

I 

3 

1       4 

5 

8 

9 

0 

No  Central  Div. 

f;hio  

76 
34 

134 
62 

J37 
73 

I. SO 
73 

164 
7S 

179 
86 

2. 54 
113 

260 
no 

303 
122 

296 
138 

312 
121 

345 

Indiana 

128 

Illinois 

lOI 

35 

192 

51 

254 
62 

247 
65 

261 
63 

277 
81 

342 
165 

410 
168 

S>4 
161 

520 

I. so 

516 
162 

473 

Michigan 

151 

Wisconsin 

68 

81 

i6s 

136 

124 

123 

126 

138 

132 

142 

171 

168 

Iowa 

39 
31 

55 
SI 

78 
86 

64 

78 

61 
70 

S3 
70 

70 
88 

108 
168 

103 
160 

104 
140 

00 

143 

lOI 

Minnesota 

i.<o 

Missouri 

4» 

-      54 

67 

64 

67 

70 

87 

93 

1 10 

373 

312 

237 

North  Dakota  . . 

5 

8 

13 

13 

12 

'4 

17 

32 

41 

40 

.3« 

46 

South  Dakota  . . 

8 

7 

10 

9 

14 

17 

32 

40 

47 

43 

42 

30 

Nebr.-i.ska 

31 

36 

49 

43 

36 

39 

43 

SO 

S6 

S6 

73 

70 

Kan.HiLS 

64 

62 

60 

55 

55 

58 

63 

63 

70 

(.() 

yj 

Kf) 

Western  Div. 

Montana 

4 

8 

IS 

14 

17 

16 

aa 

29 

31 

30 

24 

20 

Wyoming 

S 

4 

6 

S 

5 

6 

7 

8 

10 

0 

14 

16 

Colorado 

SI 

S« 

48 

45 

S3 

47 

SS 

S9 

66 

70 

73 

83 

New  Mexico. ... 

5 

5 

7 

6 

15 

14 

IS 

13 

14 

15 

14 

14 

Arizona 

a 

i 

a 

a 

5 

14 

13 

IS 

17 

14 

13 

«3 

IS 

Utah 

10 

a 

10 

a 

7 

a 

10 
3 

7 
3 

10 
3 

18 
3 

ai 
3 

23 

a 

23 

3 

25 

Nevada 

4 

Idaho 

3 
6 

3 
8 

3 
7 

3 
Q 

5 

17 

4 
»9 

0 

27 

8 
42 

9 

51 

la 

53 

13 
59 

14 

Washington  . . . . 

S8 

( )r<-Kon 

('alitornia 

3 

4 

7 

7 

9 

II 

II 

10 

11 

9 

10 

14 

33 

26 

3» 

44 

14a 

137 

118 

124 

120 

lai 

131 

143 

Dependencies 

Forciirn 

I 

I 

I 

7 

13 

16 

17 

18 

19 

25 

36 

3 

•    4 

5 

15 

14 

16 

44 

51 

59 

61 

63 

6S 

931 


RECORD  OF  MEMBERSHIP  BY  STATES 


NATIONAL  EDUCATIONAL  ASSOCIATION 

FOR   EACH   YEAR   FROM   1857-I90S,    INCLUSIVE 

Excepting  for  1861,  1862,  1867,  1878,  1893.  and  1906,  when  no  regular  meetings  were  held,  and  the  years  1859,  i860,  1864,  1868, 
1869,  and  1871,  for  which  no  record  of  membership  was  preserved.     Heavier  numbers  show  member- 
ship from  the  state  in  which  the  meeting  of  the  year  was  held. 


State  or 
Territory 

1 

a 

13 

0 

1 

d 
0 

'0 

a 

1 

i 

•s 

^ 
•? 

1 

oi 

i 

3 
cr 

3 

1 
0 

a 
< 

1 

2 

!3 

1 

I8S7 
43 

1858 

75 

1863 
187 

i86s 
173 

1866 
126 

1870 
170 

1872 
292 

1873 
380 

1874 

187s 

1876 

1877 

1879 

1880 

1881 

1882 

1883 

1884 

i88s 

1886 

1887 

Totals 

345 

355 

214 

ISO 

2i;6 

354 

247 

290 

253 

1,729 

625 

I1I97 

9.IIS 

N.Atl.  Div. 
S.  Atl,  Div, 
S.Cen,  Div. 
N.Cen.  Div, 
West'n  Div, 

26 
8 

9 

10 
7 
6 

52 

27 

5 

6 

149 

136 

8 

3 

24 

22 
6 

S 
92 

S3 

6 

8 

103 

155 

25 

6 

104 

I 

279 

31 

5 

6S 

I2S 

17 
10 

188 

I 

22 

5 

10 

315 

3 

54 

38 

II 

los 

6 

10 

12 

73 
6S 

156 
19 

7 
70 

4 

94 

30 

10 

212 

8 

25 

I2S 
34 
62 

I 

150 

41 

17 

77 

2 

166 

13 

10 

59 

2 

792 

77 

III 

1,712 

26 

406 
16 
19 

176 
7 

386 
31 
47 

708 
25 

773 

44 

370 

7,671 

2 

I 

I 

4 

3 

3 

II 

I 

ISS 

N.  Atl.  Div. 

I 
I 
I 
16 
I 
I 
6 

2 

2 
3 

14 
2 
4 

16 
2 
8 

21 

4 

10 

55 

5 

IS 

27 

6 

12 

I 
3 
3 

30 
4 

26 
160 

20 

32 

I 
8 
6 
4 
I 
3 
3 
3 
2 

I 

I 
I 

6 
2 

'28" 

3 

7 

55 

10 

14 

2 

3 
12 

3 

I 

I 

I 

7 
I 
2 
9 

S 

I 
3 
3 
19 
5 
8 
76 
19 
^6 

I 

2 

42 

3 

8? 
13 
9 

21 

64 
43 

310 
SO 
40 

143 
40 
81 

I 
5 

30 
6 

15 
3 
5 

11 
I 

33 

12 

9 

7 

3 

22 

22 

2 
6 
8 
I4S 
13 
18 
159 
27 
28 

I 
4 
3 
2 
4 
I 
I 

2 
6 

I 
I 
7 

I 

5 
10 

3 
85 
13 
23 
91 
35 
121 

4 
10 
7 
3 
3 

I 
2 
I 

8 
5 
I 
2 
8 
IS 
8 

25 

23 
41 

277 
29 
36 

211 
23 

108 

N.  H.... 

Vt 

17 
6 
6 

20 
2 

8S 

I 
6 

I 

I 
2 
I 
I 
II 
I 
5 

I 

8 

I 

6 

12 

13 

115 

4 
3 

S 
I 
3 

I 

I 
13 

I 

3 
38 

2 
35 

Mass.... 
R.  I 

2 

3 

8 

2 

4 

I 

I 
19 

5 
17 

2 
23 

6 

I 
3 

I 

I 
4 

I 
2 

S 
4 

I 
I 
I 

N.  Y.... 

N.J 

3 

3 

I 

3 

Pa 

S.  Atl.  Div. 
Del 

21 

4 

I 
I 

Md 

D.  C... 
Va 

2 
5 

4 

I 

4 

8 
8 
2 
2 

I 
I 
3 

4 

5 
7 

3 

I 

I 
15 

I 
I 

2 
10 
.... 

4 

2 
I 

I 
3 
2 

17 
100 

7 

7 
14 

I 
2 

I 
2 

3 

I 

I 

5 

31 

I 
6 

4 

I 
I 

8 
12 

W.  Va... 

2 

8 

N.  C... 

S.  C 

I 
I 

I 

Ga 

2 

Fla 

2 

3 
2 

S.Cen.  Div, 
Ky 

5 

6 

2 

I 
3 

I 

2 

I 
2 

3 
3 

2 

1 

S 

I 

55 

8 

5 
2 
9 

2 

4 

I 
2 

151 
62 

Tenn.... 

Ala 

I 

16 

I 

2 

7 

La 

I 
I 

I 
2 

Texas. . . 

I 

I 
3 

4 
3 

I 

55 
67 

Ark 

3 

I 

2 

4 

Okla. . . . 

Ind.  T. . . 

I 

14 

32 

6 

4 

3 

121 

54 
354 

546 

304 

132 

46 

23 

39 
16 

3 

I 

12 

I 

43 
IS 
33 
12 
18 
18 
9 
II 

I 

S 
II 

I 

2 
2 

67 
46 
164 
20 
18 
87 
II 
73 
5 

27 
190 

I 

2 

II 

N.Cen.  Div, 
Ohio.... 

Ind 

Ill 

4 

I 
I 

26 

13 
6 

17 
12 
60 

8 

35 
9 

I 
4 

II 
2 
6 
2 

2 

IS 

41 

14 

6 

4 
5 
I 
3 

50 

10 
16 
S 

7 
7 

I 
S 

29 

3 

.28 

10 
5 
6 
4 

15 

18 

7 
14 

I 
6 
6 
I 
II 

52 
14 
27 
59 
9 
7 
4 
II 

IS 
I 
42 
14 
72 

88 

20 

(' 

8 

I 

27 
10 
18 
II 

9 
10 

4 
13 

34 
12 
6 
2 

2 
7 
2 
3 

I 

I 
I 

155 

21 

7 

7 

4 
5 
10 

32 
12 
3 

I 
2 
5 
3 

37 
12 

7 
I 
3 
3 

2 

6 

21 
9 

8 

I 
4 
4 
7 

S8i 
418 

1,750 
273 
486 

1,146 
649 
62s 

Wis 

3 
2 

Iowa 

I 

Mo 

N.  D.... 

2 

2 

S.  D 

3 

2 

I 

I 

2 
2 

3 
3 

3 

2 

Neb 

I 
3 

I 

4 

634 
960 

0 

8 

Kan  .... 

3 

3 

2 

West'n  Div. 
Mont 

Wyo.... 

3 

I 

2 

N.  M.... 

I 

I 
I 

Utah. . . . 

I 

3 

I 
I 
I 
I 
4 

Nev 

2 

I 

6 

Idaho. . . 

Wash.... 

2 

I 
3 
5 

I 

3 

Ore 

I 
2 

Cal 

I 

3 

2 

I 

..,. 

18 

Depend's 

P.  Rico.. 

Phil.  I'd 

Foreign 

2 

I 

I 

4 

3 

3 

II 

I 

ISS 

RECORD  OF  MEMBERSHIP  BY  STATES 


NATIONAL  EDUCATIONAL  ASSOCIATION 

FOR   EACH    YEAR    FROM    l8s7-IpOS,    INCLUSIVE 

Kxcepting  for  1861,  1S62,  1S67,  1878,  1893,  and  1906,  when  no  regulax  meetings  were  held,  and  the  years  1850,  i860,  1864,  1868, 
1869.  and  1871,  for  which  no  record  of  raemhership  was  preserved.     Heavier  numbers  show  member- 
ship from  the  state  in  which  the  meeting  of  the  year  was  held. 


1888    18S0    1890 


1891 


1892    1894 


1895 


1896 


1897 


1898 


1899 


1903 


7,216;  1,984  5,474 


4.778 


3,360;  5,915 


11,297  9,072 


7.107 


10,532   13,656 


4,640 


10.182   io,35s 


N.  Atl.  Div..|     803I  loi  795  426 

S.  Atl.  Div,.|     113;  128  95  151 

S.  Cen,  Div.      216'  1,074  261  417 

N.  Cen,  Div.  1,074  6424,15612,933 

West'n   Div.  4.974  38  122  196 
•  olonies- 

Foreign 36  i  45  655 


1,187  1. 711 
309I  271 
253 1     460 

i.4S6'3.3S7 
104,        73 


1,462;  2,940 

289I     237 

899;     419 

7,211   5,083 

1.403,     377 


SI 


43 


33 


942 
172 
304 
S.314 
362 


1,4921    1,877 


16 


13 


1. 146 

1. 587 

S.882 

411 

I 

13 


361 


S.074 
S.47S 


783 

1,177 

414 

1.903 

344 

13 

6 


1.309 

473 

768 

6,801 

686 

16 

39 


34,983  8,108 


1,556   14,163 
3631     1.845 


301 

7.532 

481 

17 

105 


1.954 

IS.618 

937 

25 

441 


ass 

I 

Y  .■  .■ .' . . 
J 

tl.  Div. 
~1 

d 

C 

1 

4 

206 

30 

48 

310 

41 

343 

3 
17 
32 
18 
6 
8 
«3 
16 


43 
16 

607 
123 
87 
19 
89 
29 


32 
33 
40 

390 
31 
31 

338 


335 

7« 

322 
40 

57 

96 

58 

133 


40 

134 


100 
36 

45 

127 
134 

13 

27 

304 

4.378 


60 
89 
204 
29 
2K 
67 
16 

68 


64 


36 


361 
306 
625 
137 
443 
572 
933 
349 
i  99 
I  109 
147 
275 

37 
S 

S6 


30 

9 

4 

114 

43 

18 

117 

16 

76 

5 
»3 
10 

8 
49 

\l 

31 

4 

57 
124 
79 
42 
as 
53 
34 


3SS 
149 
666 
259 

332 
278 
118 
320 
32 
3« 
330 
283 

24 

>3 

114 

7 


6SS 


312 
23 

Oil 

65 
178 

6 
49 
3S 


17 

14 

X63 

3 

42 
57 
SI 
36 

31 

9 

33 


178 

65 
314 
285 

72 
no 

54 
189 

16 

30 
136 
137 

9 
4 

59 
5 


5 
7 

4 

S2 
12 
13 

326 
969 

323 

8 
45 
24 
24 
37 
IS 
52 
64 


138 

124 
41 
30 
35 
83 
»S 
4 


990 

258 

871 

155 

143 

164 

86 

435 

8 

9 

137 

III 


S8 


24 

37 

13 

191 

55 
36 


14 
197 
35 
43 


521  2,132 
168  179 
437   32s 


17 
S3 
47 
36 
49 
5 
I 
63 
19 

176 
66 
41 
49 
108 
294 
84 
58 
23 

592 
331 

1.495 
304 
188 

1,086 
193 

1. 113 

38 

78 

742 

1,171 

15 

1,136 
36 

II 

89 
a 
3 
6 
14 
S3 


33 


565 

250 

1.174 

589 

413 

578 

303 

406 

34 

83 

363 

325 

43 

7 

177 

16 

6 
37 

S 

10 
16 

9 
S> 


16 


7 

6 

15 

159 

23 

24 

411 

no 

187 

8 
31 
57 
10 
16 

4 

7 

30 

9 

98 

25 

as 

19 
4a 
41 
41 


357 

305 

785 

327 
1,870 

543 
333 
285 
53 
118 
251 
187 


78 


159 
36 
31 
509 
172 
SS8 

9 

80 

382 

63 
129 

76 

92 
361 

54 

408 
948 
339 
100 
146 
257 
132 
60 
7 

1,313 
591 

1.340 
379 
361 
383 
164 
795 
26 
45 
103 
382 

ao 

8 

196 

27 


87 


16 

14 

II 

294 

so 
46 
756 
154 
S36 

9 

SO 
99 
22 
29 
27 

33 
87 
16 

136 
113 
69 
65 
60 
331 
96 

47 
II 

580 

354 

1,316 

106 

287 

593 

367 

673 

38 

86 

331 

453 

70 

>3 

46s 

90 

IS8 

106 

49 

3a 

56 

79 

4.357 


139 
18 
24 

327 
93 

157 

4 
81 
57 
38 
18 

691 

I4S 

71 

68 
96 
74 
37 
36 
55 
46 


386 

173 

557 

no 

187 

8a 

lai 

166 

16 

30 

86 

89 

24 
7 

tl 
19 
8 
3 


13 
156 


13 
7 

31 

196 

23 

41 

512 

173 
323 

7 

76 

137 

32 
56 
29 
30 

77 
39 

215 

108 

35 

ao 

46 

148 

116 

71 

9 

753 

357 

1.142 

2.193 

393 

444 

383 

415 

98 

141 

32s 

348 

88 
IS 

iiS 
31 
34 
32 
6 
19 
81 
45 

217 


32 
26 

25 

381 
28 
68 
595 
116 
38s 


677 
432 
189 
7.459 
335 
315 
2,323 
408 


0.. 

13 

47 

63 

313 

97 

S08I 

37 

186 

38 

137 

33 

131 

25 

98 

43 

363 

35 

62 

73 

521 

37 

403 

52 

231 

IS 

145 

41 

3IO 

36 

339 

38 

114 

17 

55 

13 

47 

486 

2.653 

361 

1,086 

1.247 

4.013 

372 

1.383 

677 

1,078 

801 

1.176 

2,498 

i.iit 

187 

i.47« 

308 

161 

390 

271 

196 

707 

109 

S08 

60 

82 

10 

36 

74 

30s 

IS 

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INVENTORY  AND  PRICE  LIST  OF  PUBLICATIONS  OF  THE  NATIONAL 
EDUCATIONAL  ASSOCIATION  IN  THE  DEPOSITORY  AT  WINONA, 
MINN.,  JULY  I,  190S 

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187s        Minneapolis 125  1 .  50 

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1889  Nash\ille 15°  i-75 

1890  St.  Paul I -75  2.00 

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1894  Asbury  Park 1.75  2 .  00 

1895  Denver i  ■  75  2.00 

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INDEX 


(Names  of  department  presidents  and  authors  of  formal  papers  are  set  in  small  caps.] 


Accession-book   for   libraries,    248-49 

Act  of  incorporation,  4-5;    21-24 

Act  to  incorporate  the  National  Education 

Association  of  the  United  States,  21-24 
Active  members,  List  of,  for  igo6,  743-901 
Active  membership.  Table  of,  for  1906,  930 
Active  membership.  Table  of,  for  1895  to 

1906,  931 
Addicott,  James  Edwin. — Art  as  related 

to  manual  training,   207-14 
Administration,  List  of  articles  on,  i860  to 

1906,  723-26 
Agricultural  education,  List  of  articles  on, 

1876  to  1906,  661 
Agricultural  instruction  in  the  kingdom  of 

Hungary  (Bela  de  Tormay)  445-51 
Alabama  Educational  Association,  Resolu- 
tion of,  in  favor  of  a  Southern  Teachers' 

League,  500 
Alderman,     Edwin     A. — In     memoriam 

Charles  Duncan  Mclver,  311-18 
.\ley,   Robert  J.,  Discussion  on  Teaching 

arithmetic,  99-102 
Alphabetizing,  256-57 
America,  What  France  owes  to,  in  the  matter 

of  education  (J.  J.  Gabriel  Compayr£) 

417-20 
American  Association  for  the  Advancement 

of  Education  (Will  S.  Monroe)  471-74 
American  Association  for  the  Advancement 

of  Science,  1838-  (L.  O.  Howard)  475- 

Constitution  of  the  Council,  478 

American  education,  Fifty  years  of  (E.  E. 
Brown)  327-41 

American  Institute  of  Instruction  (A.  E. 
WiNSHiP)  457-63 

American  Library  Asscxiation,  270-72; 
(Melvil  Dewey)  479-90 

Constitutional  provisions,  484-85 

Meetings  since  1896,  483 

Object  of,  483 

RcfKirt  of   J(jint    Cf^mmiltcc   of, 

and  N.  E.  A.  on  Instruction  in  library 
administration  in  normal  s(  hfiois  (E.  C. 
Baldwin)  215-81 

A.  L.  A.  Catalog,  487 

A.  L.  A.  Publishing  Board,  486;  Publica- 
tions, 271-72 

American  Library  Institute,  486-87 

American  Lyceum  Association  (Will  S. 
Monroe)  465-67 

American  Normal  Schrx)!  As.sf«  iation: 
Meetings,  officers,  and  topics,  s89-<^5; 
Topics,  59i-<;5;  reorganized  as  Depart- 
ment of  Normal  Schools,  524 

American  public  education.  List  of  articles 
on,  1859  to  1906,  661-63 


Andrews,  E.  Benjamin. — Simpler  spelling; 

what  can  be  most  wisely  done  to  hasten 

it,  148-53 
Anna  T.  Jeanes  Fund  for  the  Assistance  of 

Negro  Rural  Schools  in  the  South,  494-95 
Architecture.   List  of  articles  on,   1869  to 

1906,  663 

Rural  school  (J.  W.  Olsen)  141-48* 

Arithmetic,  The  Teaching  of  (Simon  New- 
comb)   86-99;    Discussion:    R.  J.  Aley, 

99-102 
Art  as  related  to  manual  training  (J.  E. 

Addicott)  207-14 
.A.rt  Education,  Department  of:   Meetings, 

officers,  and  topics,  623-26 
Art  education,  List  of  articles  on,  1869  to 

1906,  664-66 
Association  of  American   Geologists,   474, 

475  ...  J 

Association   of   American    Geologists   and 

Naturalists,  475,  477 

Attendance,  Diagram  of  total,  for  fifty 
years,  934-35 

Statistical  table  of,  1857-1905,  932 

Baldwin,  Elizabeth  G. — Report  of  the 
Joint  Committee  of  the  American  Library 
Association  and  the  National  Educational 
Association,  on  Instruction  in  library 
administration  in  normal  schools,  215-81 

Bardeen,  Charles  William. — Educa- 
tional journalism,  506-14 

Baylor,  Adelaide  S.,  Discussion  on  Salaries, 
192 

Beale,  Dorothea. — Secondary  education 
of  girls  during  the  past  fifty  years  in 
England,  377-86 

Benedict,  Martin  G.,  Discussion  on  I/ical 
training-schools,    126 

Best  means  and  methods  of  improving 
tqichers  already  in  the  service  (W.  McK. 
Vance)  126-30 

Mil>liograi)hy  of  topics  from   1857  (o  i(jo7, 

'^'59.-7.30 
Bicknell,  Thos.  W.,  Rcs<ilution  on  Servi(  es 

of,  528 
Biogniphy,  List  of  arlides  on,  i8()2  to  1905, 

666-67 
Biological  sciences.  List  of  articles  on,  1870 

to  1905,  667-68 
Blinrl,    Education  of  the.   List  of  articles 

on,  i8<;8  to  if)o6,  668 
Blodgc-tt,     A.     B.,     Discission    on     I>)cal 

training-schools,  125 
Boarrl    of    Trustees,     Members    of,    543; 

Twentieth  annual  report,   14-18 
Book,  r)pcning  a  new,  250 
Book  numl)crs,  261,  263-64 
Book-binding,  266-70 


939 


940 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Book-plates,   250-51 

Books,   Care  of,   228 

Cataloging  and  classification  of,  251- 

61;    Bibliography,  258-59 

Incoming,  248-52 

■ — ■ — Selecting  and  ordering,  for  a  school 
library,  240-43 

Books  and  magazine  articles  on  library 
work,    275-77 

Boys,  What  kind  of  education  is  best  suited 
to?  (R.  P.  Halleck)  58-65;  Discus- 
sion: F.  L.  Soldan,  C.  D.  Lowry, 
71-72 

Brainerd,  Rev.  Dr.  Thomas. — Home  and 
school  training  in  New  England  in  the 
colonial  period,  454-55 

Brentano,  Franz,  Sketch  of  (H.  Schwartz) 
426 

Brereton,  Cloudesley,  S.  H. — Teaching 
of  modern  languages  in  England,  366-77 

Brown,  Elmer  Ellsworth. — Fifty  years 
of  American  education,  327-41 

Brumbaugh,  Martin  G. — Means  of  im- 
proving efficiency  of  grammar  school — 
Eliminations  and  modifications  in  course 
of  study,  108-12 

Bureau  of  Education,  Committee  on  the 
National,  739-40 

Business  Education,  Department  of :  Meet- 
ings, officers,  and  topics,  637-39 

Butler,  Nicholas  Murray. — Report  of 
Committee  of  Conference  between  Col- 
leges and  Secondary  Schools,  734 

BuTTRicK,  Wallace. — General  Educa- 
tion Board,  490-95 

By-Laws,  4;   541 

By-Laws,  Proposed,  24-28 

Calendar  of  meetings,  6-7;  with  List  of 
executive  officers,  541-43 

Calf-path,  The;  poem  (Sam  W.  Foss)  151- 

Call  for  a  convention  to  organize  a  national 
association  (D.  B.  Hagar)  516-17 

Canfield,  James  H.— Letter  of  trans- 
mission in  Report  of  Joint  Committee 
on  Instruction  in  library  administration 
in  normal  schools,  215-16 

Carnegie  Foundation  for  the  Advancement 
of  Teaching  (H.  S.  Pritchett)  504-6 

Cataloging  and  classification  of  books, 
251-61;     Bibliography,    258-59 

Chicago'selected  for  next  meeting  of  Depart- 
ment of  Superintendence,  31 

Child,  The  incorrigible  (Julia  Richman) 

158-73 
Child-Study,    Department    of:     Meetings, 

officers,  and  topics,  639-41 
Child-study,   List  of  articles  on,    1884  to 

1905,  668-70 
Children,  city,  Forms  of  industrial  educa- 
tion  best   adapted   to    (C.    H.    Keyes) 

203-7 
Children's  reading,  244-48;    Bibliography 

of,  246-48 
City  normal  or  training-school,   Influence 

of  the  (Ella  F.  Young)  121-24 


City-school  system,  Interrelation  of  func- 
tions in  a,  117-24 

City-schools  systems,  List  of  articles  on, 
1874  to  1905,  670-71 

City  superintendents  of  larger  cities,  Round 
Table  of,  117-24 

City  training-school  or  normal  school,  Influ- 
ence of  the  (Ella  F.  Young)  121-24 

Civic  life  of  the  community,  Effect  of  moral 
education  in  the  public  schools  upon  the 
(W.  O.  Thompson)  42-49;    Discussion, 

49-51 
Classical    education,    List   of   articles    on, 

1865  to  1905,  671-72 
Classification  of  library  books,  259-61 
Classification  of  topics  from  1857  to  1907. 

659-60 
Classified  lists  of  subjects,  661-730 
Classroom  libraries,  227-28 
Classwork,   How  the  superintendent  may 

correct   defective,  and    make   the   work 

of  the  recitation  teach  the  pupil  how  to 

prepare  his  lesson  properly  (W.  T.  Har- 
ris) 341-51 
Coeducation,   List  of  articles  on,    1874  to 

1906,  672 
College-entrance  requirements,  Committee 

on,  736-37 
College-entrance     requirements.     List     of 

articles  on,  1890  to  1905,  672-74 
Colleges  and  universities.   List  of  articles 

on,  1864  to  1906,  687-92 
Colonial  period,  Home  and  school  training 

in    New     England     in     the     (Thomas 

Brainerd)  454-55 
Colonial  period.  Home  and  school  training 

in  the  South  in  the  (T.  J.  Wertenbaker) 

455757 

Colonies,  American,  Origin  of  free  schools 
in  the,  453-54 

Commercial  education.  List  of  articles  on, 
1892-  1905,  673-74 

Committee  of  Conference  between  Colleges 
and  Secondary  Schools,  Report  of  (N. 
M.  Butler)  734 

Committee  of  Fifteen  on  Elementary  Edu- 
cation   History  of,   735 

Committee  of  Ten  on  Secondary  Studies, 
Topics  included  in  Report  of,  656-57; 
History  of,  734-35 

Committee  of  Twelve  on  Rural  Schools, 
History  of,  736 

Committee  on  College  Entrance  Require- 
ments, History  of,  736-37 

Committee  on  Contemporary  Education 
Doctrine,  History  of,  740 

Committee  on  Industrial  Education  in 
Schools  for  Rural  Communities,  Topics 
included  in  Report  of,  657-58;    History 

of,  738-39 

Committee  on  Instruction  in  Normal 
Schools  in  Library  Administration,  His- 
tory of,  741 

Committee  on  the  National  Bureau  of  Ed- 
ucation, History  of,  739-40 


INDEX 


94' 


Committee  on   Nominations,  30;    Report, 

30-31 
Committee  on  Normal  Schools,  History  of, 

737 
Committee  on  the  Relations  of  Public  Li- 
braries to  Public  Schools,  History  of,  737 
Committee  on  Resolutions,  30;  Report,  34 
Committee  on  Salaries,   Tenure  of  Office 
and   Pensions   of  Teachers,    Topics   in- 
cluded in   Report  of,   657;    History  of, 

737-38 

Committee  on  Simplification  of  Spelling, 
Report  (E.  B.  Coxl  31;  Resolution  for 
new  committee  referred,  31 

Committee  on  Taxation  as  Related  to  Pub- 
lic Education,  Topics  included  in  Report 
of,  658;    History  of,  738 

Committee  on  Universal  System  of  Key  No- 
tation, History  of,  740-41 

Committees  of  investigation.  Special,  and 
their  reports,  733-41 

CoMPAYRE,  J.  J.  Gabriel. — What  France 
owes  to  America  in  the  matter  of  edu- 
cation, 417-20 

Compulsory  education,  Eist  of  articles  on, 
1 87 1  to  1905,  674-75 

Congress  of  Art  Educatitm,  1893,  Topics  of 
papers  read  at,  654 

Congress  of  Business  Education,  1893, 
Topics  of  papers  read  at,  655-56 

Congress  of  Educational  Journalism,  1893, 
Topics  of  papers  read  at,  656 

Congress  of  Elementary  Education,  1893, 
Topics  of  papers  read  at,  653 

Congress  of  Experimental  Psychology, 
1893,  Topics  of  papers  read  at,  655 

Congress  of  Higher  Education,  1893,  Top- 
ics of  papers  read  at,  652 

Congress  of  Industrial  and  Manual  In- 
struction, 1893,  Topics  of  papers  read  at, 

654-55 
Congress  of  Kindergarten  Education,  1893, 

Topics  of  papers  read  at,  653 
Congress  of  Music  Education,  1893,  Topics 

of  papers  read  at,  654 
Congress    of    Physical    Education,     1893, 

Topics  of  j)ai)ers  read  at,  655 
Congress     of     Professional     Training     of 

Teachers,   1893,    Topics  of  papers  read 

at.  653-54 
Congress   of    Rational    Psychology,     i8<;3, 

Topics  of  papers  n-ad  at,  655 
Congress    of    School    Su|)ervision,     i8c;3, 

Topics  cjf  jja|>en>  read  at,  652 
Congress  of   Secondary    Educaliitn,    1893, 

Topics  of  papers  read  at,  ^52 
f>)ngrc,ss     of     Tec  hnnlogic  a!     Instruction, 

iHcj3,  Tcjpics  c>f  ]ia|icrs  reacj  at,  ^154 
(Congresses    c)f     Eciucaticm,     Inlernational, 

|8<;3,  Tojiics  of  papers  read  at  (leneral 

session,    652;     Ap[)enclix:     Paju-rs    pre- 
sented l)Ut  not  reacl,  656 
Connecticut    State   Teachers'    Association, 

Consolidation  of  schools  in  Indiana,  138 
Constitution  of  National  Educ  atinnal  Asso- 


ciation, 1-4;  with  the  various  amend- 
ments, 536-41 

Constitution  of  National  Teachers'  Associa- 
tion, 534-35 

Convention  of  teachers  and  superintendents 
of  public  schools,  Philadelphia,  1S49, 
467-71 

Cook,  John  W. — In  7>tcmoriam  Albert 
Grannis  Lane,  297-311;  Discussion  on 
Moral  education  in  public  schools,  50 

Cooper,  Frank  C. — Discussion  on  Moral 
education  in  public  schools,  51 

Corson,  Oscar  T. — The  superintendent's 
authority  and  the  teacher's  freedom, 
80-86 

Cotton,  Fassett  A. — Teachers'  salaries 
and  how  alTcxtcd  by  the  minimum- 
salary  law  [of  Indiana]  132-39 

Council,  see  National  Council  of  Education 

Country  child,  What  form  of  industrial 
training  is  most  practical  and  best  suited 
to  the  (O.  J.  Kern)  198-203 

Country  life.  The  new,  134-35 

Country   schools,    The   ideal    for,    137-38 

Course  of  study  of  the  grammar  school, 
Eliminations  and  modifications  in  (M. 
G.  RRU^fBAUG^)  10S-12 

Cox,  Edwin  B. — Report  of  Committee  on 
Simplification  of  Spelling,  31 

Curriculum,    List  of  articles  on,    1876  to 

1905.  675-77 
Cutter  author  tables,  261-62 
Defectives    and    delinquents    (other    than 

blind).  Articles  on,  1879  to  1906,  677-7S 
Denfield,     R.    E.,    Discussion    on     Local 

training-schools,  125 
Department  of  Art  Education,   Meetings, 

oflKers,  and  topics,  626-29 
De{)artment  of  Business  Education,  Meet- 
ings, officers,  and  t<ipics,  637-39 
Department     of     Child-stucly,     Meetings, 

officers  and  topics,  639-41 
Department     of     Elementary     Education 

organized,   525;   Meetings,  officers,   and 

topics,  5c;9-6o3 
Department  of  Higher  I'.ducation organized, 

525;  Meetings,  officers,  and  tojjics,  SCJ5- 

W 
De[)artment  of  Indian  Education,  Meetings, 

c  ffii  c-rs,  and  topics,  <)5o-5i 
I)c|iartrnent    of    Kinckrgarten    I'lducation, 

.Meetings,  offic  ers,  and  topic  s,  6?6-2c> 
De|)arlment  of  Manual  Training,  Meetings, 

offic  ers,  and  topics,  (»03-7 
Department  of  NIasic  Education,  Meetings, 

ofl'u  ITS,  and  topics,  62c;   33 
Department  of  Normal  Schools,  organized, 

Department  of  I'hysical  Training,  Meet- 
ings, oflicers  and  topics,  641-43 

Dc-f)artnicnt  c>f  School  Adfninistralic  n, 
Mc-etings,   cjffic ers  and   topics,   645-46 

Department  of  School  Superintendence 
organized,  524-25 

Dc-i)artment  of  Science  Instruclicjn,  Meel- 
itigs,  officers  and  topics,  643-45 


942 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Depaitment  of  Secondary  Education, 
Meetings,  ofl&cers  and  topics,  633-36 

Department  of  Special  Education,  Meet- 
ings, officers  and  topics,  648-50 

Department  of  Superintendence,  Secre- 
tary's Minutes,  29-35 

Department  officers,  lo-ii 

Departments,  List  of,  1,536;  with  place  and 
year  of  establishment  of  each,    575-76 

Developments  and  changes  in  primary 
teaching  in  France  during  the  Third 
Republic  (1870- 1906)  (P.  E.  Levasseur) 
408-17 

Dewey,  Melvil. — American  Library  Asso- 
ciation, 479-9C 

Dilthey,  Wilhelm,  Sketch  of  (H.Schwariz) 

427' 
Directors,  8-10,  558 
Directors  by  election,  List  of  state,  9-10, 

547-57 

Directors,  I-ife,  List  of  8-9,  558 

Directors,  Perpetual,  List  of,  55S 

Downing,  A.  S.,  Discussion  on  Local 
training-schools,  126 

Duhring,  Eugen,  Sketch  of  (H.  Schwartz) 
429-30 

Eastman,  W.  R. — The  public  library  a  dis- 
tinct organization,  223 

Eaton,  John,  In  memoriam  (Sheldon 
Jackson)  283-93 

Eberhardt,  John  C. — Examination  of 
eyes  of  school  children,  1^^,-77 

Education,  Fifty  years  of  American  (E.  E. 
Brown)  327-41 

History  of.  List  of  articles  on,  1858  to 

1905,  690-92 

-Theory,     Philosophy,     Nature,     and 

Meaning,  List  of  articles  on,  1873  to  1Q05, 
679-80 

What  France  owes  to  America  in  the 

matter  of  (J.  J.  G.  Compayre)  417-20 

What  kind  of,  is  best  suited  to  boys  ? 

(R.  P.  Haixeck)  58-65;  Discussion: 
F.  L.  Solddn,  C.  D.  Lowry,  71-72 

^\\'hat  kind  of,  is  best  suited  for  girls  ? 

(Miss  Anna  J.  Hamilton)  65-71;  Dis- 
cussion: F.  L.  Soldan,  C.  D.  Lowry,  71- 

Educational  associations,  453-74;  Other 
educational  associations,  474-506 

Educational  awakening  in  England  (M.  E. 
S-^dler)  361-66    . 

Educational  institutions  and  libraries  en- 
rolled as  active  members,  List  of,  9-5-29 

Educational  journalism  (C.  W.  Bardeen) 
506-14 

Educational  literature.  List  of  articles  on, 
t86o  to  1905,  678 

p;ffect  of  moral  education  in  the  public 
sch.ools  upon  the  civic  life  of  the  com- 
munity (W.  O.  Thompson)  42-49;  Dis- 
cussion, 49-51 

Elective  studies.  List  of  articles  on,  1874  to 
1905,  680-81 

Elementary  education.  Committee  of  Fif- 
teen on,  735 


Elementary  Education,  Congress  of,   1893, 

Topics  of  papers  read  at,  653 
Elementary    Education,     Department    of, 

orgnnized,    525;    Meetings,   officers  and 

topics,  599-603 
Elementary  education.  List  of  articles  on, 

1863  to  1Q06,  681-82 
Elementary  schools  in  the  South  promoted 

by  scientific  farming,  491-92 
England,  Educational  awakening  in  (M.  E. 

Sadler) 361-66 
England,     Secondary    education    of    girls 

during  the  past  fifty  years  in  (Dorothea 

Beale)  377-86 
England,   Teaching  of  modern  languages 

in  (C.  S.  H.  Brereton)  366-77 
English  language  and  literature  as  subjects 

of  study.  List  of  articles  on,  1869  to  1906, 

682-84 
Eucken,  Rudolf,  Sketch  of  (H.  Schwartz) 

429 

Examination  of  the  eyes  of  school  children 
(John  C.  Eberhardt)  173-77 

Examinations,  List  of  articles  on,  1863  to 
1002,  684 

Exhibitions  and  Museums,  List  of  articles 
on,  1875  to  T905,  685-86 

E3'es  of  school  children.  Examination  of 
(J.  C.  Eberhardt)  173-77 

Felmley,  David. — The  next  step  in  the 
salary  campaign,  183-91;  Resolution  on 
a  Simplified  spelling-primer,  33;  Discus- 
sion on  Simpler  spelling,  157-58 

Fifty  years  of  American  education  (E.  E. 
Brown)  327-41 

Finances  and  taxation.  List  of  articles  on, 
1866  to  1905,  686 

Financial  statistics.  Comparative  summary 

of,  733 
Fischer,  Kuno,  Sketch  of  (H.  Schwartz) 

421-22 
Forecast  of  work  of  the   Association   (J. 

Hancock)  526-28 
Forms  of  industrial  education  best  adapted 

to  city  children  (C.  H.  Keyes)  J03-7 
Foss,  Sam  Walter. — Poem, The  Calf-path, 

151-52 
France,     Developments    and    changes    in 

primary  teaching  in,   during  the  Third 

Republic  (7870-1906)  (P.  E.  Levasseur) 

408-17 
Secondary     education     of     girls     in 

(Camille   See)    386-95;    Bibliography, 

394-Q5  .      .      , 
What  France  owes  to  America  in  the 

matter    of    educntion    (J.    J.    Gabriel 

Compayre)  4t7--'o 
Free    schools    in    the    American    colonies. 

Origin  of,  453-54 
Fund,   The  permanent.    Growth  of,   since 

1886,  733 
Funds,  Report  of  the,  15-18 
Geddes,  J.  Jr. — What  can  most  wisely  be 

done  to  hasten  simpler  spelling?    153-57 
General  Educatiori  Board  (W.  Buttrick) 

49'3-<)5 


INDEX 


943 


General  session?:  Topics,  561-75 
Geogniphy  as  a  subject  of  study,   List  of 

articles  on,  1871  to  1005,  686-87 
German    education,    The    past    and    tlie 

fut'.ire  of  (E.  Pat^lsen)  430-45 
Gcrn'any,  Rebabilitation  of  philosophy  in 

(H.  Schwartz)  420-50 
Gifts    to    higher    education    of    John    D. 

Rockefeller,    497,    403-94;     of    Andrew 

Carnegie,  504-6 
Gillan,  S.  Y.,  Discussion  on  Moral  educa- 
tion in  public  schools,  50-51 
Girls,  Secondary  education  of,  during  the 

past  fifty  years  in  England  (Dorothfa 

Reaie)  377-86 
Girls,   Secondary  education  of,  in  France 

(Camille   Sef.)    386-95;    Bibliography, 

.^04-05 

Girls,  \\hat  kind  of  education  is  best  suited 
for?  (Miss  Anna  J.  Hamilton)  65-71; 
Discussion:  F.  I,.  Soldan,  C.  D.  Lowry, 
71-72 

GoRDY,  Wilbur  F. — The  local  training- 
school  as  an  agency  for  the  preparation  of 
teachers,  124-25 

Government  and  discipline  in  chararter- 
training,  37 

Government  and  discipline  of  schools, 
List  of  articles  on,  1863  to  1000,  687 

Grammar  school,  Improving  efiiciencv  of — 
Eliminations  and  modifications  in  course 
of  study  (M.  G.  Brumbaugh)  108-12 

Grammar-school  principals.  How  can  the 
supervising  influence  of,  be  improved 
(J..  H.  Jones)  i  12-14;  Discussion:  C. 
M.  Jordan,  C.  N.  Kendall,  1 14-17 

Greenwood,  J.  M.,  Discussions  on:  Local 
training-schools,  125,  Moral  education 
in  public  srhools,  50 

Hagar,  Daniel  B. — Call  for  a  convention 
to  organize  a  national  associ;ition,  516- 
17;  Extracts  from  presidential  address, 
522-24;    from  closing  addres:s,  525 

Halieck,  Reuhen  Post. — What  kind  of 
education  is  best  suited  to  lx)ys  ?     58-65 

Hamilton,  Miss  Anna  J. — What  kind  of 
education  is  Ijest  suited  for  girls  ?     65-71 

Hancock,  John. — Forecast  of  work  of  the 
As.sociation,  526-28 

Ilarjter,  Willian  Rainey,  In  mniwriam 
fH.  P.  Judson)  293-96 

IIarkis,  Ai>a  Van  Stone. — Influem  e<>f  the 
supervisor,  117-21 

Harris,  William  Torrfy. — How  the 
superintendent  may  (orrect  defective 
classwork  and  make  the  work  of  the 
recitation  tear  h  the  pupil  how  to  prepare 
his  lessfm  properly,  341-51;  Organiza- 
tion and  func  tionsof  the  National  Educa- 
tional As'^iK  iation,  529-33;  What  kind 
of  language-study  aids  in  the  mastery  of 
natural  science  ?  73-79;  Discission  on 
Simpler  .'-i)clling,  158 

Heating  and  ventilation,  Sanitary,   146 

Hcinze,  Max,  Sketch  ot  (H.  Schwartz) 
422 


Hempl,  George. — The  new  phonetic 
alphabet,  192-97 

Hertling,  Georg  (Frciherr)  von,  Sketch  of 
(H.  Schwartz)  422 

High  schools,  List  of  articles  on,  1873  to 
1005,  720-21 

Higher  education :  Colleges  and  universities, 
List  of  articles  on,  1864  to  1005,  687-00 

Higher  Education,  Congress  of,  1893,  Top- 
ics of  papers  read  at,  652 

Higher  Education,  Department  of,  organ- 
ized, 525;  Meetings,   officers  and  topics, 

595^9 

Higher  education.  Modern  system  of,  for 
women  in  Prussia  (F.  Paulsen)  395-40S 

Historical  chapter,  453-560;   topics,  575 

History  of  education.  List  of  articles  on, 
1858  to  1906,  690-92 

History  teaching,  List  of  articles  on,  iS8q 
to  1905,  692-93 

Holton,  Edwin  L.,  Discussion  on  Im- 
proving teachers  already  in  service,  131- 

32 
Home  and  school  trn.inmg  in  New  England 

in  the  Colonial  period  (Thomas  Brain- 

erd)  454-55 
Home  and  school  training  in  the  South  in 

the  colonial  period  (T.  J-  Wertenpaker) 

455-57 
Howard,  L.  O. — The  American  Associa- 
tion  for  the   Advancement  of   Science, 

475-78  ■ 
HoYT,  David  W. — In  memoriam  Thomas 

Blanchard  Stockwell,  318-22 
Hughes,   James   L.,   Discussion  on   Moral 

educatic^n  in  public  schools,  51 
Hungary,    Agricultural    instruction    in    the 

kingdom  of  (B^la  de  Tormay)  445-51 
Hunt,  Mrs.  Mary  Hiinchett,  In  memoriam 

(A.  E.  Winship)  2g6-i)-j 
Hygiene,  see  School  hygiene 
Hyre,  Mrs.  Sarah  E. — Women's  part  in 

public-school  education,  51-58 
Illinois'      State      Teachers'     Association, 

Improvement  of  the  study  period,  .Sugges- 
tions for  the  (F.  M.  McMurry)  102-8 

Incorj)oration,  Act  of,  4-5;  21-24;  Certifi- 
cate of,  5;  Certificate  of  extension,  5; 
Resolution  on,  4 

Incc)rris.'ible  child.  The  (Julia   Riciiman) 

J5*<-7.^ 
Index,  939-4C) 
Indian    education    and    ollu-r    minor    alien 

races,  List  of  articles  on,   18H4  lo  ic)05, 

K3-95 

Indian  Education,  Department  of:  Meet- 
ings, ofTic  cTS,  and  topics,  650-51 

Indiana,  ^finimum-salary  law  of  (F.  A. 
Cotton)  132-30 

Indiana   State  Teachers'    Association,    515 

Industrial  edu(  ation,  I'omisof,  best  acla[)tecl 
to  city  children  (C.  H.  Keves)  203-7 

Industrial  education,  List  of  articles  on, 
1863  to  ic;o6,  695-c>6 

Industrial  training,  What  form  of,  is  most 


944 


NATIONAL  EDUCATIONAL  ASSOCIATION 


practical  and  best  suited  to  the  country 
child?     (O.  J.  Kern)  198-203 

Institutions,  Educational,  and  libraries  en- 
rolled as  active  members,  925-29 

International  Congress  at  Li.ge,  Recent 
(W.  S.  Monroe)  351-55^ 

Interrelation  of  functions  in  a  city-school 
system,  117-24 

Iowa  State  Teachers'  Association,  515 

Jackson,  Sheldon. — Itt  memoriam  John 
Eaton,  283-93 

John  D.  Rockefeller  Foundation  for  Higher 
Education,  493-94 

Jones,  Lewis  H. — How  can  the  super- 
vising influence  of  grammar-school  prin- 
cipals be  improved  ?     1 1 2-14 

Jordan,  C.  M.,  Discussion  on  Supervising 
influence  of  grammar-school  principals, 
I 14-15 

Journalism,  Educational  (C.  W.  Bardeen) 
506-14 

JUDSON,  Harry  Pratt. — In  memoriam 
William   Rainey  Harper,    293-96 

Kansas  securities.  Disposition  made  of,  15 

Kendall,  C.  N.,  Discussion  on  Supervising 
influence  of  grammar-school  principals, 

Kern,    O.    J. — What    form    of    industrial 

training  is  most  practical  and  best  suited 

to  the  country  child?     198-203 
Keyes,  Charles  H. — Forms  of  industrial 

education  best  adapted  to  city  children, 

203-7 
Kindergarten   Education,    Department  of: 

Meetings,  officers,  and  topics,  626-29 
Kindergarten,  List  of  articles  on,   1872  to 

1905,  696-99 
Lane,  Albert  Grannis,  In  memoriam  (John 

W.  Cook)  297-311;    Trustees  on  death 

of,   14 
Language-study,  What  kind  of,  aids  in  the 

mastery   of   natural   science  ?      (W.    T. 

Harris)  73-79 
Languages,  Teaching  of  modern,  in  England 

(C.  H.  S   Brereton)  366-77 
Laws,  Summary  of  state,  relating  to  school 

libraries,  277-81 
League  of  Library  Commissions,  486 
Levasseur,     Pierre      Emile. — On      the 

developments   and  changes   in    primary 

teaching   in    France    during    the    Third 

Republic  (i  870-1 906)  408-17 
Librarian,    The   teacher  and   the    (N.    C. 

Schaeffer)  355-61 
Libraries  enrolled  as  active  members,  IJst 

of,  927-28 
Libraries,  Public,  Committee  on  Relations 

of,  to  Public  Schools,  737 
Libraries,    Reference,   for  schools,    221-22 
Libraries,  School,  221-24;   Lists  for,  245 
Library,  How  to  use  a,  228-33 
Library,  The  public,  and  the  public  school, 

224-28;   Bibliographical  references,  225- 

27;  See  also  Public  Library 
Library   and   school.    List   of   articles    on, 

1880  to  1906,  699-700 


Library  administration.  Articles  in  periodi- 
cals on,  276-77;  Useful  books  on,  275- 
76;  Method  and  limits  of  instruction  in, 
218-20;  Committee  on  Instruction  in 
Normal  Schools  in,  741 

Library  Association  and  the  National  Edu- 
cational Association,  Report  of  the  J<  int 
Committee  of  the  American  on  Instruc- 
tion in,  in  Normal  Schools  (E.  G. 
Baldwin)  215-81 

Library  associations,  270-75 

Library   associations.    State,    274 

Library  clubs.  Local,  274-75 

Library  commissions.   State,   272-74 

Library  Department;  Meetings,  officers, 
and  topics,  646-48' 

Library  development.    Results  of,   488-90 

Library  instruction  in  schools,  231-33 

Library  Journal  started,  482 

Library  schools,  275,  487-88 

Liege,  Recent  International  Congress  at 
(W.  _S.  Monroe)  351-55 

Life   directors.    List   of,    558 

Life  members,  List  of,  559-60 

Lighting,  Sanitary,  143 

Lipps,  Theodor,  Sketch  of  (H.  Schwartz) 
427-28 

Living,  Cost  of,  133,  138 

Loan -desk,  264-66 

Lowry,  Charles  D.,  Discussion  on  Kind  of 
education  best  suited  for  boys  and  girls, 
72 

Mclver,  Charles  Duncan,  In  memoriam 
(E.  A.  Alderman)  311-18 

McKinney,  Charles,  Discussion  on  Simpler 
spelling,  158 

McMuRRY,  F.  M. — Suggestions  for  im- 
provement of  the   study   period,    102-8 

Mann,  Horace,  Addresses  as  president 
of  Convention  at  Philadelphia,  1849, 
467-71 

Manual  training,  Art  as  related  to  (J.  E. 
Addicott)  207-14 

Manual  Training,  Department  of:  Meet- 
ings, officers,  and  topics,  603-7 

Manual  training,  List  of  articles  on,  1869 
to  1906,  700-3 

Marble,  Albert  Prescott,  In  memoriam  (C. 
E.  Meleney)  322-26 

Massachusetts  Teachers'  Association,   514 

Mathematics  as  a  subject  of  study.  List  of 
articles  on,  1871  to  1906,  703 

Means  afforded  by  the  public  schools  for 
moral  and  religious  training  (T.  A. 
Mott)  35-42 

Means  of  improving  the  efficiency  of  the 
the  grammar  school — Eliminations  and 
modifications  in  the  course  of  study  (M. 
G.  Brumbaugh)  108-12 

Meeting,  First  large,  of  the  Association, 
528 

Meeting-places  for  Department  of  Super- 
intendence, Resolution  on  (C.  G.Pearse) 

32 
Meetings,  3-4,  27;    535;    540 
Meetings,  Calendar  of,  6-7;    541-43 


INDEX 


945 


Meinong  von   Handschuchsheim,   Alexius, 

Sketch  of  (H.  Schwartz)  426 
Meleney,    Clarenxe    E. — In   viemoriam 

.\lbert  Prescott  Marble,  322-26 
Members,  Life,  List  of,  559-60 
Members,  List  of  Life,  Active,  and  Corres- 
ponding,   744-901;    Index,   904-23 
Members,  List  of  original,  of  N.  T.  A.  at 

Philadelphia,  521 
Members,  List  oi  perpetual,  558 
Membership,  active,   Classified,   by  states, 

for  1906  (Table),  930 
Membership,   active,    Growth  of,    1895   to 

igo6,  731 
Membership,  active,  Record  of,  by  slates, 

1895-1906  (Table),  931 
by  states  for  each  year,    1857  to 

1905,  932,  933 
Membership,  Classes  and  conditions  of,  1-2, 

22,  24-25;   534;    536-37 
Membership,    Total,    classified    by    states 

from   1857  to     1906    (Tables)     932-33; 

chart  showing  same,  934-935 
Memberships,  Chart  of  recorded,    1857  to 

igo6,  935-35 

Memberships,  Organization  of  uc  live  per- 
manent,  533 

Memorandum  concerning  reincorporation, 
19-20 

Men  and  women  as  teachers,  136 

Miller,  Thomas  C,  Discussion  on  Mini- 
mum-salary law  [of  West  Virginia]  140-41 

Minimum-salary  law[of  Indiana],  Teachers' 
salaries  and  how  affected  by  (F.  A.  Cot- 
ton) 132-39 

[of  Pennsylvania]    Discussion:    N.  C. 

Schaeffcr,   140 

— — [of  West  Virginia]  Discussion:  T.  C. 
Miller,   140-41 

Missouri  State  Teachers'  Association,  515 

Modern  system  of  higher  education  for 
women  in  Prussia  (F.  Paulsen)  395-408 

Monroe,  Will  S. — American  Asscxiation 
for  the  Advancement  of  Fducaticjn,  471- 
74;  American  Lyceum  Association, 
465-67;  Recent  International  Congress 
at  Lifegc,  351-55;  State  teachers'  associa- 
tions organized  before  1857,  514-15; 
Western  Literary  Institute  and  College 
f>f  Professional  Teachers,  463-64 

Mfjral  and  religious  training,  Means  af- 
forded by  the  i)ublic  schools  for  (T.  A. 
Mott)  35-42 

Mtrai  education  in  the  ])ubli(  schools, 
Fffec  I  of,  u]»on  the  civic  life  of  the  com- 
munity (\V.  C).  Thompson)  42-49; 
Discussion:  W.  J.  Shearer,  J.  M.  Green- 
wood, and  others,  49-51.  See  also 
Religious  ancl  moral  education 

Mott,  Thomas  A. — The  means  afforded 
by  the  |iuV)lic  st  hools  for  moral  and  religi- 
ous training,  35-42 

MuKiMiv,  Kdoar  Gardner. — Southern 
Hclufalion    Hoard,   495-<)9 

Museums,  .Sc  hool,  227;  List  of  artic  les  on, 
1S75  to  if>o5,  685-86 


Music  Education,  Departmentof :  Meetings, 
officers,  and  topics,  630-33 

Music  in  schools.  List  of  articles  on,  1870 
to  1905,  703-6 

Name  of  Association,   i,  21,  534,  536 

National  Association  of  School  Superin- 
tendents: Meetings,  officers,  and  topics, 
576-79;  reorganized  as  Department  of 
Schcx)l  Superintendence,  524-25 

National  Association  of  State  Libraries,  486 

National  Council  of  Education,  Historical 
sketch,  607-8;  Constitution  and  By- 
Laws,  608-11;  Executive  officers,  1881- 
1907,  611-12;  Membership,  612-18; 
Topics,  618-23;  Objects  and  duties  of 
the,   26-27 

National  Educational  Association, Calendar 
of  meetings,  6-7;  541-43;  General  ses- 
sions: Topics,  1870-1906,  561-75;  His- 
tcmcal  sketch,  521-34;  List  of  Depart- 
ments, with  place  and  year  of  establish- 
ment of  each,  575-76;  New  departments, 
524-25;  Organization  and  functions  of 
the,  529-33;  Reincorporation,  533-34; 
Report  of  Joint  Committee  ol  A.  L.  .A.  and 
on  Instruction  in  Library  Administration 
in  Normal  Schools  (E.  G.  Baldwin) 
215-81 

National  Education  Association  of  the  U.  S., 
.^ct  to  incorporate,  21-24 

National  organization  of  teachers,  518-20 

National  Teachers'  Association  (1857-70, 
Calendar  of  meetings,  6,  541-42;  His- 
torical sketch,  516-21;  organized,  518; 
Officers  elected,  520-21;  Original  mem- 
bers, 521;  Constitution,  534-35;  Topics, 
1857-69,  561-62 

Natorp,    Paul,    Sketch  of  (H.  Schwartz) 

423-24 
Natural  science,    \\liat   kind  of  languagt 

study  aids  in  the  mastery  of?     (W.  'I\ 

Harris)  73-7C) 
Nature-study,  List  of  articles  on,   1S58  to 

1905,  706 
Necrology  for  ic)05-6,  741-42 
Negro  education,  List  of  artii  les  on,  i  S0()  to 

i(;o4,  706 
Negro  rural  schools  in  the  South,  I'uiid  for 

the  assistance  of,  494-c;5 
New  England,   Home  ancl  school  training 

in,     in    the    colonial     period    (Thomas 
.    Bkainerd)  454-55 

New   Hampsliire  Stale  Teachers'   Associa- 
tion, 515 
New   Jersey   State   Teachers'    Assoc  lalioii, 

S^S  .     . 

New  York  Teachers'  Association,  511 
Newcomii,  Simon. — The  teac  hing  of  aiiili 

melic,   86-99 
Next  ste])  in  the  salary  campaign  (I).  I'ki.m- 

I.EV)    lS3-fjT 

Nominations,   Conimitlc-c  i>n,   30;     Rcporl, 

30-3' 
Normal  schools  and  training  c»f  teac  hers. 

List  of  articles  on,  1864  to  ic)05,  707-11 
Normal  Sc  hools,  Committee  on,  737 


946 


NATIONAL  EDUCATIONAL  ASSOCIATION 


Normal  Schools,  Department  of,  organized, 
524;   Meetings,  officers  and  topics,  590- 

95 
List  of,  enrolled  as   active  members, 

926-27 

Normal  schools.  Report  of  the  Joint  Com- 
mittee of  the  American  Library  Asso- 
ciation and  the  National  Educational 
Association  on  Instruction  in  Library 
Administration  in  (E.  G.  Baldwin)  215- 
81 

Officers  and  their  duties,  2-3,  22-23,  25-26, 

535-  537-40 
Officers  for  i905-i9o6and  1906-1907,  S-ii 
Officers,  List  of  executive,  with  Calendar  of 

meetings,  541-43 
Ohio  State  Teachers'  Association,  514 
Olsen,  J.  W. — Rural  school  architecture, 

141-48* 
Organization,   List  of  articles  on,   1866  to 

1906,   723-6 
Organization  and  functions  of  the  N.  E.  A. 

(W.  T.  Harris)  529-33 
Origin   of   free   schools   in    the    American 

colonies,  453-54 
Palmer,   Solomon. — Call  for  a  Southern 

Educational  Association,  500-1 
Papers    and    discussions.    Department    of 

Superintendence,  35-117 
• Titles  of,  from  1857  to  1907  arranged 

by  years  and  departments,  561-651 
Past  and  future  of  German  education  (F. 

Paulsen)  430-45 
Paulsen,  Friedrich. — Modern  system  of 

higher  education  for  women  in  Prussia, 

395-408:    The  past  and   the  future  of 

German  education,  430-45 
Pearse,    C.    G. — Resolution   on    meeting- 
places  for  Department  of  Superintend- 
ence, 32 
Pennsylvania,     Minimum-salarv     law     of 

(N.  C.  Schaeffer)  140 
Pennsylvania  State  Teachers'  Association, 

Pensions  for  teachers.  List  of  articles  on, 
1896  to  1905,  711 

Perpetual  directors,  List  of,  558 

Philosophy,  Rehabilitation  of,  in  Germany 
(H.  Schwartz)  420-30 

Phonetic    alphabet,    Need    of    a,    154-56 

The  new  (G.  Hempl)  192-97 

Physical  Education,  Congress  of,  1893, 
Topics  of  papers  read  at,  655 

Physical  education.  List  of  articles  on,  1869 
to  1905,  711-13 

Physical  sciences.  List  of  articles  on,-  1863 
to  1905,  713 

Physical  Training,  Department  of:  Meet- 
ings, officers,  and  topics,  641-43 

Place  of  next  meeting  of  Department  of 
Superintendence  to  be  Chicago,  31 

Preparation  of  teachers.  Local  training- 
school  as  an  agency  for  the  (W.  F.  Gordy) 
124-25 

Primary  teaching,  Developments  and 
changes  in,  in  France  during  the  Third 


Republic  (1870-1906)  (P.  E.  Levasseur) 

408-17 
Pritchett,     Henry     S. — The     Carnegie 

Foundation    for    the    Advancement    of 

Teaching,  504-6 
Promotion  of  teachers,  What  should  be  the 

basis  for  the,  and  the  increase  of  salaries 

(J.  H.  Van  Sickle)  177-83 
Prussia,  -modern  system  of  higher  education 

for  women  in  (F.  Paulsen)  395-408 
Psychology  and  education,  -List  of  articles 

on,  1874  to  1904,  713-14 
Psychology,     Experimental,     Congress    of, 

1903,  Topics  of  papers  read  at,  655 
Psychology,   Rational,   Congress  of,    1893, 

Topics  of  papers  read  at,  655 
Public  Libraries  started,  482 
Public  library.  The,  a  distinct  organization 

(W.  R.  Eastman)  223 

and  the  public  school,   224-28 

Growth,  place,  and  purpose  of,  217-18 

Public-school  education.  Woman's  part  in 

(Mrs.  Sarah  E.  Hyre)  51-58 
Public  school.  The  public  library  and  the, 

224-28;    Bibliographical  references,  225- 

27 
Public  schools,  Effect  of  moral  education 

in   the,  upon  the  civic  life  of  the  com- 
munity (W.  O.  Thompson)  42-49;   Dis- 
cussion, 49-51 
Public    schools.    Means    afforded    by,    for 

Moral  and  religious  training  (T.  A.  Mott) 

35-42 
Publications,    Inventory  and  price  list  of, 

936-37 
Receipts  and  expenses  of  Secretary's  office, 

731-32 
Recent    International    Congress    at    Li  ge 

(W.  S.  Monroe)  351-55 
Recitation,    How   to   make   the,  teach  the 

pupil    to    prepare    his    lesson    (W.    T. 

Harris)  341-51 
Reference-books,   What,  and  how  to  use, 

229-31;     247 
Rehabilitation  of  philosophy  in  Germany 

(H.  Schwartz)  420-30 
Reincorporation,    Memorandum    concern- 
ing, 19-20;   533-34 
Religious    and    moral    education.    List    of 

articles  on,  1858  to  1906,  715-16 
Resolutions,  Committee  on,  30;   Report,  34 
Revenue,  Lack  of,  135 
Revenue,  The  fixed,  732 
Rhode  Island  Institute  of  Instruction,  514 
RicHMAN,  Julia.- — The  incorrigible  child, 

158-73 
Riehl,  Alois,  Sketch  of  (H.  Schwartz)  424 
Rockefeller,  John  D.,  Gift  of,  to  General 

Education  Board,  491;    Larger  gifts  to 

higher  education,  493-94 
Round-Table    Conference    on     Simplified 

spelling,  33,  148-58 
Round   Table   of  city  superintendents   of 

larger  cities,  32,  117-24 
Round   Table   of  city  superintendents   of 

smaller  cities,  32,  124-32 


INDEX 


947 


Round  Table  of  state  and  county  superin- 
tendents, 32,  132-4S 

Rural-school  architecture  (J.  W.  Olsen) 
141-48* 

Rural  schools,  Committee  of  Twelve  on, 
736 

Rural  schools.  List  of  articles  on,  1875  to 
igo5,  716-17 

Russell,  William. — Address  to  Philadel- 
phia Convention,   1857,   518-20 

Sabin,  Henry,  Discussion  on  Moral  educa- 
tion in  public  schools,  50 

Sadler,  Michael  Ernest. — Educational 
awakening  in  England,  361-66 

Salaries,  Can  we  afford  to  pay  larger?   139 

Cause  of  low,   135 

How  affected  by  the  minimum-salary 

law  [of  Indiana]  (F.  A.  Cotton)  132-39; 
Discussion:  T.  C.  Miller,  N.C.  Schaefler, 
140-41 

Next  step  in  the  salary  campaign  (D. 

Felmley)  183-91;  Discussion:  A.  S. 
Baylor,  192 

Next  steps  in  effort  to  secure  better, 

138-39 

of  teachers.  List  of  articles  on,  1884  to 

1906,  717-18 

Reasons  for  better,    136 

Tenure    of    Office    and    Pensions    of 

Teachers,  Committee  on,  657,  737-38 

,    What  should   be  the   basis  for  the 

j>romotiun  of  teachers  and  the  increase 
of  (J.  H.  Van  Sickle)  177-83 

ScHAEFFER,  Nathan  C. — The  teacher  and 
the  librarian,  355-61 ;  Discussion  on 
Minimum-salary  law  [of  Pennsylvania] 
140 

.School  Administration,  Department  of: 
Meetings,  officers,  and  topics,  645-46 

School  hygiene.  List  of  articles  on,  1881  to 
1904,  718-19 

School  laws.  List  of  articles  on,  1892  toi905, 
719 

School  libraries,  221-24;  Lists  for,  245; 
Summar)' of  state  laws  relating  to,  277-81 

School  library,  Cataloging  and  classifica- 
tion of  a,  251-61 ;  How  to  start  a,  222-23 

Call  numbers,  shelf-list,   loan  system, 

261-66;  Selecting  and  ordering  books 
for  a,  240-43 

School -library  rc^om.  The,   234-39 

School  museums,  227.     See  also  Museums 

Sch(Kil  Superintendence,  Department  of, 
organized,  524-25;  List  of  meetings  and 
officers,  577-78;  Toj)ics:  579-89;  See 
also  Suficrintindcnce,  De|)artment  of 

School  teachers  ancl  sujK-rintenclents,  Con- 
vention of,  1849,467-71 

.Schuppc,  Wilhclm,  Sketch  of  (If.  ScirwAKTz) 

424-25 
Schwartz,  Hermann. — Hric-f  sketchc-s  of: 
Franz  Brentano,  426;  Wilhelm  Dillhey, 
427;  Eugen  Diihring,  429-30;  Rudolf 
liucken,  429;  Kuno  Fischer,  421-22; 
NL'ix  Heinze,  422;  Gcorg  Hertling,  422; 
Theodor  Lipps,  427-28;    Alexius  Mein- 


ong  von  Handschuchsheim,  426;  Paul 
Natorp,  423-24;  Alois  Riehl,  424; 
Wilhelm  Schuppe,  424-25;  Karl  Stum[)f, 
426-27;  Wilhelm  Windelband,  425;  Wil- 
helm Wundt,  428;  Eduard  ZeJler,  422-23 

ScHW.\RTZ,  Hermann. — The  rehabilitation 
of  philosophy  in  Germany,  420-30 

Science  Instruction,  Department  of:  Meet- 
ings, officers,  and  topics,  643-45 

Science  teaching.  List  of  articles  on,  1869 
to  1906,  719-20 

Secondary  Education,  Department  of: 
Meetings,  officers,  and  topics,  633-36 

Secondary  education:  High  schools.  List  of 
articles  on,  1873  to  1905,  720-21 

how  aided  by  the  General  Education 

Board,  493 

of  girls  during  the  past  fifty  years  in 

England  (Dorothea  Beale)  377-86 

of  girls  in  France  (Camille  See)  386- 

95 

Secretary's  minutes.  Department  of  Super- 
intendence, 29-35 

Secretary,  Report  of,  731-42 

Secretary,  Review  of  the  reports  of  the,  731- 
42 

See,  Camille. — Secondary  education  of 
girls  in   France,  386-95;    Bibliography, 

394-95 

Shearer,  Wm.  J.,  Discussion  on  Moral 
education  in  public  schools,  49-50 

Shelf -list,   262-63 

Simkins,  J.  D.,  Discussion  on  Moral  educa- 
tion in  public  schools,  50 

Simplified  spelling.  Round  Table  Con- 
ference on,  ;^T„  148-58 

Soldan,  F.  I>ouis,  Discussion  on  Kind  of 
education  best  suited  for  boys  and  girls, 
71-72 

.South,  Home  and  school  training  in  the, 
in  the  colonial  period  (T.  J.  Werten- 
baker)  455-57 

Southern  Education  Board  (E.  (J.  Mukimiv) 

495-99 

Southern  Educational  A.ssociation  (R.  J. 
Tic; he)  49(;-504 

.Special  ICducalion,  Department  of:  Meet- 
ings, cjflic  ers,  and  to])ics,  648-50 

Spelling,  Committee   on   Simplilic  atioii  of, 

3^  . 

.Spelling,  List  of  articles  on,   i860  to  ic)o6, 

721-22 

S])elling  |)rimer,  Resoiutiim  011  ;ni  iiniirovcti 
(I).  Fklmi.ev)  33 

Spelling,  simiiler,  What  (  an  be  most  wisely 
clone  to  hasten  (E.  H.  Andrews)  148- 
53;  U-^''-'"*'-^' J'*-)  153-57;  Discussion: 
b.  Felmley  and  others,  157-58 

Spelling,  SimplilucI,  Round-Table  Con- 
ference on,  33,  148-58 

Spelling,  traditional,  The  evils  of,  152-53 

•State  aid  to  poor  c:oq)orations,   133 

State  and  county  superintendents,  Round 
Taljle  of,  132-48 

State  and  educ  ation,  List  of  artic  Ics on,  1 859 
to  ic;oi,   722-23 


948 


NATIONAL  EDUCATIONAL  ASSOCIATION 


State  Teachers'  Association  of  Michigan, 

514-15 

State  Teachers'  Associations  organized 
before  1857  (Will  S.  Monroe)  514-15 

Stockwell,  Thomas  Blanchard,  Ifi  memor- 
iam  (D.  W.  Hoyt)  318-22 

Study,  J.  N.,  Discussion  on  Local  training- 
schools,  125 

Study  period,  Suggestions  for  improvement 
of  the  (F.  M.  McMurry)  102-8 

Stumpf,  Karl,  Sketch  of  (H.  Schwartz) 
426-27 

Subjects,    Classified  lists  of,    661-730 

Suggestions  for  improvement  of  the  study 
period  (F.  M.  McMurry)  102-8 

Superintendence,  Department  of,  29-214; 
Secretary's  minutes,  29-35;  Papers  and 
discussions,  35-214 

Superintendent,  How  the,  may  correct 
defective  classwork  and  make  the  work 
of  the  recitation  teach  the  pupil  how  to 
prepare  his  lesson  properly  (W.  T.  Har- 
ris) 341-51 

Superintendent's  authority,  The,  and  the 
teachers'  freedom  (O.  T.  Corson)  80-86 

Superintendents  of  smaller  cities.  Round 
Table  of,  124-32 

Superintendents,  Round  Table  of  City,  32 

Superintendents,  Round  Table  of  State  and 
County,  32,   132-48 

Supervising  influence  of  grammar-school 
principals.  How  can  the,  be  improved  ? 
(L.  H.  Jones)  112-14;  Discussion: 
C.  M.  Jordan,  C.  N.  Kendall,  11 4-1 7 

Supervision,  Organization  and  Adminis- 
tration, List  of  articles  on,  1866  to  igo6, 
723-26 

Supervisor,  Influerrce  of  the  (Ada  Van  S. 
Harris)  117-21 

Teacher,  The,  and  the  librarian  (N.  C. 
Schaeffer)  355-61 

Teachers  already  in  the  service.  Best  means 
of  improving  (W.  McK.  Vance)  126-30; 
Discussion:    E.  L.  Holton,  131-32 

Teachers  and  Superintendents,  Convention 
of,  at  Philadelphia,  1849,  467-71 

Teachers,  List  of  articles  on,  i860  to  1905, 
726-27 

More  adequate  facilities  for  training, 

needed,    138-39;    must  organize,    139 

Pensions  for,  List  of  articles  on,  1896 

to  1905,  726-27 

preparation  of,  The  local  training- 
school  as  an  agency  for  the  (W.F.  Gordy) 
124-25;  Discussion;  W.  G.  Benedict 
and  others,  125-26 

Training  of,  List  of  articles  on,   1864 

to  1906,  707-11 

What  should  be  the  basis  for  the  pro- 
motion of,  and  the  increase  of  salaries  of 
(J.  H.  Van  Sickle)  177-83 

Teachers'  freedom,  The  superintendents' 
authority  and  the  (O.  T.  Corson)  80-86 

Teachers'  salaries  and  how  affected  by  the 
minimum-salary  law  [of  Indiana]  (F.  A. 
Cotton)    132-39;     Discussion:     T.    C. 


Miller,    N.    C.    Schaeffer,    140-41.     See 
also  Salaries 

Teaching  not  yet  a  profession,   136 

of  arithmetic  (Simon  Newcomb)  86-99 

of  modern  languages  in  England  (C. 

H   S   Brereton)  366-77 

Principles  and  methods,  List  of  articles 

on,  1863  to  1903,  727-28 

Technical  education,List  of  articles  on,  1874 
to  1905,  728-29 

Textbooks,  List  of  articles  on,  1866  to  1897, 
729 

Thompson,  Wm.  Oxley. — Effect  of  moral 
education  in  the  public  schools  upon  the 
civic  life  of  the  community,  42-49; 
Discussion,  49-51 

TiGHE,  Richard  J. — The  Southern  Educa- 
tional Association,   499-504 

Titles  of  paper  and  discussions  from  1857 
to  1907  arranged  by  years  and  depart- 
ments, 561-651 
•Topics,  Bibliography  of,  from  1857  to  1907, 

659-730 

Topics,  Classification  of,  from  1857  to 
1907,  659-60 

Tormay,  Bela  de. — Agricultural  instruc- 
tion in  the  kingdom  of  Hungary,  445-51 

Training,  Home  and  school,  in  New  Eng- 
land in  the  colonial  period  (Thomas 
Brainerd)  454-55 

in  the  South  in  the  colonial  period 

(T.  J.  Wertenbaker)  455-57 

— — of  teachers,  List  of  articles  on,  1864  to 
1906,  707-11 

Training-school,  The  local,  as  an  agency 
for  the  preparation  of  teachers  (W.  F. 
Gordy)  124-25;.  Discussion:  W.  G. 
Benedict  and  others,  125-26 

Treasurer's  report,   12-14 

Trustees,  Board  of  Annual  report,  14-18 

Members  of  Board  of,  543 

Twentieth  century,  Demands  of,  are  large, 

135 

Universities,  List  of  articles  on  colleges 
and,  1864  to  1905,  687-90 

Universities  and  colleges  enrolled  as  active 
members,  Lists  of,  925-26 

Valentine,  T.  W. — Address  at  convention 
to  organize  a  national  convention,  517-18 

Vance,  Wm.  McKendree. — Best  means 
and  methods  of  improving  teachers  al- 
ready in  the  service,  126-30 

Van  Dyke,  Henry,  Lines  on  work,  130 

Van  Sickle,  James  H. — What  should  be 
the  basis  for  the  promotion  of  teachers 
and  the  increase  of  teachers'   salaries  ? 

177-83 

Vermont  State  Teachers'  Association,  514 

Vice-presidents,  List  of,  with  terms  of  ser- 
vice, 544-46 

Wertenbaker,  Thomas  Jefferson. — 
Home  and  school  training  in  the  South  in 
the  colonial  period,  455-57 

West  Virginia,  Minimum  salary  law  of  (T. 
C.  Miller)  140-41 

Western  Literary  Institute  and  College  of 


INDEX 


949 


Professional  Teachers  (Will  S.  Mon- 
roe) 463-64 

What  France  owes  to  America  in  the  matter 
of  education  (J.  J.  G.  Compaype)  417-20 

Whitcomb,  A.  K.,  Discussion  on  Local 
training-schools,  126 

Wilkinson,  J.  N., Treasurer,  Reportof,  12-14 

Windelband,  Wilhelm,  Sketch  of  (H. 
Schwartz)  425 

WiNSHiP,  Albert  E. — The  American  In- 
stitute of  Instruction,  457-63;  In  niemo- 
riam  Mrs.  Mary  H.  Hunt,  296-07 

Wisconsin  State  Teachers'  Association,  515 

\\'oman's  education  and  work,  List  of  ar- 
ticles on,  1874  to  1906,  729-30 


Woman's  part  in  public-school  education 
(Mrs.  Sarah  K.  Hyre)  51-58 

Women,  Modern  system  of  higher  educa- 
tion for,  in  Prussia  (F.  Paulsen)  395- 
408 

Work,  Lines  on  (Henry  Van  Dyke)  130 

Writing,  List  of  articles  on,  1893  to  1905, 

730 
Wundt,  Wilhelm,  Sketch  of  (H.  Schwartz) 

428 
Young,    Ella   Flagg. — Influence  of  the 

city    normal    school    or    training-school, 

121-24 
Zeller,  Eduard,  Sketch  of  (H.  Schwartz) 

422-23 


I 


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